Kanbir Sinan (18 results)

Condition: Very Good. Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less 1.25.

Condition: Acceptable. This is a paper back book: Used - Acceptable: All pages and the cover are intact, but shrink wrap, dust covers, or boxed set case may be missing. Pages may include limited notes, highlighting, or minor water damage but the text is readable. Item may be missing bundled media.

Condition: acceptable. This copy may contain significant wear, including bending, writing, tears, and or water damage. This book is a functional copy, not necessarily a beautiful copy. Copy may have loose or missing pages and may not include access codes or CD.

Condition: Good. Clean text, some bending to edges. Overall good condition. Ships next business day from NC.

Condition: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.

1st edition 2018. XXIV, 327 p. 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. History of Mathematics Education. Sprache: Englisch.

Condition: New.

Condition: New. In.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school and secondary-school students find it difficult to learn algebra well What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies,(b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptiveand expressive modes. Practicing classroom teachers formed part of the research team.This book appears in Springer's series on the 'History of Mathematics Education.' Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on 'theories from the past,' than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school and secondary-school students find it difficult to learn algebra well What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies,(b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptiveand expressive modes. Practicing classroom teachers formed part of the research team.This book appears in Springer's series on the 'History of Mathematics Education.' Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on 'theories from the past,' than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.

Condition: New.

Gebunden. Condition: New.

Hardcover. Condition: Brand New. 327 pages. 10.50x7.25x0.75 inches. In Stock.

Paperback. Condition: Brand New. reprint edition. 327 pages. 10.00x7.01x0.80 inches. In Stock.

Hardcover. Condition: New. New. book.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school and secondary-school students find it difficult to learn algebra well What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team.This book appears in Springer's series on the 'History of Mathematics Education.' Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on 'theories from the past,' than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take. 352 pp. Englisch.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school and secondary-school students find it difficult to learn algebra well What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team.This book appears in Springer's series on the 'History of Mathematics Education.' Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on 'theories from the past,' than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take. 352 pp. Englisch.