MARC Record from marc_columbia

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035 $a(OCoLC)ocm45729289
035 $a(NNC)16850278
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020 $a0585317984$q(electronic bk.)
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245 00 $aSymbolizing and communicating in mathematics classrooms :$bperspectives on discourse, tools, and instructional design /$cedited by Paul Cobb, Erna Yackel, Kay McClain.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c2000.
300 $a1 online resource (x, 411 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file$bPDF$2rda
504 $aIncludes bibliographical references and indexes.
505 00 $gIntroduction :$tPerspectives on semiotics and instructional design /$rErna Yackel --$tFrom representations to symbolizing : introductory comments on semiotics and mathematical learning /$rPaul Cobb --$tSymbolizing mathematical reality into being, or, How mathematical discourse and mathematical objects create each other /$rAnna Sfard --$tMeans for meaning /$rWilli Dörfler --$tThe appropriation of mathematical symbols : a psychosemiotic approach to mathematics learning /$rBert van Oers --$t"If you look at it the other way-- " : an exploration into the nature of symbolizing /$rRicardo Nemirovsky, Stephen Monk --$tSymbolizing, modeling, and instructional design /$rKoeno Gravemeijer [and others] --$tDesigns for environments that invite and sustain mathematical thinking /$rJohn Bransford [and others] --$tThe interrelated development of inscriptions and conceptual understanding /$rRichard Lehrer [and others] --$tSymbolizing, communicating, and mathematizing : key components of models and modeling /$rRichard Lesh, Helen M. Doerr --$tPostscript : integrating themes on discourse and design /$rJanet Bowers.
588 0 $aPrint version record.
520 $aThis 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, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.
650 0 $aMathematics$xStudy and teaching.
650 0 $aMathematical notation.
650 6 $aMathématiques$xÉtude et enseignement.
650 6 $aMathématiques$xNotation.
650 7 $aMATHEMATICS$xStudy & Teaching.$2bisacsh
650 7 $aMathematical notation.$2fast$0(OCoLC)fst01012093
650 7 $aMathematics$xStudy and teaching.$2fast$0(OCoLC)fst01012236
655 0 $aElectronic books.
655 4 $aElectronic books.
700 1 $aCobb, Paul,$d1953-
700 1 $aYackel, Erna.
700 1 $aMcClain, Kay.
776 08 $iPrint version:$tSymbolizing and communicating in mathematics classrooms.$dMahwah, N.J. : Lawrence Erlbaum Associates, 2000$z080582975X$w(DLC) 98052381$w(OCoLC)40543245
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio16850278$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS