Titlebook: Learning Discourse; Discursive approache Carolyn Kieran,Ellice Forman,Anna Sfard Book 2002 Springer Science+Business Media Dordrecht 2002 A

hector

書目名稱Learning Discourse影響因子(影響力)




書目名稱Learning Discourse影響因子(影響力)學(xué)科排名




書目名稱Learning Discourse網(wǎng)絡(luò)公開度




書目名稱Learning Discourse網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Learning Discourse被引頻次




書目名稱Learning Discourse被引頻次學(xué)科排名




書目名稱Learning Discourse年度引用




書目名稱Learning Discourse年度引用學(xué)科排名




書目名稱Learning Discourse讀者反饋




書目名稱Learning Discourse讀者反饋學(xué)科排名

商業(yè)上

Phagocytes

http://image.papertrans.cn/l/image/582725.jpg

Coma704

978-90-481-6175-1Springer Science+Business Media Dordrecht 2002

忘恩負(fù)義的人

sigmoid-colon

Educational Forms of Initiation in Mathematical Culture,f the teacher. His or her mathematical attitude acts out tendencies emerging from the history of the mathematical community (like systemacy, non-contradiction etc.) that subsequently can be imitated and appropriated by pupils in a discourse. Mathematical attitude is the link between the cultural his

macabre

The Multiple Voices of a Mathematics Classroom Community,nalysis isolated two distinct voices: one that occurred during discussions of students’ invented strategies and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the historical, social, and institutional context of the classroom commu

Resection

The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathemaence that adolescents within novel problem situations can experience some difficulty in making their emergent thinking available to their partners in such a way that the interaction be highly mathematically productive for both of them.

變白

,Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Prettyrns of interaction, development and change in participants’ use of mathematical language and concepts, and their evolving understanding, through discussion and argument, of an algebraic expression constructed by one of the children. The findings lead us to argue for i) a more generative view of the

按等級

hese geometric models by using distinct pedal points — lying on a snake — for each point on the generator. The model dubbed as a “snake pedal” allows for interactive manipulation via forces applied to the snake. Automatic topological changes of the model may be achieved by implementing the geometric