Kanbir Sinan (25 results)

paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority.

Condition: acceptable. Fully readable with visible signs of use. Cover may have creases, dents, or edge wear. Pages may include writing, highlighting, or folded corners. Binding remains intact. Dust jacket included if originally issued with hardcover. Supplemental items e.g., CDs, codes, or inserts are not guaranteed. We ship daily, Monday through Friday excluding weekends and holidays , in a protective poly mailer for secure delivery.…

Paperback. Condition: Good.

paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority.

Condition: acceptable. 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.

Paperback. Condition: Good.

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Condition: good. Supports Goodwill of Silicon Valley job training programs. The cover and pages are in Good condition! Any other included accessories are also in Good condition showing use. Use can include some highlighting and writing, page and cover creases as well as other types visible wear.

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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: As New. Unread book in perfect condition.

Condition: New.

Paperback. Condition: new. Paperback. Un puente hacia tercer grado, un dia a la vez!Bridge Math: de 2.0 a 3.er grado ofrece 30 dias de practica en espanol, con actividades a color, texto grande y apoyos visuales para aprender con claridad.En solo 15-20 minutos al dia: - Practica operaciones, fracciones, geometria, medidas y mas.- Resuelve problemas y disfruta de retos matematicos.- Dibuja, explica y compara tus estrategias.- Revisa lo aprendido con soluciones explicadas.Incluye registro de progreso y diploma para celebrar el esfuerzo. Ideal para las vacaciones, el aprendizaje en casa y el apoyo escolar.Creado por el Dr. Sinan Kanbir, educador matematico y autor.Practica. Piensa. Crece con confianza. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

Condition: New. Print on Demand.

Gebunden. Condition: New.

Condition: New. 1st ed. 2018 edition NO-PA16APR2015-KAP.

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

Hardcover. Condition: New. NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Paperback. Condition: new. Paperback. Un puente hacia tercer grado, un dia a la vez!Bridge Math: de 2.0 a 3.er grado ofrece 30 dias de practica en espanol, con actividades a color, texto grande y apoyos visuales para aprender con claridad.En solo 15-20 minutos al dia: - Practica operaciones, fracciones, geometria, medidas y mas.- Resuelve problemas y disfruta de retos matematicos.- Dibuja, explica y compara tus estrategias.- Revisa lo aprendido con soluciones explicadas.Incluye registro de progreso y diploma para celebrar el esfuerzo. Ideal para las vacaciones, el aprendizaje en casa y el apoyo escolar.Creado por el Dr. Sinan Kanbir, educador matematico y autor.Practica. Piensa. Crece con confianza. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. …

Condition: new. Questo è un articolo print on demand.

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.…

Buch. Condition: Neu. nach der Bestellung gedruckt 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. This item is printed on demand - Print on Demand Titel. Neuware -first book to present a history of school algebraSpringer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 352 pp. Englisch.

Condition: New. Print on Demand.

Condition: New. PRINT ON DEMAND.