標(biāo)題: Titlebook: Building the Foundation: Whole Numbers in the Primary Grades; The 23rd ICMI Study Maria G. Bartolini Bussi,Xu Hua Sun Book‘‘‘‘‘‘‘‘ 2018 The [打印本頁(yè)] 作者: 從未沮喪 時(shí)間: 2025-3-21 18:15
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades影響因子(影響力)
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades影響因子(影響力)學(xué)科排名
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書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades被引頻次
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades被引頻次學(xué)科排名
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades年度引用
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades年度引用學(xué)科排名
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades讀者反饋
書(shū)目名稱Building the Foundation: Whole Numbers in the Primary Grades讀者反饋學(xué)科排名
作者: 偏見(jiàn) 時(shí)間: 2025-3-21 23:02 作者: ALE 時(shí)間: 2025-3-22 03:17
Flüsse in Netzwerken und Matchingsagogical insights and highlight the differences between linguistic practices and their links with the universal decimal features of WNA. We investigate inconsistencies between spoken and written numbers and the incompatibility of numeration and calculation and review a number of teaching interventio作者: MAUVE 時(shí)間: 2025-3-22 04:36 作者: 清楚 時(shí)間: 2025-3-22 11:45 作者: 徹底明白 時(shí)間: 2025-3-22 16:42 作者: 預(yù)定 時(shí)間: 2025-3-22 20:27 作者: 遠(yuǎn)足 時(shí)間: 2025-3-23 00:30 作者: 石墨 時(shí)間: 2025-3-23 03:13 作者: 強(qiáng)化 時(shí)間: 2025-3-23 08:54
Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmeticng the ICMI23 Macao Conference; hence it is important to understand the perceptions of the contributors involved in writing this volume: the data provide outlines of the pre- and primary level schooling cultures and systems within which particular kinds of findings, interventions and outcomes are ac作者: 革新 時(shí)間: 2025-3-23 13:27
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal agogical insights and highlight the differences between linguistic practices and their links with the universal decimal features of WNA. We investigate inconsistencies between spoken and written numbers and the incompatibility of numeration and calculation and review a number of teaching interventio作者: 埋伏 時(shí)間: 2025-3-23 17:37 作者: intention 時(shí)間: 2025-3-23 18:04
Artefacts and Tasks in the Mathematical Preparation of Teachers of Elementary Arithmetic from a Mathal preparation of primary school teachers. The learning of arithmetic by actual primary school pupils is not an immediate aim of the work we do with our student teachers, but we claim that many of the artefacts and tasks discussed in our arithmetic course (and in this chapter) can be transferred to 作者: Dawdle 時(shí)間: 2025-3-24 00:12 作者: Agronomy 時(shí)間: 2025-3-24 06:04 作者: STELL 時(shí)間: 2025-3-24 08:57 作者: Flinch 時(shí)間: 2025-3-24 14:45
1387-6872 try. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn 978-3-030-09696-0978-3-319-63555-2Series ISSN 1387-6872 Series E-ISSN 2215-1745 作者: VAN 時(shí)間: 2025-3-24 17:38
Book‘‘‘‘‘‘‘‘ 2018o taking international perspectives, socio-cultural diversity and institutional constraints into account.?.One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to th作者: Creatinine-Test 時(shí)間: 2025-3-24 20:54
1387-6872 a comprehensive international study involving leading academ.This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraint作者: 舊石器 時(shí)間: 2025-3-24 23:12 作者: MUT 時(shí)間: 2025-3-25 03:21
On Number Language: A Commentary on Chapter 3ount nouns and mass nouns (and the place of English-language number words in relation to this distinction); and some similarities and differences among the systems of cardinal, ordinal and fractional number words?– before concluding with a (very) few summary remarks.作者: Monotonous 時(shí)間: 2025-3-25 08:38
Rekursionen und Wachstum von Algorithmenmetic (WNA). Artefacts and tasks appear as an inseparable pair, to be considered within a cultural and institutional context. Some future challenges are outlined concerning the issue of teacher education, in order to cope with this complex map.作者: CLAMP 時(shí)間: 2025-3-25 13:22
Elementare Begriffe der Zahlentheoriehole number arithmetic is not a homogeneous domain in this chapter, so I will discuss some aspects: memorizing numerical facts, writing numbers and numerical sentences and additive structure’s field. These considerations will lead to a commentary about Macao’s lesson.作者: 意外 時(shí)間: 2025-3-25 18:21 作者: 愛(ài)國(guó)者 時(shí)間: 2025-3-25 20:50 作者: Alveoli 時(shí)間: 2025-3-26 00:29
How to Teach and Assess Whole Number Arithmetic: A Commentary on Chapter 11hole number arithmetic is not a homogeneous domain in this chapter, so I will discuss some aspects: memorizing numerical facts, writing numbers and numerical sentences and additive structure’s field. These considerations will lead to a commentary about Macao’s lesson.作者: ligature 時(shí)間: 2025-3-26 06:16
Special Needs in Research and Instruction in Whole Number Arithmeticour contributions, particularly with respect to the questions ‘what constitutes the “mathematics” that MLD research and practice should address’ and ‘what can be considered as appropriate interventions for children with special needs’作者: 險(xiǎn)代理人 時(shí)間: 2025-3-26 09:51 作者: 可用 時(shí)間: 2025-3-26 14:53
Rekursionen und Wachstum von Algorithmenfor understanding the computational algorithms, and especially for discussing approximation, is reviewed. To facilitate focus on the pieces and their role, a standard name for them is called for. Also advocated is greater emphasis on understanding large numbers.作者: OTHER 時(shí)間: 2025-3-26 20:16 作者: collagen 時(shí)間: 2025-3-26 21:41 作者: 浪費(fèi)物質(zhì) 時(shí)間: 2025-3-27 02:23 作者: 全部逛商店 時(shí)間: 2025-3-27 05:19 作者: Heresy 時(shí)間: 2025-3-27 10:16 作者: 有花 時(shí)間: 2025-3-27 17:16
