Constructivism | Theory, Perspectives, and Practice. Este artículo no está disponible.
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Idioma: inglés
Editorial: Teachers College Press, 2005
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Librería: preigu, Osnabrück, Alemaniapreigu
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Descripción del artículo del vendedor
Constructivism | Theory, Perspectives, and Practice | Catherine T Fosnot | Taschenbuch | Englisch | 2005 | Teachers College Press | EAN 9780807745700 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.
N° de ref. del artículo 120095816
- Título
- Constructivism | Theory, Perspectives, and Practice
- Autor
- Catherine T Fosnot
- Editorial
- Teachers College Press
- Año de publicación
- 2005
- Estado
- Neu
- Encuadernación
- Taschenbuch
- Idioma
- inglés
- ISBN 10
- 0807745707
- ISBN 13
- 9780807745700
- Edición
- 2ª Edición
- Peso del artículo
- 435 gramos
- Dimensiones
- 229 x 155 x 22 mm
- Catálogos de vendedores
- Bücher
This enduring bestseller remains the most comprehensive examination of constructivism and its relationship to teaching and learning. Closing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms. Building on the success of the first edition, the authors have completely updated this popular text and expanded its scope to include examples of constructivist teaching across all grade levels and disciplines. An ambitious revision of a now classic text, Constructivism: Theory, Perspectives, and Practice, Second Edition is an invaluable resource for practicing teachers, teacher educators, and curriculum specialists in mathematics, science, social studies, and language arts.
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Acerca del autor
Catherine Twomey Fosnot is Professor of Education at the City College of New York and Director of Mathematics in the City, a national center of in-service in New York City. She is the author of several books on teacher education and mathematics, among them, Enquiring Teachers, Enquiring Learners: A Constructivist Approach for Teaching.
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