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Practising information literacy - bringing th...
Häftad bok. 2010.
Mycket gott skick. Utgallrad från bibliotek.
FRI FRAKT inrikes
- ISBN
- 9781876938796
- Titel
- Practising information literacy - bringing theories of learning, practice and information literacy together
- Utgivningsår
- 2010
- Bandtyp
- Pbk
- Språk
- English
9781876938796 -
Theories of second-language learning
Häftad bok. 1987. 184 sidor.
Mycket gott skick. understrykningar och någon kommentar finns i marginalen
Inrikes enhetsfrakt Sverige: 62 SEK
- ISBN
- 0713165138
- Titel
- Theories of second-language learning
- Författare
- McLaughlin, Barry
- Utgivningsår
- 1987
- Omfång
- 184 sidor
- Språk
- English
0713165138 -
Theories of learning
Inbunden bok.
Nära nyskick. Appleton Century Crofts 1966 understrykningar blyerts 661 sidor
Inrikes enhetsfrakt Sverige: 62 SEK
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LEARNING MATHEMATICS : Constuctivist and In...
Nyskick. Kluwer Academic Publishers, 1994, (6) 194 (6) pp., orig. dec. hardback, new condition; reprinted from Educational Studies in Mathematics 26 (2-3), 1994. Nyskick. … läs mer
Inrikes enhetsfrakt Sverige: 62 SEK- ISBN
- 079232823X
- Titel
- Learning mathematics : constructivist and interactionist theories of mathematical development
- Författare
- Cobb, Paul
- Förlag
- Dordrecht : Kluwer
- Språk
- English
- Baksidestext
- The common theme that links the six contributions to this volume is the emphasis on students' inferred mathematical experiences as the starting point in the theory-building process. The focus in five of the chapters is primarily cognitive and addresses the processes by which students construct increasingly sophisticated mathematical ways of knowing. The conceptual constructions addressed included multiplicative notions (Confrey and Smith, Steffe and Wiegel), fractions (Pirie and Kieren), algebra (Sfard and Linchevski), and the Fundamental Theorem of Calculus (Thompson). The primary goal in each of these chapters is to account for meaningful mathematical learning - learning that involves the construction of experientially-real mathematical objects. The theoretical constructs that emerge from the authors' intensive analyses of students' mathematical activity can be used to anticipate problems that might arise in learning-teaching situations, and to plan solutions to them. The issues discussed include the crucial role of language and symbols, and the importance of dynamic imagery. The remaining chapter by Voigt complements the other contributors' cognitive focus by bringing to the fore the social dimension of mathematical development. He focuses on the negotiation of mathematical meaning, thereby locating students in ongoing classroom interactions and the classroom microculture. Mathematical learning can then be seen to be both an individual and a collective process.
079232823X
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