Humanist Discussion Group, Vol. 16, No. 335.
Centre for Computing in the Humanities, King's College London
www.kcl.ac.uk/humanities/cch/humanist/
Submit to: humanist@princeton.edu
[1] From: Willard McCarty <willard.mccarty@kcl.ac.uk> (12)
Subject: review of Pinker's The Blank Slate
[2] From: Willard McCarty <willard.mccarty@kcl.ac.uk> (58)
Subject: book on Symbolizing, Modeling and Tool Use
--[1]------------------------------------------------------------------
Date: Thu, 21 Nov 2002 07:13:51 +0000
From: Willard McCarty <willard.mccarty@kcl.ac.uk>
Subject: review of Pinker's The Blank Slate
Members of this group may know about Steven Pinker's latest book, The Blank
Slate: The Modern Denial of Human Nature. Even if not you'll likely find
Simon Blackburn's review of it, "Meet the Flintstones", in the New
Republic, at
<http://www.thenewrepublic.com/doc.mhtml?i=20021125&s=blackburn112502>,
very interesting -- by turns funny and depressing. Intellectual
weed-control is a full-time job.
Yours,
WM
Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
7848-2784 fax: -2980 || willard.mccarty@kcl.ac.uk
www.kcl.ac.uk/humanities/cch/wlm/
--[2]------------------------------------------------------------------
Date: Thu, 21 Nov 2002 07:16:07 +0000
From: Willard McCarty <willard.mccarty@kcl.ac.uk>
Subject: book on Symbolizing, Modeling and Tool Use
Kluwer is pleased to announce the publication of the following title:
Symbolizing, Modeling and Tool Use in Mathematics Education
edited by
Koeno Gravenmeijer
Freudenthal Institute/Dept. of Educational Sciences, Utrecht University,
The Netherlands
Richard Lehrer
Peabody College, Vanderbilt University, Nashville, TN, USA
Bert van Oers
Dept. of Education and Curriculum, Free University Amsterdam, The Netherlands
Lieven Verschaffel
Center for Instructional Psychology and Technology, University of Leuven,
Belgium
MATHEMATICS EDUCATION LIBRARY -- 30
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.
CONTENTS AND CONTRIBUTORS
Introduction and overview; K. Gravemeijer, et al. Preamble: from models to
modelling; K. Gravemeijer.
Section I: Emergent Modeling. Introduction to Section I: Informal
representations and their improvements; B.van Oers. The mathematization of
young childern's language;B.van Oers. Symbolizing space into being; R.
Lehrer, C.Pritchard. Mathematical representations as systems of
notations-in-use; L. Meira. Student's criteria for representational
adequacy; A. diSessa. Transitions in emergent modeling; N. Presmeg.
Section II: The Role of Models, Symbols and Tools in Instructional
Design. Introduction to Section II: the role of models, symbols and tools
in instructional design; K. Gravemeijer. Emergent models as an
instructional design heuristic; K. Gravemeijer, M. Stephan. Modeling,
symbolizing, and tool use in statistical data analysis; P. Cobb. Didactic
objects and didactic models in radical constructivism; P.W.Thompson. Taking
into account different views: three brief comments on papers by Gravemeijer
and Stephan, Cobb and Thompson; C. Selter.
Section III: Models, Situated Practices, and Generalization. Introduction
to Section II: models, situated practices, and generalization; L.
Verschaffel. On guessing the essential thing; R.Nemirovsky. Everyday
knowledge and mathematical modeling of school word problems;L. Verschaffel,
et al. On the development of human representational competence from an
evolutionary point of view: from episodic to virtual culture; J. Kaput, D.
Shaffer. Modeling reasoning; D. Carraher, A. Schliemann. Index.
Hardbound ISBN: 1-4020-1032-X Date: December 2002 Pages: 318 pp.
EURO 112.00 / USD 108.00 / GBP 72.00
Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
7848-2784 fax: -2980 || willard.mccarty@kcl.ac.uk
www.kcl.ac.uk/humanities/cch/wlm/
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