Stanislaw schukajlow (46 risultati)

Condizione: New.

Condizione: very good. Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.

Condizione: New. In English.

Condizione: New.

Condizione: New.

Condizione: New. Reviews the current state ofassessment in mathematics educationOutlines issues related to thedesign of assessment tasks and provides examples of design principles fromvarious modelsDescribes assessment inaction,&nbspincluding strategies sp.

Condizione: As New. Unread book in perfect condition.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Condizione: New. 2026. 1st Edition. paperback. . . . . .

Condizione: New.

PF. Condizione: New.

Condizione: New. 2026. 1st Edition. paperback. . . . . . Books ship from the US and Ireland.

Condizione: New. In German.

Condizione: New. Stanislaw Schukajlow, Gabriele Kaiser, and Gloria Ann Stillman are active members of the international research community which focuses on researching mathematical modelling education viewing modelling as real-world problem solving. .

Taschenbuch. Condizione: Neu. Neuware - This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students' mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.…

Condizione: As New. Unread book in perfect condition.

Condizione: New. pp. 322.

Condizione: New.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: As New. Unread book in perfect condition.

HRD. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Condizione: New.

Condizione: New. In English.

Hardback. Condizione: New. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students' mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.…

Condizione: New.

Hardcover. Condizione: Brand New. 110 pages. 10.00x7.00x10.00 inches. In Stock.

Hardback. Condizione: New. This edited volume provides readers with a snapshot of some of the current thinking on mathematical modelling education. It focuses on the relationship between cognitive and metacognitive activities and student approaches to attempting to solve real-world modelling problems.This book presents a focused review of some current thinking and research on mathematical modelling education focusing on the relationship between cognitive and metacognitive activities and secondary student approaches to attempting to solve real-world modelling problems. The results of the review highlight areas where theoretical constructs are well advanced and point to areas where development and empirical confirmation are required. Four empirical studies showcase both qualitative and quantitative studies, providing recent findings resulting from a cognitive analysis of student modelling activity in classroom settings or under test conditions. Solving of data-rich modelling tasks, using strategic knowledge about drawing during modelling activities, connecting metacognitive individual strategies, metacognitive group strategies and modelling competencies, and the activation and nurturing of students' mathematical thinking during the solution of a design problem are considered.The book will be of interest to researchers, teachers and teacher educators and curriculum and educational policy writers. It was originally published as a special issue of Mathematical Thinking and Learning.…