N. Bednarz – författare
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4 produkter
4 produkter
Inbunden, Engelska, 1996
1 620 kr
Skickas inom 10-15 vardagar
This work comprises contributions from a broad range of countries and cultures; they are representative of different theoretical perspectives and classroom experiences. All contributors are concerned with helping teachers explore ways to develop children's mathematical understanding appropriate for the new millennium. The authors present complex ideas about mathematical understanding and provide readers with powerful classroom examples. Recommendations for changing the curriculum for young children are also suggested. The book documents four years of development in the field. Among the emergent developments described is the importance of context to mathematical development - it is not only the physical context, but also the social context of the classroom and school that stimulate conceptual growth. The book also locates current theoretical perspectives in a broad framework. It is organized around four interconnected themes all related directly to teaching and learning mathematics.
Inbunden, Engelska, 1996
3 234 kr
Skickas inom 10-15 vardagar
In the international research community, the teaching and learning of algebra have received a great deal of interest. The difficulties encountered by students in school algebra show the misunderstandings that arise in learning at different school levels and raise important questions concerning the functioning of algebraic reasoning, its characteristics, and the situations conducive to its favorable development. This book looks closely at some options that aim at giving meaning to algebra, and which are considered in contemporary research: generalization, problem solving, modeling, and functions. Salient research on these four perspectives addressed the question of the emergence and development of algebraic thinking by a dual focus on epistemological (via the history of the development of algebra) and didactic concerns. Through the theoretical issues raised and discussed, and the indication of given situations which can promote the development of algebraic thinking, this work will be of interest and value to researchers and teachers in the field of mathematics education.
Häftad, Engelska, 1996
3 234 kr
Skickas inom 10-15 vardagar
In the international research community, the teaching and learning of algebra have received a great deal of interest. The difficulties encountered by students in school algebra show the misunderstandings that arise in learning at different school levels and raise important questions concerning the functioning of algebraic reasoning, its characteristics, and the situations conducive to its favorable development. This book looks more closely at some options that aim at giving meaning to algebra, and which are considered in contemporary research: generalization, problem solving, modeling, and functions. Salient research on these four perspectives addressed the question of the emergence and development of algebraic thinking by a dual focus on epistemological (via the history of the development of algebra) and didactic concerns. Through the theoretical issues raised and discussed, and the indication of given situations which can promote the development of algebraic thinking, this work will be of interest and value to researchers and teachers in the field of mathematics education.
Häftad, Engelska, 2010
1 620 kr
Skickas inom 10-15 vardagar
This book, intended for mathematics education professionals and teachers of mathematics, is outstanding in that its contributions come from a broad range of countries and cultures; they are representative of different theoretical perspectives and classroom experiences. All contributors are concerned with helping teachers explore ways to develop children's mathematical understanding appropriate for the new millennium. The authors present complex ideas about mathematical understanding and provide readers with powerful classroom examples. Recommendations for changing the curriculum for young children are also suggested. The book comprehensively documents four years of development in the field. Among the emergent developments described is the importance of context to mathematical development - it is not only the physical context, but also the social context of the classroom and school that stimulate conceptual growth. The book also locates current theoretical perspectives in a broad framework. Finally the book is organized around four interconnected themes all related directly to teaching and learning mathematics.