leen streefland (40 risultati)

Hardcover. Condizione: Fine. No Jacket. Hbk 164pp no dj as issued decorated laminated boards small dint to front board otherwise an excellent clean tight unmarked copy as new.

Hard Cover. Condizione: Good. Ex-library w/usual stamps & stickers. Text clean & bright; binding tight; minor wear to covers. 164 pages. Illustrated.

Condizione: New. In.

24 cm. original hardcover. 164 pp. some ills. references. -very good, as new. 425g.

Hardcover. Condizione: Wie neu. Dordrecht, Kluwer (1991). gr.8°. Some figs. IX, 354 p. Hardbound. Mathematics Education Library, volume 8.- Incl. bibliography.- Like new.

gebundene Ausgabe. Condizione: Gut. 355 Seiten; Das hier angebotene Buch stammt aus einer teilaufgelösten wissenschaftlichen Bibliothek und trägt die entsprechenden Kennzeichnungen (Rückenschild, Instituts-Stempel.); Schnitt und Einband sind etwas staubschmutzig; der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend gut. Text in ENGLISCHER Sprache! Sprache: Englisch Gewicht in Gramm: 800.

Condizione: New. In.

Condizione: New. In.

Condizione: New. pp. 176.

Condizione: New. Pays homage to Freudenthal and his work on mathematics, its history and education. This book portrays Freudenthal as a universal human being. It reviews his final book "Revisiting Mathematics Education" (1991). It also describes Freudenthal's "Working on Mathematics Education" both from an historical as well as a theoretical perspective. Editor(s): Streefland, Leen. Num Pages: 164 pages, biography. BIC Classification: JNU; PBX. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 297 x 210 x 11. Weight in Grams: 426. . 1994. Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS. Hardback. . . . .

Condizione: New. pp. 176 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condizione: New. pp. 176.

Paperback. Condizione: Brand New. 176 pages. 9.25x6.10x0.39 inches. In Stock.

Condizione: New. Pays homage to Freudenthal and his work on mathematics, its history and education. This book portrays Freudenthal as a universal human being. It reviews his final book "Revisiting Mathematics Education" (1991). It also describes Freudenthal's "Working on Mathematics Education" both from an historical as well as a theoretical perspective. Editor(s): Streefland, Leen. Num Pages: 164 pages, biography. BIC Classification: JNU; PBX. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 297 x 210 x 11. Weight in Grams: 426. . 1994. Reprinted from EDUCATIONAL STUDIES IN MATHEMATICS. Hardback. . . . . Books ship from the US and Ireland.

Buch. Condizione: Neu. Neuware -The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumously. His didactical phenomenology of the concept of force is both provocative and revealing in its originality, compared with what is usually found in physics instruction.Freudenthal is portrayed as a universal human being by Josette Adda. He made considerable contributions to mathematics itself, e.g. on homotopy theory and Lie groups in geometry. The exposition of Freudenthal's mathematical life and work is on Van Est's account. Henk Bos discusses his historical work. The essay review of the 8th edition of Hilbert's Grundlagen der Geometrie serves as a vehicle of thought. The main part of the book, however, concerns Freudenthal's work on mathematics education. Christine Keitel reviews his final book Revisiting Mathematics Education (1991). Fred Goffree describes Freudenthal's `Working on Mathematics Education' both from an historical as well as a theoretical perspective. Adrian Treffers analyses Freudenthal's influence on the development of realistic mathematics education at primary level in the Netherlands, especially his influence on the Wiskobas-project of the former IOWO. Freudenthal once predicted the disappearance of mathematics as an individual subject in education sometime around the year 2000, because it would by then have merged with integrated thematic contexts. Jan de Lange anticipates this future development and shows that Freudenthal's prediction will not come true after all. Reflective interludes unveil how he might have influenced those developments.Freudenthal contributed a wealth of ideas and conceptual tools to the development of mathematics education -- on contexts, didactical phenomenology, guided reinvention, mathematisation, the constitution of mental objects, the development of reflective thinking, levels in learning processes, the development of a mathematical attitude and so on -- but he did not design very much concrete material. Leen Streefland deals with the question of design from a theoretical point of view, while applying Freudenthal's ideas on changing perspective and shifting.For teachers, researchers, mathematics educators, mathematicians, educationalists, psychologists and policy makers.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 176 pp. Englisch.

Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumously. His didactical phenomenology of the concept of force is both provocative and revealing in its originality, compared with what is usually found in physics instruction. Freudenthal is portrayed as a universal human being by Josette Adda. He made considerable contributions to mathematics itself, e.g. on homotopy theory and Lie groups in geometry. The exposition of Freudenthal's mathematical life and work is on Van Est's account. Henk Bos discusses his historical work. The essay review of the 8th edition of Hilbert's Grundlagen der Geometrie serves as a vehicle of thought. The main part of the book, however, concerns Freudenthal's work on mathematics education. Christine Keitel reviews his final book Revisiting Mathematics Education (1991). Fred Goffree describes Freudenthal's `Working on Mathematics Education' both from an historical as well as a theoretical perspective. Adrian Treffers analyses Freudenthal's influence on the development of realistic mathematics education at primary level in the Netherlands, especially his influence on the Wiskobas-project of the former IOWO. Freudenthal once predicted the disappearance of mathematics as an individual subject in education sometime around the year 2000, because it would by then have merged with integrated thematic contexts. Jan de Lange anticipates this future development and shows that Freudenthal's prediction will not come true after all. Reflective interludes unveil how he might have influenced those developments. Freudenthal contributed a wealth of ideas and conceptual tools to the development of mathematics education -- on contexts, didactical phenomenology, guided reinvention, mathematisation, the constitution of mental objects, the development of reflective thinking, levels in learning processes, the development of a mathematical attitude and so on -- but he did not design very much concrete material. Leen Streefland deals with the question of design from a theoretical point of view, while applying Freudenthal's ideas on changing perspective and shifting. For teachers, researchers, mathematics educators, mathematicians, educationalists, psychologists and policy makers.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumously. His didactical phenomenology of the concept of force is both provocative and revealing in its originality, compared with what is usually found in physics instruction. Freudenthal is portrayed as a universal human being by Josette Adda. He made considerable contributions to mathematics itself, e.g. on homotopy theory and Lie groups in geometry. The exposition of Freudenthal's mathematical life and work is on Van Est's account. Henk Bos discusses his historical work. The essay review of the 8th edition of Hilbert's Grundlagen der Geometrie serves as a vehicle of thought. The main part of the book, however, concerns Freudenthal's work on mathematics education. Christine Keitel reviews his final book Revisiting Mathematics Education (1991). Fred Goffree describes Freudenthal's `Working on Mathematics Education' both from an historical as well as a theoretical perspective. Adrian Treffers analyses Freudenthal's influence on the development of realistic mathematics education at primary level in the Netherlands, especially his influence on the Wiskobas-project of the former IOWO. Freudenthal once predicted the disappearance of mathematics as an individual subject in education sometime around the year 2000, because it would by then have merged with integrated thematic contexts. Jan de Lange anticipates this future development and shows that Freudenthal's prediction will not come true after all. Reflective interludes unveil how he might have influenced those developments. Freudenthal contributed a wealth of ideas and conceptual tools to the development of mathematics education -- on contexts, didactical phenomenology, guided reinvention, mathematisation, the constitution of mental objects, the development of reflective thinking, levels in learning processes, the development of a mathematical attitude and so on -- but he did not design very much concrete material. Leen Streefland deals with the question of design from a theoretical point of view, while applying Freudenthal's ideas on changing perspective and shifting. For teachers, researchers, mathematics educators, mathematicians, educationalists, psychologists and policy makers.

Condizione: Acceptable. Used - Acceptable. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library with wear and barcode page may have been removed. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Condizione: New. In.

Condizione: New. Series: Mathematics Education Library. Num Pages: 364 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 20. Weight in Grams: 691. . 1991. Hardback. . . . .

Taschenbuch. Condizione: Neu. Fractions in Realistic Mathematics Education | A Paradigm of Developmental Research | Leen Streefland | Taschenbuch | ix | Englisch | 2012 | Springer | EAN 9789401053976 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Buch. Condizione: Neu. Neuware -Streefland is to be congratulated on his thoroughness in presenting a far reaching study with many ramifications. I predict that any reader will find many of the author's premises as well as generalizations thought evoking.' Zentrallblatt fA1/4r Didaktik der Mathematik, 5Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 368 pp. Englisch.

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - and overview.- Notes Introduction.- 1 Description of the fraction problem.- 1.1 Introduction and overview.- 1.2 Pointing out the problem.- 1.3 Description of the problem.- 1.3.1 Historical perspective.- 1.3.2 Outlining the problem.- 1.4 Overview and outlook.- Notes chapter 1.- 2 Currents-standpoint-proposal.- 2.1 Introduction and overview.- 2.2 Currents.- 2.2.1 The structuralistic approach.- 2.2.2 The mechanistic approach.- 2.2.3 Pragmatic structuralism.- 2.2.4 Intermezzo.- 2.2.5 The realistic approach.- 2.2.6 The empiristic approach.- 2.3 Standpoint.- 2.4 Proposal.- 2.5 Review and outlook.- Notes chapter 2.- 3 The context of the research.- 3.1 Introduction and overview.- 3.2 Starting from the construction principle.- 3.3 Development research.- 3.4 Design and method.- 3.5 The research group.- 3.5.1 Introduction.- 3.5.2 A closer description of the research group.- 3.6 The researcher¿s position.- 3.6.1 Roles.- 3.6.2 Between participation and distance.- 3.7 Conclusion.- Notes chapter 3.- 4 The course in theory and practice.- 4.1 Introduction and overview.- 4.2 Global outline of the fraction course.- 4.2.1 Foreword.- 4.2.2 Producing fractions.- 4.3 Producing fractions: the teaching experiment.- 4.3.1 Foreword.- 4.3.2¿ starting Fractions¿, or furnishing the concrete level.- 4.3.3 ¿Continuing fractions¿, or en route to higher levels. Seating arrangements and dividing in other than distribution situations.- 4.3.4 ¿Repeating fractions¿, or reviewing the rules.- 4.4 In view of mathematization.- 4.4.1 Foreword.- 4.4.2 The role of contexts.- 4.4.3 Manifold use of symbols, diagrams and models.- 4.4.4 Construction and production, or student contributions to education.- 4.4.5 Interaction.- 4.4.6 Intertwinement of the learning lines.- 4.5 Review and outlook.- Notes chapter 4.- 5 Individual portraits of the fraction researchers.- 5.1 Introduction and overview.- 5.2 Indicators for the (improvement in) quality of the individual learning processes.- 5.3 The student portraits.- 5.4 Review and outlook.- Notes chapter 5.- 6 Internal evaluation of the learning process.- 6.1 Introduction and overview.- 6.2 Yielding to and building up resistance to IN-distractors.- 6.3 Progression in schematizating through abbreviations.- 6.4 Models and diagrams.- 6.4.1 Flexible use of models and application of schemes and diagrams.- 6.4.2 Situation models.- 6.5 Acquiring representations fitting formally posed problems.- 6.6 Constructions and productions on a symbolic level.- 6.7 The framework of the level-theory and the course construction.- 6.8 Review and outlook.- Notes chapter 6.- 7 External or summative evaluation.- 7.1 Introduction and overview.- 7.2 Weighing the groups.- 7.3 Comparing and characterizing the programs.- 7.3.1 Introduction.- 7.3.2 NCR and NZR.- 7.3.3 Programs containing realistic features.- 7.4 The tests.- 7.5 Results.- 7.5.1 Introduction.- 7.5.2 The final test, a qualitative analysis.- 7.6 Summary and conclusions.- 7.6.1 Introduction.- 7.6.2 Summary of the results of the experimental group.- 7.6.3 Conclusions.- 7.7 Realistic and mechanistic: a difference in effects .- 7.8 A look ahead.- Notes chapter 7.- 8 Theoretical review.- 8.1 Introduction and overview.- 8.2 Teaching and learning fractions.- 8.2.1 Introduction.- 8.2.2 Amply furnishing the first level.- 8.2.3 On to higher levels.- 8.2.4 General characteristics of vertical mathematization.- 8.3 Conclusion.- Notes chapter 8.- Epilogue: Sketch of a new course -fractions, an integrated perspective-.

