The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is...
The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt,...
Mary Vicki Vicki Vicki Vicki Mary Cobb Paul Cobb Kay McClain
This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small international group to grapple with issues of communicating, symbolizing, modelling 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...
This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small in...
This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small international group to grapple with issues of communicating, symbolizing, modelling 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...
This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small in...
This text accounts for the untidy and complex nature of mathematics learning and teaching as it occurs in classroom situations. It discusses small group collaboration and learning, the teacher's practice and growth, and language, discourse and argumentation in the mathematics classroom.
This text accounts for the untidy and complex nature of mathematics learning and teaching as it occurs in classroom situations. It discusses small gro...
Known in the West as a -noble heathen, - the great Muslim sultan Saladin led Muslim forces in the reconquest of the Crusader kingdoms and captured Jerusalem in 1187. This concise history traces Saladin's role in the contest between Islam and Christianity during the twelfth century.
Following the Sultan's life from the rise of the Crusader states through his triumph over the Franks to the Third Crusade, Mohring elucidates the sultan's accomplishments in uniting much of the Middle East, his enlightened relationship with European opponents, and the unique legacy of his rule in the...
Known in the West as a -noble heathen, - the great Muslim sultan Saladin led Muslim forces in the reconquest of the Crusader kingdoms and captured ...
The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is...
The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt,...
The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The 'eaching experiment. was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors' research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were...
The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive deve...
In honor of Fred M. Donner's long and distinguished career as one of the foremost interpreters of early Islam, this volume collects more than a dozen original studies by his students. They range over a wide array of sub-fields in Islamic history and Islamic studies, including early history, historiography, Islamic law, religious studies, Qur'anic studies and Islamic archaeology. The book also includes a bibliography of Donner's works and a biographical sketch of sorts. Taken together, these essays are a clear testament to Donner's wide-ranging and continuing impact on the field. Contributors...
In honor of Fred M. Donner's long and distinguished career as one of the foremost interpreters of early Islam, this volume collects more than a dozen ...
In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale.
In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically g...
