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Titlebook: Many Visions, Many Aims; Volume 2: A Cross-Na William H. Schmidt,Senta A. Raizen,Richard G. Wolf Book 1997 Springer Science+Business Media

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書目名稱Many Visions, Many Aims
副標(biāo)題Volume 2: A Cross-Na
編輯William H. Schmidt,Senta A. Raizen,Richard G. Wolf
視頻videohttp://file.papertrans.cn/624/623678/623678.mp4
圖書封面Titlebook: Many Visions, Many Aims; Volume 2: A Cross-Na William H. Schmidt,Senta A. Raizen,Richard G. Wolf Book 1997 Springer Science+Business Media
描述PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and the g- ernments of the participating countries, is acomparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on six continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects. The study is intended to provide educators and policy makers with an unpar- leled and multidimensional perspective on mathematics and science curricula; their implem- tation; the nature of student performance in mathematics and science; and the social, econ- ic, and educational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. ? Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; ? Population 2 is defined as all students enrolled in
出版日期Book 1997
關(guān)鍵詞calculus; education; mathematics; mathematics education; science; science education
版次1
doihttps://doi.org/10.1007/978-0-306-47208-4
isbn_softcover978-0-7923-4439-1
isbn_ebook978-0-306-47208-4
copyrightSpringer Science+Business Media Dordrecht 1997
The information of publication is updating

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focuses on student learning and achievement in mathematics and science at three different age levels, or populations. ? Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; ? Population 2 is defined as all students enrolled in 978-0-7923-4439-1978-0-306-47208-4
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onian presuppositions. In the first section, I lay out Grice’s arguments for this conclusion. In the following section, I argue that all of Grice’s observations can be accommodated within a presuppositionalist framework. However, we will see that there are two rather different ways of characterizing
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onian presuppositions. In the first section, I lay out Grice’s arguments for this conclusion. In the following section, I argue that all of Grice’s observations can be accommodated within a presuppositionalist framework. However, we will see that there are two rather different ways of characterizing
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, the interested mathematician will find occasional recourse to EDWARD‘S Encyclopedia of Philos- ophy (cf. bibliography) highly rewarding. Sections 2. 5 and 2. 7 are of interest mainly to philosophers. The bibliography only contains works referred to in the text. References are made by giving the au
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