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21 produkter
21 produkter
Del 8 - Mathematics Teacher Education
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
Results from the COACTIV Project
Inbunden, Engelska, 2013
1 577 kr
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This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
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PDF, Engelska, 20132 049 kr
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This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
Del 8 - Mathematics Teacher Education
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
Results from the COACTIV Project
Häftad, Engelska, 2015
1 623 kr
Skickas inom 10-15 vardagar
This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?
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Essay from the year 2004 in the subject Philosophy - Miscellaneous, grade: distinction+, Murdoch University (Institute for Sustainability and Technology Policy), course: Policy, Technology, Democracy, language: English, abstract: Formatting the statement: How to deal with If-QuestionsThe statement "e;Sustainability can be achieved by developing smarter technologies"e; can be seen as an affirmative answer to the following question: [1] If: Sustainability can be achieved by developing smarter technologies? If- or respectively decision-demanding-questions allow two possibilities to answer: an affirmative and a negative one. Someone who wants to claim the proposition of the question is obliged to give a proof. Someone who wants to dispute the proposition of the question is obliged to give a refutation. To identify what such a proof or rather a refutation has to contain, it is helpful to note down the question again to show the logical structure more clearly: Is it the case, that[1'] If developing smarter technologies then Sustainability can be achieved? Obviously it concerns an implication clause, which demands further propositions that allow the transition from the antecedent to the succedent. A tautological transition can be constructed neither taking any scientific 'proofs' into consideration, nor making any vague prognoses. Only the arbitrary meaning of the term 'smart' has to be fixed in a goal-directed way: [2] A technology is smart i f f1 it meets the needs of the present without compromising the ability of future generations to meet their own needs. Making use of the rule of complete substitution of the definiendum and the definiens we get a tautology by putting line [2] in line [1'] and taking the Brundland definition for Sustainability. Someone who accepts the definition [2] and the Brundland one is forced to agree with the statement simply because of locical reasons (? 6). This finding, indeed, leaves one unsatisfied. Thus, further investigations have to be undertaken. Although explications are often given by scientists, it seems to me particulary characteristic of philosophical work that a great part of it is devoted to proposing and discussing explications of certain basic general concepts.
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Essay from the year 2004 in the subject Philosophy - Practical (Ethics, Aesthetics, Culture, Nature, Right, ...), grade: HD (High Distinction), Murdoch University (Institute for Sustainability and Technology Policy), course: Policy, Technology and Democracy, language: English, abstract: What does Winner mean when he says 'technologies are forms of life'?In his book "e;The Whale and the Reactor"e;, Langdon Winner introduces technologies as forms of life. With this notion, he tries to overcome "e;our normal understanding of the meaning of technology in human life"e; (p. 12), which he declares as a "e;widespread and ex-tremely narrow conception"e; (p. 12). Although it remains unclear about whom he refers to, the 'normal understanding' seems to be an understanding of technology as a "e;cause-and-effect model"e; (p. 11), to which he attests "e;empirical and moral shortcomings"e;(p. 11). Winner endeavours to explain the connection between technologies and the everyday life. What is needed is an interpretation of the ways, both obvious and subtle, in which everyday life is transformed by the mediating role of technical devices. (p. 9). Nowadays, technologies are so interwoven into the texture of everyday life that life is un-thinkable without them. At least for the western industrialized countries, it is valid that "e;Humans must adapt. That is their destiny"e; (p. 10). Winner describes this situation as fol-lows:We do indeed 'use' telephones, automobiles, electric lights, and computers in the conventional sense of picking them up and putting them down. But our world soon becomes one in which telephony, automobility, electric lightning, and computing are forms of life in the most powerful sense: life would scarcely be thinkable without them. (p. 11) Originally, the expression "e;forms of life"e; (Lebensform) came from the later Wittgenstein. By rejecting his earlier ideas of the "e;Tractatus Logico-Philosophicus"e;, in which he sketches "e;language to be primarily a matter of naming things and events"e; (p.11), he stresses in the "e;Philosophical Investigations"e; the mutuality of language and the circumstances, the sur-roundings, in which it is spoken or written. In this ordinary language philosophy, he takes into account that words, symbols, and sentences, which are woven into (speech-) acts, in the end are based on the concepts of the human living in all its different social, cultural, and in-terpersonal forms. Language is not seen as a "e;non-spatial, non temporal phantasm"e; (PI, 108), but as a "e;spatial and temporal phenomenon"e; (PI, 108) taking place in various language-games, which are overlapping and criss-crossing. ...
