ISBN: 9780805829761 - symbolizing and communicating in mathematics classrooms: perspectives on discourse, tools, and instructional design (20 resultados)

paperback. Condición: Acceptable. Connecting readers with great books since 1972. Used textbooks may not include companion materials such as access codes, etc. May have condition issues including wear and notes/highlighting. We ship orders daily and Customer Service is our top priority.

Condición: Very Good. 1st Edition. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,800grams, ISBN:9780805829761.

Paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condición: New.

Condición: New.

Paperback. Condición: New. In shrink wrap. Looks like an interesting title.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New.

Condición: New. Based on a symposium on discourse, tools and instructional design, this text covers issues of communicating, symbolizing, modeling and mathematizing relating to learning in the classroom. Theoretical perspectives include education, cognitive science, sociocultural and discourse theory. Editor(s): Cobb, Paul; Yackel, Erna; McClain, Kay. Num Pages: 412 pages, Illustrations. BIC Classification: JNC; JNL; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 229 x 152 x 26. Weight in Grams: 544. . 2000. 1st Edition. paperback. . . . .…

Condición: As New. Unread book in perfect condition.

Condición: As New. Like New condition. A near perfect copy that may have very minor cosmetic defects.

Condición: New. Based on a symposium on discourse, tools and instructional design, this text covers issues of communicating, symbolizing, modeling and mathematizing relating to learning in the classroom. Theoretical perspectives include education, cognitive science, sociocultural and discourse theory. Editor(s): Cobb, Paul; Yackel, Erna; McClain, Kay. Num Pages: 412 pages, Illustrations. BIC Classification: JNC; JNL; PB. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 229 x 152 x 26. Weight in Grams: 544. . 2000. 1st Edition. paperback. . . . . Books ship from the US and Ireland.…

Paperback. Condición: Brand New. 1st edition. 411 pages. 9.25x6.25x1.25 inches. In Stock.

Condición: As New. Unread book in perfect condition.

PF. Condición: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

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.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 600.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Internationally recognized scholars in the fields of mathematics eduction, cog. science, sociocultural theory, and discourse theory, bring a diversity of perspectives to a common set of themes and concerns: instructional design in mathematics education.<. …