Giné Roser (5 results)

Condition: New.

Taschenbuch. Condition: Neu. A Socio-Cultural Study of Mathematics Learning in the Classroom | Integrating Activity Theory and Structure Theory to understand the development of a mathematics learning community | Roser Giné | Taschenbuch | 216 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783844385663 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.…

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -One of the most challenging questions mathematics educators grapple with is, How do students learn to think mathematically Cognitive theories of individual mathematics learning have come close to explaining mental processes students develop in understanding mathematical concepts; however, such explorations have not fully resolved the problem students and teachers face daily mathematics continues to be difficult to learn. Turning a lens to learning in the classroom setting complements these theories, producing new understandings that can be put to use in teaching practice through: the development of curriculum materials, the refining of pedagogy, and the structuring of classroom environments. The central premise of this book is that learning does not happen in isolation from the cultural, social, and historical influences of the setting in which it takes place. This work captures mathematics learning situated in the classroom, where students interact with peers, teachers, and mediating artifacts; in turn, insights into the difficulties encountered in learning mathematics at the secondary school level emerge. 216 pp. Englisch.…

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - One of the most challenging questions mathematics educators grapple with is, How do students learn to think mathematically Cognitive theories of individual mathematics learning have come close to explaining mental processes students develop in understanding mathematical concepts; however, such explorations have not fully resolved the problem students and teachers face daily mathematics continues to be difficult to learn. Turning a lens to learning in the classroom setting complements these theories, producing new understandings that can be put to use in teaching practice through: the development of curriculum materials, the refining of pedagogy, and the structuring of classroom environments. The central premise of this book is that learning does not happen in isolation from the cultural, social, and historical influences of the setting in which it takes place. This work captures mathematics learning situated in the classroom, where students interact with peers, teachers, and mediating artifacts; in turn, insights into the difficulties encountered in learning mathematics at the secondary school level emerge.…

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -One of the most challenging questions mathematics educators grapple with is, 'How do students learn to think mathematically ' Cognitive theories of individual mathematics learning have come close to explaining mental processes students develop in understanding mathematical concepts; however, such explorations have not fully resolved the problem students and teachers face daily-mathematics continues to be difficult to learn. Turning a lens to learning in the classroom setting complements these theories, producing new understandings that can be put to use in teaching practice through: the development of curriculum materials, the refining of pedagogy, and the structuring of classroom environments. The central premise of this book is that learning does not happen in isolation from the cultural, social, and historical influences of the setting in which it takes place. This work captures mathematics learning situated in the classroom, where students interact with peers, teachers, and mediating artifacts; in turn, insights into the difficulties encountered in learning mathematics at the secondary school level emerge.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 216 pp. Englisch.…