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Constructing dynamic triangles together : the development of mathematical group cognition /
Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the tea...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
Cambridge University Press,
2016.
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| Colección: | Learning in doing.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Stahl, Gerry, |e author. | |
| 245 | 1 | 0 | |a Constructing dynamic triangles together : |b the development of mathematical group cognition / |c Gerry Stahl, Drexel University. |
| 264 | 1 | |a New York, NY : |b Cambridge University Press, |c 2016. | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (xix, 270 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Learning in doing: social, cognitive, and computational perspectives | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Introduction to the analysis -- Researching mathematical cognition -- Analyzing development of group cognition -- Session 1: the team develops collaboration practices -- Session 2: the team develops draggin practices -- Session 3: the team develops construction practices -- Session 4: the team develops tool usage practices -- Session 5: the team identifies dependencies -- Session 6: the team constructs dependencies -- Session 7: the team uses transformation tools -- Session 8: the team develops mathematical discourse and action practices -- Contributions to a theory of mathematical group cognition -- Constructing mathematical group cognition. | |
| 588 | 0 | |a Print version record. | |
| 520 | |a Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the team through eight hour-long sessions, following the students' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions. The examination of data focuses on key areas of the team's development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies. This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology. A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice. | ||
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| 650 | 6 | |a Géométrie |x Étude et enseignement (École moyenne) | |
| 650 | 6 | |a Enseignement moyen. | |
| 650 | 6 | |a Élèves d'école moyenne. | |
| 650 | 6 | |a Aptitude pour les mathématiques. | |
| 650 | 7 | |a MATHEMATICS |x Geometry |x General. |2 bisacsh | |
| 650 | 7 | |a Geometry |x Study and teaching (Middle school) |2 fast |0 (OCoLC)fst00940888 | |
| 650 | 7 | |a Mathematical ability. |2 fast |0 (OCoLC)fst01012053 | |
| 650 | 7 | |a Middle school education. |2 fast |0 (OCoLC)fst01020518 | |
| 650 | 7 | |a Middle school students. |2 fast |0 (OCoLC)fst01020531 | |
| 776 | 0 | 8 | |i Print version: |a Stahl, Gerry. |t Constructing dynamic triangles together. |d New York, NY : Cambridge University Press, 2016 |z 9781107127913 |w (DLC) 2015024940 |w (OCoLC)918940666 |
| 830 | 0 | |a Learning in doing. | |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1093114 |z Texto completo |
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