9780805831559 - the development of arithmetic concepts and skills: constructive adaptive expertise (17 risultati)
Lingua: Inglese
Editore: Routledge, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Condizione: New. pp. 520.
Lingua: Inglese
Editore: Taylor and Francis, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Lingua: Inglese
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Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Condizione: New. This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: what is the nature of arithmetic expertise? and how can instruction best promote it? Editor(s): Baroody, Arthur J.; Dowker, Ann. Series: Stud…ies in Mathematical Thinking and Learning Series. Num Pages: 516 pages, Illustrations. BIC Classification: JNT; JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 156 x 34. Weight in Grams: 839. . 2003. 1st Edition. hardcover. . . . .
Lingua: Inglese
Editore: Taylor & Francis, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Lingua: Inglese
Editore: Routledge, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Lingua: Inglese
Editore: Routledge, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Da: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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Editore: Lawrence Erlbaum Assoc Inc, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Hardcover. Condizione: Brand New. 1st edition. 520 pages. 9.50x6.50x1.25 inches. In Stock.
Lingua: Inglese
Editore: Routledge, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Da: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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Condizione: New. This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: what is the nature of arithmetic expertise? and how can instruction best promote it? Editor(s): Baroody, Arthur J.; Dowker, Ann. Series: Stud…ies in Mathematical Thinking and Learning Series. Num Pages: 516 pages, Illustrations. BIC Classification: JNT; JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 156 x 34. Weight in Grams: 839. . 2003. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.
Lingua: Inglese
Editore: Taylor & Francis, Routledge, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermaniaBuchWeltWeit Ludwig Meier e.K.
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Buch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise How can instruction bes…t promote it Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including 'normally' and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed 'adaptive expertise' (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents). 516 pp. Englisch.
Lingua: Inglese
Editore: Taylor & Francis Group, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Condizione: New. pp. 520 This item is printed on demand.
Lingua: Inglese
Editore: Taylor & Francis Group, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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Condizione: New. PRINT ON DEMAND pp. 520.
Lingua: Inglese
Editore: Taylor & Francis Ltd, 2003
Serie: Libro 31 di 46 - Studies in Mathematical Thinking and Learning
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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EUR 186,20
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Buch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise How can instruction best pro…mote it Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including 'normally' and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed 'adaptive expertise' (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).
