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Using Design Research and History to Tackle a Fundamental Problem with School Algebra - Kanbir, Sinan;Ellerton, Nerida F.;Clements, M. A. Ken
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2018, ISBN: 9783319592039

[ED: Hardcover], [PU: Springer / Springer International Publishing / Springer, Berlin], In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle … Mehr…

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ISBN: 9783319592039

In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-s… Mehr…

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Using Design Research and History to Tackle a Fundamental Problem with School Algebra - Sinan Kanbir, M. A. Ken Clements, Nerida F. Ellerton
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Sinan Kanbir, M. A. Ken Clements, Nerida F. Ellerton:
Using Design Research and History to Tackle a Fundamental Problem with School Algebra - neues Buch

2017

ISBN: 3319592033

In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school … Mehr…

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Using Design Research and History to Tackle a Fundamental Problem with School Algebra
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Using Design Research and History to Tackle a Fundamental Problem with School Algebra - neues Buch

ISBN: 9783319592039

In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school … Mehr…

Nr. 978-3-319-59203-9. Versandkosten:Worldwide free shipping, , DE. (EUR 0.00)
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Using Design Research and History to Tackle a Fundamental Problem with School Algebra - Kanbir, Sinan; Ellerton, Nerida F.; Clements, M. A. (Ken)
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Kanbir, Sinan; Ellerton, Nerida F.; Clements, M. A. (Ken):
Using Design Research and History to Tackle a Fundamental Problem with School Algebra - gebunden oder broschiert

2017, ISBN: 3319592033

1st ed. 2018 Gebundene Ausgabe Algebra, Didaktik, Unterricht / Didaktik, Mathematik, Mathematik / Geschichte, Pädagogik / Schule, Psychologie / Kognitionspsychologie, Fachspezifischer U… Mehr…

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Using Design Research and History to Tackle a Fundamental Problem with School Algebra Sinan Kanbir Author

In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics―why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. 

The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component.

The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait.

Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team.

This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have
created and illuminated a pathwa

Detailangaben zum Buch - Using Design Research and History to Tackle a Fundamental Problem with School Algebra Sinan Kanbir Author


EAN (ISBN-13): 9783319592039
ISBN (ISBN-10): 3319592033
Gebundene Ausgabe
Taschenbuch
Erscheinungsjahr: 1
Herausgeber: Springer International Publishing Core >2

Buch in der Datenbank seit 2017-07-07T10:06:43+02:00 (Vienna)
Detailseite zuletzt geändert am 2024-01-03T19:38:05+01:00 (Vienna)
ISBN/EAN: 3319592033

ISBN - alternative Schreibweisen:
3-319-59203-3, 978-3-319-59203-9
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: clements ken, neri, springer, grade friedrich, charles sanders peirce
Titel des Buches: design research, tac, problem, algebra, sinan, history mathematics, fundamental


Daten vom Verlag:

Autor/in: Sinan Kanbir; M. A. (Ken) Clements; Nerida F. Ellerton
Titel: History of Mathematics Education; Using Design Research and History to Tackle a Fundamental Problem with School Algebra
Verlag: Springer; Springer International Publishing
327 Seiten
Erscheinungsjahr: 2017-11-16
Cham; CH
Gedruckt / Hergestellt in Niederlande.
Sprache: Englisch
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
XXIV, 327 p. 55 illus., 14 illus. in color.

BB; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; History of education; History of algebra education; Design research in education; Algebra education; School algebra; Algebra in middle and secondary school curricula; learning and instruction; Mathematics Education; Instructional Psychology; History of Mathematical Sciences; Mathematik; Pädagogische Psychologie; Geschichte der Mathematik; EA; BC

This book appears in Springer’s series on the “History of Mathematics Education.”Not only does it include an important analysis of the history of school algebra, but italso adopts a theoretical frame which relies more on “theories from the past,” than oncontemporary theories in the field of mathematics education. The results of the well-designedclassroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.
First book to present a history of school algebra Introduces a design research approach to solving the fundamental problem of school algebra Features a foreword written by A. Eamonn Kelly, the world's top authority on design research in education Provides a unique, and practical, combination of historical, theoretical, and statistical analyses Includes a comprehensive review of past research Includes supplementary material: sn.pub/extras

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