Exploring the Van Hiele Approach PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Exploring the Van Hiele Approach PDF full book. Access full book title Exploring the Van Hiele Approach by Doreen Schonauer Damm. Download full books in PDF and EPUB format.
Author: Doreen Schonauer Damm
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
Get Book Here
Book Description
Author: Doreen Schonauer Damm
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
Get Book Here
Book Description
Author: Recai Akkus
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
Get Book Here
Book Description
Geometric shapes around us are the initial conceptions for the mathematical thinking. Geometric thought develops throughout the interval from a concrete level of geometric understanding to an abstract level of geometric perception. Many studies have described students' geometric understanding using the van Hiele levels of geometric thinking, which help the teacher to understand his/her students' development of geometric concepts. The purpose of this case study was to explore a sixth grade student's geometric thinking based upon the van Hiele levels of geometric thought, in relation to his attitudes toward mathematics and to discuss whether or not it is a constructivist approach to use the phases of instruction of van Hiele levels of geometric thinking.
Author: Pierre M. van Hiele
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 300
Get Book Here
Book Description
Author: Francis M. Fennell
Publisher: National Council of Teachers of English
ISBN: 9780873536547
Category : Children with disabilities
Languages : en
Pages : 255
Get Book Here
Book Description
Is it a learning disability or a teaching disability?"" Achieving Fluency presents the understandings that all teachers need to play a role in the education of students who struggle: those with disabilities and those who simply lack essential foundational knowledge. This book serves teachers and supervisors by sharing increasingly intensive instructional interventions for struggling students on essential topics aligned with NCTM's Curriculum Focal Points, the new Common Core State Standards for Mathematics, and the practises and processes that overlap the content. These approaches are useful for both overcoming ineffective approaches and implementing preventive approaches.
Author: Angel Gutiérrez
Publisher: Sense Publishers
ISBN: 9077874194
Category : Education
Languages : en
Pages : 538
Get Book Here
Book Description
Compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation in 1976. The first three sections summarize cognitively-oriented research on learning and teaching specific content areas, transversal areas, and based on technology-rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of mathematics education. The fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers.
Author: Peter Bryant
Publisher: Psychology Press
ISBN: 1317716000
Category : Psychology
Languages : en
Pages : 458
Get Book Here
Book Description
Newly available in paperback. Results of exciting new research.
Author: Sergei Abramovich
Publisher: Springer Nature
ISBN: 3030685640
Category : Education
Languages : en
Pages : 451
Get Book Here
Book Description
This textbook is for prospective teachers of middle school mathematics. It reflects on the authors’ experience in offering various mathematics education courses to prospective teachers in the US and Canada. In particular, the content can support one or more of 24-semester-hour courses recommended by the Conference Board of the Mathematical Sciences (2012) for the mathematical preparation of middle school teachers. The textbook integrates grade-appropriate content on all major topics in the middle school mathematics curriculum with international recommendations for teaching the content, making it relevant for a global readership. The textbook emphasizes the inherent connections between mathematics and real life, since many mathematical concepts and procedures stem from common sense, something that schoolchildren intuitively possess. This focus on teaching formal mathematics with reference to real life and common sense is essential to its pedagogical approach. In addition, the textbook stresses the importance of being able to use technology as an exploratory tool, and being familiar with its strengths and weaknesses. In keeping with this emphasis on the use of technology, both physical (manipulatives) and digital (commonly available educational software), it also explores e.g. the use of computer graphing software for digital fabrication. In closing, the textbook addresses the issue of creativity as a crucial aspect of education in the digital age in general, and in mathematics education in particular.
Author: Hilary Povey
Publisher: WTM-Verlag Münster
ISBN: 3959870523
Category : Juvenile Nonfiction
Languages : en
Pages : 153
Get Book Here
Book Description
Mathematics education research indicates the value of a meaning-making and problem-solving approach to the teaching mathematics in primary and lower secondary classrooms. Yet teachers, most of whom have not experienced such pedagogies in their own mathematics learning, often find it difficult to implement such approaches. Based on over twenty-five years in mathematics preservice education, this book is intended to support preservice tutors and their students in bridging this gap. The book takes six topics from the primary and lower secondary curriculum: place value number systems; the four rules of number; polygons, their properties and their symmetries; natural numbers including factors, multiples, powers and simple number theory; fractions, decimals and irrational numbers; and polyhedra. Each topic is located very briefly in the research literature and its place in or linked to the primary and lower secondary curriculum is discussed. Relevant mathematical activities follow, many of which can transfer directly from the university to the school classroom with very little adaptation. The final topic chapter is rather different. It deals with group theory, an aspect of mathematics which is related to primary and lower secondary mathematics structurally but not in terms of recognisable content. There is an emphasis throughout on the need to reflect on mathematical experience, to develop sensitivity and self-awareness and to promote an approach to the subject that is creative and inclusive.
Author: Sasha Wang
Publisher: Springer
ISBN: 3658128054
Category : Education
Languages : en
Pages : 248
Get Book Here
Book Description
Sasha Wang revisits the van Hiele model of geometric thinking with Sfard’s discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers’ geometric discourse across different van Hiele levels. The explanatory power of Sfard’s framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes.
Author: Hans Freudenthal
Publisher: Springer Science & Business Media
ISBN: 9401029032
Category : Education
Languages : en
Pages : 691
Get Book Here
Book Description
Like preludes, prefaces are usually composed last. Putting them in the front of the book is a feeble reflection of what, in the style of mathe matics treatises and textbooks, I usually call thf didactical inversion: to be fit to print, the way to the result should be the inverse of the order in which it was found; in particular the key definitions, which were the finishing touch to the structure, are put at the front. For many years I have contrasted the didactical inversion with the thought-experiment. It is true that you should not communicate your mathematics to other people in the way it occurred to you, but rather as it could have occurred to you if you had known then what you know now, and as it would occur to the student if his learning process is being guided. This in fact is the gist of the lesson Socrates taught Meno's slave. The thought-experi ment tries to find out how a student could re-invent what he is expected to learn. I said about the preface that it is a feeble reflection of the didactical inversion. Indeed, it is not a constituent part of the book. It can even be torn out. Yet it is useful. Firstly, to the reviewer who then need not read the whole work, and secondly to the author himself, who like the composer gets an opportunity to review the Leitmotivs of the book.