E-bok
PDF, Engelska, 2004179 kr
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Essay from the year 2004 in the subject Politics - Environmental Policy, grade: HD (High Distinction), Murdoch University (Institute for Sustainability and Technology Policy), course: Policy, Technology and Democracy, language: English, abstract: IntroductionToday's Windmills are taller than the cathedrals of the Middle Ages and the cooling towers of the atomic age. They are standing all over Germany and are sharply criticised as well as cheeringly advocated. At present, the discourse of the use of wind energy concentrates on building numerous and large offshore wind farms. In this paper, I will investigate how 'democratic' is the policy and decision-making process concerning wind energy in Germany. This case study aims to demonstrate the current limits of democracy and suggest how 'more democratic' practices could be implemented. In order criticise the policy, it is necessary to describe the political context in advance. The lead off will be made by some historic and technical aspects of this technology. Historic roots and technical aspectsHumans have been using the energy of the wind for centuries. For example, there were over 200 000 windmills all over Europe in the 18t h century. However, the purpose of these windmills was grinding grain and squeezing seeds. The first installation to generate electricity was built by the inventor Charles F. Brush from Cleveland, Ohio in 1888. Apart from some deplorable attempts of the Nazis, wind power in Germany came (back) on the agenda with the oil crisis of 1973. In order to defy the price dictated by the sheiks, there was a lot of research concerning alternative energies. However, the effects are not worth mentioning. Nowadays, there are about 16000 windmills on land in Germany in order to produce electricity. Although this alternative form of electricity production seems ecologically friendly, there are wide spread protests against these highly subsidised monsters. The main arguments are the mutilation of the landscape, insomnia due to the monotonous hum and the disco effect (red lights flashing in the night), the price decline of neighbouring properties, and the considerable number of dead birds.
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Essay from the year 2004 in the subject Philosophy - Practical (Ethics, Aesthetics, Culture, Nature, Right, ...), grade: HD (High Distinction), Murdoch University (Institute for Sustainability and Technology Policy), course: Environmental Ethics, language: English, abstract: A common moral attitude is that human beings, and only human beings, are members of the moral community and therefore humans are the only entities that are considered morally. In this essay, I will describe PETER SINGER's argument that includes sentient beings in the moral community (ii; iii). Against this background I will criticize his approach and show some alternative readings of the argument in order to expand the moral community further (iv; v). PETER SINGER was born in 1946 and became Professor of Philosophy in 1977 at Monash University, Melbourne. With his influential essay "e;Animal Liberation"e; (1974) and the book of the same name published one year later, he counts undoubtedly as a pioneer of the animal rights movement and animal ethics.
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Essay from the year 2004 in the subject Philosophy - Miscellaneous, grade: HD, Murdoch University (Institute for Sustainability and Technology Policy), course: Self, Sustainability and Society, language: English, abstract: The Brundtland report introduced in the 1980's the terminus Sustainability. In this term there is obviously much more included as simply eco friendly or environmentally sound. In the first instance, the term focuses on the discussion about the dealing with resources for the following generations. The popular three-pillar model ofsustainability illuminates that the idea of sustainability orientates besides on ecological as well on economical and on social criteria. Obviously, the former on environmental-ecological issues restricted theme is widened on social concerns. This paper focuses on the social sphere of sustainability. The participation in the net of social relations is the wholeness of the actual and potential resources and is called social capital (Bourdieu 1992). A developed social capital is needed to make a 'strong' democracy (Barber 1984) work; a form of democracy that involves extending and enriching the present system of representative democracy through participation of interested citizens in the policy making process, strengthening a culture of deliberation and discussion, such that politics is seen as a communal learning process rather than a rivalry between fixed interests. It will be shown t hat the relationships between people are the bearer of social capital. These relationships, the core of the social, are formed by non-explicit knowledge. Non-explicit knowledge is widely accepted as a matter of course however, in it's meaning strongly underestimated. So, this paper starts with a classic of implicit knowledge (? 1) and continues by widening this concept into the social sphere (? 2). Finally, it bringstogether the concept of non-explicit knowledge with social capital and stresses its importance for sustainability (? 3).
