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The Origins of Mathematical Knowledge in Childhood (Hardback) - Catherine Sophian
libro esaurito
(*)
Catherine Sophian:
The Origins of Mathematical Knowledge in Childhood (Hardback) - copertina rigida, flessible

2007, ISBN: 0805857583

ID: 22424679640

[EAN: 9780805857580], Libro nuevo, [SC: 0.0], [PU: Taylor Francis Inc, United States], Psychology & Psychiatry|Cognitive Psychology, Psychology & Psychiatry|Developmental|Child, Education|Teaching Methods & Materials|Mathematics, Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. This book examines the origins and development of children s mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another. Sophian examines these alternative accounts of children s developing mathematical knowledge in the light of research: * on children s counting; * on their reasoning about continuous quantities such as length and area; * on the development of the concept of unit; * on additive and multiplicative reasoning; and * on knowledge about fractions. In the closing chapters, Sophian draws out the developmental and the educational implications of the research and theory presented.Developmentally, the comparison-of-quantities position undermines the idea that numerical knowledge develops through domain-specific learning mechanisms in that it links numerical development both to physical knowledge about objects, which is the starting point for the concept of unit, and to the acquisition of linguistic number terms. Instructionally, the comparison-of-quantities perspective diverges from the counting-first perspective in that it underscores the continuity between whole-number arithmetic and fraction learning that stems from the importance of the concept of unit for both. Building on this idea, Sophian advances three instructional recommendations: First, instruction about numbers should always be grounded in thinking about quantities and how numbers represent the relations between them; second, instruction in the early years should always be guided by a long-term perspective in which current objectives are shaped by an understanding of their role in the overall course of mathematics learning; and third, instruction should be directly toward promoting the acquisition of the most general mathematical knowledge possible.The Origins of Mathematical Knowledge in Childhood is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education, and as a supplementary text for advanced undergraduate courses in cognitive development, educational psychology, and mathematics education.

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The Origins of Mathematical Knowledge in Childhood (Hardback) - Catherine Sophian
libro esaurito
(*)
Catherine Sophian:
The Origins of Mathematical Knowledge in Childhood (Hardback) - copertina rigida, flessible

2007, ISBN: 0805857583

ID: 2687231220

[EAN: 9780805857580], Libro nuevo, [SC: 0.0], [PU: Taylor Francis Inc, United States], Psychology & Psychiatry|Cognitive Psychology, Psychology & Psychiatry|Developmental|Child, Education|Teaching Methods & Materials|Mathematics, Language: English . Brand New Book. This book examines the origins and development of children s mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another. Sophian examines these alternative accounts of children s developing mathematical knowledge in the light of research: * on children s counting; * on their reasoning about continuous quantities such as length and area; * on the development of the concept of unit; * on additive and multiplicative reasoning; and * on knowledge about fractions. In the closing chapters, Sophian draws out the developmental and the educational implications of the research and theory presented.Developmentally, the comparison-of-quantities position undermines the idea that numerical knowledge develops through domain-specific learning mechanisms in that it links numerical development both to physical knowledge about objects, which is the starting point for the concept of unit, and to the acquisition of linguistic number terms. Instructionally, the comparison-of-quantities perspective diverges from the counting-first perspective in that it underscores the continuity between whole-number arithmetic and fraction learning that stems from the importance of the concept of unit for both. Building on this idea, Sophian advances three instructional recommendations: First, instruction about numbers should always be grounded in thinking about quantities and how numbers represent the relations between them; second, instruction in the early years should always be guided by a long-term perspective in which current objectives are shaped by an understanding of their role in the overall course of mathematics learning; and third, instruction should be directly toward promoting the acquisition of the most general mathematical knowledge possible.The Origins of Mathematical Knowledge in Childhood is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education, and as a supplementary text for advanced undergraduate courses in cognitive development, educational psychology, and mathematics education.

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The Book Depository, London, United Kingdom [54837791] [Calificación: 5 (de 5)]
NEW BOOK Costi di spedizione:Envío gratis (EUR 0.00)
Details...
(*) Libro esaurito significa che il libro non è attualmente disponibile in una qualsiasi delle piattaforme associate che di ricerca.
The Origins of Mathematical Knowledge in Childhood (Hardback) - Catherine Sophian
libro esaurito
(*)
Catherine Sophian:
The Origins of Mathematical Knowledge in Childhood (Hardback) - copertina rigida, flessible

