標題: Titlebook: Constructing Number; Merging Perspectives Anderson Norton,Martha W. Alibali Book 2019 Springer Nature Switzerland AG 2019 Approximate Numbe [打印本頁] 作者: 使沮喪 時間: 2025-3-21 18:10
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書目名稱Constructing Number讀者反饋學科排名
作者: Vaginismus 時間: 2025-3-21 22:08 作者: cipher 時間: 2025-3-22 04:16
Spontaneous Mathematical Focusing Tendencies in Mathematical Development and Educationr baseline level tendencies. We conclude that children’s and students’ tendencies to focus on number and quantitative relations–spontaneous or otherwise–are key components of mathematical development and education.作者: Occlusion 時間: 2025-3-22 07:06 作者: Keratin 時間: 2025-3-22 10:59
Understanding Fractions: Integrating Results from Mathematics Education, Cognitive Psychology, and Ners and fractions. Although proficiency with natural numbers is fundamental to learning fractions, the transition from natural numbers to fractions requires modifications of the initial concept of numbers, and natural number processing can interfere with fraction processing. Thus, when teaching frac作者: 一再遛 時間: 2025-3-22 16:08 作者: 一再遛 時間: 2025-3-22 17:26
Cognitive Science Foundations of Integer Understanding and Instructioncal and neuroscience evidence for the proposed learning progression. It also reviews instructional studies showing that the hypothesized transformation can be accelerated by novel activities that engage symmetry processing compared to conventional activities around number lines and cancellation. Ult作者: 規(guī)范要多 時間: 2025-3-22 22:58
Book 2019d additional themes that arise in the collective work. The book is aimed to appeal to mathematics educators, mathematics teacher educators, mathematics education researchers, educational psychologists, cognitive psychologists, and developmental psychologists..作者: MUTE 時間: 2025-3-23 02:11 作者: Mortar 時間: 2025-3-23 06:03
Unternehmensübernahmen durch Frauenr baseline level tendencies. We conclude that children’s and students’ tendencies to focus on number and quantitative relations–spontaneous or otherwise–are key components of mathematical development and education.作者: hyperuricemia 時間: 2025-3-23 13:16
https://doi.org/10.1007/978-3-322-81522-4 in essence a symbolic activity, which requires the integration of multiple symbolic representations, a focus that has been increasingly emphasized in more recent neurocognitive research. The contributions in this volume provide fresh perspectives that will help to further our understanding of child作者: 專橫 時間: 2025-3-23 16:24
https://doi.org/10.1007/978-3-322-81547-7ers and fractions. Although proficiency with natural numbers is fundamental to learning fractions, the transition from natural numbers to fractions requires modifications of the initial concept of numbers, and natural number processing can interfere with fraction processing. Thus, when teaching frac作者: hidebound 時間: 2025-3-23 20:12 作者: 有惡意 時間: 2025-3-23 23:31
https://doi.org/10.1007/978-3-322-81697-9cal and neuroscience evidence for the proposed learning progression. It also reviews instructional studies showing that the hypothesized transformation can be accelerated by novel activities that engage symmetry processing compared to conventional activities around number lines and cancellation. Ult作者: 半導體 時間: 2025-3-24 02:23 作者: 冒號 時間: 2025-3-24 09:27
Umweltschutz in der Chemischen Industrie,tion on ways that biologically based abilities and experience in the world (coordinations of sensorimotor activity) each contribute to the construction of number. Additional themes arise within the content chapters and the commentaries on them.作者: Patrimony 時間: 2025-3-24 11:31 作者: 反應 時間: 2025-3-24 15:55 作者: 終止 時間: 2025-3-24 21:28
https://doi.org/10.1007/978-3-322-81697-9 to integers, and analogously, from real numbers to complex numbers. Integers, in particular, are structured by algebraic relations, which imply, for example, that (?1)???(?1) = 1. Historical observations and anecdotal evidence of children’s reasoning pertaining to this role raise important cognitive, pedagogical, and metaphysical questions.作者: 星球的光亮度 時間: 2025-3-24 23:23 作者: BADGE 時間: 2025-3-25 04:10 作者: Basilar-Artery 時間: 2025-3-25 07:43
Developing a Concept of Multiplication of Fractions: Building on Constructivist and Sociocultural Thpecific theories grounded in two major psychological theories contribute to the development of an empirically based approach to developing this concept. Specifically, the researchers used Learning Through Activity, grounded in constructivism, and aspects of the Elkonin-Davydov Curriculum, grounded in Russian activity theory (sociocultural theory).作者: Geyser 時間: 2025-3-25 15:30
