trouche luc (37 Ergebnisse)

Zustand: Bueno. : Este manual de matemáticas, perteneciente a la colección Fractale, está diseñado específicamente para alumnos de segundo curso de secundaria (2nde) siguiendo el programa educativo del año 2000 en Francia. El libro busca ser atractivo y accesible para todos los estudiantes, independientemente de su futura orientación académica, facilitando la transición desde la educación secundaria básica.El contenido se centra en trabajar la continuidad de los aprendizajes, fomentando el trabajo en grupo mediante una amplia selección de ejercicios y actividades. Además, introduce el uso de herramientas modernas de cálculo, como calculadoras de última generación y software de geometría, permitiendo identificar dificultades individuales para ofrecer una ayuda personalizada. EAN: 9782047292747 Tipo: Libros Categoría: Educación|Ciencias Título: Mathématiques 2nde. Édition 2000 Autor: Guy Bontemps| René Bernard| Sylvie Pellequer| Michel Seco| Luc Trouche Editorial: Bordas Editions Idioma: fr Páginas: 319 Formato: tapa blanda.

2005th ed. 16 x 23 cm. 315 pages. Hardcover HC Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Couverture souple. Zustand: bon. R320018327: 1997. In-8. Broché. Bon état, Couv. convenable, Dos satisfaisant, Intérieur frais. 140 pages - Nomnreuses annotations au crayon a papier et quelques soulignements dnas le texte. . . . Classification Dewey : 510-Mathématiques.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: No Dust Jacket. Hardcover with printed boards, no dust jacket, in very good condition. Board edges and corners are slightly bumped, otherwise as unread. LW. Used.

Zustand: New.

Zustand: New.

Taschenbuch. Zustand: Neu. The Didactical Challenge of Symbolic Calculators | Turning a Computational Device into a Mathematical Instrument | Dominique Guin (u. a.) | Taschenbuch | vii | Englisch | 2010 | Springer US | EAN 9781441935823 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years.

Hardcover. Zustand: Brand New. 483 pages. 9.25x6.25x1.25 inches. In Stock.

Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 576 | Sprache: Englisch | Produktart: Bücher | This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers¿ work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term.The contributorsalso provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers¿ work through their interactions with resources for teaching, held in Lyon, France.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 384 | Sprache: Englisch | Produktart: Bücher | What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ¿tailor¿ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

Taschenbuch. Zustand: Neu. From Text to 'Lived' Resources | Mathematics Curriculum Materials and Teacher Development | Ghislaine Gueudet (u. a.) | Taschenbuch | xx | Englisch | 2013 | Springer Netherland | EAN 9789400737075 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. The 'Resource' Approach to Mathematics Education | Luc Trouche (u. a.) | Taschenbuch | xxvii | Englisch | 2020 | Springer International Publishing | EAN 9783030203955 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers' work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term.The contributorsalso provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers' work through their interactions with resources for teaching, held in Lyon, France.

Taschenbuch. Zustand: Neu. Neuware -This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 576 pp. Englisch.

Buch. Zustand: Neu. Neuware -This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 576 pp. Englisch.

Buch. Zustand: Neu. Neuware -A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 324 pp. Englisch.

Buch. Zustand: Neu. Neuware -What kinds of curriculum materials do mathematics teachers select and use, and how This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ¿tailor¿ them for their use and pupil learning Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 384 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work.The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers' work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term.The contributorsalso provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers' work through their interactions with resources for teaching, held in Lyon, France.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - A significant driver of recent growth in the use of mathematics in the professions has been the support brought by new technologies. Not only has this facilitated the application of established methods of mathematical and statistical analysis but it has stimulated the development of innovative approaches. These changes have produced a marked evolution in the professional practice of mathematics, an evolution which has not yet provoked a corresponding adaptation in mathematical education, particularly at school level. In particular, although calculators -- first arithmetic and scientific, then graphic, now symbolic -- have been found well suited in many respects to the working conditions of pupils and teachers, and have even achieved a degree of official recognition, the integration of new technologies into the mathematical practice of schools remains marginal. It is this situation which has motivated the research and development work to be reported in this volume. The appearance of ever more powerful and portable computational tools has certainly given rise to continuing research and development activity at all levels of mathematical education. Amongst pioneers, such innovation has often been seen as an opportunity to renew the teaching and learning of mathematics. Equally, however, the institutionalization of computational tools within educational practice has proceeded at a strikingly slow pace over many years.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - What kinds of curriculum materials do mathematics teachers select and use, and how This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term ' ingénierie documentaire ',we call these processes ' documentation '. The literal English translation is ' to work with documents ', but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - What kinds of curriculum materials do mathematics teachers select and use, and how This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term ' ingénierie documentaire ',we call these processes ' documentation '. The literal English translation is ' to work with documents ', but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

Hardcover. Zustand: Brand New. 2012 edition. 383 pages. 9.75x6.50x1.00 inches. In Stock.

Paperback. Zustand: Brand New. 546 pages. 9.00x6.00x1.25 inches. In Stock.

Hardcover. Zustand: Brand New. 546 pages. 9.50x6.50x1.25 inches. In Stock.

Zustand: New.

Zustand: New.

Taschenbuch. Zustand: Neu. Research on Mathematics Textbooks and Teachers' Resources | Advances and Issues | Lianghuo Fan (u. a.) | Taschenbuch | xxiii | Englisch | 2019 | Springer | EAN 9783319892450 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level.As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooksandroles they playin teaching and learning How does the digitalization of information and communication affect these roles What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks As for the teachers, the book discusses the relationships between teachers' individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials What are the relationships between resource designers and users What are the consequences ofthese changing roles andrelationshipsfor the teaching of mathematics, and for teacher knowledge and professional development As for the students, the book explores how students, as well as their teachers, interact through resources.Itraisesandaddressesquestions such as: What are the effects of modern ICT (particularly internet) on students' use and the design of resources How dochanging patterns of use and designaffect student behaviour, learning, and relationships to the subject of mathematics.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level.As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning How does the digitalization of information and communication affect these roles What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks As for the teachers, the book discusses the relationships between teachers' individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials What are the relationships between resource designers and users What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students' use and the design of resources How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics.