| 000 -LEADER |
|---|
| fixed length control field |
03912nam a22004215i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20140310145539.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
|---|
| fixed length control field |
cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
110106s2011 ne | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9789400700147 |
|
978-94-007-0014-7 |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LC8-6691 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370 |
| Edition number |
23 |
| 264 #1 - |
|---|
| -- |
Dordrecht : |
| -- |
Springer Netherlands, |
| -- |
2011. |
| 912 ## - |
|---|
| -- |
ZDB-2-SHU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rivera, Ferdinand D. |
| Relator term |
author. |
| 245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE |
|---|
| Title |
Toward a Visually-Oriented School Mathematics Curriculum |
| Medium |
[electronic resource] : |
| Remainder of title |
Research, Theory, Practice, and Issues / |
| Statement of responsibility, etc |
by Ferdinand D. Rivera. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
IX, 316 p. |
| Other physical details |
online resource. |
| 440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Mathematics Education Library ; |
| Volume number/sequential designation |
49 |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 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 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
What 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 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Education. |
|
|---|
| Topical term or geographic name as entry element |
Visualization. |
|
|---|
| Topical term or geographic name as entry element |
Mathematics. |
|
|---|
| Topical term or geographic name as entry element |
Education. |
|
|---|
| Topical term or geographic name as entry element |
Mathematics Education. |
|
|---|
| Topical term or geographic name as entry element |
Visualization. |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY |
|---|
| Title |
Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Display text |
Printed edition: |
| International Standard Book Number |
9789400700130 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
http://dx.doi.org/10.1007/978-94-007-0014-7 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Item type |
E-Book |
