Books about Symbolizing from Amazon.com

This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues.

The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.
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Reading Sankofa, Daughters of the Dust, & Eve's Bayou as Histories.
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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..
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Through a sequence of bold and controversial observations, readers get a glimpse into the world of African-Americans as never before. Unlike similar publications that tend to concentrate on the customary slant and downplay opposing views, My Head is Bloody But Unbowed explores all aspects of the Afrocentric experience. No topic is too sacred or too controversial. Consequently, there are various issues which are of major concern to Blacks which will be raised in various texts throughout this book. These include everything from Color consciousness (light vs. dark) to Black-on-Black violence. Revealing, controversial, but never dull, My Head is Bloody, But Unbowed is a bird’s eye view of the world from a woman who has experienced the best and worst of Black America. For anyone interested in knowing what angers, saddens, mystifies, confuses, and brings joy to America’s most maligned and misunderstood ethnic group, this book is a must-read..
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