標題: Titlebook: Amongst Mathematicians; Teaching and Learnin Elena Nardi Book 2008 Springer-Verlag US 2008 Mathematicians.function.learning.mathematics.mat [打印本頁] 作者: 斷頭臺 時間: 2025-3-21 18:54
書目名稱Amongst Mathematicians影響因子(影響力)
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書目名稱Amongst Mathematicians網絡公開度學科排名
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書目名稱Amongst Mathematicians讀者反饋
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作者: Sad570 時間: 2025-3-21 22:57
The Encounter With the Concept Of Function,mages do so in an Analysis / Calculus context (e.g. Dubinsky & Harel, 1992); in the Episodes that follow the focus is cross-topical and the students’ encounter with the concept is seen in a variety of contexts from Analysis, Linear Algebra and Group Theory.作者: Gustatory 時間: 2025-3-22 03:07
https://doi.org/10.1007/978-3-642-48580-0apter 8) and the 2001 volume edited by Derek Holton and based on the 1998 ICMI Study The Teaching and Learning of Mathematics at University Level, that not only filled a glaring gap in the literature but is also very impressive with its international and thematic scope. Across this chapter I refer to many of the recommendations in both.作者: Aerate 時間: 2025-3-22 07:30
Undergraduate Mathematics Pedagogy,apter 8) and the 2001 volume edited by Derek Holton and based on the 1998 ICMI Study The Teaching and Learning of Mathematics at University Level, that not only filled a glaring gap in the literature but is also very impressive with its international and thematic scope. Across this chapter I refer to many of the recommendations in both.作者: PUT 時間: 2025-3-22 09:54
Book 2008 teaching practice; also on how they perceive the often fragile relationship between the communities of mathematics and mathematics education...Elena Nardi employs two fictional, yet entirely data-grounded, characters to create a conversation on these important issues. While personas are created, th作者: 搖擺 時間: 2025-3-22 13:31 作者: outer-ear 時間: 2025-3-22 19:04
https://doi.org/10.1007/978-3-642-91684-7ter: here the focus is more explicitly on the students’ ., as evident in their writing / speaking etc; in Chapter 4 the focus is more explicitly on the ways in which students choose to express this reasoning and . through words, symbols and various forms of graphical representation.作者: evasive 時間: 2025-3-22 23:31 作者: 冷淡一切 時間: 2025-3-23 03:04 作者: Infirm 時間: 2025-3-23 07:05 作者: Observe 時間: 2025-3-23 11:10 作者: Moderate 時間: 2025-3-23 16:27
The Encounter With Formal Mathematical Reasoning: Conceptualising Its Significance And Enacting Itss a cornerstone of their encounter with university mathematics. In this and the next chapter M and RME explore how the students experience this encounter: here the focus is more explicitly on the students’ ., as evident in their writing / speaking etc; in Chapter 4 the focus is more explicitly on th作者: acrimony 時間: 2025-3-23 18:19
Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation, re-thought in his later work (in which he attempted to be more inclusive of perceptions that he admitted as perhaps unutterable). However it is an apt introduction to the theme M and RME discuss in this chapter: students’ attempts to mediate mathematical meaning through words, symbols and diagrams.作者: Rejuvenate 時間: 2025-3-24 02:03
The Encounter With the Concept Of Function,n the first set to an element in the second set), plays a central and unifying role in mathematics. However most students do not generally associate function with this formal definition. Their images of the concept (e.g. Vinner, 1983) are varied and numerous. Most of the studies that examine these i作者: Commonwealth 時間: 2025-3-24 05:54 作者: 裹住 時間: 2025-3-24 10:28 作者: 擦試不掉 時間: 2025-3-24 12:29
Fragile, yet Crucial: The Relationship Between Mathematicians and Researchers in Mathematics Educatral matters of teaching, learning and research rather than a scrutiny of the type of data M and RME have been discussing in the preceding chapters – is not new. Anna Sfard (1998a), for example, discussed such matters with mathematician Shimshon A. Amitsur.作者: 大量 時間: 2025-3-24 15:10
