Arithmetic mean is a concept which, although simplein form, is quite complicated to fully understand.The purpose of this study was to examine how expertsunderstood arithmetic mean in order to providearticulations of their understandings. Additionally,the articulations of conceptions of arithmetic meancould give a research-based foundation to futurestudies done to examine how to develop understandingof arithmetic mean. Five participants, each withexpertise with arithmetic mean, were interviewed toprobe into how they were thinking of arithmetic mean.Analysis of the interviews led to an articulation oftwo distinct conceptions of arithmetic mean:understanding the algorithm for arithmetic mean andunderstanding arithmetic mean as a mathematical pointof balance. The experts did not have areadily-available description of how theseconceptions were connected. However, follow upinterviews led to a hypothesized connection betweenthe conceptions through the use of leveling-off. Thishypothesis lays a foundation for future studies onhow children may develop a fuller and connectedunderstanding of arithmetic mean.

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Deborah MacCullough has a PhD in Curriculum and Instruction,Mathematics Education from The Pennsylvania State University.Sheis currently an Associate Professor of Mathematics and Educationat Philadelphia Biblical University.

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**Book Description **Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | An Articulation of Conceptions of Arithmetic Mean | Arithmetic mean is a concept which, although simplein form, is quite complicated to fully understand.The purpose of this study was to examine how expertsunderstood arithmetic mean in order to providearticulations of their understandings. Additionally,the articulations of conceptions of arithmetic meancould give a research-based foundation to futurestudies done to examine how to develop understandingof arithmetic mean. Five participants, each withexpertise with arithmetic mean, were interviewed toprobe into how they were thinking of arithmetic mean.Analysis of the interviews led to an articulation oftwo distinct conceptions of arithmetic mean:understanding the algorithm for arithmetic mean andunderstanding arithmetic mean as a mathematical pointof balance. The experts did not have areadily-available description of how theseconceptions were connected. However, follow upinterviews led to a hypothesized connection betweenthe conceptions through the use of leveling-off. Thishypothesis lays a foundation for future studies onhow children may develop a fuller and connectedunderstanding of arithmetic mean. | Format: Paperback | Language/Sprache: english | 298 gr | 216 pp. Bookseller Inventory # K9783639097108

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**Book Description **VDM Verlag, 2008. PAP. Book Condition: New. New Book. Delivered from our UK warehouse in 3 to 5 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Bookseller Inventory # LQ-9783639097108

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**Book Description **VDM Verlag Dr. Müller E.K. Okt 2013, 2013. Taschenbuch. Book Condition: Neu. 220x150x13 mm. Neuware - Arithmetic mean is a concept which, although simple in form, is quite complicated to fully understand. The purpose of this study was to examine how experts understood arithmetic mean in order to provide articulations of their understandings. Additionally, the articulations of conceptions of arithmetic mean could give a research-based foundation to future studies done to examine how to develop understanding of arithmetic mean. Five participants, each with expertise with arithmetic mean, were interviewed to probe into how they were thinking of arithmetic mean. Analysis of the interviews led to an articulation of two distinct conceptions of arithmetic mean: understanding the algorithm for arithmetic mean and understanding arithmetic mean as a mathematical point of balance. The experts did not have a readily-available description of how these conceptions were connected. However, follow up interviews led to a hypothesized connection between the conceptions through the use of leveling-off. This hypothesis lays a foundation for future studies on how children may develop a fuller and connected understanding of arithmetic mean. 216 pp. Englisch. Bookseller Inventory # 9783639097108

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**Book Description **VDM Verlag Dr. Müller E.K. Okt 2013, 2013. Taschenbuch. Book Condition: Neu. 220x150x13 mm. Neuware - Arithmetic mean is a concept which, although simple in form, is quite complicated to fully understand. The purpose of this study was to examine how experts understood arithmetic mean in order to provide articulations of their understandings. Additionally, the articulations of conceptions of arithmetic mean could give a research-based foundation to future studies done to examine how to develop understanding of arithmetic mean. Five participants, each with expertise with arithmetic mean, were interviewed to probe into how they were thinking of arithmetic mean. Analysis of the interviews led to an articulation of two distinct conceptions of arithmetic mean: understanding the algorithm for arithmetic mean and understanding arithmetic mean as a mathematical point of balance. The experts did not have a readily-available description of how these conceptions were connected. However, follow up interviews led to a hypothesized connection between the conceptions through the use of leveling-off. This hypothesis lays a foundation for future studies on how children may develop a fuller and connected understanding of arithmetic mean. 216 pp. Englisch. Bookseller Inventory # 9783639097108

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**Book Description **VDM Verlag Dr. Mueller e.K., Germany, 2013. Paperback. Book Condition: New. 220 x 150 mm. Language: English . Brand New Book ***** Print on Demand *****.Arithmetic mean is a concept which, although simple in form, is quite complicated to fully understand. The purpose of this study was to examine how experts understood arithmetic mean in order to provide articulations of their understandings. Additionally, the articulations of conceptions of arithmetic mean could give a research-based foundation to future studies done to examine how to develop understanding of arithmetic mean. Five participants, each with expertise with arithmetic mean, were interviewed to probe into how they were thinking of arithmetic mean. Analysis of the interviews led to an articulation of two distinct conceptions of arithmetic mean: understanding the algorithm for arithmetic mean and understanding arithmetic mean as a mathematical point of balance. The experts did not have a readily-available description of how these conceptions were connected. However, follow up interviews led to a hypothesized connection between the conceptions through the use of leveling-off. This hypothesis lays a foundation for future studies on how children may develop a fuller and connected understanding of arithmetic mean. Bookseller Inventory # AAV9783639097108

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**Book Description **VDM Verlag Dr. Müller E.K. Okt 2013, 2013. Taschenbuch. Book Condition: Neu. 220x150x13 mm. This item is printed on demand - Print on Demand Neuware - Arithmetic mean is a concept which, although simple 216 pp. Englisch. Bookseller Inventory # 9783639097108

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**Book Description **VDM Verlag. Paperback. Book Condition: New. Paperback. 216 pages. Dimensions: 8.7in. x 5.9in. x 0.5in.Arithmetic mean is a concept which, although simplein form, is quite complicated to fully understand. The purpose of this study was to examine how expertsunderstood arithmetic mean in order to providearticulations of their understandings. Additionally, the articulations of conceptions of arithmetic meancould give a research-based foundation to futurestudies done to examine how to develop understandingof arithmetic mean. Five participants, each withexpertise with arithmetic mean, were interviewed toprobe into how they were thinking of arithmetic mean. Analysis of the interviews led to an articulation oftwo distinct conceptions of arithmetic mean: understanding the algorithm for arithmetic mean andunderstanding arithmetic mean as a mathematical pointof balance. The experts did not have areadily-available description of how theseconceptions were connected. However, follow upinterviews led to a hypothesized connection betweenthe conceptions through the use of leveling-off. Thishypothesis lays a foundation for future studies onhow children may develop a fuller and connectedunderstanding of arithmetic mean. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9783639097108

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