masoud ghasemi (43 risultati)

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Paperback. Condizione: Brand New. 93 pages. 10.00x7.00x0.19 inches. In Stock.

Taschenbuch. Condizione: Neu. The Effect of Math Education on Improving the Number Sense of Children | at Risk of Learning Disorders Aged 3 to 6 Years | Masoud Ghasemi (u. a.) | Taschenbuch | Englisch | 2023 | Noor Publishing | EAN 9786205634189 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Taschenbuch. Condizione: Neu. Neuware -Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.In general, weakness in basic number skills in children at risk of math learning disorder in kindergarten age can have far-reaching consequences in school age. Pre-school children who are diagnosed as children at risk of math disorder and show disabilities in basic number skills such as: counting, recognizing and recognizing numbers, should be identified early and diagnosis and early educational intervention.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 136 pp. Englisch.

Taschenbuch. Condizione: Neu. Effect of Math Education on Improving the Number Sense of Children | at Risk of Learning Disorders Aged 3 to 6 Years | Masoud Ghasemi (u. a.) | Taschenbuch | Englisch | 2023 | Scholars' Press | EAN 9786205521083 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Hardcover. Condizione: Brand New. 93 pages. 9.25x7.00x10.00 inches. In Stock.

Taschenbuch. Condizione: Neu. Neuware -Hoy en día, los investigadores creen que el sentido del número en los años anteriores a la escuela primaria predice el progreso de las matemáticas en la escuela primaria. En la investigación longitudinal sobre el sentido numérico, se han determinado subcomponentes como: el conteo, el reconocimiento de números, el conocimiento de números, las operaciones numéricas, la representación y la comunicación en preescolar y jardín de infancia. Los resultados de la investigación indican que los problemas en estos componentes en la primera infancia conducirán a problemas matemáticos en el jardín de infancia y en la escuela primaria. Por niños en riesgo se entiende niños con retraso en el desarrollo o con problemas en la edad preescolar, los trastornos matemáticos son niños menores de 6 años que presentan daños en uno de los conceptos fundamentales del número o en una de las dimensiones del desarrollo.En general, la debilidad en las habilidades numéricas básicas en los niños en riesgo de trastorno del aprendizaje de las matemáticas en la edad preescolar puede tener consecuencias de largo alcance en la edad escolar. Los niños en edad preescolar que son diagnosticados como niños en riesgo de trastorno matemático y muestran discapacidades en habilidades numéricas básicas como: contar, reconocer y reconocer números, deben ser identificados precozmente y diagnosticados e intervenidos educativamente de forma temprana.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Spanisch.

Condizione: New.

Taschenbuch. Condizione: Neu. Neuware -Aujourd'hui, les chercheurs pensent que le sens des nombres dans les années précédant l'école primaire prédit les progrès en mathématiques à l'école primaire. Dans la recherche longitudinale sur le sens des nombres, des sous-composantes telles que le comptage, la reconnaissance des nombres, la connaissance des nombres, les opérations sur les nombres, la représentation et la communication ont été déterminées à l'école maternelle et au jardin d'enfants. Les résultats de la recherche indiquent que les problèmes liés à ces composantes dans la petite enfance conduiront à des problèmes de mathématiques à l'école maternelle et élémentaire. Les enfants à risque sont des enfants qui présentent un retard de développement ou des problèmes à l'âge pré-primaire, tandis que les troubles mathématiques sont des enfants de moins de 6 ans qui présentent des déficiences dans l'un des concepts fondamentaux du nombre ou dans l'une des dimensions du développement. Les enfants d'âge préscolaire qui sont diagnostiqués comme des enfants à risque de troubles de l'apprentissage des mathématiques et qui présentent des déficiences dans les compétences numériques de base telles que : compter, reconnaître et reconnaître les nombres, devraient être identifiés tôt et faire l'objet d'un diagnostic et d'une intervention éducative précoce.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Französisch.

Condizione: New.

Condizione: New.

Taschenbuch. Condizione: Neu. Neuware -Atualmente, os investigadores acreditam que o sentido do número nos anos anteriores à escola primária prediz o progresso da matemática na escola primária. Na investigação longitudinal sobre o sentido do número, foram determinadas subcomponentes como: contagem, reconhecimento do número, conhecimento do número, operações com números, representação e comunicação no pré-escolar e no jardim de infância. Os resultados da investigação indicam que os problemas nestas componentes na primeira infância conduzirão a problemas de matemática no jardim de infância e no ensino básico. Por crianças em risco entende-se as crianças que apresentam atrasos de desenvolvimento ou que têm problemas em idade pré-escolar; por perturbações da matemática entende-se as crianças com menos de 6 anos de idade que apresentam perturbações num dos conceitos fundamentais do número ou numa das dimensões do desenvolvimento. As crianças em idade pré-escolar que são diagnosticadas como crianças em risco de perturbação da aprendizagem da matemática e que revelam deficiências nas competências numéricas básicas, tais como: contar, reconhecer e reconhecer números, devem ser identificadas precocemente e objeto de diagnóstico e intervenção educativa precoce.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Portugiesisch.

