{ "item_title" : "Toward an Anthropology of Graphing", "item_author" : [" W. M. Roth "], "item_description" : "During the summer of 1990, while taking my holidays to teach a university course of physics for elementary teachers, I also tutored one of the tenth-grade students at my school in physics, chemistry, and mathematics. In return for working with him for free, I had requested permission to audiotape our sessions; I wanted to use the transcripts as data sources for a chapter that I had been in- vited to write. It so happened that I discovered and read Jean Lave's Cognition in Practice that very summer, which inspired me to read other books on mathe- matics in everyday situations. Two years later, while conducting a study with my teacher colleague G. Michael Bowen on eighth-grade students' learning during an open-inquiry ecology unit, I discovered these students' tremendous data analysis skills that appeared to be a function of the deep familiarity with the objects and events that they had studied and mathematized earlier in the unit. I reported my findings in two articles, 'Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science' and 'Where is the context in contextual word problems?: Mathematical practices and products in Grade 8 students' answers to story problems'. I Begin- ning with that study, I developed a research agenda that focused on mathemati- cal knowing in science and science-related professions. During the early 1990s, I was also interested in the notion of authentic practice as a metaphor for planning school science curriculum.", "item_img_path" : "https://covers1.booksamillion.com/covers/bam/1/40/201/374/1402013744_b.jpg", "price_data" : { "retail_price" : "109.99", "online_price" : "109.99", "our_price" : "109.99", "club_price" : "109.99", "savings_pct" : "0", "savings_amt" : "0.00", "club_savings_pct" : "0", "club_savings_amt" : "0.00", "discount_pct" : "10", "store_price" : "" } }

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