The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase 'errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education. The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. "Children's Mathematics 4-15" is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers. Media > Book, [PU: Open University]<
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The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase 'errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education. The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching."Children's Mathematics 4-15" is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers.; Children's Books, Open University Press<
The mistakes children make in mathematics are usually not just ?mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just ?mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase ?errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education.The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. Children's Mathematics 4-15 is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers. Books, [PU: Open University]<
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(*) Uitverkocht betekent dat het boek is momenteel niet beschikbaar op elk van de bijbehorende platforms we zoeken.
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase 'errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education. The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. "Children's Mathematics 4-15" is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers. Media > Book, [PU: Open University]<
used in stock. Verzendingskosten:zzgl. Versandkosten., exclusief verzendingskosten
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just 'mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase 'errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education. The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching."Children's Mathematics 4-15" is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers.; Children's Books, Open University Press<
The mistakes children make in mathematics are usually not just ?mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study … Meer...
The mistakes children make in mathematics are usually not just ?mistakes' - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase ?errors and misconceptions' has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education.The popular view of children's errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into children's mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning. This book uses extensive, original data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics, offers practical guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. Children's Mathematics 4-15 is a groundbreaking book, which transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching. It is essential reading for teachers, students on undergraduate teacher training courses and graduate and PGCE mathematics teacher trainees, as well as teacher educators and researchers. Books, [PU: Open University]<
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Develops concepts for teachers to use in organizing their understanding and knowledge of children's mathematics. This book offers guidance for classroom teaching and concludes with theoretical accounts of learning and teaching. It transforms research on diagnostic errors into knowledge for teaching, teacher education and research on teaching.
Gedetalleerde informatie over het boek. - Children's Mathematics 4-15: Learning from Errors and Misconceptions
EAN (ISBN-13): 9780335220427 ISBN (ISBN-10): 0335220428 pocket book Verschijningsjaar: 2006 Uitgever: Open University Press 252 Bladzijden Gewicht: 0,426 kg Taal: eng/Englisch
Boek bevindt zich in het datenbestand sinds 2008-01-23T15:26:50+01:00 (Amsterdam) Detailpagina laatst gewijzigd op 2023-12-30T01:07:17+01:00 (Amsterdam) ISBN/EAN: 9780335220427
ISBN - alternatieve schrijfwijzen: 0-335-22042-8, 978-0-335-22042-7 alternatieve schrijfwijzen en verwante zoekwoorden: Auteur van het boek: julian, julie williams, william ryan Titel van het boek: learning from, children mathematics learning errors misconceptions, the children
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