Mathematizing and symbolizing:The emergence of chains of signification in one first-grade classroom

P. Cobb, K.P.E. Gravemeijer, E. Yackel, K. McClain, J. Whitenack

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Original language	English
Title of host publication	Situated cognition theory: Social , semiotic, and neurological perspectives
Editors	D. Kirschner, J. Whitson
Pages	151-233
Publication status	Published - 1997

Cite this

@inbook{8f1f666060084dc48566689332b2f3c0,

title = "Mathematizing and symbolizing:The emergence of chains of signification in one first-grade classroom",

author = "P. Cobb and K.P.E. Gravemeijer and E. Yackel and K. McClain and J. Whitenack",

year = "1997",

language = "English",

pages = "151--233",

editor = "D. Kirschner and J. Whitson",

booktitle = "Situated cognition theory: Social , semiotic, and neurological perspectives",

}

Mathematizing and symbolizing:The emergence of chains of signification in one first-grade classroom. / Cobb, P.; Gravemeijer, K.P.E.; Yackel, E. et al.
Situated cognition theory: Social , semiotic, and neurological perspectives. ed. / D. Kirschner; J. Whitson. 1997. p. 151-233.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - Mathematizing and symbolizing:The emergence of chains of signification in one first-grade classroom

AU - Cobb, P.

AU - Gravemeijer, K.P.E.

AU - Yackel, E.

AU - McClain, K.

AU - Whitenack, J.

PY - 1997

Y1 - 1997

M3 - Chapter

SP - 151

EP - 233

BT - Situated cognition theory: Social , semiotic, and neurological perspectives

A2 - Kirschner, D.

A2 - Whitson, J.

ER -