標(biāo)題: Titlebook: Combinatorics and Reasoning; Representing, Justif Carolyn A. Maher,Arthur B. Powell,Elizabeth B. Upt Book 2011 Springer Netherlands 2011 Co [打印本頁] 作者: Blandishment 時(shí)間: 2025-3-21 19:22
書目名稱Combinatorics and Reasoning影響因子(影響力)
書目名稱Combinatorics and Reasoning影響因子(影響力)學(xué)科排名
書目名稱Combinatorics and Reasoning網(wǎng)絡(luò)公開度
書目名稱Combinatorics and Reasoning網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Combinatorics and Reasoning被引頻次
書目名稱Combinatorics and Reasoning被引頻次學(xué)科排名
書目名稱Combinatorics and Reasoning年度引用
書目名稱Combinatorics and Reasoning年度引用學(xué)科排名
書目名稱Combinatorics and Reasoning讀者反饋
書目名稱Combinatorics and Reasoning讀者反饋學(xué)科排名
作者: 該得 時(shí)間: 2025-3-22 00:14
Nataliia Vergunova,Sergey VergunovIn this chapter, we discuss how data were collected and analyzed, and we brieflydescribe some results, which will be more fully explored in later chapters. Wesummarize student work on fundamental problems and note how this work led toexceptional growth in the students’ mathematical understanding.作者: Keratectomy 時(shí)間: 2025-3-22 04:06 作者: 彩色的蠟筆 時(shí)間: 2025-3-22 04:49
Smart Technologies in Urban EngineeringIn previous chapters, we followed the students in Kenilworth as they worked on theshirts and jeans task and the towers problems in the second through fifth grades. Inthis chapter, we discuss five sessions during which these students worked to make sense of the pizza problems.作者: 漫步 時(shí)間: 2025-3-22 10:40 作者: 彎彎曲曲 時(shí)間: 2025-3-22 12:55 作者: 彎彎曲曲 時(shí)間: 2025-3-22 21:03 作者: ornithology 時(shí)間: 2025-3-22 22:58 作者: 附錄 時(shí)間: 2025-3-23 03:00 作者: 受傷 時(shí)間: 2025-3-23 06:02
Pizzas, Towers, and BinomialsIn the previous chapter, we observed a cohort of tenth-grade students as theyinvestigated the connections among the pizza problems, the towers problems, thebinomial coefficients, and Pascal’s Triangle, leading to their increased understandingof the meaning of the numbers in Pascal’s Triangle and how the triangle grows.作者: NIL 時(shí)間: 2025-3-23 10:15 作者: 小口啜飲 時(shí)間: 2025-3-23 15:55 作者: 耐寒 時(shí)間: 2025-3-23 18:03 作者: 滋養(yǎng) 時(shí)間: 2025-3-24 00:41
Smart Technologies in Urban Engineeringd their solution to the shirts and jean problem (which was to determine how many outfits could be formed from three different shirts and two different pairs of jeans and to provide a convincing argument of the solution). In their effort to make sense of the components of the problem and to monitor t作者: 殺蟲劑 時(shí)間: 2025-3-24 05:24
https://doi.org/10.1007/978-3-031-46877-3binatorial tasks. In this chapter, we trace how Stephanie and her classmates tried to make sense of the inductive method of generating towers. This strategy was originated by Milin, but it was eventually adopted by many other students. We attempt to identify the moments at which individual students 作者: Cocker 時(shí)間: 2025-3-24 07:26 作者: Spina-Bifida 時(shí)間: 2025-3-24 13:03 作者: Cytology 時(shí)間: 2025-3-24 18:22 作者: Agronomy 時(shí)間: 2025-3-24 21:57
https://doi.org/10.1007/978-3-031-32213-6we observe a different cohort of students also exploring the towers and pizza problems. In the five sessions discussed here, spanning December 1997 through March 1998, the five students in this cohort were reintroduced to the towers and pizza problems, which they last explored in elementary school a作者: 過度 時(shí)間: 2025-3-25 02:13
https://doi.org/10.1007/978-3-031-32213-6 own increasingly sophisticated and abstract representations. In this chapter, we see how onegroup built on those ideas in order to derive, explain, and record Pascal’s Identity(the addition rule for Pascal’s Triangle) using standard mathematical notation. Thisremarkable demonstration of how student作者: 監(jiān)禁 時(shí)間: 2025-3-25 06:14 作者: 消耗 時(shí)間: 2025-3-25 10:26 作者: 極小 時(shí)間: 2025-3-25 11:56 作者: FUME 時(shí)間: 2025-3-25 16:57 作者: Pericarditis 時(shí)間: 2025-3-25 23:46
978-94-007-3495-1Springer Netherlands 2011作者: 遺棄 時(shí)間: 2025-3-26 02:36
Carolyn A. Maher,Arthur B. Powell,Elizabeth B. UptUnique Longitudinal research over 20 years.Presents compelling evidence of the advantages to using combinatorics in mathematics education.Extensive discussion of mathematical tasks作者: 排出 時(shí)間: 2025-3-26 04:54 作者: 背帶 時(shí)間: 2025-3-26 08:59 作者: anarchist 時(shí)間: 2025-3-26 14:22
“Doing Mathematics” from the Learners’ Perspectivesstemologicalgrowth of the students. During the longitudinal study, individual clinical interviewswere conducted with the students with the goal of capturing the mathematical beliefsthat the students might have developed in connection with their experiences in thelongitudinal study.作者: Panther 時(shí)間: 2025-3-26 19:43 作者: Accessible 時(shí)間: 2025-3-26 23:26 作者: conduct 時(shí)間: 2025-3-27 03:51 作者: 愛得痛了 時(shí)間: 2025-3-27 07:01 作者: 不愛防注射 時(shí)間: 2025-3-27 11:36
