9781402010323 - symbolizing, modeling and tool use in mathematics education (mathematics education library, 30, band 30) (3 Ergebnisse)
Sprache: Englisch
Verlag: Kluwer, Dordrecht, 2002
- Hardcover
Anbieter: Antiquariat Renner OHG, Albstadt, DeutschlandAntiquariat Renner OHG
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenVerbandsmitglied: BOEV
Zustand: Gebraucht - Gut bis sehr gut
EUR 40,00
EUR 45,00 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Hardcover. Zustand: Sehr gut. Dordrecht, Kluwer (2002). gr.8°. Some figs. IV, 306 p. Hardbound. Mathematics Education Library, volume 30.- 4 pages with highlightings, otherwise in very good condition.
Sprache: Englisch
Verlag: Springer, 2002
- Hardcover
Anbieter: Phatpocket Limited, Waltham Abbey, HERTS, Vereinigtes KönigreichPhatpocket Limited
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Gebraucht - Befriedigend
EUR 132,75
EUR 12,44 VersandVersand von Vereinigtes Königreich nach USAAnzahl: 1 verfügbar
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.
Sprache: Englisch
Verlag: Springer Netherlands, Springer Netherlands, 2002
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 170,64
EUR 65,51 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The almost universal rejection of the notion of symbols as `carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students ac…tually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction. Another dimension is the theoretical framework of the researcher, varying from constructivism, to activity theory, cognitive-psychology and instructional-design theory. This book will appeal to a wide audience, varying from researchers, instructional designers, educators, and graduate students.
