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Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.
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1. Radical Constructivism in Mathematics Education (Mathematics Education Library (7))
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(1991)
ISBN 10: 0792312570
ISBN 13: 9780792312574
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Descripción Springer, 1991. Hardcover. Condición: New. 1991. A+ Customer service! Satisfaction Guaranteed! Book is in NEW condition. Nº de ref. del artículo: 0792312570-2-1
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2. Radical Constructivism in Mathematics Education (Mathematics Education Library)
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3. Radical Constructivism in Mathematics Education (Mathematics Education Library (7)) [Hardcover] Glasersfeld, E.
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4. Radical Constructivism in Mathematics Education (Mathematics Education Library) [Hardcover] Glasersfeld, E.
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5. Radical Constructivism in Mathematics Education (Hardback)
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Springer, Netherlands
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Descripción Springer, Netherlands, 1991. Hardback. Condición: New. 1991 ed. Language: English. Brand new Book. Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valery The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind. Nº de ref. del artículo: LHB9780792312574
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6. Radical Constructivism in Mathematics Education
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Descripción Springer, 1991. Hardcover. Condición: New. 1991. Nº de ref. del artículo: 1212096-n
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7. Radical Constructivism in Mathematics Education
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Springer Netherlands 1991-06-30, Berlin
(1991)
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Descripción Springer Netherlands 1991-06-30, Berlin, 1991. hardback. Condición: New. 1991. Language: ENG. Nº de ref. del artículo: 9780792312574
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8. Radical Constructivism in Mathematics Education
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Springer Netherlands Jun 1991
(1991)
ISBN 10: 0792312570
ISBN 13: 9780792312574
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Descripción Springer Netherlands Jun 1991, 1991. Buch. Condición: Neu. Neuware - Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind. 272 pp. Englisch. Nº de ref. del artículo: 9780792312574
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9. Radical Constructivism in Mathematics Education
Publicado por
Springer Netherlands Jun 1991
(1991)
ISBN 10: 0792312570
ISBN 13: 9780792312574
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Descripción Springer Netherlands Jun 1991, 1991. Buch. Condición: Neu. Neuware - Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind. 272 pp. Englisch. Nº de ref. del artículo: 9780792312574
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10. Radical Constructivism in Mathematics Education
Publicado por
Springer Netherlands Jun 1991
(1991)
ISBN 10: 0792312570
ISBN 13: 9780792312574
Nuevo
Cantidad disponible: 1
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Descripción Springer Netherlands Jun 1991, 1991. Buch. Condición: Neu. Druck auf Anfrage Neuware - Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind. 272 pp. Englisch. Nº de ref. del artículo: 9780792312574
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