Ellerton nerida (125 Ergebnisse)

XX, 204 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

1st edition 2018. XXIV, 327 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. History of Mathematics Education. Sprache: Englisch.…

Hardcover. Zustand: Fine. No Jacket. 2014. Fine hardback book. No dust jacket. An as new copy, it's square, tight and clean. 367pp. Sm 4to. (AL).

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New. In English.

Zustand: New. In English.

Zustand: As New. Unread book in perfect condition.

Zustand: Very Good. First Edition. VG : in very good condition without dust jacket. 240mm x 160mm (9" x 6"). xxxi, 569pp. Second book in the Research in Mathematical Education series. Heavy item - shipping supplement may apply for overseas. Illustrated hardback laminated board cover.

Zustand: New.

Zustand: New. pp. 220.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. 2012.Hardcover.Very good condition. 223 pages.Ships from Japan.Usually ships in 1-2 working days.

Hardcover. Zustand: Brand New. 2015 edition. 220 pages. 10.00x7.25x0.75 inches. In Stock.

Zustand: New. A brand new book in pristine condition. Showing zero signs of shelf wear, creases, or damage.

Zustand: New.

Zustand: New.

Paperback. Zustand: Brand New. reprint edition. 224 pages. 9.30x6.20x0.53 inches. In Stock.

Zustand: New. A brand new book in pristine condition. Showing zero signs of shelf wear, creases, or damage.

Zustand: New. In English.

Zustand: New.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Gebunden. Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The focus of this book is the fundamental influence of the cyphering tradition on mathematics education in North American colleges, schools, and apprenticeship training classes between 1607 and 1861. It is the first book on the history of North American mathematics education to be written from that perspective. The principal data source is a set of 207 handwritten cyphering books that have never previously been subjected to careful historical analysis.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Two centuries ago, American teachers did not stand at the front of the room and teach, and most students even those studying mathematics did not own a mathematics textbook. Written examinations of any kind were not used. Most teachers of mathematics did not have formal qualifications in mathematics. The modern educator might well ask: If all of that is true, then how were teachers expected to teach and how were students expected to learn mathematics In this book Nerida Ellerton and Ken Clements argue that before 1840 mathematics was taught in North America via a cyphering approach that had been translated from Western Europe to the new settlements. This approach was based on a tradition that had endured since the thirteenth century, and depended heavily on students carefully writing their mathematics in cyphering books. After 1840, schools gradually adopted more teacher-centered whole-class pedagogies for mathematics instruction, and by the beginning of the Civil War, in 1861, the transformation was complete. In his Foreword to this book, Jeremy Kilpatrick states:Ellerton and Clements show that the cyphering approach to learning mathematics has both an extensive history and a complex rationale. In the approach, the learner was to become an independent problem solver by learning to identify problems of various types, learning the rules for their solution, solving such problems, having each solution checked by a tutor or teacher and, only when the solution was correct, copying that solution into a cyphering book using exemplary calligraphy. The handwriting process was not meant to be only copying; it was to be an accompaniment to thinking. The learner was not simply inscribing the solution on to paper; he or she was inscribing it into memory. Cyphering books are a much neglected resource for understanding and appreciating the early history of North American mathematics education. The present book marks a major advance in putting that resource to effective use as well as in raising some challenging questions for subsequent research. This book provides the first history of early North American school mathematics in which the implemented curriculum as seen in cyphering books takes center stage, while the intended curriculum as evident in textbooks provides contextual background for the main argument.…

Zustand: New. pp. 244.

Zustand: New. pp. 224 Softcover reprint of the original 1st ed. 2015 edition NO-PA16APR2015-KAP.

Zustand: New. pp. 244.