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Preliminary Material /Christopher Andersen , Nora Scheuer , María del Puy Pérez Echeverría and Eva V. Teubal -- External Representations as Learning Tools /María del Puy Pérez Echeverría and Nora Scheuer -- From One to Two /Nora Scheuer and Anne Sinclair -- Young Children’s Developing Ability to Produce Notations in Different Domains — Drawing, Writing, and Numerical /Esti Klein , Eva Teubal and Anat Ninio -- Space-Time Representations in Young Children /Ornella Robutti -- Learning Language Through Preschool Science /Lucia French and Shira Peterson -- Children’s Semantic Representations of a Science Term /Rachel Best , Julie Dockrell and Nick Braisby -- Children’s Representations in Modelling Scientific Knowledge Construction /Andrés Acher and Maria Arcà -- Tables as Cognitive Tools in Primary Education /Eduardo Martí -- Does Drawing Contribute to Learning to Write? Children Think it Does /Nora Scheuer , Montserrat de La Cruz , Juan Ignacio Pozo and María Faustina Huarte -- The Development of Scientific Inquiry Strategies and Representational Practices in Preadolescents /Merce Garcia-Mila , Christopher Andersen and Nubia E. Rojo -- The Impact of Labeling on Adults’ and Children’s Ability to Use Geometrical Definitions /Eva Teubal , Ainat Guberman and Jeanne Albert -- Graphicacy: University Students’ Skills in Translating Information /María del Puy Pérez Echeverría , Yolanda Postigo and Ana Pecharromán -- What Does “In the Infinite” Mean? /Eduardo F. Mortimer and Christian Buty -- Representing Organic Molecules /Juan Ignacio Pozo and María Gabriela Lorenzo -- Writer Development in the Sciences /Ann Montemayor-Borsinger -- A Reading of the Volume from the Perspective of Symbol-Use /Ricardo Nemirovsky -- External Representations Critical to Human Intelligence /Katherine Nelson -- Final Words /Christopher Andersen , Nora Scheuer , María del Puy Pérez Echeverría and Eva V. Teubal -- Author Index /Christopher Andersen , Nora Scheuer , María del Puy Pérez Echeverría and Eva V. Teubal. Learning and teaching complex cultural knowledge calls for meaningful participation in different kinds of symbolic practices, which in turn are supported by a wide range of external representations, as gestures, oral language, graphic representations, writing and many other systems designed to account for properties and relations on some 2- or 3-dimensional objects. Children start their apprenticeship of these symbolic practices very early in life. But being able to understand and use them in fluid and flexible ways poses serious challenges for learners and teachers across educational levels, from kindergarten to university. This book is intended as a step in the path towards a better understanding of the dynamic relations between different symbolic practices and the acquisition of knowledge in various learning domains, settings and levels. Researchers from almost twenty institutions in three different continents present first hand research in this emerging area of study and reflect on the particular ways and processes whereby participation in symbolic practices based on a diversity of external representations promotes learning in specific fields of knowledge. The book will be useful for persons interested in education, as well as cognitive psychologists, linguists and those concerned by the generation, appropriation, transmission and communication of knowledge
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