Learning and Teaching Mathematics: An International PerspectivePeter Bryant, Terezinha Nunes Psychology Press, 2016. gada 28. janv. - 512 lappuses The authors of this volume, which is newly available in paperback, all hold the view that mathematics is a form of intelligent problem solving which plays an important part in children's lives outside the classroom as well as in it. Learning and Teaching Mathematics provides an exciting account of recent and radically different research on teaching and learning mathematics which will have a far reaching effect on views about mathematical education. |
No grāmatas satura
1.5. rezultāts no 7.
17. lappuse
... marbles, Daphné has 18. How many more has Daphné?) also offers six categories of problems, very similar in structure ... marbles. In the first game he has won 6 marbles; in the second game he has lost 8 marbles. As a whole, has he won or ...
... marbles, Daphné has 18. How many more has Daphné?) also offers six categories of problems, very similar in structure ... marbles. In the first game he has won 6 marbles; in the second game he has lost 8 marbles. As a whole, has he won or ...
18. lappuse
... marbles. He plays a game of marbles. He now has 6 marbles. What has happened? Joan has just given 3 francs to her little sister. She now has 4 francs. How much did she have before? FIG. 1.5 m > 8 8 = +5 (x) ==> x = 18.
... marbles. He plays a game of marbles. He now has 6 marbles. What has happened? Joan has just given 3 francs to her little sister. She now has 4 francs. How much did she have before? FIG. 1.5 m > 8 8 = +5 (x) ==> x = 18.
30. lappuse
... marbles are in a jar even if we could not tell the number of marbles in the jar just by looking that is, we can overcome our perceptual limitations with respect to numerosity. When we use counting as a tool to solve a problem, we as ...
... marbles are in a jar even if we could not tell the number of marbles in the jar just by looking that is, we can overcome our perceptual limitations with respect to numerosity. When we use counting as a tool to solve a problem, we as ...
71. lappuse
Esat sasniedzis šīs grāmatas aplūkošanas reižu limitu.
Esat sasniedzis šīs grāmatas aplūkošanas reižu limitu.
72. lappuse
Esat sasniedzis šīs grāmatas aplūkošanas reižu limitu.
Esat sasniedzis šīs grāmatas aplūkošanas reižu limitu.
Saturs
1 | |
PART II THE DEVELOPMENT OF MATHEMATICAL UNDERSTANDINGS | 45 |
PART III SOCIAL AND CULTURAL INFLUENCES ON MATHEMATICS LEARNING | 159 |
PART IV CONSTRUCTING KNOWLEDGE IN THE CLASSROOM | 285 |
References | 403 |
Author index | 433 |
Subject index | 439 |
Citi izdevumi - Skatīt visu
Learning and Teaching Mathematics: An International Perspective Peter Bryant,Terezinha Nunes Ierobežota priekšskatīšana - 2016 |
Learning and Teaching Mathematics: An International Perspective Terezinha Nunes,Peter Bryant Ierobežota priekšskatīšana - 1997 |
Learning and Teaching Mathematics: An International Perspective Terezinha Nunes,Peter Bryant Priekšskatījums nav pieejams - 1997 |
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abacus operation activity addition and subtraction African-Americans algebra algorithm analyses angle answer apples approach arithmetic Asian asked Cabri calculation Carraher centimetres chapter child Chinese classroom cognitive Colombia concrete construction context cultural curriculum didactic contract digits division equations ethnomathematical example experience expression extensive quantities formal fractions framework functions geometric series groups informal mathematical instruction interaction interpretation involved judgements Korean Korean-Americans learners learning long division marbles mathematical concepts mathematical knowledge mathematical practices meaning measure spaces mental abacus mental calculation multiplication Nunes objects out-of-school parallelogram performance Piaget practice preschool problem situation problem solving procedures protoquantitative pupils quantities question ratio realistic mathematics education relations relationship represent representation role school mathematics Schubauer-Leoni score sequence sharing skills social social class socio-cognitive solution strategies structure symbolic task teacher teaching variables Verschaffel watch word problems