Structuring Structural Awareness: A Commentary on Chapter 13getting answers to calculations, which is a sideline. When it becomes the focus, learners merely mimic calculators, badly. The summary from Chap. . provides a basis for further suggestions on important directions for further work to bring structural awareness and structural relationships into the core of mathematics teaching.作者: COMA 時(shí)間: 2025-3-27 18:41
Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmeticmatics is situated, outlining the background to the studies conducted in recent decades. The aim of this chapter is to report on the process that led the IPC to prepare a background information . for each submitted paper, for the first time in an ICMI Study and, also, in any major international conf作者: 不如樂(lè)死去 時(shí)間: 2025-3-27 23:20
Language and Cultural Issues in the Teaching and Learning of WNAtic transparency can foster the construction of mathematical meanings and support the understanding that occurs in learning discourse. A cross-cultural examination of languages should thus allow us to understand linguistic supports or limitations that may interfere with students’ learning and teache作者: Asparagus 時(shí)間: 2025-3-28 05:18 作者: 愛(ài)得痛了 時(shí)間: 2025-3-28 06:33 作者: 故意釣到白楊 時(shí)間: 2025-3-28 11:39 作者: Venules 時(shí)間: 2025-3-28 15:41
Whole Number Thinking, Learning and Development: Neuro-cognitive, Cognitive and Developmental Approas. The first section provides an overview of the working group discussion. Section . reviews neuro-cognitive perspectives of learning WNA but looks beyond these to explain the transcoding of numerals to number words. In the third section, children’s early mathematics-related competencies in reasonin作者: 陶瓷 時(shí)間: 2025-3-28 20:07
Whole Number Thinking, Learning and Development: A Commentary on Chapter 7h mentioning some philosophical approaches to the nature of natural numbers and add the psychological point of view represented by Piaget, that there is no need to differentiate between the cardinal and the ordinal senses of number. Further, the comments support the approach advocated in Chap. . abo作者: 吞下 時(shí)間: 2025-3-29 01:18
Aspects that Affect Whole Number Learning: Cultural Artefacts and Mathematical Tasksf cultural artefacts from the participants’ reports and the literature. The idea of artefacts is considered in a broad sense, to include also language and texts. The use of cultural artefacts as teaching aids is addressed. A special section is devoted to the artefacts (teaching aids) from technologi作者: CHECK 時(shí)間: 2025-3-29 06:41
Artefacts and Tasks in the Mathematical Preparation of Teachers of Elementary Arithmetic from a Mathts are offered, from the perspective of a mathematician involved in the education of pre-service teachers, on the importance and variety of artefacts (often of a cultural and historical nature) that can be used to support the learning of whole number arithmetic, as well as on the role played by math作者: Vertebra 時(shí)間: 2025-3-29 07:14 作者: SOB 時(shí)間: 2025-3-29 13:09 作者: Subdue 時(shí)間: 2025-3-29 17:23
Connecting Whole Number Arithmetic Foundations to Other Parts of Mathematics: Structure and Structurcan be connected to other mathematical content areas and to central mathematical processes and products like defining/definitions and generalizing/generalization. In the body of the chapter, we use literature to distinguish between approaches focused more on the presentation of structure and those o作者: Enliven 時(shí)間: 2025-3-29 22:17 作者: 價(jià)值在貶值 時(shí)間: 2025-3-30 01:57
Tradition in Whole Number Arithmeticpics of discussion concern the relationships between tradition and the verbal and non-verbal representations of numbers, numbers and artefacts of arithmetic and the role of technological devices in emulating traditional abaci and allowing direct interaction with the screens of multitouch devices in 作者: 捏造 時(shí)間: 2025-3-30 05:46 作者: nitric-oxide 時(shí)間: 2025-3-30 10:11
Maria G. Bartolini Bussi,Xu Hua SunFirst ICMI study to provide a broad critical survey of research on early childhood mathematics and Whole Number Arithmetic.Produced through a comprehensive international study involving leading academ作者: vitreous-humor 時(shí)間: 2025-3-30 14:32
New ICMI Study Serieshttp://image.papertrans.cn/b/image/191871.jpg作者: institute 時(shí)間: 2025-3-30 19:05 作者: 真繁榮 時(shí)間: 2025-3-30 23:51
Spezielle diskrete Verteilungenmatics is situated, outlining the background to the studies conducted in recent decades. The aim of this chapter is to report on the process that led the IPC to prepare a background information . for each submitted paper, for the first time in an ICMI Study and, also, in any major international conf作者: FLING 時(shí)間: 2025-3-31 03:56
Differentialrechnung in mehreren Variablentic transparency can foster the construction of mathematical meanings and support the understanding that occurs in learning discourse. A cross-cultural examination of languages should thus allow us to understand linguistic supports or limitations that may interfere with students’ learning and teache作者: 知道 時(shí)間: 2025-3-31 07:05 作者: CRUC 時(shí)間: 2025-3-31 11:59
Flüsse in Netzwerken und Matchingsnessential. However, our teaching and learning are unavoidably embedded in history, language and culture, from which we draw to organize our educational systems. Such factors can remain hidden but can also provide us with opportunities to gain a deeper understanding of constraints that are taken for