Book 2008ers a discourse for reform through demonstrating the feasibility and potential of collaboration between mathematicians and mathematics education researchers...Amongst Mathematicians. is of interest to both the mathematics and mathematics education communities including university teachers, teacher e作者: enormous 時間: 2025-3-24 21:05 作者: 可轉變 時間: 2025-3-25 00:30
https://doi.org/10.1007/978-0-387-37143-6Mathematicians; function; learning; mathematics; mathematics education; mathematics pedagogy; teaching; vis作者: 障礙 時間: 2025-3-25 04:16 作者: syncope 時間: 2025-3-25 09:56 作者: Factual 時間: 2025-3-25 13:38
Mathematics Teacher Educationhttp://image.papertrans.cn/a/image/154720.jpg作者: absolve 時間: 2025-3-25 16:33 作者: 音樂會 時間: 2025-3-25 22:13
https://doi.org/10.1007/978-3-642-91684-7 re-thought in his later work (in which he attempted to be more inclusive of perceptions that he admitted as perhaps unutterable). However it is an apt introduction to the theme M and RME discuss in this chapter: students’ attempts to mediate mathematical meaning through words, symbols and diagrams.作者: 大喘氣 時間: 2025-3-26 02:15
,Anweisung zum Pflanzen von Würzkr?utern,ng. It is then of no surprise that a considerable portion of studies in the area focus on students’ first encounters with it. In most studies (e.g. Ferrini–Mundy & Graham, 1991) students appear to be in difficulty with the delta–epsilon mathematical formalism as well as with assigning meaning to the formal definition.作者: 漸變 時間: 2025-3-26 07:25 作者: 諷刺 時間: 2025-3-26 11:11 作者: DUST 時間: 2025-3-26 15:15
Method, Process And Presentation,In this chapter I explain how the data samples that M and RME discuss came to be and who ‘is’ M; the dialogue composition process; and, the style and thematic breakdown of Chapters 3 – 8. The presentation is in three parts.作者: Manifest 時間: 2025-3-26 17:32 作者: Carbon-Monoxide 時間: 2025-3-26 20:58
https://doi.org/10.1007/978-3-642-91684-7s a cornerstone of their encounter with university mathematics. In this and the next chapter M and RME explore how the students experience this encounter: here the focus is more explicitly on the students’ ., as evident in their writing / speaking etc; in Chapter 4 the focus is more explicitly on th作者: STING 時間: 2025-3-27 02:05 作者: Concerto 時間: 2025-3-27 08:28 作者: Delirium 時間: 2025-3-27 12:21
,Anweisung zum Pflanzen von Würzkr?utern,ng. It is then of no surprise that a considerable portion of studies in the area focus on students’ first encounters with it. In most studies (e.g. Ferrini–Mundy & Graham, 1991) students appear to be in difficulty with the delta–epsilon mathematical formalism as well as with assigning meaning to the作者: 哀悼 時間: 2025-3-27 13:38 作者: 加強防衛(wèi) 時間: 2025-3-27 18:02
https://doi.org/10.1007/978-3-642-48580-0ral matters of teaching, learning and research rather than a scrutiny of the type of data M and RME have been discussing in the preceding chapters – is not new. Anna Sfard (1998a), for example, discussed such matters with mathematician Shimshon A. Amitsur.作者: 弄臟 時間: 2025-3-28 01:50
Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation, re-thought in his later work (in which he attempted to be more inclusive of perceptions that he admitted as perhaps unutterable). However it is an apt introduction to the theme M and RME discuss in this chapter: students’ attempts to mediate mathematical meaning through words, symbols and diagrams.作者: 牛的細微差別 時間: 2025-3-28 05:16
The Encounter With the Concept Of Limit,ng. It is then of no surprise that a considerable portion of studies in the area focus on students’ first encounters with it. In most studies (e.g. Ferrini–Mundy & Graham, 1991) students appear to be in difficulty with the delta–epsilon mathematical formalism as well as with assigning meaning to the formal definition.作者: 植物茂盛 時間: 2025-3-28 09:46 作者: Perennial長期的 時間: 2025-3-28 10:45 作者: TIA742 時間: 2025-3-28 15:54 作者: 褲子 時間: 2025-3-28 21:05
