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 83.
vii. lappuse
... teachers count as mathematics Guida de Abreu, Alan J. Bishop and Geraldo Pompeu Jr. 233 Introduction 233 Cognition, beliefs, and attitudes 235 What children count as mathematics 237 Educational approaches to cultural conflict 253 The ...
... teachers count as mathematics Guida de Abreu, Alan J. Bishop and Geraldo Pompeu Jr. 233 Introduction 233 Cognition, beliefs, and attitudes 235 What children count as mathematics 237 Educational approaches to cultural conflict 253 The ...
xiii. lappuse
... teaching as a significant part of the social construction of intelligence in which pupils and teachers are engaged at school. The chapters that are collected in this book were chosen to illustrate this process of social construction of ...
... teaching as a significant part of the social construction of intelligence in which pupils and teachers are engaged at school. The chapters that are collected in this book were chosen to illustrate this process of social construction of ...
xiv. lappuse
... teaching and learning experiences, and the way that teachers and pupils relate to each other in their roles in school, are central issues in studies of the processes involved in the social construction of intelligence. The chapters in ...
... teaching and learning experiences, and the way that teachers and pupils relate to each other in their roles in school, are central issues in studies of the processes involved in the social construction of intelligence. The chapters in ...
7. lappuse
... teachers and parents view mathematics as a language, rather than as a domain of knowledge. This nominalistic conception has strong implications for teaching, especially on the kind of competences that teachers expect from students ...
... teachers and parents view mathematics as a language, rather than as a domain of knowledge. This nominalistic conception has strong implications for teaching, especially on the kind of competences that teachers expect from students ...
17. lappuse
... Teachers who try to get students to use Euler-Venn diagrams for all kinds of addition and subtraction relationships make the situation worse than by using no symbolic diagram at all. The comparison relationship (John has 12 marbles ...
... Teachers who try to get students to use Euler-Venn diagrams for all kinds of addition and subtraction relationships make the situation worse than by using no symbolic diagram at all. The comparison relationship (John has 12 marbles ...
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 |
Bieži izmantoti vārdi un frāzes
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