Difference between revisions of "The Roles of Representation in School Mathematics (2001 NCTM Yearbook)"
Jump to navigation
Jump to search
(Create page with contents and cite) |
(Link authors and fix typos) |
||
Line 7: | Line 7: | ||
<ol start="1"> | <ol start="1"> | ||
<li>Systems of Representations and the Development of Mathematical Concepts by Gerald Goldin and Nina Shteingold</li> | <li>Systems of Representations and the Development of Mathematical Concepts by Gerald Goldin and Nina Shteingold</li> | ||
<li>Representation and Abstraction in Young Children's Numerical Reasoning by Constance Kamii, Lynn Kirkland, and Barbara A. Lewis</li> | <li>Representation and Abstraction in Young Children's Numerical Reasoning by [[Constance Kamii]], Lynn Kirkland, and Barbara A. Lewis</li> | ||
<li>Algebra: What Are We Teaching? by Mark Saul</li> | <li>Algebra: What Are We Teaching? by Mark Saul</li> | ||
<li>Attending to Transparent Features of Opaque Representations of Natural Numbers by Rina Zakis and Karen Gadowsky</li> | <li>Attending to Transparent Features of Opaque Representations of Natural Numbers by Rina Zakis and Karen Gadowsky</li> | ||
Line 16: | Line 16: | ||
<ol start="5"> | <ol start="5"> | ||
<li>The Influence of Language on Mathematical Representations by Irene T. Miura</li> | <li>The Influence of Language on Mathematical Representations by Irene T. Miura</li> | ||
<li>The Role of Tools in Supporting Students' Development of Measuring Conceptions by Michelle Stephan, Paul Cobb, Koeno Gravemeijer, and Beth Estes</li> | <li>The Role of Tools in Supporting Students' Development of Measuring Conceptions by [[Michelle Stephan]], [[Paul Cobb]], [[Koeno Gravemeijer]], and Beth Estes</li> | ||
<li>Promoting the Use of Diagrams as Tools for Thinking by Carmel Diezmann and Lyn English</li> | <li>Promoting the Use of Diagrams as Tools for Thinking by Carmel Diezmann and [[Lyn English]]</li> | ||
<li>Constructing a Foundation for the Fundamental Theorem of Calculus by Marty J. Schnepp and Ricardo Nemirovsky</li> | <li>Constructing a Foundation for the Fundamental Theorem of Calculus by Marty J. Schnepp and Ricardo Nemirovsky</li> | ||
<li>Mapping Diagrams: Another View of Functions by Mark Bridger and Maxine Bridger</li> | <li>Mapping Diagrams: Another View of Functions by Mark Bridger and Maxine Bridger</li> | ||
<li>A Multirepresentational Journey through the Law of Cosines by Daniel Scher and E. Paul Goldenberg</li> | <li>A Multirepresentational Journey through the Law of Cosines by Daniel Scher and [[E. Paul Goldenberg]]</li> | ||
<li>Representations of Reversal: An Exploration of Simpson's Paradox by Lawrence Mark Lesser</li> | <li>Representations of Reversal: An Exploration of Simpson's Paradox by Lawrence Mark Lesser</li> | ||
</ol> | </ol> | ||
Line 27: | Line 27: | ||
<ol start="12"> | <ol start="12"> | ||
<li>Presenting and Representing: From Fractions to Rational Numbers by Susan J. Lamon</li> | <li>Presenting and Representing: From Fractions to Rational Numbers by [[Susan Lamon|Susan J. Lamon]]</li> | ||
<li>Representations of Patterns and Functions: Tools for Learning by Wendy N. Coulombe and Sarah B. Berenson</li> | <li>Representations of Patterns and Functions: Tools for Learning by Wendy N. Coulombe and Sarah B. Berenson</li> | ||
<li>Promoting Multiple Representations in Algebra by Alex Friedlander and Michal Tabach</li> | <li>Promoting Multiple Representations in Algebra by Alex Friedlander and Michal Tabach</li> | ||
Line 39: | Line 39: | ||
<li>Listen to Their Pictures: An Investigation of Children's Mathematical Drawings by Kristine Reed Woleck</li> | <li>Listen to Their Pictures: An Investigation of Children's Mathematical Drawings by Kristine Reed Woleck</li> | ||
