Zazkis rina (52 Ergebnisse)

xix, 425 p. Hardcover. 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.

Zustand: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: New.

Zustand: New. pp. 140 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. 2011. Paperback. . . . . . Books ship from the US and Ireland.

Zustand: New. In English.

Paperback. Zustand: Brand New. 218 pages. 9.00x6.00x0.75 inches. In Stock.

Zustand: New.

Zustand: New. This work aims to cover research in learning and teaching number theory. It is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Editor(s): Campbell, Stephen R.; Zazkis, Rina. Num Pages: 256 pages, black & white illustrations. BIC Classification: JNT; JNU; PBH. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 14. Weight in Grams: 413. . 2001. Paperback. . . . . Books ship from the US and Ireland.…

Zustand: New. In English.

Paperback. Zustand: Brand New. 245 pages. 9.00x6.00x1.00 inches. In Stock.

Paperback. Zustand: Brand New. 1st edition. 294 pages. 8.75x5.75x0.75 inches. In Stock.

Zustand: New. Offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few. Editor(s): Zazkis, Rina; Campbell, Stephen R. Series: Studies in Mathematical Thinking and Learning Series. Num Pages: 304 pages, Illustrations. BIC Classification: JNU; YQM. Category: (P) Professional & Vocational. Dimension: 229 x 152 x 17. Weight in Grams: 408. . 2006. 1st Edition. paperback. . . . . Books ship from the US and Ireland. …

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. 2011. Hardcover. . . . . . Books ship from the US and Ireland.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Zustand: New. In English.

Gebunden. Zustand: New.

Zustand: New.

Zustand: New.

Zustand: New.

Zustand: New. This work aims to cover research in learning and teaching number theory. It is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Editor(s): Campbell, Stephen R.; Zazkis, Rina. Num Pages: 256 pages, black & white illustrations. BIC Classification: JNT; JNU; PBH. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 17. Weight in Grams: 531. . 2001. hardcover. . . . . Books ship from the US and Ireland.…

Hardcover. Zustand: Brand New. 245 pages. 9.25x6.50x0.75 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The idea of teachers Learning through Teaching (LTT) - when presented to a naïve bystander - appears as an oxymoron. Are we not supposed to learn before we teach After all, under the usual circumstances, learning is the task for those who are being taught, not of those who teach. However, this book is about the learning of teachers, not the learning of students. It is an ancient wisdom that the best way to 'truly learn' something is to teach it to others. Nevertheless, once a teacher has taught a particular topic or concept and, consequently, 'truly learned' it, what is left for this teacher to learn As evident in this book, the experience of teaching presents teachers with an exciting opp- tunity for learning throughout their entire career. This means acquiring a 'better' understanding of what is being taught, and, moreover, learning a variety of new things. What these new things may be and how they are learned is addressed in the collection of chapters in this volume. LTT is acknowledged by multiple researchers and mathematics educators. In the rst chapter, Leikin and Zazkis review literature that recognizes this phenomenon and stress that only a small number of studies attend systematically to LTT p- cesses. The authors in this volume purposefully analyze the teaching of mathematics as a source for teachers' own learning.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book shows how the practice of script writing can be used both as a pedagogical approach and as aresearch tool in mathematics education. It provides an opportunity for script-writers toarticulate their mathematical arguments and/or their pedagogical approaches. It further providesresearchers with a corpus of narratives that can be analyzed using a variety of theoreticalperspectives.Various chapters argue for the use of dialogical method and highlight its benefits and special features. The chapters examine both 'low tech' implementations as well as the use of a technological platform, LessonSketch. The chapters present results of and insights from several recent studies, which utilized scripting in mathematics education research and practice.…