標(biāo)題: Titlebook: Educational Paths to Mathematics; A C.I.E.A.E.M. Sourc Uwe Gellert,Joaquim Giménez Rodríguez,Sonia Kafous Book 2015 Springer International [打印本頁] 作者: 故障 時間: 2025-3-21 19:07
書目名稱Educational Paths to Mathematics影響因子(影響力)
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書目名稱Educational Paths to Mathematics網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Educational Paths to Mathematics被引頻次
書目名稱Educational Paths to Mathematics被引頻次學(xué)科排名
書目名稱Educational Paths to Mathematics年度引用
書目名稱Educational Paths to Mathematics年度引用學(xué)科排名
書目名稱Educational Paths to Mathematics讀者反饋
書目名稱Educational Paths to Mathematics讀者反饋學(xué)科排名
作者: CLEAR 時間: 2025-3-21 22:50
Book 2015rs and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place..The book starts a series of s作者: 棲息地 時間: 2025-3-22 01:09 作者: 無情 時間: 2025-3-22 06:59 作者: 大范圍流行 時間: 2025-3-22 10:37 作者: elastic 時間: 2025-3-22 14:19
Bert Pijnenburg,Menno J. Van Duinology derived from the work of Basil Bernstein to describe these mechanisms in four episodes of classroom discourse. We conclude that efforts to enable “l(fā)ess able” students by incorporating elements of everyday “horizontal” discourse into school mathematics, which is oriented towards “vertical” acad作者: elastic 時間: 2025-3-22 17:41 作者: Fermentation 時間: 2025-3-22 22:40 作者: 管理員 時間: 2025-3-23 03:42
Introduction to Crisis Management,scourse’ to reflect on possible relationships between mathematics and meaningful contexts. By drawing on various sociological traditions the importance of these relationships for the design of ‘democratic mathematical activities’ is emphasized.作者: 不妥協(xié) 時間: 2025-3-23 05:50 作者: JECT 時間: 2025-3-23 09:58
Mats Benner,Jonathan Grant,Mary O’Kane that imply fairness and the claim of sharing and distributing. The results suggest that by the age of four, children are cognitively and socially capable, at a certain level, to transmit from their own state of mind to that of the others, overcome self-interest and understand, expect and prefer fai作者: LITHE 時間: 2025-3-23 15:31 作者: ALE 時間: 2025-3-23 20:29 作者: 歡笑 時間: 2025-3-24 01:15 作者: Tailor 時間: 2025-3-24 03:36
Susan Bouterey,Lawrence E. Marceauhe fore. On the other hand, Bruner highlights the different role of narrative and logical thinking in human understanding. Before this background, we investigate the teaching and learning processes when children are introduced to the mathematical meanings by the use of narrative context and multimod作者: Peak-Bone-Mass 時間: 2025-3-24 07:26
Crisis And Embodied Innovations chapter reconstructs relationships and meanings from the use of space by teachers in two primary mathematical classes. Adopting a social semiotic perspective, our study reveals that semantic spatial configurations are functioning as the material forces, which are subject to and reflective of teache作者: 并置 時間: 2025-3-24 10:52
Educational Paths to Mathematics978-3-319-15410-7Series ISSN 1869-4918 Series E-ISSN 1869-4926 作者: CLOUT 時間: 2025-3-24 16:07 作者: hallow 時間: 2025-3-24 20:36
Introduction to Crisis Management,scourse’ to reflect on possible relationships between mathematics and meaningful contexts. By drawing on various sociological traditions the importance of these relationships for the design of ‘democratic mathematical activities’ is emphasized.作者: AIL 時間: 2025-3-25 01:14
Mats Benner,Jonathan Grant,Mary O’Kane that imply fairness and the claim of sharing and distributing. The results suggest that by the age of four, children are cognitively and socially capable, at a certain level, to transmit from their own state of mind to that of the others, overcome self-interest and understand, expect and prefer fairness, while distributing justice.作者: armistice 時間: 2025-3-25 04:06 作者: narcissism 時間: 2025-3-25 10:37
: The Catastrophe of Lyric in John Burnsideual facets of life. The chapter argues in favour of ‘liminal spaces’, of liminality and play, that allow for fuller participation in mathematical thinking and expression. Examples of digital mathematical performance spaces are presented and discussed.作者: cravat 時間: 2025-3-25 15:15
Crisis and Post-Crisis in Rural TerritoriesThe commentary on the chapters of Gerofsky, of Bazzini and Sabena and of Gana and Stathopoulou emphasises the importance of transforming the relationship between people and mathematics education. It synthesises the three chapters by pointing to semiotic perspectives as crucial to our understanding of mathematics education practices and research.作者: Cognizance 時間: 2025-3-25 18:57
Commentary: Semiotic Game, Semiotic Resources, Liminal Space—A Revolutionary Moment in Mathematics EThe commentary on the chapters of Gerofsky, of Bazzini and Sabena and of Gana and Stathopoulou emphasises the importance of transforming the relationship between people and mathematics education. It synthesises the three chapters by pointing to semiotic perspectives as crucial to our understanding of mathematics education practices and research.作者: liaison 時間: 2025-3-25 20:36
Connecting Place and Community to Mathematics Instruction in Rural Schoolson connections of mathematics instruction to place and community by developing issues of relevance, sustainability and social-class interaction. Special attention is paid to place-based education and the university-intending students, to rural insufficiency and rural affordance and to the egalitarian local/elite cosmopolitan continuum.作者: AVERT 時間: 2025-3-26 01:20 作者: CAJ 時間: 2025-3-26 07:08 作者: 安撫 時間: 2025-3-26 11:32 作者: Ophthalmoscope 時間: 2025-3-26 13:43 作者: moratorium 時間: 2025-3-26 17:46
