標(biāo)題: Titlebook: Early Algebraization; A Global Dialogue fr Jinfa Cai,Eric Knuth Book 2011 Springer-Verlag Berlin Heidelberg 2011 curriculum.early Algebraiz [打印本頁(yè)] 作者: 貶損 時(shí)間: 2025-3-21 16:47
書目名稱Early Algebraization影響因子(影響力)
書目名稱Early Algebraization影響因子(影響力)學(xué)科排名
書目名稱Early Algebraization網(wǎng)絡(luò)公開度
書目名稱Early Algebraization網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Early Algebraization被引頻次
書目名稱Early Algebraization被引頻次學(xué)科排名
書目名稱Early Algebraization年度引用
書目名稱Early Algebraization年度引用學(xué)科排名
書目名稱Early Algebraization讀者反饋
書目名稱Early Algebraization讀者反饋學(xué)科排名
作者: Exclaim 時(shí)間: 2025-3-21 23:48 作者: 基因組 時(shí)間: 2025-3-22 01:37
Luis Duno Gottberg,Manuel Gutiérrez Silvag of these core ideas influences their success in solving problems, the strategies they use in their solution processes, and the justifications they provide for their solutions. Implications for instruction and curricular design are discussed.作者: Disk199 時(shí)間: 2025-3-22 07:50 作者: definition 時(shí)間: 2025-3-22 11:29
The Arithmetic-Algebra Connection: A?Historical-Pedagogical Perspectiveinates the arithmetic-algebra connection from a teaching-learning point of view. Finally, we offer brief sketches of an instructional approach developed through a design experiment with students of grade 6 that is informed by this framework, and discuss some student responses.作者: 易彎曲 時(shí)間: 2025-3-22 14:00 作者: 易彎曲 時(shí)間: 2025-3-22 18:40
1869-4918 ional perspectives.Addresses early algebra research from theIn this volume, the authors address the development of students’ algebraic thinking in the elementary and middle school grades from curricular, cognitive, and instructional perspectives.The volume is also international in nature, thus promo作者: PARA 時(shí)間: 2025-3-22 23:31
to help students develop algebraic habits of mind. The chapters that comprise this part highlight various curricular approaches, experiences, and practices that illustrate ways in which students in earlier grades can be better prepared to think algebraically.作者: 摻假 時(shí)間: 2025-3-23 04:45 作者: profligate 時(shí)間: 2025-3-23 07:06 作者: 四目在模仿 時(shí)間: 2025-3-23 10:21 作者: manifestation 時(shí)間: 2025-3-23 14:33
: A Critical Foundation for School Algebra in Japanese Elementary School Mathematicsed to mathematical expressions, called “shiki” in Japanese, as the second pillar of elementary school algebra. This chapter elaborates how a Japanese textbook series attempts to realize this emphasis on writing and interpreting mathematical expressions.作者: flavonoids 時(shí)間: 2025-3-23 19:17
Commentary on Part Iormally as a generalization of that arithmetic, with an emphasis on symbol manipulation and equation solving. Given the well-established status of algebra in the secondary curriculum, mathematics educators today confront the question of, in the words of Subramaniam and Banerjee, how “to manage the transition from arithmetic to symbolic algebra.”作者: 密碼 時(shí)間: 2025-3-24 01:49
1869-4918 elementary and middle school grades from curricular, cognitive, and instructional perspectives.The volume is also international in nature, thus promoting a global dialogue on the topic of early Algebraization.978-3-642-26727-7978-3-642-17735-4Series ISSN 1869-4918 Series E-ISSN 1869-4926 作者: interlude 時(shí)間: 2025-3-24 03:29
The Closure of Taikoo Interests,rstanding of linear and quadratic functions. It explores how building quantitative relationships can support an initial function understanding from a covariation perspective, and later serve as a foundation to build a more flexible view of function that includes the correspondence perspective.作者: MEAN 時(shí)間: 2025-3-24 08:17
Algebra in the Middle School: Developing Functional Relationships Through Quantitative Reasoningrstanding of linear and quadratic functions. It explores how building quantitative relationships can support an initial function understanding from a covariation perspective, and later serve as a foundation to build a more flexible view of function that includes the correspondence perspective.作者: Guaff豪情痛飲 時(shí)間: 2025-3-24 11:51 作者: habile 時(shí)間: 2025-3-24 18:06
The Last Frontier: Individual Seat Pricing,t they also present a common message: Students are quite capable of learning to reason algebraically in the early grades. The part closes with a commentary regarding students’ algebraic thinking that considers issues that emerge when looking across the nine part chapters.作者: 展覽 時(shí)間: 2025-3-24 21:00
https://doi.org/10.1007/978-1-349-11468-9 between arithmetic and algebraic thinking. Second, at a developmental level, it explores 7–8-years old students’ first encounter with some elementary algebraic concepts and inquires about the limits and possibilities of introducing algebra in primary school.作者: Estimable 時(shí)間: 2025-3-25 02:35 作者: capsaicin 時(shí)間: 2025-3-25 03:36 作者: Carcinoma 時(shí)間: 2025-3-25 07:59
