ISBN: 9781402010323

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.… Plus…

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., Springer<

2002, ISBN: 140201032X

[EAN: 9781402010323], Neubuch, [PU: Springer Netherlands Dez 2002], MATHEMATIK; INSTRUCTIONALDESIGN; MATHEMATICSEDUCATION; LEARNINGANDINSTRUCTION, This item is printed on demand - it take… Plus…

[EAN: 9781402010323], Neubuch, [PU: Springer Netherlands Dez 2002], MATHEMATIK; INSTRUCTIONALDESIGN; MATHEMATICSEDUCATION; LEARNINGANDINSTRUCTION, This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension 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; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory. 320 pp. Englisch, Books<

2002, ISBN: 140201032X

[EAN: 9781402010323], Neubuch, [SC: 0.0], [PU: Springer Netherlands], MATHEMATIK; INSTRUCTIONALDESIGN; MATHEMATICSEDUCATION; LEARNINGANDINSTRUCTION, Druck auf Anfrage Neuware - Printed af… Plus…

[EAN: 9781402010323], Neubuch, [SC: 0.0], [PU: Springer Netherlands], MATHEMATIK; INSTRUCTIONALDESIGN; MATHEMATICSEDUCATION; LEARNINGANDINSTRUCTION, Druck auf Anfrage Neuware - Printed after ordering - This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension 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; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory., Books<