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Results: 1-11 |

Table of contents of journal:

Results: 11
Introduction: Perspectives on semiotics and instructional design
Authors: Yackel, E
Citation: E. Yackel, Introduction: Perspectives on semiotics and instructional design, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 1-13
From representations to symbolizing: Introductory comments on semiotics and mathematical learning
Authors: Cobb, P
Citation: P. Cobb, From representations to symbolizing: Introductory comments on semiotics and mathematical learning, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 17-36
Symbolizing mathematical reality into being - Or how mathematical discourse and mathematical objects create each other
Authors: Sfard, A
Citation: A. Sfard, Symbolizing mathematical reality into being - Or how mathematical discourse and mathematical objects create each other, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 37-98
Means for meaning
Authors: Dorfer, W
Citation: W. Dorfer, Means for meaning, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 99-131
The appropriation of mathematical symbols: A psychosemiotic approach to mathematics learning
Authors: van Oers, B
Citation: B. Van Oers, The appropriation of mathematical symbols: A psychosemiotic approach to mathematics learning, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 133-176
"If you look at it the other way ... ": An exploration into the nature of symbolizing
Authors: Nemirovsky, R Monk, S
Citation: R. Nemirovsky et S. Monk, "If you look at it the other way ... ": An exploration into the nature of symbolizing, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 177-221
Symbolizing, modeling, and instructional design
Authors: Gravemeijer, K Cobb, P Bowers, J Whitenack, J
Citation: K. Gravemeijer et al., Symbolizing, modeling, and instructional design, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 225-273
Designs for environments that invite and sustain mathematical thinking
Authors: Bransford, J Zech, L Schwartz, D Barron, B Vye, N
Citation: J. Bransford et al., Designs for environments that invite and sustain mathematical thinking, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 275-324
The interrelated development of inscriptions and conceptual understanding
Authors: Lehrer, R Schauble, L Carpenter, S Penner, D
Citation: R. Lehrer et al., The interrelated development of inscriptions and conceptual understanding, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 325-360
Symbolizing, communicating, and mathematical: Key components of models andmodeling
Authors: Lesh, R Doerr, HM
Citation: R. Lesh et Hm. Doerr, Symbolizing, communicating, and mathematical: Key components of models andmodeling, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 361-383
Postscript: Integrating themes on discourse and design
Authors: Bowers, J
Citation: J. Bowers, Postscript: Integrating themes on discourse and design, SYMBOLIZING AND COMMUNICATING IN MATHEMATICS CLASSROOMS, 2000, pp. 385-397
Risultati: 1-11 |