000 04080nam a22004695i 4500
001 978-94-007-0014-7
003 DE-He213
005 20140220083827.0
007 cr nn 008mamaa
008 110106s2011 ne | s |||| 0|eng d
020 _a9789400700147
_9978-94-007-0014-7
024 7 _a10.1007/978-94-007-0014-7
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aRivera, Ferdinand D.
_eauthor.
245 1 0 _aToward a Visually-Oriented School Mathematics Curriculum
_h[electronic resource] :
_bResearch, Theory, Practice, and Issues /
_cby Ferdinand D. Rivera.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aIX, 316 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Education Library ;
_v49
505 0 _aChapter 1. Visualization and Progressive Schematization -- Chapter 2. Visual Roots of Mathematical Cognitive Activity -- Chapter 3. Visual Roots of Mathematical Symbols -- Chapter 4. Visuoalphanumeric Representations in Pattern Generalization Activity -- Chapter 5. Visual Thinking and Diagrammatic Reasoning (DR) -- Chapter 6. Cultural and Blind-Specific Issues and Implications to Visual Thinking in Mathematics -- Chapter 7. Instructional Implications: Toward Visual Thinking in Mathematics.
520 _aWhat does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author’s longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author’s reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon – that is, seeing the visual in the symbolic and the symbolic in the visual."
650 0 _aEducation.
650 0 _aVisualization.
650 0 _aMathematics.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aVisualization.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400700130
830 0 _aMathematics Education Library ;
_v49
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-0014-7
912 _aZDB-2-SHU
999 _c109175
_d109175