ISBN:
9789401731942
Language:
English
Pages:
Online-Ressource (IV, 308 p)
,
digital
Edition:
Springer eBook Collection. Humanities, Social Sciences and Law
Series Statement:
Mathematics Education Library 30
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Keywords:
Education
;
Curriculum planning
;
Mathematics
;
Learning.
;
Instruction.
;
Curriculums (Courses of study).
;
Mathematics—Study and teaching .
;
Education—Curricula.
;
Learning, Psychology of.
Abstract:
The almost universal rejection of the notion of symbols as `carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students actually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction. Another dimension is the theoretical framework of the researcher, varying from constructivism, to activity theory, cognitive-psychology and instructional-design theory. This book will appeal to a wide audience, varying from researchers, instructional designers, educators, and graduate students
DOI:
10.1007/978-94-017-3194-2
URL:
Volltext
(lizenzpflichtig)
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