By Albert Cuoco, Frances Curcio
The focus of NCTM's 2001 Yearbook is one aspect of how
students learn mathematics–in particular, how they learn to form abstractions
and build mathematical representations of phenomena. It explains how students
come to develop mathematical habits of mind, and even how they develop
misunderstandings about mathematics. Discussions on the nature and roles of
representation, the use of representation tools for gaining insights, various
symbol systems used in mathematics, and the role of context in the interplay
between modeling and representation make this an excellent resource for teachers
who want to make smart decisions about content and pedagogy.
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