Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	Dezember 2002
Genre:	Psychologie / Pädagogik
	C / Cognition & cognitive psychology / Curriculum planning & development / Curriculum Studies / Curriculums (Courses of study) / Education / Education—Curricula / Instruction / Instructional Psychology / Learning / Learning & Instruction / Mathematics / Mathematics Education / Mathematics—Study and teaching / Teaching skills & techniques mehr...
ISBN:	9781402010323
EAN-Code:	9781402010323
Verlag:	Springer EN
Einband:	Gebunden
Sprache:	English
Serie:	#30 - Mathematics Education Library
Dimensionen:	H 297 mm / B 210 mm / D 22 mm
Gewicht:	1027 gr
Seiten:	308
Illustration:	IV, 308 p.
Zus. Info:	EUDR exemption - product or manufacturing materials placed on the market prior to 31.12.2025.
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

The almost universal rejection of the notion of symbols as `carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students actually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction. Another dimension is the theoretical framework of the researcher, varying from constructivism, to activity theory, cognitive-psychology and instructional-design theory. This book will appeal to a wide audience, varying from researchers, instructional designers, educators, and graduate students.