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Essay from the year 2004 in the subject Environmental Sciences, grade: HD, Murdoch University (ISTP - Institute for Sustainability and Technology Policy), course: Ecologically sustainable development, language: English, abstract: QUESTION I-I: Based on the various readings and websites what, if any, seem to be the core 'agreed' principles of sustainable development and what are the key areas that are contested? Regretfully, the umbrella-term "e;sustainable development"e; is increasingly being used indiscriminately and arbitrarily, in both the scientific and the political discussion of sustainable development. The concept thus encourages increasingly arbitrary 'definitions'. For logical reasons, any concept which has to encompass almost everything (extension) must lose specific meaning (intension). However, after more then twenty years of debate about the term, one can identify an ethical profound core meaning as well as some clear contoured basic conceptions of "e;sustainability"e;1. The debate about "e;sustainability"e; refers, on a high grade of abstraction, to a way of life and economic manners that are capable for the future and which are grounded in moral obligations towards future generations and their life prospects. Thus, the orientation at intergenerational equity is constitutive for "e;Sustainability"e;. In each conception of "e;Sustainability"e; there has to be answered the question which kinds of inheritance belong to a intergenerational legacy. To the pure moral perspective that deals with the question, if there are obligations towards future generations at all (e.g. Partridge 1990, Howarth 1992), there must in concreto be added power of judgement and reasoning that say something about kind, extend, and contend of the legacy. Here one moves in a scope discretion. [...]
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Essay from the year 2004 in the subject Environmental Sciences, grade: HD, Murdoch University (ISTP - Institute for Sustainability and Technology Policy), course: Ecology, Society, And Human Health, language: English, abstract: From 'what' to 'how' questions: Questions of the type 'What is/are the nature/the co nnections of/between such and such?' contain archaic neglected residues. They insinuate that one heads out 'in the world' and will find 'the nature of or the connections between such and such'. The author emphasises the need to overcome such a naive realisticontological worldview and to take a more linguistic-constructivist approach. One does not discover god-given essences or connections, but rather humans construct worldviews according to their available technologies, cultures, and aims. Thus, this essay will try to answer the question 'How do certain authors write about the connections between human health and ecological health?'. (ii) Semantic illusions: Taking Nelson Goodman seriously, the question can be divided into several sub-questions. The definite article in the notion 'the connections' seduces one to assume that there is a definite set of connections. Rather, it is the case that by different a uthors different connections are named. And actually, what does the term 'connection' mean? Linguistic connections between the terms 'human health' and 'ecological health' could be that both terms (a) contain the word 'health', (b) consist of two words, or (c) that they differ in the amount of letters. In order to try to give more 'substantial' connections between human health and ecological health, it is necessary to investigate what these terms mean, or to put it in a more appropriate way, how the (academic) community uses, applies, or employs these terms. [...]
