Bednarz N (56 results)
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Soft cover. Condition: Fine. No Jacket. Les Publications du Québec, 2013. ix-215 p., illustrations. Couvertures souples. Excellente condition. 9782551252367.
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Published by Les Publications du Québec, Québec, 2013
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Add to basketCouverture souple. Condition: Très bon. In-4. 215 pages. Signature en page de garde. Montréal vu à travers des documents historiques.
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Language: English
Published by Kluwer, Dordrecht, 1996
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Hardcover. Condition: Wie neu. Dordrecht, Kluwer (1996). gr.8°. Some figs. XI, 327 p. Hardbound. Mathematics Education Library, volume 16.- Like new.
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Softcover. Condition: Gut. Bruxelles, De Boeck-Wasmael (1991). gr.8°. Some figs. 288 p. Pbck. (slightly browned, corners slightly bumped).- Inside in good condition.
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Hardcover. Condition: Wie neu. Dordrecht, Kluwer (1996). gr.8°. Some figs. XV, 345 p. Hardbound. Mathematics Education Library, volume 18.- Incl. bibliography.
Language: English
Published by Springer Netherlands, 2010
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Condition: Hervorragend. Zustand: Hervorragend | Seiten: 344 | Sprache: Englisch | Produktart: Bücher | Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with…social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.
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gebundene Ausgabe. Condition: Gut. 345 Seiten; Das hier angebotene Buch stammt aus einer teilaufgelösten wissenschaftlichen Bibliothek und trägt die entsprechenden Kennzeichnungen (Rückenschild, Instituts-Stempel.); Schnitt und Einband sind etwas staubschmutzig; der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend… gut. Text in ENGLISCHER Sprache! Sprache: Englisch Gewicht in Gramm: 800.
Language: English
Published by Springer, 2010
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Language: English
Published by Springer, 1996
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Seller: Phatpocket Limited, Waltham Abbey, HERTS, United KingdomPhatpocket Limited
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Condition: 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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Paperback. Condition: Brand New. 1st edition. 368 pages. 9.50x6.25x1.00 inches. In Stock.
Language: English
Published by Kluwer Academic Publishers, 1996
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Condition: New. This work seeks to help teachers explore ways of developing children's mathematical understanding which will be appropriate for the new millennium. It emphasizes the importance of context to mathematical development, especially the social context of the classroom and school. Editor(s): Mansfield, Helen; etc. Seri…es: Mathematics Education Library. Num Pages: 340 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational. Dimension: 234 x 156 x 20. Weight in Grams: 1450. . 1996. 1996th Edition. hardcover. . . . .
Language: English
Published by Springer, 2010
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Condition: New. pp. 344.
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Language: English
Published by Springer Netherlands, 2010
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism,… Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.
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Language: English
Published by Springer Netherlands, Springer Netherlands, 1996
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Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygots…ky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.
Language: English
Published by Springer, 1996
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Seller: Mispah books, Redhill, SURRE, United KingdomMispah books
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Mathematics for Tomorrow's Young Children: International Perspectives on Curriculum (Mathematics Education Library)
Mansfield, C.S. (Editor) / Pateman, N.A. (Editor) / Bednarz, N. (Editor)
Language: English
Published by Springer Netherlands, 1996
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Paperback. Condition: Brand New. 340 pages. 9.21x6.06x0.79 inches. In Stock.
Language: English
Published by Kluwer Academic Publishers, 1996
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Seller: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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Condition: New. This work seeks to help teachers explore ways of developing children's mathematical understanding which will be appropriate for the new millennium. It emphasizes the importance of context to mathematical development, especially the social context of the classroom and school. Editor(s): Mansfield, Helen; etc. Seri…es: Mathematics Education Library. Num Pages: 340 pages, biography. BIC Classification: JNU; PB. Category: (P) Professional & Vocational. Dimension: 234 x 156 x 20. Weight in Grams: 1450. . 1996. 1996th Edition. hardcover. . . . . Books ship from the US and Ireland.
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Condition: 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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Seller: Buchpark, Trebbin, GermanyBuchpark
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Condition: Sehr gut. Zustand: Sehr gut | Seiten: 368 | Sprache: Englisch | Produktart: Bücher | In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated,… except if those magnitudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an "arithmetic" of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Greek geometry. Arithmetic reasoning is also synthetic, going from the known to the unknown. Finally, analysis is an approach to geometrical problems that has some algebraic characteristics and involves a method for solving problems that is different from the arithmetical approach. 3. GEOMETRIC PROOFS OF ALGEBRAIC RULES Until the second half of the 19th century, Euclid's Elements was considered a model of a mathematical theory. This may be one reason why geometry was used by algebraists as a tool to demonstrate the accuracy of rules otherwise given as numerical algorithms. It may also be that geometry was one way to represent general reasoning without involving specific magnitudes. To go a bit deeper into this, here are three geometric proofs of algebraic rules, the frrst by Al-Khwarizmi, the other two by Cardano.
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Approaches to Algebra
. Ed(s): Bednarz, Nadine; Kieran, Carolyn (Universite du Quebec a Montreal, Canada); Lee, L. (Universite de Quebec a Montreal, Canada)
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Condition: New. Aims at understanding the functioning of algebraic reasoning, its characteristics, the difficulties students encounter in making the transition to algebra, and the situations conducive to its favorable development. This book provides an introduction to generalization, problem solving, modeling, and functions. Edi…tor(s): Bednarz, Nadine; Kieran, Carolyn (Universite du Quebec a Montreal, Canada); Lee, L. (Universite de Quebec a Montreal, Canada). Series: Mathematics Education Library. Num Pages: 364 pages, biography. BIC Classification: JNU; PBF. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 22. Weight in Grams: 698. . 1996. Hardback. . . . .
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Language: English
Published by Springer Netherlands, Springer Netherlands, 1996
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Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated, except if tho…se magnitudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an 'arithmetic' of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Greek geometry. Arithmetic reasoning is also synthetic, going from the known to the unknown. Finally, analysis is an approach to geometrical problems that has some algebraic characteristics and involves a method for solving problems that is different from the arithmetical approach. 3. GEOMETRIC PROOFS OF ALGEBRAIC RULES Until the second half of the 19th century, Euclid's Elements was considered a model of a mathematical theory. This may be one reason why geometry was used by algebraists as a tool to demonstrate the accuracy of rules otherwise given as numerical algorithms. It may also be that geometry was one way to represent general reasoning without involving specific magnitudes. To go a bit deeper into this, here are three geometric proofs of algebraic rules, the frrst by Al-Khwarizmi, the other two by Cardano.
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Language: English
Published by Springer Netherlands, Springer Netherlands, 1996
- Hardcover
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated, except if those magn…itudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an 'arithmetic' of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Greek geometry. Arithmetic reasoning is also synthetic, going from the known to the unknown. Finally, analysis is an approach to geometrical problems that has some algebraic characteristics and involves a method for solving problems that is different from the arithmetical approach. 3. GEOMETRIC PROOFS OF ALGEBRAIC RULES Until the second half of the 19th century, Euclid's Elements was considered a model of a mathematical theory. This may be one reason why geometry was used by algebraists as a tool to demonstrate the accuracy of rules otherwise given as numerical algorithms. It may also be that geometry was one way to represent general reasoning without involving specific magnitudes. To go a bit deeper into this, here are three geometric proofs of algebraic rules, the frrst by Al-Khwarizmi, the other two by Cardano.
