標題: Titlebook: Early Mathematics Learning; Selected Papers of t Ulrich Kortenkamp,Birgit Brandt,Rose Vogel Book 2014 Springer Science+Business Media New Y [打印本頁] 作者: Bush 時間: 2025-3-21 16:31
書目名稱Early Mathematics Learning影響因子(影響力)
作者: Deduct 時間: 2025-3-21 22:58 作者: CLAP 時間: 2025-3-22 01:33
Pragmatics and the Analysis of Fiction,e, which ask for new tools and solutions. Young children can build up the cognitive tools and skills that they need for the improvement of their mathematising, through dialogues with peers and adult assistance. In the representation, I will discuss some aspects of young children’s mathematising, in 作者: CAJ 時間: 2025-3-22 05:09 作者: 令人不快 時間: 2025-3-22 10:36 作者: irreducible 時間: 2025-3-22 14:57
h questions.Focuses on the tension between instruction and c?This book will gather current research in early childhood mathematics education. A special focus will be the tension between instruction and construction of knowledge. The book?includes research on the design of learning opportunities, the作者: irreducible 時間: 2025-3-22 19:06 作者: jeopardize 時間: 2025-3-22 21:37 作者: Chauvinistic 時間: 2025-3-23 04:38 作者: Dignant 時間: 2025-3-23 06:02
Mathematical Teaching Moments: Between Instruction and Constructionhile constraining others. Respectful listening and asking challenging questions seem to stimulate the development of children’s mathematical curiosity. However, the teacher is not able to insist that her suggestions for activities are taken up by the children.作者: Compass 時間: 2025-3-23 12:40 作者: Gastric 時間: 2025-3-23 17:26 作者: 吃掉 時間: 2025-3-23 22:00 作者: 無動于衷 時間: 2025-3-23 23:54
Ji?í Zounek,Oto Polou?ek,Michal ?imáněd-drop actions, verbal responses, and non-verbal pointing gestures. Their engagement and interaction with the digital tool made the children become involved in an initial process of appropriating mathematical tools such as pair of contrasts, comparison of weights, and the transitive ordering relation.作者: 絕種 時間: 2025-3-24 02:30 作者: 逃避現(xiàn)實 時間: 2025-3-24 08:24 作者: 串通 時間: 2025-3-24 12:04
The Reflection of Spatial Thinking on the Interactional Niche in the Familye Forschung am “Center for Individual Development and Adaptive Education” (IDeA), pp.?25–90, 2011b; Journal für Mathematik-Didaktik 33:317–338, 2012). First results of this study will be presented here.作者: Lasting 時間: 2025-3-24 16:12 作者: 嘴唇可修剪 時間: 2025-3-24 22:57
Children’s Engagement with Mathematics in Kindergarten Mediated by the Use of Digital Toolsd-drop actions, verbal responses, and non-verbal pointing gestures. Their engagement and interaction with the digital tool made the children become involved in an initial process of appropriating mathematical tools such as pair of contrasts, comparison of weights, and the transitive ordering relation.作者: idiopathic 時間: 2025-3-25 00:32
Number Concepts—Processes of Internalization and Externalization by the Use of Multi-Touch Technologthe child’s internalization and externalization. As a basis for the design and analysis of this research project, we refer to artifact-centric activity theory (ACAT). This theory helps analyze the complexity of the whole learning environment.作者: Cytokines 時間: 2025-3-25 04:12 作者: 逃避責任 時間: 2025-3-25 11:04 作者: locus-ceruleus 時間: 2025-3-25 12:29 作者: Throttle 時間: 2025-3-25 17:24 作者: N斯巴達人 時間: 2025-3-25 20:53
“I have a little job for you”fferent social contexts and in different mathematical domains. Using video data of this project, I will analyse three different situations between kindergarten teachers and children within the mathematical domain pattern and highlight the differences in pedagogical aspects of the everyday practices of mathematical instructions in Germany.作者: 重疊 時間: 2025-3-26 03:34 作者: 記憶 時間: 2025-3-26 04:22
Children’s Constructions in the Domain of Geometric Competencies (in Two Different Instructional Setselected results are presented with its focus on children’s conceptualization of geometric shapes, which also becomes visible in their drawings. Furthermore, hypotheses, how the introduction of shapes in the different educational settings might additionally influence the concept formation of the children, are formulated.作者: NICHE 時間: 2025-3-26 08:52 作者: 奇思怪想 時間: 2025-3-26 12:37
hile constraining others. Respectful listening and asking challenging questions seem to stimulate the development of children’s mathematical curiosity. However, the teacher is not able to insist that her suggestions for activities are taken up by the children.作者: eucalyptus 時間: 2025-3-26 20:33 作者: Meditate 時間: 2025-3-26 21:20 作者: Connotation 時間: 2025-3-27 01:38
,(Bau-)Vergabe – Was ist noch zu beachten?, social endeavor guided by instruction. I call this interaction of individual volition and social engagement the dance of instruction with construction, and in this introductory Chap.?I discuss some of the implications and give a few examples of this dance and its significance.作者: angina-pectoris 時間: 2025-3-27 08:09
