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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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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)]
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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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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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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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** 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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