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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development - Hardcover
Inhaltsangabe
This volume emphasizes students’ inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery.
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This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery.
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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development
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Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions. Bestandsnummer des Verkäufers Z1-B-016-01834
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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development
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Zustand: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,600grams, ISBN:079232823X. Bestandsnummer des Verkäufers 9991663
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Learning Mathematics
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Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume emphasizes students inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of cal. Bestandsnummer des Verkäufers 5967097
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Learning Mathematics
Verlag:
Springer Netherlands, Springer Netherlands Apr 1994, 1994
ISBN 10: 079232823X
ISBN 13: 9780792328230
Neu
Hardcover
Anbieter: buchversandmimpf2000, Emtmannsberg, BAYE, Deutschland
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Buch. Zustand: Neu. Neuware -The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is important to note that the term 'experience' as it is used in these articles is not restricted to physical or sensory-motor experience. A perusal of the first five articles indicates that it includes reflective experiences that involve reviewing prior activity and anticipating the results of potential activity. In addition, by emphasizing interaction and communication, Voigt's contribution reminds us that personal experiences do not arise in a vacuum but instead have a social aspect. In taking a cognitive perspective, the first five contributions analyze the pro cesses by which students conceptually reorganize their experiential realities and thus construct increasingly sophisticated mathematical ways of knowing. The conceptual constructions addressed by these theorists, ranging as they do from fractions to the Fundamental Theorem of Calculus, indicate that experiential approaches to mathematical cognition are viable at all levels of mathematical development. Although the authors use different theoretical constructs, several additional commonalities can be discerned in their work.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 204 pp. Englisch. Bestandsnummer des Verkäufers 9780792328230
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Learning Mathematics
Verlag:
Springer Netherlands Apr 1994, 1994
ISBN 10: 079232823X
ISBN 13: 9780792328230
Neu
Hardcover
Anbieter: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Buch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery. 204 pp. Englisch. Bestandsnummer des Verkäufers 9780792328230
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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development
Verlag:
Kluwer Academic Publishers, Dordrecht, 1994
ISBN 10: 079232823X
ISBN 13: 9780792328230
Gebraucht
Hardcover
Erstausgabe
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Hardcover. Zustand: Very Good. First Edition. 8vo. 298 pp. Very Good. Mild bump to head of spine. Bestandsnummer des Verkäufers x08403
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Learning Mathematics : Constructivist and Interactionist Theories of Mathematical Development
Verlag:
Springer Netherlands, Springer Netherlands, 1994
ISBN 10: 079232823X
ISBN 13: 9780792328230
Neu
Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is important to note that the term 'experience' as it is used in these articles is not restricted to physical or sensory-motor experience. A perusal of the first five articles indicates that it includes reflective experiences that involve reviewing prior activity and anticipating the results of potential activity. In addition, by emphasizing interaction and communication, Voigt's contribution reminds us that personal experiences do not arise in a vacuum but instead have a social aspect. In taking a cognitive perspective, the first five contributions analyze the pro cesses by which students conceptually reorganize their experiential realities and thus construct increasingly sophisticated mathematical ways of knowing. The conceptual constructions addressed by these theorists, ranging as they do from fractions to the Fundamental Theorem of Calculus, indicate that experiential approaches to mathematical cognition are viable at all levels of mathematical development. Although the authors use different theoretical constructs, several additional commonalities can be discerned in their work. Bestandsnummer des Verkäufers 9780792328230
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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development
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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development
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Learning Mathematics
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Zustand: New. pp. 204. Bestandsnummer des Verkäufers 26546424
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