Condizione: New. Series: Mathematics Education Library. Num Pages: 364 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 20. Weight in Grams: 691. . 1991. Hardback. . . . . Books ship from the US and Ireland.

Condizione: New. In.

Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Streefland is to be congratulated on his thoroughness in presenting a far reaching study with many ramifications. I predict that any reader will find many of the author's premises as well as generalizations thought evoking.' Zentrallblatt fA1/4r Didaktik der Mathematik, 5.

Condizione: new. Questo è un articolo print on demand.

Buch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumously. His didactical phenomenology of the concept of force is both provocative and revealing in its originality, compared with what is usually found in physics instruction. Freudenthal is portrayed as a universal human being by Josette Adda. He made considerable contributions to mathematics itself, e.g. on homotopy theory and Lie groups in geometry. The exposition of Freudenthal's mathematical life and work is on Van Est's account. Henk Bos discusses his historical work. The essay review of the 8th edition of Hilbert's Grundlagen der Geometrie serves as a vehicle of thought. The main part of the book, however, concerns Freudenthal's work on mathematics education. Christine Keitel reviews his final book Revisiting Mathematics Education (1991). Fred Goffree describes Freudenthal's `Working on Mathematics Education' both from an historical as well as a theoretical perspective. Adrian Treffers analyses Freudenthal's influence on the development of realistic mathematics education at primary level in the Netherlands, especially his influence on the Wiskobas-project of the former IOWO. Freudenthal once predicted the disappearance of mathematics as an individual subject in education sometime around the year 2000, because it would by then have merged with integrated thematic contexts. Jan de Lange anticipates this future development and shows that Freudenthal's prediction will not come true after all. Reflective interludes unveil how he might have influenced those developments. Freudenthal contributed a wealth of ideas and conceptual tools to the development of mathematics education -- on contexts, didactical phenomenology, guided reinvention, mathematisation, the constitution of mental objects, the development of reflective thinking, levels in learning processes, the development of a mathematical attitude and so on -- but he did not design very much concrete material. Leen Streefland deals with the question of design from a theoretical point of view, while applying Freudenthal's ideas on changing perspective and shifting. For teachers, researchers, mathematics educators, mathematicians, educationalists, psychologists and policy makers. 176 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumously. His didactical phenomenology of the concept of force is both provocative and revealing in its originality, compared with what is usually found in physics instruction. Freudenthal is portrayed as a universal human being by Josette Adda. He made considerable contributions to mathematics itself, e.g. on homotopy theory and Lie groups in geometry. The exposition of Freudenthal's mathematical life and work is on Van Est's account. Henk Bos discusses his historical work. The essay review of the 8th edition of Hilbert's Grundlagen der Geometrie serves as a vehicle of thought. The main part of the book, however, concerns Freudenthal's work on mathematics education. Christine Keitel reviews his final book Revisiting Mathematics Education (1991). Fred Goffree describes Freudenthal's `Working on Mathematics Education' both from an historical as well as a theoretical perspective. Adrian Treffers analyses Freudenthal's influence on the development of realistic mathematics education at primary level in the Netherlands, especially his influence on the Wiskobas-project of the former IOWO. Freudenthal once predicted the disappearance of mathematics as an individual subject in education sometime around the year 2000, because it would by then have merged with integrated thematic contexts. Jan de Lange anticipates this future development and shows that Freudenthal's prediction will not come true after all. Reflective interludes unveil how he might have influenced those developments. Freudenthal contributed a wealth of ideas and conceptual tools to the development of mathematics education -- on contexts, didactical phenomenology, guided reinvention, mathematisation, the constitution of mental objects, the development of reflective thinking, levels in learning processes, the development of a mathematical attitude and so on -- but he did not design very much concrete material. Leen Streefland deals with the question of design from a theoretical point of view, while applying Freudenthal's ideas on changing perspective and shifting. For teachers, researchers, mathematics educators, mathematicians, educationalists, psychologists and policy makers. 176 pp. Englisch.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The Legacy of Freudenthal pays homage to Freudenthal and his work on mathematics, its history and education. Almost all authors were his scholars or co-workers. They testify to what they learned from him. Freudenthal himself contributes posthumo.