9780792346005 - mathematics education as a research domain: a search for identity: an icmi study (new icmi study series, 4, band 4) von sierpinska, anna (11 Ergebnisse)
Sprache: Englisch
Verlag: Springer, 1998
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Sprache: Englisch
Verlag: Springer, 1998
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Sprache: Englisch
Verlag: Kluwer Academic Publishers, 1998
- Softcover
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Zustand: New. Is mathematics education a science? Is it a discipline? In what sense? This book addresses these questions, and provides a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education. Editor(s): Sierpinska, Anna; Kilpat…rick, Jeremy. Series: New ICMI Study Series. Num Pages: 343 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 30. Weight in Grams: 830. . 1998. Softcover reprint of the original 1st ed. 1998. Paperback. . . . .
Sprache: Englisch
Verlag: Springer, 1998
- Softcover
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Zustand: New. pp. 600.
Sprache: Englisch
Verlag: Kluwer Academic Publishers, 1998
- Softcover
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Zustand: New. Is mathematics education a science? Is it a discipline? In what sense? This book addresses these questions, and provides a variety of analyses of the actual directions of research in different countries, and a number of visions for the future of research in mathematics education. Editor(s): Sierpinska, Anna; Kilpat…rick, Jeremy. Series: New ICMI Study Series. Num Pages: 343 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 30. Weight in Grams: 830. . 1998. Softcover reprint of the original 1st ed. 1998. Paperback. . . . . Books ship from the US and Ireland.
Sprache: Englisch
Verlag: Springer Netherlands, Springer, 1998
- Softcover
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental conc…epts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in sociaIIy established and cuIturaIIy, politicaIIy, and economicaIIy justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands Jan 1998, 1998
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on f…unda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in sociaIIy established and cuIturaIIy, politicaIIy, and economicaIIy justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts. 600 pp. Englisch.
Sprache: Englisch
Verlag: Springer Netherlands, 1998
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Kartoniert / Broschiert. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The present book is the result of the reflection of many individuals in mathematics education on questions such as: Is mathematics education a science? Is it a discipline? In what sense? The rea…der will find a range of possible answers to these questions.
Sprache: Englisch
Verlag: Springer, 1998
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Zustand: New. Print on Demand pp. 600 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Jan 1998, 1998
- Softcover
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Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as weII as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda… mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in sociaIIy established and cuIturaIIy, politicaIIy, and economicaIIy justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 600 pp. Englisch.
Sprache: Englisch
Verlag: Springer, 1998
- Softcover
- Print-on-Demand
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Zustand: New. PRINT ON DEMAND pp. 600.
