9780805831559 - the development of arithmetic concepts and skills: constructive adaptive expertise (studies in mathematical thinking and learning series) (11 resultados)
Idioma: Inglés
Editorial: Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: GreatBookPrices, Columbia, MD, Estados Unidos de AmericaGreatBookPrices
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Editorial: Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
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Editorial: Taylor & Francis Group 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: Books Puddle, New York, NY, Estados Unidos de AmericaBooks Puddle
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Condición: New. pp. 520.
Idioma: Inglés
Editorial: Taylor & Francis Group 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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EUR 233,11
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Condición: New. pp. 520.
Idioma: Inglés
Editorial: Taylor & Francis 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: moluna, Greven, Alemaniamoluna
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Editorial: Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
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EUR 249,43
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Idioma: Inglés
Editorial: Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: Mispah books, Redhill, SURRE, Reino UnidoMispah books
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Hardcover. Condición: Like New. Like New. book.
Idioma: Inglés
Editorial: Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: GreatBookPrices, Columbia, MD, Estados Unidos de AmericaGreatBookPrices
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EUR 274,53
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Idioma: Inglés
Editorial: Taylor & Francis Group 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: Majestic Books, Hounslow, Reino UnidoMajestic Books
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EUR 210,14
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Condición: New. pp. 520 This item is printed on demand.
Idioma: Inglés
Editorial: Taylor & Francis, Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AlemaniaBuchWeltWeit Ludwig Meier e.K.
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EUR 186,20
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise How can instruction best… promote it Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including 'normally' and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed 'adaptive expertise' (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents). 516 pp. Englisch.
Idioma: Inglés
Editorial: Taylor & Francis, Routledge 2003
Serie: Studies in Mathematical Thinking and Learning, Libro 31 de 46. Libro 31 de 46 - Studies in Mathematical Thinking and Learning
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 204,70
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Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise How can instruction best prom…ote it Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including 'normally' and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed 'adaptive expertise' (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).
