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What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum ...

This book draws on research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. Pattern generalization encompasses the construction and justification of structures that give meanings to sequences of numerical and figural objects. While empirical studies conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awarene...

¿¿This¿volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature.¿The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that a...

¿¿This¿volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature.¿The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that a...

This book draws on research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. Pattern generalization encompasses the construction and justification of structures that give meanings to sequences of numerical and figural objects. While empirical studies conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awarene...

What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum ...