The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning.

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

Original languageEnglish
Title of host publicationSymbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design.
EditorsP. Cobb, E. Yackel, K. McKlain
Place of PublicationMahwah
PublisherErlbaum
Pages133-176
Number of pages43
Publication statusPublished - 2000

Cite this

van Oers, B. (2000). The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. In P. Cobb, E. Yackel, & K. McKlain (Eds.), Symbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design. (pp. 133-176). Mahwah: Erlbaum.
van Oers, B. / The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. Symbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design.. editor / P. Cobb ; E. Yackel ; K. McKlain. Mahwah : Erlbaum, 2000. pp. 133-176
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van Oers, B 2000, The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. in P Cobb, E Yackel & K McKlain (eds), Symbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design.. Erlbaum, Mahwah, pp. 133-176.

The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. / van Oers, B.

Symbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design.. ed. / P. Cobb; E. Yackel; K. McKlain. Mahwah : Erlbaum, 2000. p. 133-176.

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

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van Oers B. The appropriation of mathematical symbols. A psychosemiotic approach to mathematics learning. In Cobb P, Yackel E, McKlain K, editors, Symbolizing and communicating in mathenatics classrooms. Perspectives on discourse, tools and instructional design.. Mahwah: Erlbaum. 2000. p. 133-176