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Essay from the year 2004 in the subject Environmental Sciences, grade: HD, Murdoch University (ISTP - Institute for Sustainability and Technology Policy), course: Global Environmental Issues, language: English, abstract: In order to answer questions, it is always advisable to step back and reflect upon what the speech-parts used mean. The question contains the four title-like terms 'population', 'food', 'greenhouse', and 'oil' referring to global issues that are heavily and controversially discussed by the political and academic community. It is to be emphasised that these issues are highly intertwined and pose various environmental, economical, social, political, and cultural challenges. The question supposes that there are "e;major trends"e; in these issues. Moreover, the usage of the definite article seduces one to assume that there is a fixed set of major global trends. Considering the often different, even contradictory, analysis, predictions, and instructions that different people make, one has to question who determines global trends. Is it Bjorn Lomborg, who plays down concerns wherever possible? Or rather Lester Brown, who alarmingly advises fundamental changes in current patterns of human (economic) behaviour? What could the indicators be that allow the claim of a global trend? These questions must be answered in another essay. For this essay it is sufficient to say that there is a vast number of different data sources, and various different methods for interpreting the data. Additionally, the diagnosis of a global trend is a means to an end determined by humans with certain worldviews and aim s. Differentiations are always decisions - they have impacts on political agents, the common people, and the future of planet earth.
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PDF, Engelska, 2005179 kr
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Essay from the year 2004 in the subject Environmental Sciences, grade: HD, Murdoch University (ISTP - Institute for Sustainability and Technology Policy), course: Ecology, Society, and Human Health, language: English, abstract: In these days, global climatic changes that can be observed are rooted in human activities. The prevailing carbon-based economy makes issues like heating and electricity, population growth and industrialisation, transportation and mobility, over-consumption and globalisation the main contributors of emission of greenhouse gases, with the consequence (among others) of global warming, and thus a changing climate. These global changes have heightened awareness that the health of populations depends on the stability and functioning of the biosphere's ecological, physical, and socio-economic systems. The world's climate system is an integral part of the complex web of life-supporting processes. Climate and weather have always had a powerful impact on human health and well-being. But like other large natural systems, the global climate system is coming under pressure from human activities. Global climate change is, therefore, a newer challenge to ongoing efforts to protect human health. This essay examines the mentioned connectedness of human behaviour and the natural world. More specifically, it deals with the global issue of human induced climate change and its impacts on ecological health and human health , focusing on Germany. Following on from this, global and German mitigation policies are introduced and the health benefits are outlined. The starting point marks a brief discussion of the link between greenhouse gases and climate change. In connection with the issues of the 'greenhouse effect' and 'climate change', stratospheric ozone depletion is often also discussed. Undoubtedly, stratospheric ozone depletion has impacts on ecological and human health, however it is left out of consideration in this essay due to the word limit, and to the complexity of its relationship to the greenhouse effect and climate change. [...]
Häftad, Tyska, 2007
333 kr
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Häftad, Tyska, 2009
725 kr
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E-bok
PDF, Tyska, 2016245 kr
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Fünfzehn ausgewählte mathematische Themen mit Aufgaben und Lösungen laden zum Entdecken und Knobeln ein und bieten Einblicke in die faszinierende Welt der Mathematik - von A wie Aussagenlogik bis Z wie Zahlentheorie. Die Themen wecken so die Neugierde für Mathematik und fördern die Begeisterung von Schülerinnen und Schülern ab Klasse 7. Anleitungen zum mathematischen Problemlösen und Beweisen erleichtern dabei den Einstieg.
Das vorliegende Buch enthält das überarbeitete und ergänzte Material des Schülerzirkels Mathematik der Fakultät für Mathematik an der Universität Regensburg aus den Schuljahren 2012/13 bis 2014/15.
Stimme zum Buch: "Es ist erfreulich, dass die Aufgaben und Lösungen aus dem Schülerzirkel Mathematik der Universität Regensburg einem breiten Leserkreis zur Verfügung gestellt werden. Die Verbindung von pfiffigen Knobelaufgaben als Einstieg in ein Thema mit der Vermittlung des mathematischen Hintergrundwissens wird sicher vielen Schülerinnen und Schülern den Weg in die Welt der Mathematik ebnen."