0924-4921 tensive discussion of mathematical tasksCombinatorics and Reasoning: Representing, Justifying and Building Isomorphisms is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By study作者: 神圣將軍 時(shí)間: 2025-3-27 14:20
https://doi.org/10.1007/978-3-031-46877-3rategy was originated by Milin, but it was eventually adopted by many other students. We attempt to identify the moments at which individual students gained ownership of the inductive argument and explained their new understanding to others.作者: 凹槽 時(shí)間: 2025-3-27 19:43 作者: 熱情贊揚(yáng) 時(shí)間: 2025-3-27 22:19
Building an Inductive Argumentrategy was originated by Milin, but it was eventually adopted by many other students. We attempt to identify the moments at which individual students gained ownership of the inductive argument and explained their new understanding to others.作者: 谷類 時(shí)間: 2025-3-28 04:21 作者: dilute 時(shí)間: 2025-3-28 09:47
Book 2011st grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By studying these students, the editors gain insight into the foundations of proof building, the tools and environments necessary to make connections, activities to extend and generalize combinatori作者: 柔聲地說 時(shí)間: 2025-3-28 13:18 作者: CLIFF 時(shí)間: 2025-3-28 17:50
Milton Ruiz,Esteban Inga,Silvio Simani original towers problem (building towerswhen selecting from two colors of Unifix cubes) and extensions (with more thantwo colors of cubes), using methods including controlling for variables, justificationby cases, and inductive reasoning.作者: BLANK 時(shí)間: 2025-3-28 21:28 作者: conjunctivitis 時(shí)間: 2025-3-29 01:39
Virtual Reality for Social Phobia Treatment course of the semester. From aperspective of conceptualizing reasoning in terms of solving open-ended problems,it was of interest to learn whether students in a liberal-arts college mathematicscourse could be successful in providing arguments to support their reasoning and inmaking connections in a problem-solving-based curriculum.作者: 難解 時(shí)間: 2025-3-29 05:42 作者: 不再流行 時(shí)間: 2025-3-29 10:11
Representations and Connectionsde use of their understanding of the structure of those problems to form preliminary ideas about the meaning of Pascal’s Identity. We show how their development and use of a sophisticated general representation scheme helped them make these connections and generalize their knowledge.作者: obsession 時(shí)間: 2025-3-29 13:35
Book 2011s the value of careful construction of appropriate tasks. Moreover, it documents how reasoning that takes the form of proof evolves with young children and discusses the conditions for supporting student reasoning.作者: Jogging 時(shí)間: 2025-3-29 18:32
Smart Technologies in Urban Engineeringow those students and others in the longitudinal study build on those representations and strategies in their work on some towers problems. (A towers problem involves determining how many towers can be built of a given height from a specified number of colors of Unifix cubes, small plastic cubes that can be stacked together.作者: Obituary 時(shí)間: 2025-3-29 22:18
Towers: Schemes, Strategies, and Argumentsow those students and others in the longitudinal study build on those representations and strategies in their work on some towers problems. (A towers problem involves determining how many towers can be built of a given height from a specified number of colors of Unifix cubes, small plastic cubes that can be stacked together.作者: frivolous 時(shí)間: 2025-3-30 02:01
0924-4921 y groups of learners; and it demonstrates the value of careful construction of appropriate tasks. Moreover, it documents how reasoning that takes the form of proof evolves with young children and discusses the conditions for supporting student reasoning.978-94-007-3495-1978-94-007-0615-6Series ISSN 0924-4921 Series E-ISSN 2214-983X 作者: mastoid-bone 時(shí)間: 2025-3-30 06:28 作者: Essential 時(shí)間: 2025-3-30 11:25
Building an Inductive Argumentbinatorial tasks. In this chapter, we trace how Stephanie and her classmates tried to make sense of the inductive method of generating towers. This strategy was originated by Milin, but it was eventually adopted by many other students. We attempt to identify the moments at which individual students 作者: 讓你明白 時(shí)間: 2025-3-30 13:09 作者: 笨拙的我 時(shí)間: 2025-3-30 16:44 作者: deriver 時(shí)間: 2025-3-30 23:01 作者: Cabinet 時(shí)間: 2025-3-31 00:57 作者: Intervention 時(shí)間: 2025-3-31 07:57 作者: 不能和解 時(shí)間: 2025-3-31 10:21
So Let’s Prove It!rics– the towers problems and the pizza problems. In this chapter, we see howstudents just finishing high-school work on another isomorphic problem, demonstratingthe application of techniques and ways of thinking that they developedthroughout their previous years in the study.作者: 憤怒歷史 時(shí)間: 2025-3-31 17:21 作者: BRAWL 時(shí)間: 2025-3-31 20:55 作者: esthetician 時(shí)間: 2025-4-1 00:39 作者: colostrum 時(shí)間: 2025-4-1 05:02