Understanding Negative Numbersions and how children draw on these varied conceptions to solve addition and subtraction problems involving negative numbers. Children’s unconventional attempts at solving these problems reflect their efforts to make sense of negatives in light of their whole number understanding.作者: 脫水 時間: 2025-3-25 19:19 作者: dagger 時間: 2025-3-25 22:02 作者: 是限制 時間: 2025-3-26 01:21 作者: muscle-fibers 時間: 2025-3-26 06:21 作者: jettison 時間: 2025-3-26 09:58
Unternehmensübernahmen durch Frauening ., ., and ., in light of this conceptual framework. Our review highlights both strengths of these current curricula and ways they might be modified to more fully leverage relational learning mechanisms and increase student learning.作者: 巡回 時間: 2025-3-26 16:27 作者: defibrillator 時間: 2025-3-26 20:52 作者: ironic 時間: 2025-3-26 21:54 作者: Perigee 時間: 2025-3-27 01:07 作者: 煩躁的女人 時間: 2025-3-27 09:08
Integers as Directed Quantitiesn developing instructional models. Providing evidence of student work from my research, I illustrate the powerful constructions of relativity and translation as students engage with directed quantities.作者: 遍及 時間: 2025-3-27 09:55
Discerning a Progression in Conceptions of Magnitude During Children’s Construction of Numberld benefit the mathematics education community if reframed to account for distinctions between number and magnitude. We provide such a reframing that also accounts for the role of children’s sensorimotor activity in the construction of number.作者: Psa617 時間: 2025-3-27 14:23 作者: follicle 時間: 2025-3-27 19:07 作者: circuit 時間: 2025-3-28 01:37
Anderson Norton,Martha W. AlibaliSynergizes research across two disciplines—mathematics education and psychology—to address how children construct number.Addresses a range of change mechanisms (e.g., reflective abstraction, analogy),作者: 詩集 時間: 2025-3-28 04:52 作者: Override 時間: 2025-3-28 07:31 作者: 偉大 時間: 2025-3-28 14:20 作者: Implicit 時間: 2025-3-28 17:52
Springer Nature Switzerland AG 2019作者: 有權 時間: 2025-3-28 19:49 作者: faultfinder 時間: 2025-3-29 00:19 作者: 免費 時間: 2025-3-29 06:24 作者: 多產子 時間: 2025-3-29 11:06
Unternehmensübernahmen durch Frauenatical reasoning and knowledge in action. Spontaneous focusing on numerosity (SFON) and quantitative relations (SFOR) have been implicated as key components of mathematical development. In this chapter, we review existing research on SFON and SFOR tendencies in the broader context of the development作者: Atrium 時間: 2025-3-29 13:19
Unternehmensübernahmen durch Fraueny be leveraged by teachers. We discuss two major psychological mechanisms known to support relational learning—statistical learning and structure mapping—and review the evidence showing how these mechanisms are implicated in place value learning. We further identify a set of four specific instructio作者: 夸張 時間: 2025-3-29 17:58
https://doi.org/10.1007/978-3-322-81522-4pters show that the development of seemingly basic number processing is much more complex than is often portrayed in neurocognitive research. The chapters collectively illustrate that children’s development of natural number cannot be reduced to one basic neurocognitive factor, but instead requires 作者: Ancestor 時間: 2025-3-29 22:12 作者: grounded 時間: 2025-3-30 03:31 作者: 強化 時間: 2025-3-30 05:35 作者: adumbrate 時間: 2025-3-30 11:40
Marketing und Neue Institutionen?konomik present perennial difficulties for a large number of learners. These difficulties have led some to posit that rational numbers are not a natural fit for human cognition. In this chapter, we challenge this assumption, describing recent research into intuitive routes to understanding rational number 作者: dyspareunia 時間: 2025-3-30 15:06
Information - Organisation - Produktionconsiders (1) the importance of tasks that are based in perception and readily available activity in light of an emphasis on problem solving in mathematics education, and the role that theories about thinking and learning play in designing such tasks; (2) some potential connections among various the作者: hemorrhage 時間: 2025-3-30 19:24
https://doi.org/10.1007/978-3-322-81696-2 change lens, I discuss different interpretations children have of minus signs, numerical order, numerical values, and addition and subtraction operations and how children draw on these varied conceptions to solve addition and subtraction problems involving negative numbers. Children’s unconventiona作者: 鋼筆記下懲罰 時間: 2025-3-30 23:13 作者: 連累 時間: 2025-3-31 01:51
https://doi.org/10.1007/978-3-322-81697-9 The core proposal is that new, abstract mathematical concepts are built upon known, concrete mathematical concepts. For the integers, the relevant foundation is the natural numbers, which are understood by reference to a mental number line (MNL). The integers go beyond the natural numbers in obeyin作者: Apogee 時間: 2025-3-31 07:40
