ISBN: 9780805814576 - mathematics education: models and processes (19 risultati)

Condizione: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condizione: New.

Condizione: New. pp. 376.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Hardcover. Condizione: Like New. Like New. book.

Condizione: New. More than an application of cognitive science, this text provides a new perspective on maths education by examining the nature of maths concepts and processes, how and why they are taught, why certain approaches appear more effective, and how children may become more mathematically powerful. Num Pages: 376 pages, illustrations. BIC Classification: JMR; JNU; YQM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 229 x 152 x 32. Weight in Grams: 794. . 1995. 1st Edition. hardcover. . . . .…

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: New. pp. 376.

Condizione: New. In English.

Condizione: New. More than an application of cognitive science, this text provides a new perspective on maths education by examining the nature of maths concepts and processes, how and why they are taught, why certain approaches appear more effective, and how children may become more mathematically powerful. Num Pages: 376 pages, illustrations. BIC Classification: JMR; JNU; YQM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 229 x 152 x 32. Weight in Grams: 794. . 1995. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.…

Hardcover. Condizione: Brand New. 1st edition. 376 pages. 9.50x6.50x1.25 inches. In Stock.

Condizione: New. pp. 376 This item is printed on demand.

HRD. Condizione: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condizione: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Gebunden. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Lyn D. English, Graeme S. HalfordTo define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been change.…

Buch. Condizione: Neu. Mathematics Education | Models and Processes | Lyn D. English (u. a.) | Buch | Einband - fest (Hardcover) | Englisch | 1995 | Routledge | EAN 9780805814576 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand. …

Buch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - To define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been changed fundamentally by cognitive science in the last two decades. The role of memory retrieval, domain-specific and domain-general skills, analogy, and mental models is better understood now than previously. The authors believe that cognitive science provides the most accurate account thus far of the actual processes that people use in mathematics and offers the best potential for genuine increases in efficiency. As such, they suggest that a cognitive science approach enables constructivist ideas to be analyzed and further developed in the search for greater understanding of children's mathematical learning. Not simply an application of cognitive science, however, this book provides a new perspective on mathematics education by examining the nature of mathematical concepts and processes, how and why they are taught, why certain approaches appear more effective than others, and how children might be assisted to become more mathematically powerful. The authors use recent theories of analogy and knowledge representation -- combined with research on teaching practice -- to find ways of helping children form links and correspondences between different concepts, so as to overcome problems associated with fragmented knowledge. In so doing, they have capitalized on new insights into the values and limitations of using concrete teaching aids which can be analyzed in terms of analogy theory. In addition to addressing the role of understanding, the authors have analyzed skill acquisition models in terms of their implications for the development of mathematical competence. They place strong emphasis on the development of students' mathematical reasoning and problem solving skills to promote flexible use of knowledge. The book further demonstrates how children have a number of general problem solving skills at their disposal which they can apply independently to the solution of novel problems, resulting in the enhancement of their mathematical knowledge.…