Anna sfard (35 Ergebnisse)

Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Zustand: New. In.

Zustand: New. pp. 224.

Paperback. Zustand: Brand New. 1st edition. 360 pages. 8.90x6.00x1.00 inches. In Stock.

Hardcover. Zustand: Wie neu. N.Y., Springer (2011). gr.8°. XXIV, 246 p. Hardbound. Mathematics Education Library, volume 48.- Like new.

Zustand: Very Good.

Zustand: New. 2010. 1st Edition. Paperback. This book looks to change our thinking about thinking by looking at communication and cognition, or commognition. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. Num Pages: 352 pages, 21 b/w illus. 12 tables. BIC Classification: JMR; PBB. Category: (P) Professional & Vocational. Dimension: 228 x 153 x 14. Weight in Grams: 530. Human Development, the Growth of Discourses, and Mathematizing. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. 352 pages, 21 b/w illus. 12 tables. Looks to change our thinking about thinking by looking at communication and cognition, or commognition. Cateogry: (P) Professional & Vocational. BIC Classification: JMR; PBB. Dimension: 228 x 153 x 14. Weight: 554. . . . . . Books ship from the US and Ireland.…

paperback. Zustand: Gut. 352 Seiten; 9780521161541.3 Gewicht in Gramm: 1.

Paperback. Zustand: Brand New. 224 pages. 9.00x6.25x0.75 inches. In Stock.

Zustand: New.

Zustand: 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.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Zustand: New. In.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Zustand: New. In.

Zustand: New. In.

Zustand: New. In.

Zustand: Used. pp. 308 Illus.

Zustand: Used. pp. 308.

Taschenbuch. Zustand: Neu. Learning Discourse | Discursive approaches to research in mathematics education | C. Kieran (u. a.) | Taschenbuch | iv | Englisch | 2010 | Springer | EAN 9789048161751 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Gebunden. Zustand: New.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book presents ideas developed by Paul Cobb and his colleagues that have significantly influenced the field of mathematics education over the past three decades. In this volume, they are brought together for readers to present a clear view of how the field has changed during that time. During his career Cobb moved from looking at a single child's mathematical reasoning, to a class learning a particular mathematical topic, to a group of school teachers, and to a school district with all its teachers, teachers' teachers and principals. It was his wish to make a real difference and his constantly revised understanding of what it takes to do so that dictated this gradual broadening of the unit of analysis. This development is presented in this book with the help of chronologically organized previously published papers, each of which represents a distinct stage in this intellectual journey and is preceded by a new commentary that sheds additional light on the processes of reconceptualization and thus helps the reader to understand the reasons, mechanisms, and outcomes of researchers' constant pursuit of new insights. This book thus demonstrates how research develops and evolves when theory and practice are taken as mutually informing aspects of the researcher's work. In this sense, the volume is relevant to audiences primarily interested in practical aspects of mathematics education as well as to those whose primary interests lie in theoretical developments.…

Paperback. Zustand: Brand New. 308 pages. 9.00x6.00x0.69 inches. In Stock.

Zustand: New. In.

Zustand: New. Claims that mathematics can be usefully re-conceptualized as a special form of communication. This volume is aimed at those interested in specific questions regarding classroom communication, and at those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning. Editor(s): Kieran, Carolyn (Universite du Quebec a Montreal, Canada); Forman, Ellice Ann (University of Pittsburgh, USA); Sfard, Anna (The University of Haifa, Israel). Num Pages: 302 pages, biography. BIC Classification: JNU; PB. Category: (G) General (US: Trade); (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 234 x 156 x 19. Weight in Grams: 609. . 2003. 3. Hardback. . . . . Books ship from the US and Ireland.…

Hardcover. Zustand: Brand New. 2011 edition. 215 pages. 9.25x6.25x0.75 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between 'individual' and 'social' research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between 'individual' and 'social' research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development. We propose to do so by including papers in which Cobb introduced new theoretical perspectives and methodologies into the literature, each preceded by a substantive accompanying introductory paper that explains the motivation/rationale for developing the new perspectives and/or methodologies and the processes through which they were developed, and Cobb's own retrospective comments. In this way the book provides the reader with heretofore unpublished material that lays out in considerable detail the issues and problems that Cobb has confronted in his work, that, from his viewpoint, required theoretical and methodological shifts/advances and provides insight into how he has achieved the shifts/advances. The result will be a volume that, in addition to explaining Cobb's contributions to the field of mathematics education, also provides the reader with insight into what is involved in developing an aggressive and evolving research program. When Cobb confronts problems and issues in his work that cannot be addressed using his existing theories and frameworks, he looks to other fields for theoretical inspiration. A critical feature of Cobb's work is that in doing so, he consciously appropriates and adapts ideas from these other fields to the purpose of supporting processes of learning and teaching mathematics; He does not simply accept the goals or motives of those fields. As a result, Cobb reconceptualizes and reframes issues and concepts so that they result in new ways of investigating, exploring, and explaining phenomena that he encounters in the practical dimensions of his work, which include working in classrooms, with teachers, and with school systems. The effect is that the field of mathematics education is altered. Other researchers have foundhis 'new ways of looking' useful to them. And they, in turn, adapt these ideas for their own use. The complexity of many of the ideas that Cobb has introduced into the field of mathematics education can lead to a multiplicity of interpretations by practitioners and by other researchers, based on their own experiential backgrounds. Therefore, by detailing the development of Cobb's work, including the tensions involved in coming to grips with and reconciling apparently contrasting perspectives, the book will shed additional light on the processes of reconceptualization and thus help the reader to understand the reasons, mechanisms, and outcomes of researchers' constant pursuit of new insights.…