Number Concepts and Operations in the Middle Grades
the Research Agenda for Mathematics Education, Volume 2
Series: Research Agenda for Mathematics Education Series; 0;
- Publisher's listprice GBP 39.99
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19 105 Ft (18 195 Ft + 5% VAT)
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19 105 Ft
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Product details:
- Edition number 1
- Publisher Routledge
- Date of Publication 1 July 1988
- ISBN 9780805803532
- Binding Hardback
- No. of pages288 pages
- Size 228x152 mm
- Language English 0
Categories
Short description:
For many students, learning mathematics in the middle grades represents a watershed activity. If they fall behind or fail at this point, they are unlikely to recover and to pursue a career in the sciences or other mathematics-dependent occupations. The authors reveal at least two of the reasons for this watershed experience. First, the content itself is much more complex than that at the primary grades, a complexity that is only now being fully appreciated. Second, conventional instruction often is based on faulty assumptions about the way in which the content is learned.
The chapters present the latest understanding of the nature of the mathematics content in the middle grades and the processes by which it is learned.
Long description:
For many students, learning mathematics in the middle grades represents a watershed activity. If they fall behind or fail at this point, they are unlikely to recover and to pursue a career in the sciences or other mathematics-dependent occupations. The authors reveal at least two of the reasons for this watershed experience. First, the content itself is much more complex than that at the primary grades, a complexity that is only now being fully appreciated. Second, conventional instruction often is based on faulty assumptions about the way in which the content is learned.
The chapters present the latest understanding of the nature of the mathematics content in the middle grades and the processes by which it is learned.
For many students, learning mathematics in the middle grades represents a watershed activity. If they fall behind or fail at this point, they are unlikely to recover and to pursue a career in the sciences or other mathematics-dependent occupations. The authors reveal at least two of the reasons for this watershed experience. First, the content itself is much more complex than that at the primary grades, a complexity that is only now being fully appreciated. Second, conventional instruction often is based on faulty assumptions about the way in which the content is learned.
The chapters present the latest understanding of the nature of the mathematics content in the middle grades and the processes by which it is learned.
Number Concepts and Operations in the Middle Grades: the Research Agenda for Mathematics Education, Volume 2
19 105 HUF
17 194 HUF