Hanns-Heinrich Langmann, Projektleiter Bundesweite Mathematik-Wettbewerbe bei Bildung & Begabung
Häftad, Tyska, 2019
359 kr
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Wie lassen sich Spiele und Puzzles mathematisch analysieren?Wie kann man unendliche Strukturen zutreffend beschreiben?Wie kann man Nachrichten gut verschlüsseln?Achtzehn ausgewählte mathematische Themen mit Aufgaben und Lösungen laden zum Entdecken und Knobeln ein und bieten Einblicke in die faszinierende Welt der Mathematik – von A wie Aussagenlogik bis Z wie Zahlentheorie. Die Themen wecken so die Neugierde für Mathematik und fördern die Begeisterung von Schülerinnen und Schülern ab Klasse 7. Anleitungen zum mathematischen Problemlösen und Beweisen erleichtern dabei den Einstieg.Das vorliegende Buch enthält das überarbeitete und ergänzte Material des Schülerzirkels Mathematik der Fakultät für Mathematik an der Universität Regensburg aus den Schuljahren 2012/13 bis 2014/15, das für die zweite Auflage um ausgewählte Themen der Schuljahre 2015/16 bis 2017/18 ergänzt wurde. Stimme zur ersten Auflage„Es ist erfreulich, dass die Aufgaben und Lösungen aus dem Schülerzirkel Mathematik der Universität Regensburg einem breiten Leserkreis zur Verfügung gestellt werden. Die Verbindung von pfiffigen Knobelaufgaben als Einstieg in ein Thema mit der Vermittlung des mathematischen Hintergrundwissens wird sicher vielen Schülerinnen und Schülern den Weg in die Welt der Mathematik ebnen."Hanns-Heinrich Langmann, Projektleiter Bundesweite Mathematik-Wettbewerbe bei Bildung & Begabung
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PDF, Tyska, 2019348 kr
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Wie lassen sich Spiele und Puzzles mathematisch analysieren?Wie kann man unendliche Strukturen zutreffend beschreiben?Wie kann man Nachrichten gut verschlüsseln?
Achtzehn ausgewählte mathematische Themen mit Aufgaben und Lösungen laden zum Entdecken und Knobeln ein und bieten Einblicke in die faszinierende Welt der Mathematik – von A wie Aussagenlogik bis Z wie Zahlentheorie. Die Themen wecken so die Neugierde für Mathematik und fördern die Begeisterung von Schülerinnen und Schülern ab Klasse 7. Anleitungen zum mathematischen Problemlösen und Beweisen erleichtern dabei den Einstieg.
Das vorliegende Buch enthält das überarbeitete und ergänzte Material des Schülerzirkels Mathematik der Fakultät für Mathematik an der Universität Regensburg aus den Schuljahren 2012/13 bis 2014/15, das für die zweite Auflage um ausgewählte Themen der Schuljahre 2015/16 bis 2017/18 ergänzt wurde.
Stimme zur ersten Auflage
„Es ist erfreulich, dass die Aufgaben und Lösungen aus dem Schülerzirkel Mathematik der Universität Regensburg einem breiten Leserkreis zur Verfügung gestellt werden. Die Verbindung von pfiffigen Knobelaufgaben als Einstieg in ein Thema mit der Vermittlung des mathematischen Hintergrundwissens wird sicher vielen Schülerinnen und Schülern den Weg in die Welt der Mathematik ebnen."Hanns-Heinrich Langmann, Projektleiter Bundesweite Mathematik-Wettbewerbe bei Bildung & Begabung
Häftad, Tyska, 2023
359 kr
