task design mathematics education (9 Ergebnisse)

xviii, 339 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: New. In.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 250 pages. 9.25x6.25x0.75 inches. In Stock.

Paperback. Zustand: Brand New. reprint edition. 339 pages. 9.25x6.10x0.85 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - \*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK\*Thisopen accessbook is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles - recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook,or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - \*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK\*Thisopen accessbook is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles - recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook,or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 360 | Sprache: Englisch | Produktart: Bücher | *THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK*This open access book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles ¿ recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

XVIII/339 S./pp., Originalpappband (publisher's cardboard covers), gutes Exemplar (fine), keine Unterstreichungen oder Anmerkungen/no underlinings or remarks, (New ICMI Study Series), Sprache: englisch.