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Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design Book

Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design
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Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design, This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particu, Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design
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  • Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design
  • Written by author Paul Cobb
  • Published by Taylor & Francis, 11/12/2012
  • This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particu
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Contents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations. P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being—Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing. K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.


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Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design, This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particu, Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design

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Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design, This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particu, Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design

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Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design, This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particu, Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design

Symbolizing & Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, & Instructional Design

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