Secondary Algebra Education (Dutch Design in Mathematics Education)

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9789460913334: Secondary Algebra Education (Dutch Design in Mathematics Education)
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Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a  sometimes nearly invisible  backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today's and tomorrow's algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students' needs.

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Publicado por Brill - Sense (2011)
ISBN 10: 9460913334 ISBN 13: 9789460913334
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Descripción Brill - Sense, 2011. Paperback. Condición: New. Language: English . Brand New Book ***** Print on Demand *****.Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a--sometimes nearly invisible--backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today s and tomorrow s algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students needs. Nº de ref. del artículo: AAV9789460913334

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Publicado por Brill - Sense (2011)
ISBN 10: 9460913334 ISBN 13: 9789460913334
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Descripción Brill - Sense, 2011. Paperback. Condición: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a--sometimes nearly invisible--backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today s and tomorrow s algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students needs. Nº de ref. del artículo: TNP9789460913334

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Drijvers, Paul [Editor]
Publicado por Sense Publishers (2010)
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Descripción Sense Publishers, 2010. Paperback. Condición: New. Nº de ref. del artículo: INGM9789460913334

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Publicado por Brill - Sense (2011)
ISBN 10: 9460913334 ISBN 13: 9789460913334
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Descripción Brill - Sense, 2011. Paperback. Condición: New. Language: English . Brand New Book ***** Print on Demand *****. Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a--sometimes nearly invisible--backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today s and tomorrow s algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students needs. Nº de ref. del artículo: AAV9789460913334

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Drijvers, Paul
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Descripción Sense Publishers, 2016. Paperback. Condición: New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. Nº de ref. del artículo: ria9789460913334_lsuk

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Paul Drijvers
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Descripción Sense Publishers, 2011. PAP. Condición: New. New Book. Shipped from US within 10 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Nº de ref. del artículo: IQ-9789460913334

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SECONDARY ALGEBRA EDUCATION -
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Descripción BRILL, 2018. Paperback. Condición: NEW. 9789460913334 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Nº de ref. del artículo: HTANDREE01539458

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Descripción Sense Publishers, 2018. Paperback. Condición: New. Never used! This item is printed on demand. Nº de ref. del artículo: 9460913334

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Descripción Sense Publishers, 2011. PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Nº de ref. del artículo: LQ-9789460913334

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Publicado por Sense Publishers (2010)
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Descripción Sense Publishers, 2010. Condición: New. This item is printed on demand for shipment within 3 working days. Nº de ref. del artículo: GM9789460913334

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