標(biāo)題: Titlebook: Early Fraction Learning; Robert P. Hunting,Gary Davis Book 1991 Springer-Verlag New York, Inc. 1991 Entwicklungspsychologie.Mathematik.lea [打印本頁] 作者: Motion 時(shí)間: 2025-3-21 17:14
書目名稱Early Fraction Learning影響因子(影響力)
作者: 可觸知 時(shí)間: 2025-3-21 22:31
1431-7532 Overview: Early Fraction learning is centrally of interest to studentsand researchersin mathematics education, tackling as itdoes one of that discipline‘s most vexing problems: why arefractions so difficult to learn and to teach?978-0-387-97641-9978-1-4612-3194-3Series ISSN 1431-7532 作者: ARCHE 時(shí)間: 2025-3-22 02:07 作者: 持續(xù) 時(shí)間: 2025-3-22 04:52 作者: 來這真柔軟 時(shí)間: 2025-3-22 11:17 作者: 詞根詞綴法 時(shí)間: 2025-3-22 16:29 作者: 詞根詞綴法 時(shí)間: 2025-3-22 18:03 作者: Isometric 時(shí)間: 2025-3-23 00:00
https://doi.org/10.1007/978-3-662-29267-9ts of small wooden objects - mostly representations of animals There were two rabbits, four bears, six roosters, eight trees, 10 peacocks, and 12 worms. Starting with the two rabbits, the teacher had introduced each larger set in turn, asking a child to divide the set of objects in half, and to writ作者: Observe 時(shí)間: 2025-3-23 02:21
Fibrous Structures: Networks and Composites,nown as the field of fractions of the integers - is one of a number of equivalent ways of embedding the natural numbers in a smallest possible field (the field of rational numbers). Another equivalent method (which no longer remains necessarily equivalent when we take as our starting commutative rin作者: Coronation 時(shí)間: 2025-3-23 07:04
Hydration of Cements with Mineral Additions,etence. Typically formal fraction instruction begins by the teacher cutting an apple into halves and then into quarters. Students progress to shading halves, quarters and thirds of geometric shapes. During these lessons teachers are attempting to provide conceptual underpinings for the symbolism of 作者: 支形吊燈 時(shí)間: 2025-3-23 13:13
E. Wieland,R. D?hn,X. Gaona,N. Macé,J. Titsfair shares occur, for example, when young children perceive a need in their play activities to distribute discrete items evenly? Or is the dealing strategy largely an artifact of structured clinical interviews? In this short chapter we will give some evidence that spontaneous sharing by dealing is,作者: 附錄 時(shí)間: 2025-3-23 16:50
Cementation in Dental Implantologyusing a dealing strategy, seemed to me to require further investigation. After all, dealing is sufficient in itself to establish fair shares, and counting is not required. I was particularly interested in the question of whether the children in the study reported in Chapter 2 were aware that dealing作者: 高度贊揚(yáng) 時(shí)間: 2025-3-23 19:33 作者: minaret 時(shí)間: 2025-3-24 00:43
d in school settings. The first project involved a small group of early childhood teachers who used critical tasks adapted from research to conduct personal investigations in their own classrooms. These teachers were enabled to observe and share together different responses of children, and interpre作者: 無底 時(shí)間: 2025-3-24 05:02 作者: VALID 時(shí)間: 2025-3-24 09:39
Are There Alternatives to the Census?, (Ginsburg & Opper, 1969). Neither of the two most widely used research methods of that time - naturalistic observation or standardised testing - were considered suitable for studying children’s cognitive functioning.作者: 接觸 時(shí)間: 2025-3-24 12:38
Audrius Brid?ius,Vladas Vansevi?ius the assertions we make here are self-evident truths - far from it. Rather they are general background principles that have guided us in our own understanding of what it was we were looking for, and how we would know when we found it. In this sense, this account of our “theory of knowledge” as it ap作者: AFFIX 時(shí)間: 2025-3-24 17:37 作者: Offbeat 時(shí)間: 2025-3-24 20:23 作者: cruise 時(shí)間: 2025-3-25 02:27
Book 1991Early Fraction learning is centrally of interest to studentsand researchersin mathematics education, tackling as itdoes one of that discipline‘s most vexing problems: why arefractions so difficult to learn and to teach?作者: 牛的細(xì)微差別 時(shí)間: 2025-3-25 05:21 作者: sleep-spindles 時(shí)間: 2025-3-25 08:44 作者: cloture 時(shí)間: 2025-3-25 15:02
The Social Origins of Pre-fraction Knowledge in Three Year Olds, and systematic item-to-recipient sequence of actions which guarantees each recipient has an equal quantity. Children of age four also have a spectrum of ideas about the fraction one half (Hunting & Davis, Ch. 3 this vol.).作者: CLASH 時(shí)間: 2025-3-25 19:40 作者: 包庇 時(shí)間: 2025-3-25 20:09