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Der vorliegende Band vereinigt erstmals die vielfältigen und einflussreichsten empirischen Untersuchungsansätze zum professionellen Wissen von Mathematiklehrkräften der beiden letzten Jahrzehnte. Er ermöglicht allen Leserinnen und Lesern unabhängig von ihren Vorkenntnissen einen raschen Einstieg in dieses zentrale Thema fachdidaktischer Forschung und gewährt einen informationsreichen Überblick über aktuelle Entwicklungen in diesem Bereich der Bildungsforschung. Die wesentlichen Ergebnisse zum pädagogischen Wissen, zum fachdidaktischen Wissen und zum Fachwissen, den Kernkategorien des Professionswissens von Mathematiklehrkräften, werden in neun Kapiteln systematisch und prägnant aufbereitet, immer illustriert anhand konkreter Testinhalte und -aufgaben für Lehrkräfte. Hierbei liegt ein besonderes Augenmerk darauf, die empirischen Erkenntnisse allgemein verständlich und anhand zahlreicher praktischer Beispiele für alle Interessentengruppen handlungsnah zu veranschaulichen, ihren unmittelbaren Praxisbezug zu verdeutlichen und so für die eigene Unterrichtstätigkeit wie auch die Aus-, Fort- und Weiterbildung von Mathematiklehrkräften fruchtbar zu machen. Dieser übersichtliche, gut lesbare Sammelband eignet sich somit einerseits für angehende Mathematiklehrkräfte wie auch Mathematiklehrkräfte im Beruf zum Selbststudium. Andererseits bietet er insbesondere allen, die an den verschiedenen Qualifizierungsphasen der Lehrkräftebildung beteiligt sind, einen reichhaltigen, unentbehrlichen Fundus an detailliert beschriebenen Unterrichtssituationen, empirisch abgesicherten fachdidaktischen Empfehlungen sowie konkreten Handlungsoptionen. Er vermittelt wertvolle Anregungen zur Gestaltung von qualitätsvollem Mathematikunterricht, zu dessen innovativer Weiterentwicklung und Optimierung und zur Förderung der mathematischen Kompetenzen von Schülerinnen und Schülern als dessen Zielkriterium.
E-bok
Tyska, 2023336 kr
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Der vorliegende Band vereinigt erstmals die vielfältigen und einflussreichsten empirischen Untersuchungsansätze zum professionellen Wissen von Mathematiklehrkräften der beiden letzten Jahrzehnte. Er ermöglicht allen Leserinnen und Lesern unabhängig von ihren Vorkenntnissen einen raschen Einstieg in dieses zentrale Thema fachdidaktischer Forschung und gewährt einen informationsreichen Überblick über aktuelle Entwicklungen in diesem Bereich der Bildungsforschung. Die wesentlichen Ergebnisse zum pädagogischen Wissen, zum fachdidaktischen Wissen und zum Fachwissen, den Kernkategorien des Professionswissens von Mathematiklehrkräften, werden in neun Kapiteln systematisch und prägnant aufbereitet, immer illustriert anhand konkreter Testinhalte und -aufgaben für Lehrkräfte. Hierbei liegt ein besonderes Augenmerk darauf, die empirischen Erkenntnisse allgemein verständlich und anhand zahlreicher praktischer Beispiele für alle Interessentengruppen handlungsnah zu veranschaulichen, ihren unmittelbaren Praxisbezug zu verdeutlichen und so für die eigene Unterrichtstätigkeit wie auch die Aus-, Fort- und Weiterbildung von Mathematiklehrkräften fruchtbar zu machen.
Dieser übersichtliche, gut lesbare Sammelband eignet sich somit einerseits für angehende Mathematiklehrkräfte wie auch Mathematiklehrkräfte im Beruf zum Selbststudium. Andererseits bietet er insbesondere allen, die an den verschiedenen Qualifizierungsphasen der Lehrkräftebildung beteiligt sind, einen reichhaltigen, unentbehrlichen Fundus an detailliert beschriebenen Unterrichtssituationen, empirisch abgesicherten fachdidaktischen Empfehlungen sowie konkreten Handlungsoptionen. Er vermittelt wertvolle Anregungen zur Gestaltung von qualitätsvollem Mathematikunterricht, zu dessen innovativer Weiterentwicklung und Optimierung und zur Förderung der mathematischen Kompetenzen von Schülerinnen und Schülern als dessen Zielkriterium.
Häftad, Tyska
444 kr
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Häftad, Tyska, 2017
497 kr
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