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Symbolizing, Modeling and Tool Use in Mathematics Education

Overview of attention for book
Cover of 'Symbolizing, Modeling and Tool Use in Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction and Overview
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    Chapter 2 Preamble: From Models to Modeling
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    Chapter 3 Informal Representations and Their Improvements
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    Chapter 4 The Mathematization of Young Children’s Language
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    Chapter 5 Symbolizing Space into Being
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    Chapter 6 Mathematical Representations as Systems of Notations-In-Use
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    Chapter 7 Students’ Criteria for Representational Adequacy
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    Chapter 8 Transitions in Emergent Modeling
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    Chapter 9 Introduction to Section II
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    Chapter 10 Emergent Models as an Instructional Design Heuristic
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    Chapter 11 Modeling, Symbolizing, and Tool Use in Statistical Data Analysis
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    Chapter 12 Didactic Objects and Didactic Models in Radical Constructivism
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    Chapter 13 Taking into Account Different Views
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    Chapter 14 Introduction to Section III
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    Chapter 15 On Guessing the Essential Thing
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    Chapter 16 Everyday Knowledge and Mathematical Modeling of School Word Problems
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    Chapter 17 On the Development of Human Representational Competence from an Evolutionary Point of View
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    Chapter 18 Modeling Reasoning
Attention for Chapter 8: Transitions in Emergent Modeling
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Chapter title
Transitions in Emergent Modeling
Chapter number 8
Book title
Symbolizing, Modeling and Tool Use in Mathematics Education
Published by
Springer, Dordrecht, January 2002
DOI 10.1007/978-94-017-3194-2_8
Book ISBNs
978-9-04-816180-5, 978-9-40-173194-2
Authors

Norma Presmeg

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 1 Mendeley reader of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 1 100%

Demographic breakdown

Readers by professional status Count As %
Student > Postgraduate 1 100%
Readers by discipline Count As %
Social Sciences 1 100%

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