Sharing by Dealing as Problem Solving,method which, to an adult observer, would clearly work, and moreover was something that most of the children had demonstrated they could do. The most common strategy, adopted by approximately 11% of the children in the study, involved an estimation or guess, at one-third of a discrete pile of objects.作者: 肉身 時(shí)間: 2025-3-26 02:42 作者: 品嘗你的人 時(shí)間: 2025-3-26 07:17 作者: 情愛 時(shí)間: 2025-3-26 08:40 作者: Infect 時(shí)間: 2025-3-26 13:35 作者: NAG 時(shí)間: 2025-3-26 19:58 作者: 投射 時(shí)間: 2025-3-27 00:26 作者: MOCK 時(shí)間: 2025-3-27 02:13
,Dimensions of Young Children’s Conceptions of the Fraction One Half,ed of by children at the onset of formal schooling. We will propose several categories of meaning for one-half that typifies the behavior of young children who are passing from qualitative to quantitative understandings of this number.作者: 朦朧 時(shí)間: 2025-3-27 07:03 作者: Ovulation 時(shí)間: 2025-3-27 10:35
https://doi.org/10.1007/978-3-662-29267-9ed total. How can these all be halves when we have got different numbers in each group?” In this instant those children were brought face to face with the possibility of developing a deeper interpretation of the fraction one half: that of a meta-relation.作者: Aprope 時(shí)間: 2025-3-27 15:05 作者: inclusive 時(shí)間: 2025-3-27 20:06 作者: 飛鏢 時(shí)間: 2025-3-27 23:06
Cognitive Research on Early Fraction Learning Applied to Classrooms: Two Experiments,. In the second project one teacher used the didactic framework as a basis for introducing fractions to a group of six second grade children. We discuss some of the outcomes of that teaching experiment of seven sessions, including further research questions it stimulated.作者: CHANT 時(shí)間: 2025-3-28 04:07
,Preschoolers’ Spontaneous Partitioning of Discrete Items,rategy largely an artifact of structured clinical interviews? In this short chapter we will give some evidence that spontaneous sharing by dealing is, like the bark of the Hound of the Baskervilles, conspicuous by its absence.作者: 增強(qiáng) 時(shí)間: 2025-3-28 07:02
https://doi.org/10.1007/978-3-662-39958-3 and systematic item-to-recipient sequence of actions which guarantees each recipient has an equal quantity. Children of age four also have a spectrum of ideas about the fraction one half (Hunting & Davis, Ch. 3 this vol.).作者: 其他 時(shí)間: 2025-3-28 14:01 作者: 巫婆 時(shí)間: 2025-3-28 17:41 作者: optic-nerve 時(shí)間: 2025-3-28 22:36 作者: 口訣法 時(shí)間: 2025-3-29 02:14 作者: forebear 時(shí)間: 2025-3-29 03:52 作者: 祖?zhèn)髫?cái)產(chǎn) 時(shí)間: 2025-3-29 10:11 作者: humectant 時(shí)間: 2025-3-29 11:33
Does ,-Glucan Synthesis Need a Primer? procedures are taught in school. Polkinghome (1935) concluded from a study of 266 kindergarten, first, second, and third grade children that considerable knowledge of fractions is held prior to formal instruction in this topic, and Gunderson and Gunderson (1957) demonstrated that second graders had作者: 龍蝦 時(shí)間: 2025-3-29 18:28
Fibrous Structures: Networks and Composites,(a) + f(b). We say that two such functions are . if they agree, as functions, on the intersection of their domains. We . such functions by adding their values on a common domain, and . them by composing the functions on a common domain.作者: Inelasticity 時(shí)間: 2025-3-29 20:37 作者: 異端邪說下 時(shí)間: 2025-3-30 00:24
Introduction,irst of all, that there is no need to attach meaning to something that we have not yet seen. Although we all meet natural numbers as little children it is only those who later grow to be philosophers or philosophically-minded mathematicians who ask “what is the meaning of numbers?” Furthermore it is作者: LIMN 時(shí)間: 2025-3-30 06:56
Pre-fraction Concepts of Preschoolers,s, tens, and hundreds. Other topics such as fractions and decimals demand new and extended understanding of units and their relationships. Researchers have noted how children’s whole number ideas interfere with their efforts to learn fractions (Behr, Wachsmuth, Post, & Lesh, 1984; Hunting, 1986; Str作者: jabber 時(shí)間: 2025-3-30 09:54 作者: 裂隙 時(shí)間: 2025-3-30 13:14 作者: elastic 時(shí)間: 2025-3-30 16:32
,Higher Order Thinking in Young Children’s Engagements with a Fraction Machine,ts of small wooden objects - mostly representations of animals There were two rabbits, four bears, six roosters, eight trees, 10 peacocks, and 12 worms. Starting with the two rabbits, the teacher had introduced each larger set in turn, asking a child to divide the set of objects in half, and to writ作者: dissolution 時(shí)間: 2025-3-31 00:37