Grade 2 Students’ Non-Symbolic Algebraic Thinking between arithmetic and algebraic thinking. Second, at a developmental level, it explores 7–8-years old students’ first encounter with some elementary algebraic concepts and inquires about the limits and possibilities of introducing algebra in primary school.作者: GONG 時(shí)間: 2025-3-25 14:39 作者: considerable 時(shí)間: 2025-3-25 17:33 作者: 隱士 時(shí)間: 2025-3-25 23:20 作者: 碎石 時(shí)間: 2025-3-26 00:12
the results to explore the interrelation between generalisation, and verbal and visual comprehension of context. The studies evidence the importance of understanding and communicating aspects of representational forms which allowed commonalities to be seen across or between representations. Finally 作者: 情感脆弱 時(shí)間: 2025-3-26 05:07 作者: Blasphemy 時(shí)間: 2025-3-26 10:42 作者: 止痛藥 時(shí)間: 2025-3-26 15:13 作者: LITHE 時(shí)間: 2025-3-26 20:31 作者: Introvert 時(shí)間: 2025-3-26 23:36 作者: defeatist 時(shí)間: 2025-3-27 01:11 作者: 合唱團(tuán) 時(shí)間: 2025-3-27 07:47
Representational Competence and Algebraic Modeling situations. The term adaptive highlights the context sensitive ways in which students must learn to interpret external representations. The chapter concludes with implications of these two advances for future research and algebra instruction.作者: 確定的事 時(shí)間: 2025-3-27 12:20
An Approach to Geometric and Numeric Patterning that Fosters Second Grade Students’ Reasoning and Ge two-part rules for geometric and numeric patterns. Furthermore, the students, who had not had formal instruction in multiplication prior to the intervention, invented mathematically sound strategies to deconstruct multiplication operations to solve problems. Finally, the results revealed that the e作者: 鄙視讀作 時(shí)間: 2025-3-27 15:34 作者: 群居男女 時(shí)間: 2025-3-27 18:15
Advances in Mathematics Educationhttp://image.papertrans.cn/e/image/300657.jpg作者: NOT 時(shí)間: 2025-3-27 23:20 作者: euphoria 時(shí)間: 2025-3-28 05:00
https://doi.org/10.1007/978-3-642-17735-4curriculum; early Algebraization; international perspective; learning and instruction; mathematics educa作者: installment 時(shí)間: 2025-3-28 08:16 作者: hermitage 時(shí)間: 2025-3-28 14:24
Early Algebraization978-3-642-17735-4Series ISSN 1869-4918 Series E-ISSN 1869-4926 作者: 恭維 時(shí)間: 2025-3-28 14:52 作者: 吸引力 時(shí)間: 2025-3-28 21:13
Developing Algebraic Thinking in the Context of?Arithmeticovide a bridge between them. These are: . Analysis of each episode provides insight into how teachers recognize the opportunities to pursue this content in the context of arithmetic and how such study both strengthens students’ understanding of arithmetic operations and enables them to develop ideas foundational to the study of algebra.作者: 他日關(guān)稅重重 時(shí)間: 2025-3-28 23:46 作者: 發(fā)誓放棄 時(shí)間: 2025-3-29 06:33
Palgrave Studies in European Union Politics we examine how children think about functions and how instructional materials and school activities can be extended to support students’ functional thinking. Data are taken from a five-year research and professional development project conducted in an urban school district and from a graduate cours作者: hemophilia 時(shí)間: 2025-3-29 10:56 作者: 兩種語(yǔ)言 時(shí)間: 2025-3-29 13:00 作者: boisterous 時(shí)間: 2025-3-29 17:25 作者: STEER 時(shí)間: 2025-3-29 21:08 作者: 拱墻 時(shí)間: 2025-3-30 01:52
(patterns) is a major emphasis in Japan, as is the case in curricula from other countries. However, the Japanese curriculum considers the ideas related to mathematical expressions, called “shiki” in Japanese, as the second pillar of elementary school algebra. This chapter elaborates how a Japanese 作者: candle 時(shí)間: 2025-3-30 05:56
mission (Kilpatrick and Iszák .). Coming after an extensive treatment of arithmetic in the elementary grades, school algebra was commonly introduced formally as a generalization of that arithmetic, with an emphasis on symbol manipulation and equation solving. Given the well-established status of alg作者: Vaginismus 時(shí)間: 2025-3-30 08:51 作者: Exclude 時(shí)間: 2025-3-30 14:36 作者: 流浪者 時(shí)間: 2025-3-30 19:40 作者: Calibrate 時(shí)間: 2025-3-31 00:00
ituations, namely, compensation principles in computation, the balance principle in equivalence and equations, change and inverse change rules with function machines, and pattern rules with growing patterns. In these studies, we have attempted to involve a variety of models and representations and t作者: narcotic 時(shí)間: 2025-3-31 01:30
The Closure of Taikoo Interests,des to foster students’ relational thinking. One way to foster functional thinking is to leverage the power of students’ capabilities to reason with quantities and their relationships. This paper explicates the ways in which reasoning directly with quantities can support middle-school students’ unde作者: conifer 時(shí)間: 2025-3-31 07:17 作者: 小平面 時(shí)間: 2025-3-31 11:00 作者: Lymphocyte 時(shí)間: 2025-3-31 16:11 作者: 分貝 時(shí)間: 2025-3-31 21:23
https://doi.org/10.1007/978-1-349-11468-9at young students can be introduced to some elementary algebraic concepts in primary school. However, despite the increasing amount of experimental evidence, the idea of introducing algebra in the early years remains clouded by the lack of clear distinctions between what is arithmetic and what is al
