9780792328230 - learning mathematics: constructivist and interactionist theories of mathematical development (17 resultados)
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Librería: Zed Books, New York, NY, Estados Unidos de AmericaZed Books
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Hardcover. Condición: Very Good. First Edition. 8vo. 298 pp. Very Good. Mild bump to head of spine.
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Librería: Phatpocket Limited, Waltham Abbey, HERTS, Reino UnidoPhatpocket Limited
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EUR 83,43
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Condición: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
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Librería: Anybook.com, Lincoln, Reino UnidoAnybook.com
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EUR 81,82
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Condición: 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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Librería: Basi6 International, Irving, TX, Estados Unidos de AmericaBasi6 International
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EUR 98,48
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Librería: California Books, Miami, FL, Estados Unidos de AmericaCalifornia Books
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Librería: Ria Christie Collections, Uxbridge, Reino UnidoRia Christie Collections
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EUR 116,48
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Librería: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
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EUR 132,83
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Condición: New. Emphasises on students' inferred mathematical experiences as the start in the theory-building process. This book addresses the processes by which students construct sophisticated mathematical ways of knowing. It addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fund…amental theorem of calculus. Editor(s): Cobb, Paul. Num Pages: 194 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 12. Weight in Grams: 465. . 1994. Hardback. . . . .
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Librería: Books Puddle, New York, NY, Estados Unidos de AmericaBooks Puddle
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EUR 142,79
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Condición: New. pp. 204.
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Librería: Kennys Bookstore, Olney, MD, Estados Unidos de AmericaKennys Bookstore
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EUR 166,43
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Condición: New. Emphasises on students' inferred mathematical experiences as the start in the theory-building process. This book addresses the processes by which students construct sophisticated mathematical ways of knowing. It addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fund…amental theorem of calculus. Editor(s): Cobb, Paul. Num Pages: 194 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 12. Weight in Grams: 465. . 1994. Hardback. . . . . Books ship from the US and Ireland.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 114,36
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Buch. Condición: 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 studen…ts' 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.
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Librería: Mispah books, Redhill, SURRE, Reino UnidoMispah books
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EUR 182,75
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Hardcover. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AlemaniaBuchWeltWeit Ludwig Meier e.K.
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EUR 106,99
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume emphasizes students' inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra, and the fundamental… theorem of calculus, and theoretical constructs such as the crucial role of language and symbols, and the importance of dynamic imagery. 204 pp. Englisch.
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Librería: moluna, Greven, Alemaniamoluna
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EUR 92,27
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume emphasizes students inferred mathematical experiences as the starting point in the theory-building process. The book addresses conceptual constructions, including multiplicative notions, fractions, algebra…, and the fundamental theorem of cal.
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Librería: Majestic Books, Hounslow, Reino UnidoMajestic Books
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EUR 147,13
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Condición: New. Print on Demand pp. 204 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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EUR 150,55
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Condición: New. PRINT ON DEMAND pp. 204.
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Librería: preigu, Osnabrück, Alemaniapreigu
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EUR 95,70
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Buch. Condición: Neu. Learning Mathematics | Constructivist and Interactionist Theories of Mathematical Development | Paul Cobb | Buch | vi | Englisch | 1994 | Springer | EAN 9780792328230 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | An…bieter: preigu Print on Demand.
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Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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EUR 106,99
Envío por EUR 60,00Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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 foc…us 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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 204 pp. Englisch.
