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Learning over time : learning trajectories in mathematics education /
The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to impro...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2014]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Learning over time : |b learning trajectories in mathematics education / |c edited by Alan P. Maloney, Jere Confrey, Kenny H. Nguyen. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2014] | |
| 300 | |a 1 online resource (xxii, 264 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning. In this book, readers will come to understand what learning trajectories are, the research and methodology that are necessary for developing them, and gain insight into potential applications of learning trajectories. A synthesis and research outcome in their own right, learning trajectories provide detailed description of instructionally-grounded development of mathematical concepts and reasoning from the perspective of student learning, and, overall, building on decades of accumulated experience in mathematics education research. However, their greater importance may lie in their potential as frameworks that contribute an unprecedented coherence across classroom instruction, professional development, standards, and assessment, by focusing squarely on conceptual understanding and reasoning instead of assessment-driven procedural knowledge. This potential was sufficiently compelling as an organizing framework to have been cited as a basis for the Common Core mathematics standards, the new mathematics learning expectations that are now consistent across most of the United States. | ||
| 505 | 0 | |a ""Front ""; ""CONTENTS""; ""INTRODUCTION""; ""CHAPTER 1""; ""CHAPTER 2""; ""CHAPTER 3""; ""CHAPTER 4""; ""CHAPTER 5""; ""CHAPTER 6""; ""CHAPTER 7""; ""CHAPTER 8""; ""CONCLUSION"" | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Mathematics |x Study and teaching (Early childhood) | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 0 | |a Child development. | |
| 650 | 6 | |a Mathématiques |x Étude et enseignement (Première enfance) | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 6 | |a Enfants |x Développement. | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Child development |2 fast | |
| 650 | 7 | |a Educational psychology |2 fast | |
| 650 | 7 | |a Mathematics |x Study and teaching (Early childhood) |2 fast | |
| 650 | 7 | |a Mathematikunterricht |2 gnd | |
| 650 | 7 | |a Kurve |2 gnd | |
| 651 | 7 | |a USA |2 gnd | |
| 700 | 1 | |a Maloney, Alan P., |e editor. | |
| 700 | 1 | |a Confrey, Jere, |e editor. | |
| 700 | 1 | |a Nguyen, Kenny H., |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Learning over time |z 9781623965686 |w (DLC) 2013048596 |w (OCoLC)865297784 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=3316028 |z Texto completo |
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