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Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30) - Gravemeijer, K.P, R. Lehrer H.J. van Oers u. a.
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Gravemeijer, K.P, R. Lehrer H.J. van Oers u. a.:

Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30) - copertina rigida, flessible

2002, ISBN: 140201032X

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Gravemeijer, K.P, R. Lehrer H.J. van Oers u. a.:

Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30) - copertina rigida, flessible

2002, ISBN: 140201032X

[EAN: 9781402010323], [SC: 3.5], [PU: Springer], OF,BOOK,A,RICHARD,ENGLISH,GLOBAL STORE,J,VAN,TEACHING,ACADEMIC,H,TRADE,SUBJECT,9781402010323,KOENO,GRAVENMEIJER,LEHRER,OERS,SPECIFIC,KLUWE… Altro …

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Symbolizing, Modeling and Tool Use in Mathematics Education - K. P Gravemeijer
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K. P Gravemeijer:
Symbolizing, Modeling and Tool Use in Mathematics Education - copertina rigida, flessible

2002

ISBN: 140201032X

[EAN: 9781402010323], Neubuch, [PU: Springer Netherlands Dez 2002], MATHEMATIK; INSTRUCTIONALDESIGN; MATHEMATICSEDUCATION; LEARNINGANDINSTRUCTION, This item is printed on demand - it take… Altro …

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Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30) - copertina rigida, flessible

2002, ISBN: 9781402010323

Springer, Gebundene Ausgabe, Auflage: 2003, 312 Seiten, Publiziert: 2002-12-31T00:00:01Z, Produktgruppe: Buch, 2.26 kg, Unterrichtsvorbereitung, Pädagogik, Fachbücher, Kategorien, Bücher,… Altro …

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Gravemeijer, K P (Editor), and Lehrer, R (Editor), and Van Oers, H J (Editor):
Symbolizing, Modeling and Tool Use in Mathematics Education - copertina rigida, flessible

2002, ISBN: 9781402010323

Hard cover, New., Sewn binding. Cloth over boards. 308 p. Mathematics Education Library, 30., Dordrecht, [PU: Springer]

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Dettagli del libro
Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30)
Autore:
Titolo:
ISBN:

140201032X


This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

Informazioni dettagliate del libro - Symbolizing, Modeling and Tool Use in Mathematics Education (Mathematics Education Library, 30, Band 30)


EAN (ISBN-13): 9781402010323
ISBN (ISBN-10): 140201032X
Copertina rigida
Anno di pubblicazione: 2002
Editore: Gravemeijer, K.P, Lehrer, R. van Oers, H.J. Verschaffel, Lieven, Springer
320 Pagine
Peso: 0,677 kg
Lingua: eng/Englisch

Libro nella banca dati dal 2007-07-13T23:19:28+02:00 (Zurich)
Pagina di dettaglio ultima modifica in 2024-01-29T13:49:20+01:00 (Zurich)
ISBN/EAN: 140201032X

ISBN - Stili di scrittura alternativi:
1-4020-1032-X, 978-1-4020-1032-3
Stili di scrittura alternativi e concetti di ricerca simili:
Autore del libro : gravemeijer, lieven, lehrer, oer, verschaffel, lehr richard
Titolo del libro: symbolizing modeling and tool use mathematics education, springer mathematics

Dati dell'editore

Autore: K.P Gravemeijer; R. Lehrer; H.J. van Oers; Lieven Verschaffel
Titolo: Mathematics Education Library; Symbolizing, Modeling and Tool Use in Mathematics Education
Editore: Springer; Springer Netherland
308 Pagine
Anno di pubblicazione: 2002-12-31
Dordrecht; NL
Lingua: Inglese
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
Available
IV, 308 p.

BB; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; Lehrer; education; instructional design; mathematics education; modeling; learning and instruction; Mathematics Education; Instructional Psychology; Curriculum Studies; Mathematik; Pädagogische Psychologie; Curricula: Planung und Entwicklung; BC

and overview.- Preamble: from models to modeling.- Section I: Emergent modeling.- to section I: Informal representations and their improvements.- The mathematization of young children’s language.- Symbolizing space into being.- Mathematical representations as systems of notations-in-use.- Students’ Criteria for Representational Adequacy.- Transitions in emergent modeling.- Section II: The role of Models, Symbols and Tools in instructional design.- to section II: The role of Models, Symbols and Tools in instructional design.- Emergent models as an instructional design heuristic.- Modeling, Symbolizing, and Tool Use in Statistical Data Analysis.- Didactic objects and didactic models in radical constructivism.- Taking into account different views: Three brief comments on papers by Gravemeijer & Stephan, Cobb and Thompson.- Section III: Models, situated practices, and generalization.- to section III: Models, situated practices, and generalization.- On Guessing the Essential Thing.- Everyday knowledge and mathematical modeling of school word problems.- On the development of human representional competence from and evolutionary point of view: From Episodic To Virtual Culture.- Modeling Reasoning.
Includes supplementary material: sn.pub/extras

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