Michael Nattke,Franziska G?pnerhen developing young children’s learning of mathematics. Framed against Presmeg’s (.) dance between instruction with construction as a dance, this chapter examines one teacher’s practice in relation to a centrally imposed curriculum and support materials determining the mathematics curriculum (5–7 y作者: 河流 時間: 2025-3-27 10:49 作者: 木訥 時間: 2025-3-27 15:57 作者: 光明正大 時間: 2025-3-27 19:23
Grenzwerte von Folgen und Reihenhe tension between the . behavior of young children and their actual, locally accomplished comprehension of presented mathematical problems and their . solutions. Employing the concept of the “developmental niche in the development of mathematical thinking” (NMT), it will be explicated that the usua作者: 凹槽 時間: 2025-3-28 00:14 作者: antiquated 時間: 2025-3-28 06:00 作者: ciliary-body 時間: 2025-3-28 07:42 作者: deactivate 時間: 2025-3-28 11:15
https://doi.org/10.1007/978-3-031-44854-6 culture-based mathematical environment—to construct in common mathematical meaning, so to say. To deal with the complex multimodality seen in these interactions, this chapter investigates the interplay between gestures and speech used by second graders while they are occupied with a geometrical pro作者: 濃縮 時間: 2025-3-28 15:00 作者: CRUDE 時間: 2025-3-28 18:57
Introduction: (Mis)trusting Development, well-accepted content in early childhood education. Different ways of perception and determination of quantities of collections will be discussed because they shall contribute in different ways to the development of conceptual and procedural understanding of numbers. Firstly, different processes wi作者: 波動 時間: 2025-3-29 02:08
Ji?í Zounek,Oto Polou?ek,Michal ?imánětive whiteboard (IWB). Our study reports from a research project aiming at analysing in what ways digital tools may nurture children’s appropriation processes relative to mathematics. In adopting a sociocultural perspective on learning and development, observations together with video recordings hav作者: gimmick 時間: 2025-3-29 05:53
Evolution as Model for Business Growth,g (erStMaL) in the Individual Development and Adaptive Education of Children at Risk (IDeA) Research Center in Frankfurt am Main. In these mathematical conversation situations, impulses of the guiding adult and of the materials are the starting point of the interaction. In the area of tension betwee作者: ovation 時間: 2025-3-29 09:23
f numbers. We will have a special focus on the processes of internalization and externalization that constitute the construction of meaning. The children externalize their concepts of numbers through touching a multi-touch screen with their fingers and thus producing tokens. The visualization of the作者: 胖人手藝好 時間: 2025-3-29 14:08 作者: 重力 時間: 2025-3-29 18:48
Book 2014tion of knowledge. The book?includes research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers.?作者: 幾何學(xué)家 時間: 2025-3-29 19:52 作者: misshapen 時間: 2025-3-30 03:37
http://image.papertrans.cn/e/image/300757.jpg作者: affect 時間: 2025-3-30 06:00
https://doi.org/10.1007/978-1-4614-4678-1Construction of knowledge in mathematics education; Early childhood mathematics education; Instruction作者: MINT 時間: 2025-3-30 10:51 作者: 非秘密 時間: 2025-3-30 13:14 作者: 神經(jīng) 時間: 2025-3-30 17:25 作者: INERT 時間: 2025-3-30 21:36
It is quite confusing isn’t it?hen developing young children’s learning of mathematics. Framed against Presmeg’s (.) dance between instruction with construction as a dance, this chapter examines one teacher’s practice in relation to a centrally imposed curriculum and support materials determining the mathematics curriculum (5–7 y作者: FLOAT 時間: 2025-3-31 04:10
Mathematical Teaching Moments: Between Instruction and Constructions a strong tradition of valorising children’s play. Using video data, we identify how one teacher in a Swedish preschool recognises and builds on mathematical teaching moments that arise from children’s play. We use these data to discuss how the guided play context facilitates some teacher actions w作者: Hot-Flash 時間: 2025-3-31 09:05
“I have a little job for you”om the research project erStMaL (early Steps in Mathematical Learning), which aims at the development of early mathematical thinking in relation to different social contexts and in different mathematical domains. Using video data of this project, I will analyse three different situations between kin作者: 共同時代 時間: 2025-3-31 09:28
The Relationship between Cultural Expectation and the Local Realization of a Mathematics Learning Enhe tension between the . behavior of young children and their actual, locally accomplished comprehension of presented mathematical problems and their . solutions. Employing the concept of the “developmental niche in the development of mathematical thinking” (NMT), it will be explicated that the usua作者: agonist 時間: 2025-3-31 15:34 作者: flavonoids 時間: 2025-3-31 21:13 作者: chandel 時間: 2025-4-1 00:48 作者: 變化無常 時間: 2025-4-1 04:11 作者: 造反,叛亂 時間: 2025-4-1 08:05
Children’s Constructions in the Domain of Geometric Competencies (in Two Different Instructional Set given geometric tasks via clinical interviews. The children were interviewed at the beginning and at the end of 1 school year. In this chapter, some selected results are presented with its focus on children’s conceptualization of geometric shapes, which also becomes visible in their drawings. Furth