2007, ISBN: 0805857583

ID: 11228624551

[EAN: 9780805857580], Libro nuevo, [SC: 0.0], [PU: Taylor Francis Inc, United States], Psychology & Psychiatry|Cognitive Psychology, Psychology & Psychiatry|Developmental|Child, Education|Teaching Methods & Materials|Mathematics, Language: English . Brand New Book. This book examines the origins and development of children s mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another. Sophian examines these alternative accounts of children s developing mathematical knowledge in the light of research: * on children s counting; * on their reasoning about continuous quantities such as length and area; * on the development of the concept of unit; * on additive and multiplicative reasoning; and * on knowledge about fractions. In the closing chapters, Sophian draws out the developmental and the educational implications of the research and theory presented.Developmentally, the comparison-of-quantities position undermines the idea that numerical knowledge develops through domain-specific learning mechanisms in that it links numerical development both to physical knowledge about objects, which is the starting point for the concept of unit, and to the acquisition of linguistic number terms. Instructionally, the comparison-of-quantities perspective diverges from the counting-first perspective in that it underscores the continuity between whole-number arithmetic and fraction learning that stems from the importance of the concept of unit for both. Building on this idea, Sophian advances three instructional recommendations: First, instruction about numbers should always be grounded in thinking about quantities and how numbers represent the relations between them; second, instruction in the early years should always be guided by a long-term perspective in which current objectives are shaped by an understanding of their role in the overall course of mathematics learning; and third, instruction should be directly toward promoting the acquisition of the most general mathematical knowledge possible.The Origins of Mathematical Knowledge in Childhood is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education, and as a supplementary text for advanced undergraduate courses in cognitive development, educational psychology, and mathematics education.

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The Book Depository US, London, United Kingdom [58762574] [Calificación: 5 (de 5)]
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(*) Libro esaurito significa che il libro non è attualmente disponibile in una qualsiasi delle piattaforme associate che di ricerca.
The Origins Of Mathematical Knowledge In Childhood
libro esaurito
(*)
The Origins Of Mathematical Knowledge In Childhood - nuovo libro

ISBN: 9780805857580

ID: 16586810

This book examines the origins and development of children's mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater. This book examines the origins and development of children's mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another. Sophian examines these alternative accounts of children's developing mathematical knowledge in the light of research: on children's counting; on their reasoning about continuous quantities such as length and area; on the development of the concept of unit; on additive and multiplicative reasoning; and on knowledge about fractions. In the closing chapters, Sophian draws out the developmental and the educational implications of the research and theory presented. Developmentally, the comparison-of-quantities position undermines the idea that numerical knowledge develops through domain-specific learning mechanisms in that it links numerical development both to physical knowledge about objects, which is the starting point for the concept of unit, and to the acquisition of linguistic number terms. Instructionally, the comparison-of-quantities perspective diverges from the counting-first perspective in that it underscores the continuity between whole-number arithmetic and fraction learning that stems from the importance of the concept of unit for both. Building on this idea, Sophian advances three instructional recommendations: First, instruction about numbers should always be grounded in thinking about quantities and how numbers represent the relations between them; second, instruction in the early years should alway. Books, Society and Social Sciences~~Psychology~~Cognition & Cognitive Psychology, The Origins Of Mathematical Knowledge In Childhood~~Book~~9780805857580~~Catherine Sophian, , , , , , , , , ,, [PU: Lawrence Erlbaum Associates, also Routledge]

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MPN: , SKU 16586810 Costi di spedizione:zzgl. Versandkosten, Costi di spedizione aggiuntivi
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The Origins of Mathematical Knowledge in Childhood - Catherine Sophian
libro esaurito
(*)
Catherine Sophian:
The Origins of Mathematical Knowledge in Childhood - nuovo libro

6, ISBN: 9780805857580

ID: 592600746

This book examines the origins and development of children´ s mathematical knowledge. Sophian contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position— The Origins of Mathematical Knowledge in Childhood Buch (fremdspr.) gebundene Ausgabe 06.2007 Bücher>Fremdsprachige Bücher>Englische Bücher, Lawrence Erlbaum Associates, 06.2007

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Dettagli del libro
The Origins of Mathematical Knowledge in Childhood

This book examines the origins and development of children' s mathematical knowledge. Sophian contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position&#8212

Informazioni dettagliate del libro - The Origins of Mathematical Knowledge in Childhood


EAN (ISBN-13): 9780805857580
ISBN (ISBN-10): 0805857583
Copertina rigida
Anno di pubblicazione: 2007
Editore: LAWRENCE ERLBAUM ASSOC INC
196 Pagine
Peso: 0,413 kg
Lingua: eng/Englisch

Libro nella banca dati dal 22.12.2007 10:42:39
libro trovato per l'ultima volta il11.12.2017 14:30:51
ISBN/EAN: 9780805857580

ISBN - Stili di scrittura alternativi:
0-8058-5758-3, 978-0-8058-5758-0


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