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Learning Mathematics: Constructivist and Interactionist Theories of Mathematical Development - Softcover
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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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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
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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 5818261
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Learning Mathematics
Verlag:
Springer Netherlands Dez 2010, 2010
ISBN 10: 9048143977
ISBN 13: 9789048143979
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Taschenbuch
Anbieter: buchversandmimpf2000, Emtmannsberg, BAYE, Deutschland
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. 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 9789048143979
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Learning Mathematics
Verlag:
Springer Netherlands Dez 2010, 2010
ISBN 10: 9048143977
ISBN 13: 9789048143979
Neu
Taschenbuch
Anbieter: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - 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. 204 pp. Englisch. Bestandsnummer des Verkäufers 9789048143979
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Learning Mathematics : Constructivist and Interactionist Theories of Mathematical Development
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
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Taschenbuch. 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 9789048143979
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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: Constructivist and Interactionist Theories of Mathematical Development
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Paperback. Zustand: Brand New. 204 pages. 9.00x6.00x0.46 inches. In Stock. Bestandsnummer des Verkäufers x-9048143977
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