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Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : booksXpress, Bayonne, NJ, Etats-Unis
Livre
Soft Cover. Etat : new.
Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Lucky's Textbooks, Dallas, TX, Etats-Unis
Livre
Etat : New.
Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Ria Christie Collections, Uxbridge, Royaume-Uni
Livre impression à la demande
Etat : New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Edité par Springer Berlin Heidelberg Mai 2012, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Livre impression à la demande
Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers.I really enjoyed reading this book and learned a lot from its compelling analysis.Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach 288 pp. Englisch.
Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Books Puddle, New York, NY, Etats-Unis
Livre
Etat : New. pp. 288.
Edité par Springer Berlin Heidelberg, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : moluna, Greven, Allemagne
Livre impression à la demande
Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Overview about European and Chinese cognitive styles and their impact on teaching maths  The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consider.
Edité par Springer Berlin Heidelberg, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Livre
Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers.I really enjoyed reading this book and learned a lot from its compelling analysis.Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach.
Edité par Springer-Verlag New York Inc, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Revaluation Books, Exeter, Royaume-Uni
Livre
Paperback. Etat : Brand New. 2010 edition. 300 pages. 9.25x6.10x0.65 inches. In Stock.
Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Majestic Books, Hounslow, Royaume-Uni
Livre impression à la demande
Etat : New. Print on Demand pp. 288 51 Illus.
Edité par Springer, 2012
ISBN 10 : 3642263194ISBN 13 : 9783642263194
Vendeur : Mispah books, Redhill, SURRE, Royaume-Uni
Livre
Paperback. Etat : Like New. Like New. book.