The focal point of NCTM's 2001 Yearbook is one point of the way scholars examine arithmetic specifically, how they learn how to shape abstractions and construct mathematical representations of phenomena. It explains how scholars come to improve mathematical conduct of brain, or even how they enhance misunderstandings approximately arithmetic. Discussions at the nature and roles of illustration, using illustration instruments for gaining insights, a number of image platforms utilized in arithmetic, and the function of context within the interaction among modeling and illustration make this a superb source for academics who have the desire to make clever judgements approximately content material and pedagogy.

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