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 59.
2. lappuse
... multiplication tables through repetition. For example, it has been found in some studies that 7x8 and 8x9 are the least often remembered multiplication facts. However interesting (or boring) this may seem, it is not a central question ...
... multiplication tables through repetition. For example, it has been found in some studies that 7x8 and 8x9 are the least often remembered multiplication facts. However interesting (or boring) this may seem, it is not a central question ...
21. lappuse
... multiplication or a division, or a combination of such operations is also very large. But this problem-space is structured differently from the additive one. The reason is that most multiplicative relationships are not ternary but ...
... multiplication or a division, or a combination of such operations is also very large. But this problem-space is structured differently from the additive one. The reason is that most multiplicative relationships are not ternary but ...
22. lappuse
... there is no way of explaining how the result of multiplying 5 by 4 may consist of 5 + 5 + 5 + 5, as the addition of 5 cakes four times gives cakes, not francs. MULTIPLICATION a □ TYPE 1 DIVISION (PARTITION) TYPE 2 DIVISION 22 VERGNAUD.
... there is no way of explaining how the result of multiplying 5 by 4 may consist of 5 + 5 + 5 + 5, as the addition of 5 cakes four times gives cakes, not francs. MULTIPLICATION a □ TYPE 1 DIVISION (PARTITION) TYPE 2 DIVISION 22 VERGNAUD.
23. lappuse
... multiplication can be traced in much older students, when they have to solve more complex problems. As this chapter is supposed to be synthetic, I will not develop here extensively the different structures that can be found when ...
... multiplication can be traced in much older students, when they have to solve more complex problems. As this chapter is supposed to be synthetic, I will not develop here extensively the different structures that can be found when ...
26. lappuse
... multiplication sign in algebra is an operation on and with numbers; but those numbers refer to quantities and magnitudes of different kinds, such as ratios, rates and constant coefficients. In other words the formal character of algebra ...
... multiplication sign in algebra is an operation on and with numbers; but those numbers refer to quantities and magnitudes of different kinds, such as ratios, rates and constant coefficients. In other words the formal character of algebra ...
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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