Symbolizing Modeling And Tool Use In Mathematics Education
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Symbolizing, Modeling and Tool Use in Mathematics Education
Author: K.P Gravemeijer
language: en
Publisher: Springer Science & Business Media
Release Date: 2002-12-31
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.
Symbolizing, Modeling and Tool Use in Mathematics Education
Author: K.P Gravemeijer
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-03-09
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.
Taking Science to School
Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2007-04-16
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.