Titlebook: Educational Algebra; A Theoretical and Em Eugenio Filloy,Luis Puig,Teresa Rojano Book 2008 Springer-Verlag US 2008 algebra.education.geomet

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書目名稱Educational Algebra影響因子(影響力)




書目名稱Educational Algebra影響因子(影響力)學(xué)科排名




書目名稱Educational Algebra網(wǎng)絡(luò)公開度




書目名稱Educational Algebra網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Educational Algebra被引頻次




書目名稱Educational Algebra被引頻次學(xué)科排名




書目名稱Educational Algebra年度引用




書目名稱Educational Algebra年度引用學(xué)科排名




書目名稱Educational Algebra讀者反饋




書目名稱Educational Algebra讀者反饋學(xué)科排名

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Curriculum Design and Development for Studens, Teachers and Researchers,) that Freudenthal proposed in his book . (Freudenthal, 1983). For this purpose we outline the essential characteristics of a conception of the nature of mathematics that is compatible with our way of understanding Freudenthal’s phenomenology and that also includes the idea of the generation of conc

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Teaching Models,r. Said characterization involves notions such as that of . and of ., the differentiation of which corresponds to the difference between . and ., given that once one understands that a . is the result of reading a ., teaching and learning in mathematics class may be interpreted as a repeated reading

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Algebraic Syntax and Solving Word Problems,n of word problems. It is a continuation of the analysis of the results obtained in the study, introduced in Chapter 4, “Operación de la Incógnita” (“Operating on the Unknown”), in which through presentation of a case we revisit the discussion of the dialectic relationship between the syntactic and

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Cognitive Tendencies and Abstraction Processes,tionship with cognitive tendencies that are observed in students during the learning of algebraic syntax and its use in solving problems. Eleven cognitive tendencies are described, well identified in empirical studies, some referring to the presence of readings by learners on different levels of lan

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Solving Arithmetic-Algebraic Problems,lem solving. Those aspects include the arithmetic or algebraic nature of the problems; the relation of that nature to the underlying structure of the word problem and to the processes of translating the problem into a mathematical sign system; and the entrenched nature of arithmetic-type reasoning t

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