Paul Cobb, Erna Yackel, Kay McClain

"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding."—CHOICE"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators."—Journal of Literacy Research

• Contents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations.P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing.K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.

Paul Cobb, Erna Yackel, Kay McClain

"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding."—CHOICE"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators."—Journal of Literacy Research

• Contents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations.P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing.K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.

Paul Cobb, Erna Yackel, Kay McClain

"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding."—CHOICE"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators."—Journal of Literacy Research

• Contents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations.P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing.K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.