Taschenbuch. Condizione: Neu. Neuware -Heute sind Forscher der Ansicht, dass der Zahlensinn in den Jahren vor der Grundschule die Fortschritte in der Grundschulmathematik vorhersagt. In der Längsschnittforschung zum Zahlensinn wurden Teilkomponenten wie Zählen, Zahlenerkennung, Zahlenwissen, Zahlenoperationen, Darstellung und Kommunikation in der Vorschule und im Kindergarten ermittelt. Die Forschungsergebnisse deuten darauf hin, dass Probleme bei diesen Komponenten in der frühen Kindheit zu mathematischen Problemen im Kindergarten und in der Grundschule führen. Unter Risikokindern versteht man Kinder mit Entwicklungsverzögerungen oder Problemen im Vorschulalter, unter Rechenstörungen Kinder unter 6 Jahren, die in einem der grundlegenden Zahlenkonzepte oder in einer der Entwicklungsdimensionen geschädigt sind, wobei eine Schwäche der grundlegenden Zahlenkenntnisse bei Risikokindern im Kindergartenalter weitreichende Folgen im Schulalter haben kann. Vorschulkinder, bei denen ein Risiko für eine Rechenstörung diagnostiziert wird und die eine Beeinträchtigung der grundlegenden Zahlenkenntnisse aufweisen, wie z. B. Zählen, Erkennen und Wiedererkennen von Zahlen, sollten frühzeitig erkannt und diagnostiziert werden und eine frühzeitige pädagogische Förderung erhalten.Books on Demand GmbH, Überseering 33, 22297 Hamburg 104 pp. Deutsch.

Taschenbuch. Condizione: Neu. Neuware -Oggi i ricercatori ritengono che il senso del numero negli anni precedenti la scuola elementare predice i progressi della matematica della scuola elementare. Nella ricerca longitudinale sul senso del numero, sono state determinate sottocomponenti quali: il conteggio, il riconoscimento dei numeri, la conoscenza dei numeri, le operazioni con i numeri, la rappresentazione e la comunicazione nella scuola dell'infanzia e nella scuola materna. I risultati della ricerca indicano che i problemi in queste componenti nella prima infanzia porteranno a problemi matematici nella scuola materna ed elementare. Per bambini a rischio si intendono i bambini che presentano ritardi nello sviluppo o problemi in età prescolare, mentre per disturbi matematici si intendono i bambini di età inferiore ai 6 anni che presentano danni in uno dei concetti fondamentali del numero o in una delle dimensioni dello sviluppo. In generale, la debolezza delle abilità numeriche di base nei bambini a rischio di disturbo dell'apprendimento matematico in età prescolare può avere conseguenze di vasta portata in età scolare. I bambini in età prescolare che vengono diagnosticati come bambini a rischio di disturbo matematico e che mostrano disabilità nelle abilità numeriche di base come: contare, riconoscere e riconoscere i numeri, dovrebbero essere identificati precocemente e sottoposti a diagnosi e intervento educativo precoce.Books on Demand GmbH, Überseering 33, 22297 Hamburg 100 pp. Italienisch.

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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions. 136 pp. Englisch.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Ghasemi MasoudMasoud GhasemiDepartment of Educational Psychology, Allameh Tabatabaei University, Tehran, IranFariborz DortajDepartment of Educational Psychology, Allameh Tabatabaei University, Tehran, IranFarzaneh Shiralinejad Depart.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.Books on Demand GmbH, Überseering 33, 22297 Hamburg 136 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.In general, weakness in basic number skills in children at risk of math learning disorder in kindergarten age can have far-reaching consequences in school age. Pre-school children who are diagnosed as children at risk of math disorder and show disabilities in basic number skills such as: counting, recognizing and recognizing numbers, should be identified early and diagnosis and early educational intervention. 136 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number kno.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.In general, weakness in basic number skills in children at risk of math learning disorder in kindergarten age can have far-reaching consequences in school age. Pre-school children who are diagnosed as children at risk of math disorder and show disabilities in basic number skills such as: counting, recognizing and recognizing numbers, should be identified early and diagnosis and early educational intervention.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware 104 pp. Spanisch.

Taschenbuch. Condizione: Neu. Efecto de la educación matemática en la mejora del sentido numérico de los niños | con riesgo de trastornos del aprendizaje | Masoud Ghasemi (u. a.) | Taschenbuch | Spanisch | 2024 | Ediciones Nuestro Conocimiento | EAN 9786207050802 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu Print on Demand.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Hoy en día, los investigadores creen que el sentido del número en los años anteriores a la escuela primaria predice el progreso de las matemáticas en la escuela primaria. En la investigación longitudinal sobre el sentido numérico, se han determinado subcomponentes como: el conteo, el reconocimiento de números, el conocimiento de números, las operaciones numéricas, la representación y la comunicación en preescolar y jardín de infancia. Los resultados de la investigación indican que los problemas en estos componentes en la primera infancia conducirán a problemas matemáticos en el jardín de infancia y en la escuela primaria. Por niños en riesgo se entiende niños con retraso en el desarrollo o con problemas en la edad preescolar, los trastornos matemáticos son niños menores de 6 años que presentan daños en uno de los conceptos fundamentales del número o en una de las dimensiones del desarrollo.En general, la debilidad en las habilidades numéricas básicas en los niños en riesgo de trastorno del aprendizaje de las matemáticas en la edad preescolar puede tener consecuencias de largo alcance en la edad escolar. Los niños en edad preescolar que son diagnosticados como niños en riesgo de trastorno matemático y muestran discapacidades en habilidades numéricas básicas como: contar, reconocer y reconocer números, deben ser identificados precozmente y diagnosticados e intervenidos educativamente de forma temprana.