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9780805896039 - Models and Modeling Perspectives: a Special Double Issue of Mathematical Thinking and Learning (18 results)
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Models and Modeling Perspectives: A Special Double Issue of mathematical Thinking and Learning (Mathematical Thinking & Learning)
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896031 ISBN 13: 9780805896039
Condition: New. pp. 128.
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Models and Modeling Perspectives: A Special Double Issue of mathematical Thinking and Learning
Language: English
Published by Taylor & Francis Inc, 2003
ISBN 10: 0805896031 ISBN 13: 9780805896039
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
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Models & Modeling Perspectives : A Special Double Issue of Mathematical Thinking and Learning
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Models and Modeling Perspectives: A Special Double Issue of mathematical Thinking and Learning (Mathematical Thinking & Learning)
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896031 ISBN 13: 9780805896039
Condition: New. pp. 128.
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Models and Modeling Perspectives
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 65.77
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Models and Modeling Perspectives: A Special Double Issue of mathematical Thinking and Learning
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Ireland
Seller rating 5 out of 5 stars
Condition: New.
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Models & Modeling Perspectives: A Special Double Issue of Mathematical Thinking and Learning
Language: English
Published by Lawrence Erlbaum Assoc Inc, 2003
ISBN 10: 0805896031 ISBN 13: 9780805896039
Paperback. Condition: Brand New. 1st edition. 128 pages. 8.75x5.75x0.25 inches. In Stock.
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Models & Modeling Perspectives : A Special Double Issue of Mathematical Thinking and Learning
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Condition: As New. Unread book in perfect condition.
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Models and Modeling Perspectives: A Special Double Issue of mathematical Thinking and Learning (Mathematical Thinking & Learning)
Language: English
Published by Taylor & Francis Group, 2003
ISBN 10: 0805896031 ISBN 13: 9780805896039
Condition: New. pp. 128 This item is printed on demand.
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Models and Modeling Perspectives
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
Seller rating 5 out of 5 stars
£ 66.67
£ 3.29 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Edited by Lesh, Richard A.This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models a.
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Taschenbuch. Condition: Neu. Models and Modeling Perspectives | A Special Double Issue of mathematical Thinking and Learning | Richard A. Lesh | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2003 | Routledge | EAN 9780805896039 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.
