Mathematical Problem Posing Research (26 results)

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Taschenbuch. Condition: Neu. Mathematical Problem Posing | From Research to Effective Practice | Florence Mihaela Singer (u. a.) | Taschenbuch | Research in Mathematics Education | xxxi | Englisch | 2016 | Humana | EAN 9781493947478 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers beliefs and classroom instruction as a result of engaging in problem posing, but also teachers instructional expertise of teaching mathematics through problem posing.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students' learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years.

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Hardcover. Condition: new. Hardcover. This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers beliefs and classroom instruction as a result of engaging in problem posing, but also teachers instructional expertise of teaching mathematics through problem posing. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardcover. Condition: new. Hardcover. This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers beliefs and classroom instruction as a result of engaging in problem posing, but also teachers instructional expertise of teaching mathematics through problem posing. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers beliefs and classroom instruction as a result of engaging in problem posing, but also teachers instructional expertise of teaching mathematics through problem posing. 618 pp. Englisch.

Buch. Condition: Neu. Mathematical Problem Posing | From Research to Effective Practice | Florence Mihaela Singer (u. a.) | Buch | Research in Mathematics Education | xxxi | Englisch | 2015 | Springer | EAN 9781461462576 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.

Condition: New. Print on Demand pp. 604.

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Hardcover. Condition: new. Hardcover. This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers beliefs and classroom instruction as a result of engaging in problem posing, but also teachers instructional expertise of teaching mathematics through problem posing. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book explores mathematical problem posing in education, a topic of interest for at least 40 years. Over time, a research community has gradually formed around studying mathematical problem posing as a phenomenon of its own and as a component of mathematics instruction. This book is to provide advances on the impact of scholars (e.g., Polya, Kilpatrick, Brown, Walter, and Silver) and the role of problems in the development of mathematical ideas. It is the first book, which systematically explores the problem-posing processes, both cognitively and affectively. The book reports studies that employ problem posing as an instructional approach directed at deepening students' understanding of learning mathematics, knowledge, skills, and cognitive and affective characteristics related to their learning of mathematics. In addition, this book examines issues related to teachers and their learning when they start to take on mathematical problem posing as an instructional practice. It describes not only changes in teachers' beliefs and classroom instruction as a result of engaging in problem posing, but also teachers' instructional expertise of teaching mathematics through problem posing.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 644 pp. Englisch.

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