<li>Using Literature to Invite Mathematical Representations by Phyllis Whitin and David Whitin</li> | <li>Using Literature to Invite Mathematical Representations by Phyllis Whitin and David Whitin</li> | ||
<li>Representation in Realistic Mathematics Education by Margaret R. Meyer</li> | <li>Representation in Realistic Mathematics Education by [[Margaret Meyer|Margaret R. Meyer]]</li> | ||
<li>Charting a Visual Course to the Concept of Function by Michal Yerushalmy</li> | <li>Charting a Visual Course to the Concept of Function by [[Michal Yerushalmy]]</li> | ||
<li>Teaching Mathematical Modeling and the Skills of Representation by Joshua Paul Abrams</li> | <li>Teaching Mathematical Modeling and the Skills of Representation by Joshua Paul Abrams</li> | ||
</ol> | </ol> | ||
Line 47: | Line 47: | ||
=== APA 7 === | === APA 7 === | ||
Cuoco, A. A. & Curcio, F. R. (Eds.). (2001). ''The roles of representation in school mathematics''. National Council of Teachers of Mathematics | Cuoco, A. A. & Curcio, F. R. (Eds.). (2001). ''The roles of representation in school mathematics''. National Council of Teachers of Mathematics. | ||
[[Category:Edited Books]] | [[Category:Edited Books]] | ||
[[Category:2001]] | [[Category:2001]] |
Latest revision as of 01:03, 26 June 2021
Contents
Preface
Part 1: Roles for Representations
- Systems of Representations and the Development of Mathematical Concepts by Gerald Goldin and Nina Shteingold
- Representation and Abstraction in Young Children's Numerical Reasoning by Constance Kamii, Lynn Kirkland, and Barbara A. Lewis
- Algebra: What Are We Teaching? by Mark Saul
- Attending to Transparent Features of Opaque Representations of Natural Numbers by Rina Zakis and Karen Gadowsky
Part 2: Tools for Thinking
- The Influence of Language on Mathematical Representations by Irene T. Miura
- The Role of Tools in Supporting Students' Development of Measuring Conceptions by Michelle Stephan, Paul Cobb, Koeno Gravemeijer, and Beth Estes
- Promoting the Use of Diagrams as Tools for Thinking by Carmel Diezmann and Lyn English
- Constructing a Foundation for the Fundamental Theorem of Calculus by Marty J. Schnepp and Ricardo Nemirovsky
- Mapping Diagrams: Another View of Functions by Mark Bridger and Maxine Bridger
- A Multirepresentational Journey through the Law of Cosines by Daniel Scher and E. Paul Goldenberg
- Representations of Reversal: An Exploration of Simpson's Paradox by Lawrence Mark Lesser
Part 3: Symbols and Symbol Systems
- Presenting and Representing: From Fractions to Rational Numbers by Susan J. Lamon
- Representations of Patterns and Functions: Tools for Learning by Wendy N. Coulombe and Sarah B. Berenson
- Promoting Multiple Representations in Algebra by Alex Friedlander and Michal Tabach
- From Fibonacci Numbers to Fractals: Recursive Patterns and Subscript Notation by Deborah S. Franzblau and Lisa B. Warner
- Tracing the Origins and Extensions of Michael's Representation by Regina D. Kiczek, Carolyn A. Maher, and Robert Speiser
Part 4: The Role of Context
- Listen to Their Pictures: An Investigation of Children's Mathematical Drawings by Kristine Reed Woleck
- Using Literature to Invite Mathematical Representations by Phyllis Whitin and David Whitin
- Representation in Realistic Mathematics Education by Margaret R. Meyer
- Charting a Visual Course to the Concept of Function by Michal Yerushalmy
- Teaching Mathematical Modeling and the Skills of Representation by Joshua Paul Abrams
Cite
APA 7
Cuoco, A. A. & Curcio, F. R. (Eds.). (2001). The roles of representation in school mathematics. National Council of Teachers of Mathematics.