ISBN: 9781402078538 - mathematicians as enquirers: learning about learning mathematics: 34h (mathematics education library) (14 resultados)

2004th ed. 16 x 24 cm. 272 pages. Hardcover Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

Condición: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

Hardcover. Condición: Wie neu. Dordrecht, Kluwer (2004). gr.8°. XIV, 239 p. Hardbound. Mathematics Education Library, volume 34.

Condición: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condición: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condición: New. In English.

Condición: Used. pp. 276.

Condición: Used. pp. 276 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condición: Used. pp. 276.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying aspect of this separation is the ever declining numbers of students choosing mathematics as part of their curriculum beyond the stage when it is mandatory. Even worse, it would seem that the mathematics community has created a discriminatory environment that deters many students from continuing beyond secondary and tertiary education. Exit interviews with graduates show a stark rejection of their previously chosen subject. What about mathematicians themselves - how do they see themselves Do male and female mathematicians come to know their mathematics in different ways, do they tackle different problems with varying results for their status in the research community Does the pervasive labelling that mathematics is a male domain arise because of a lack of role models for women or through its highly competitive, hierarchical nature Are the negative labels often associated with mathematics, i. e.…

Hardcover. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying aspect of this separation is the ever declining numbers of students choosing mathematics as part of their curriculum beyond the stage when it is mandatory. Even worse, it would seem that the mathematics community has created a discriminatory environment that deters many students from continuing beyond secondary and tertiary education. Exit interviews with graduates show a stark rejection of their previously chosen subject. What about mathematicians themselves - how do they see themselves Do male and female mathematicians come to know their mathematics in different ways, do they tackle different problems with varying results for their status in the research community Does the pervasive labelling that mathematics is a male domain arise because of a lack of role models for women or through its highly competitive, hierarchical nature Are the negative labels often associated with mathematics, i. e. 276 pp. Englisch.…

Gebunden. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of .…

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -It is amazing that the usual reply to being introduced to a mathematician is a stumbling apology about how bad someone is at mathematics, no matter how good they may be in reality. The problem is that we have come to view mathematics as an arcane branch of knowledge that only a few can aspire to understand or grasp. The sense of separation between those who have the knowledge and those who do not, is present even amongst academics where many of the same skills and research practices exist - intuition, the use of symbolic structures and the use of intuition and insight. The more worrying aspect of this separation is the ever declining numbers of students choosing mathematics as part of their curriculum beyond the stage when it is mandatory. Even worse, it would seem that the mathematics community has created a discriminatory environment that deters many students from continuing beyond secondary and tertiary education. Exit interviews with graduates show a stark rejection of their previously chosen subject. What about mathematicians themselves - how do they see themselves Do male and female mathematicians come to know their mathematics in different ways, do they tackle different problems with varying results for their status in the research community Does the pervasive labelling that mathematics is a male domain arise because of a lack of role models for women or through its highly competitive, hierarchical nature Are the negative labels often associated with mathematics, i. e.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 276 pp. Englisch.…