https://doi.org/10.1007/978-3-319-15410-7Dialogue and enquiry in mathematics education; Family mathematics; ICT in mathematics education; Mathem作者: 貪婪的人 時間: 2025-3-27 00:40
978-3-319-35373-9Springer International Publishing Switzerland 2015作者: blight 時間: 2025-3-27 04:57
Uwe Gellert,Joaquim Giménez Rodríguez,Sonia KafousOffers fresh insight and understanding of the many ways in which children, youth and adults may find their paths into mathematics.Breaking new grounds and opening up new vistas for mathematics educati作者: Assemble 時間: 2025-3-27 07:59
Advances in Mathematics Educationhttp://image.papertrans.cn/e/image/302652.jpg作者: 縱欲 時間: 2025-3-27 13:12 作者: condescend 時間: 2025-3-27 15:13 作者: 自戀 時間: 2025-3-27 20:46 作者: 信條 時間: 2025-3-27 23:12
Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discoursespective, our study reveals that semantic spatial configurations are functioning as the material forces, which are subject to and reflective of teacher’s pedagogical conceptions, and are actively involved in constructing students’ social experience in the specific teaching and learning environment.作者: Endemic 時間: 2025-3-28 03:03 作者: 高爾夫 時間: 2025-3-28 08:30
1869-4918 ew grounds and opening up new vistas for mathematics educatiThis book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spa作者: conjunctiva 時間: 2025-3-28 13:45
Bert Pijnenburg,Menno J. Van Duine “l(fā)ess able” students by incorporating elements of everyday “horizontal” discourse into school mathematics, which is oriented towards “vertical” academic discourse, can instead deny these students learning opportunities that are available to more privileged peers.作者: impale 時間: 2025-3-28 17:35
Goals and Plans: Turning Points for Success of the operators and their formal mathematical competences. A Bernsteinian approach is used in this chapter to discuss issues of enhancement at the individual level and of social, intellectual, cultural, and personal inclusion.作者: Bereavement 時間: 2025-3-28 19:54
Crisis And Embodied Innovationsspective, our study reveals that semantic spatial configurations are functioning as the material forces, which are subject to and reflective of teacher’s pedagogical conceptions, and are actively involved in constructing students’ social experience in the specific teaching and learning environment.作者: 里程碑 時間: 2025-3-28 23:52
Book 2015s of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present ne作者: 痛恨 時間: 2025-3-29 03:05
Hasna CHAIBI,Fatma HENTATI,Ines GHZAOUANIation. This introductory chapter provides the rational for the book by looking at historical developments in school mathematics. The structure of the sourcebook is explained at the end of the introduction.作者: engagement 時間: 2025-3-29 07:16 作者: 殺死 時間: 2025-3-29 14:07 作者: 進入 時間: 2025-3-29 16:35 作者: MELON 時間: 2025-3-29 20:07 作者: 鄙視 時間: 2025-3-30 00:03
Re-interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivityg of the youth’s lack of interest in terms of the cultural gap places mathematics education as a field of practice in the realm of the cultural politics of our time. Such displacement may offer alternative ways of thinking and acting with respect to youth’s engagement with mathematics.作者: cipher 時間: 2025-3-30 08:07 作者: 顛簸下上 時間: 2025-3-30 09:54
Participation in Mathematics Problem-Solving Through Gestures and Narrationction and discuss the potential and limits of what we call the “semiotic game” between teacher and students. The importance of the teacher being conscious of the multimodal aspects of teaching and learning mathematics, and of the complexity of narratively-based contexts comes to the fore.作者: 土坯 時間: 2025-3-30 16:05
Creative Nonfiction and the Research Method,nd number-symbols rooted in the context of Greek, Arabic and Romany languages and cultures. Number in cultures has been implemented as part of a playground workshop where Roma children could potentially become active participants along with adults and children of a non-Roma background.作者: 咽下 時間: 2025-3-30 16:53 作者: Mettle 時間: 2025-3-30 20:44
Educational Paths to Mathematics: Which Paths Forward to What Mathematics?,mathematics education on the various levels of its curricula and its practices has been a goal of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM, the International Commission for Study and Improvement of Teaching Mathematics) since it was cre作者: 使糾纏 時間: 2025-3-31 04:32
Re-interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivitygap between the forms of subjectivity promoted by mathematics as areas of schooling, and the forms of subjectivity experienced by students in their everyday life. While the organization of mathematics in schooling is deeply rooted in Modernity and requires students to embody its core values in order作者: 惡臭 時間: 2025-3-31 06:52 作者: 試驗 時間: 2025-3-31 12:20
Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Gameology derived from the work of Basil Bernstein to describe these mechanisms in four episodes of classroom discourse. We conclude that efforts to enable “l(fā)ess able” students by incorporating elements of everyday “horizontal” discourse into school mathematics, which is oriented towards “vertical” acad作者: floodgate 時間: 2025-3-31 15:03
Learning Mathematics In and Out of School: A Workplace Education Perspectiveplace observations, the pedagogic design of the training addresses tensions and contradictions between the mathematically informed workplace practices of the operators and their formal mathematical competences. A Bernsteinian approach is used in this chapter to discuss issues of enhancement at the i
