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In this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water. It is the world of a curious genre, known as "word problems" or "story problems". It originated in the ancient civilizations of Egypt, China, and India, and is the subject of daily rituals among students and teachers in mathematics classrooms all around the world. An international group of scholars with a shared interest in this phenomenon explore multiple aspects of this world from multiple perspectives. These discussions take us deep into philosophical issues of the relationships between words, mathematical systems, and the physical and social worlds we all inhabit. Empirical investigations are reported that throw light on how students and their teachers experience and interpret this activity, raising profound questions about the nature and purposes of mathematics teaching/learning in general and how it could be improved.

Word problems (Mathematics) --- Mathematics --- Study and teaching --- Methodology.

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Didactics of mathematics --- Word problems (Mathematics) --- Problem solving --- Study and teaching. --- -Word problems (Mathematics) --- -Academic collection --- #PBIB:2001.1 --- Problems, Word (Mathematics) --- Story problems (Mathematics) --- Mathematics --- Methodology --- Psychology --- Decision making --- Executive functions (Neuropsychology) --- Study and teaching --- Academic collection --- Word problems (Mathematics) - Study and teaching. --- Problem solving - Study and teaching.

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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.

#PBIB:2003.1 --- #PBIB:gift 2003 --- 51 --- 51:37 --- Mathematics --- Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 51:37 Mathematics-:-Opvoeding en onderwijs --(algemeen) --- 51 Mathematics --- Study and teaching --- 51 Wiskunde. Mathematiek --- Wiskunde. Mathematiek --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Mathematics Education. --- Learning & Instruction. --- Curriculum Studies. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Learning process --- Comprehension --- Education --- Curricula