By Koeno Gravemeijer, Richard Lehrer, Bert Van Oers, Lieven Verschaffel (auth.), Koeno Gravemeijer, Richard Lehrer, Bert Van Oers, Lieven Verschaffel (eds.)
The virtually common rejection of the suggestion of symbols as `carriers of which means' has created the necessity to locate an alternate for using versions as embodiments of mathematical options. by means of taking its element of departure as a priority for how scholars truly use instruments and logos, and for what those symbolize for them, this ebook explores the choice of establishing on symbolizing, modelling and power use as individually significant actions of scholars. This subject matter is approached from diverse angles and assorted views. One measurement is that of surroundings, various from the research of casual, spontaneous job of scholars, to an particular specialize in educational layout, and ambitions and results of guide. one other measurement is the theoretical framework of the researcher, various from constructivism, to task thought, cognitive-psychology and instructional-design conception. This e-book will entice a large viewers, various from researchers, tutorial designers, educators, and graduate students.
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Additional info for Symbolizing, Modeling and Tool Use in Mathematics Education
What do you use them for? or: Researcher gives the child a drawing of a street with houses and numbers on the houses and tells a story of a postman who has to bring a letter to the fourth house; which one is that? When he enters the street from the other side, which one is the fourth house then? The researcher followed a semi-structured clinical interview strategy. The conversations with the children were audio-taped and transcribed. In this 46 BERT VAN 0ERS investigation children of different ages were involved: one group (N=5) consisted of children from the age of about 5, the age of the other group (N=5) was about 9.
7), the course of development of an individual can be characterized as a transitory process from one leading activity to another. For the younger child (until the age of about 7) play activity is the optimal context for learning: in this period children are most motivated to play, and to appropriate new actions related to their ongoing play activities. As these actions are intrinsically motivated by the child's engagement in the play, these actions will be most meaningful for the child and-as a result-contribute optimally to the child's development (see also El 'konin, 1972).
The results with respect to the school photo showed a similar pattern. Here the children more often mentioned great number terms (hundred, two hundred, a million, a billion). g. 10), but in all these cases the other children refused to accept that: 'that is impossible'. When they had to answer the question of how they know, most of the children said that they 'just see it', or 'I just know', 'my rna told me', 'the teacher told us', or: 'my brother was the 200th pupil of the school, so it must be 200'.