Mieux comprendre les fractions et les nombres décimaux CM1-CM2 Cycle 3 PDF Download
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Author: Albert Cohen
Publisher:
ISBN: 9782401030749
Category :
Languages : fr
Pages : 28
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Book Description
Pour venir à bout de toutes les difficultés. Dans ce cahier : les règles avec des conseils pour savoir faire ; des exercices de forces progressives ; les corrigés détachables ; un tableau d'évaluation.
Author: Albert Cohen
Publisher:
ISBN: 9782401030749
Category :
Languages : fr
Pages : 28
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Book Description
Pour venir à bout de toutes les difficultés. Dans ce cahier : les règles avec des conseils pour savoir faire ; des exercices de forces progressives ; les corrigés détachables ; un tableau d'évaluation.
Author: Albert Cohen
Publisher:
ISBN: 9782218938900
Category :
Languages : fr
Pages : 27
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Book Description
Comparer, additionner, soustraire et multiplier des fractions ou des nombres décimaux.Pour venir à bout d'une difficulté précise :- Les règles détaillées avec conseils pour savoir-faire- Des exercices de forces progressives- Un tableau d'évaluation à la fin du cahier- Des corrigés détachables
Author: Albert Cohen
Publisher: Hatier
ISBN: 2401099220
Category : Study Aids
Languages : fr
Pages : 36
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Book Description
Avec Chouette Je réussis ! les fractions et les nombres décimaux n'auront plus de secret pour votre enfant. Ce cahier conçu par des enseignants permettra à votre enfant en classe de CM1 ou de CM2 (9-11 ans) de s'entraîner et de mieux comprendre les fractions et les nombres décimaux. Votre enfant pourra s'exercer sur l'utilisation des fractions et les opérations avec des décimales Pour chaque leçon il pourra s'appuyer sur : Une règle à observer et à retenir Une série d'exercices pour s'entraîner Un corrigé à détacher pour vérifier les réponses Un tableau d'évaluation pour vérifier les acquis
Author: Eric de Corte
Publisher: CRC Press
ISBN: 9789026516283
Category : Education
Languages : en
Pages : 232
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Book Description
Word problems have been a staple of mathematics instruction for centuries, yet the rationale for their use has remained largely unexamined. A range of findings have shown how students consistently answer them in ways that fail to take account of the reality of the situations described. This monograph reports on studies carried out to investigate this "suspension of sense-making" in answering word problems. In Part One, a wide range of examples documenting the strength of the phenomenon is reviewed. Initial surprise at the findings was replaced by a conviction that the explanation lies in the culture of the mathematics classroom, specifically the rules implicitly governing the nature and interpretation of the word problem genre. This theoretical shift is reflected in Part Two. A detailed analysis of the way in which word problems are currently taught in typical mathematical classrooms is followed by reviews of design experiments illustrating how, by immersing students in a fundamentally changed learning environment, they can acquire what the authors consider to be more appropriate conceptions about, and strategies for doing, word problems. Part Three turns to a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.
Author:
Publisher: Sterling Publishers Pvt. Ltd
ISBN: 9788120726703
Category :
Languages : en
Pages : 36
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Book Description
Author: Albert Cohen
Publisher:
ISBN: 9782401093799
Category :
Languages : fr
Pages : 0
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Book Description
Author: Karen C. Fuson
Publisher: Springer Science & Business Media
ISBN: 1461237548
Category : Psychology
Languages : en
Pages : 448
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Book Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series.
Author: Electre
Publisher:
ISBN: 9782765408468
Category :
Languages : fr
Pages : 1798
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Book Description
Author: Albert Cohen
Publisher:
ISBN: 9782218923098
Category :
Languages : fr
Pages : 27
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Book Description
Author: Israel C. McNeill
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 160
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Book Description
