Learning and Teaching Number Theory Research in Cognition and Instruction
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Form:Einzelkauf Download
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Sprache:Englisch
50,90 €
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Produktdetails
Format
Kopierschutz
Ja
Family Sharing
Nein
Text-to-Speech
Nein
Erscheinungsdatum
30.11.2001
Herausgeber
Stephen R. Campbell + weitereVerlag
Bloomsbury eBooks USSeitenzahl
256 (Printausgabe)
Dateigröße
2101 KB
Sprache
Englisch
EAN
9780313016035
Number theory has been a perennial topic of inspiration and importance throughout the history of philosophy and mathematics. Despite this fact, surprisingly little attention has been given to research in learning and teaching number theory per se. This volume is an attempt to redress this matter and to serve as a launch point for further research in this area. Drawing on work from an international group of researchers in mathematics education, this volume is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Although there are differences in emphases in theory, method, and focus area, these studies are bound through similar constructivist orientations and qualitative approaches toward research into undergraduate students' and preservice teachers' subject content and pedagogical content knowledge.
Collectively, these studies draw on a variety of cognitive, linguistic, and pedagogical frameworks that focus on various approaches to problem solving, communicating, representing, connecting, and reasoning with topics of elementary number theory, and these in turn have practical implications for the classroom. Learning styles and teaching strategies investigated involve number theoretical vocabulary, concepts, procedures, and proof strategies ranging from divisors, multiples, and divisibility rules, to various theorems involving division, factorization, partitions, and mathematical induction.
Collectively, these studies draw on a variety of cognitive, linguistic, and pedagogical frameworks that focus on various approaches to problem solving, communicating, representing, connecting, and reasoning with topics of elementary number theory, and these in turn have practical implications for the classroom. Learning styles and teaching strategies investigated involve number theoretical vocabulary, concepts, procedures, and proof strategies ranging from divisors, multiples, and divisibility rules, to various theorems involving division, factorization, partitions, and mathematical induction.
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