theories mathematical learning (27 Ergebnisse)

Hardcover. Zustand: As New. Zustand des Schutzumschlags: Acceptable. New York, 1972; black cloth covered boards; minimal shelf wear; red jacket in acceptable condition with edges and corners heavily chipped; 8vo - over 7 3/4" to 9 3/4" tall; interior clean and unmarked; 288 pages.

8vo. Cloth binding. Dustjacket has chip on front. Very good in good dustjacket, protected with a mylar cover. [b194].

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,900grams, ISBN:0124452507.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. New York and London: Academic Press, 1972. 8vo. Hard cover binding, 288 pp. Only prerequisite is elementary algebra. Includes answers to problems. Previous owner name. Dust jacket has some chipping at extremities. Very good in very good dust jacket, protected with an archival-quality mylar cover.

LEINEN, 288 Seiten, dies ist ein regulär ausgesondertes Bibliotheksexemplar aus einer wissenschaftlichen Bibliothek, keine Markierungen/Anmerkungen, dies ist ein tadellos erhaltenes Buch --- Lib. Ex., no marks, 288 pages, LINEN BINDING, excellent condition. Shipping to abroad insured with tracking number.

Leinen. Zustand: Sehr gut. xii, 288 S., 25x18 cm OLn., Farb- und Silberprägung, mit OU. Umschlagkanten leicht berieben/bestoßen, leicht rissig; am Buch, Kapitale leicht bestoßen, innen frisch und sauber; noch sehr gutes Exemplar. Sprache: Englisch Gewicht in Gramm: 830.

Zustand: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,600grams, ISBN:079232823X.

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Paperback. Zustand: Brand New. 156 pages. 9.25x6.10x0.37 inches. In Stock.

Hardcover. Zustand: Brand New. 156 pages. 9.25x6.10x0.63 inches. In Stock.

Zustand: New. In.

Taschenbuch. Zustand: Neu. Mathematical Theories of Machine Learning - Theory and Applications | Bin Shi (u. a.) | Taschenbuch | xxi | Englisch | 2020 | Springer | EAN 9783030170783 | 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 studies mathematical theories of machine learning. The first part of the book explores the optimality and adaptivity of choosing step sizes of gradient descent for escaping strict saddle points in non-convex optimization problems. In the second part, the authors propose algorithms to find local minima in nonconvex optimization and to obtain global minima in some degree from the Newton Second Law without friction. In the third part, the authors study the problem of subspace clustering with noisy and missing data, which is a problem well-motivated by practical applications data subject to stochastic Gaussian noise and/or incomplete data with uniformly missing entries. In the last part, the authors introduce an novel VAR model with Elastic-Net regularization and its equivalent Bayesian model allowing for both a stable sparsity and a group selection.

Paperback. Zustand: Brand New. 204 pages. 9.00x6.00x0.46 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book studies mathematical theories of machine learning. The first part of the book explores the optimality and adaptivity of choosing step sizes of gradient descent for escaping strict saddle points in non-convex optimization problems. In the second part, the authors propose algorithms to find local minima in nonconvex optimization and to obtain global minima in some degree from the Newton Second Law without friction. In the third part, the authors study the problem of subspace clustering with noisy and missing data, which is a problem well-motivated by practical applications data subject to stochastic Gaussian noise and/or incomplete data with uniformly missing entries. In the last part, the authors introduce an novel VAR model with Elastic-Net regularization and its equivalent Bayesian model allowing for both a stable sparsity and a group selection.

Taschenbuch. Zustand: Neu. Learning Mathematics | Constructivist and Interactionist Theories of Mathematical Development | Paul Cobb | Taschenbuch | vi | Englisch | 2010 | Springer | EAN 9789048143979 | 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 - The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is important to note that the term 'experience' as it is used in these articles is not restricted to physical or sensory-motor experience. A perusal of the first five articles indicates that it includes reflective experiences that involve reviewing prior activity and anticipating the results of potential activity. In addition, by emphasizing interaction and communication, Voigt's contribution reminds us that personal experiences do not arise in a vacuum but instead have a social aspect. In taking a cognitive perspective, the first five contributions analyze the pro cesses by which students conceptually reorganize their experiential realities and thus construct increasingly sophisticated mathematical ways of knowing. The conceptual constructions addressed by these theorists, ranging as they do from fractions to the Fundamental Theorem of Calculus, indicate that experiential approaches to mathematical cognition are viable at all levels of mathematical development. Although the authors use different theoretical constructs, several additional commonalities can be discerned in their work.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is important to note that the term 'experience' as it is used in these articles is not restricted to physical or sensory-motor experience. A perusal of the first five articles indicates that it includes reflective experiences that involve reviewing prior activity and anticipating the results of potential activity. In addition, by emphasizing interaction and communication, Voigt's contribution reminds us that personal experiences do not arise in a vacuum but instead have a social aspect. In taking a cognitive perspective, the first five contributions analyze the pro cesses by which students conceptually reorganize their experiential realities and thus construct increasingly sophisticated mathematical ways of knowing. The conceptual constructions addressed by these theorists, ranging as they do from fractions to the Fundamental Theorem of Calculus, indicate that experiential approaches to mathematical cognition are viable at all levels of mathematical development. Although the authors use different theoretical constructs, several additional commonalities can be discerned in their work.

Paperback. Zustand: Brand New. 1st edition. 544 pages. 9.00x6.00x1.25 inches. In Stock.

Zustand: New. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles that reflects the progress made in the last 20 years. It is a starting point for understanding mathematical learning and should be of interest to educational researchers. Editor(s): Steffe, Leslie P.; Nesher, Pearla; Cobb, Paul; Sriraman, Bharath; Greer, Brian. Num Pages: 544 pages, illustrations. BIC Classification: JN; PBB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 31. Weight in Grams: 744. . 1996. 1st Edition. paperback. . . . . Books ship from the US and Ireland.

Zustand: New. In.

Hardcover. Zustand: Brand New. 1st edition. 544 pages. 9.50x6.50x1.50 inches. In Stock.

Zustand: New. Bringing together multiple perspectives on mathematical thinking, this volume presents elaborations on principles that reflects the progress made in the last 20 years. It is a starting point for understanding mathematical learning and should be of interest to educational researchers. Editor(s): Steffe, Leslie P.; Nesher, Pearla; Goldin, Gerald A.; Sriraman, Bharath; Cobb, Paul; Greer, Brian. Num Pages: 544 pages, illustrations. BIC Classification: JN; PBB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152. Weight in Grams: 1066. . 1996. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

paperback. Zustand: Befriedigend. 538 Seiten; Einband stellenweise geblasst, Eintrag/Stempel vorne im Buch, sonst innen guter Zustand, Artikel stammt aus Nichtraucherhaushalt! C10784 Sprache: Deutsch Gewicht in Gramm: 1.