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This volume grew out of a symposium on discourse, tools, and
instructional design at Vanderbilt University in 1995 that brought
together a small international group to grapple with issues of
communicating, symbolizing, modeling, 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 discourse theory. The work is
distinguished by the caliber of the contributors, the significance
of the topics addressed in the current era of reform in mathematics
education, and the diversity of perspectives taken to a common set
of themes and issues.
The book is intended for those who are seeking to expand their
understanding of the complexity of learning in order to enhance the
learning experiences students have in schools, primarily
researchers, instructional designers, and graduate students in
mathematics education, as well as those in other fields including
science education, instructional design in general, discourse
theory, and semiotics.
This volume grew out of a symposium on discourse, tools, and
instructional design at Vanderbilt University in 1995 that brought
together a small international group to grapple with issues of
communicating, symbolizing, modeling, 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 discourse theory. The work is
distinguished by the caliber of the contributors, the significance
of the topics addressed in the current era of reform in mathematics
education, and the diversity of perspectives taken to a common set
of themes and issues.
The book is intended for those who are seeking to expand their
understanding of the complexity of learning in order to enhance the
learning experiences students have in schools, primarily
researchers, instructional designers, and graduate students in
mathematics education, as well as those in other fields including
science education, instructional design in general, discourse
theory, and semiotics.
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