16.335 books: a review, an announcement

From: Humanist Discussion Group (by way of Willard McCarty willard.mccarty@kcl.ac.uk)
Date: Thu Nov 21 2002 - 03:15:49 EST

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                   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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