標題: Titlebook: Combinatorics and Reasoning; Representing, Justif Carolyn A. Maher,Arthur B. Powell,Elizabeth B. Upt Book 2010 Springer Science+Business Me [打印本頁] 作者: cherub 時間: 2025-3-21 19:07
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書目名稱Combinatorics and Reasoning讀者反饋
書目名稱Combinatorics and Reasoning讀者反饋學科排名
作者: cipher 時間: 2025-3-21 20:21
Towers: Schemes, Strategies, and Argumentsld their solution to the shirts and jean problem (which was to determine how many outfits could be formed from three different shirts and two different pairs of jeans and to provide a convincing argument of the solution). In their effort to make sense of the components of the problem and to monitor 作者: 山頂可休息 時間: 2025-3-22 03:14 作者: Hyaluronic-Acid 時間: 2025-3-22 07:02
Making Pizzas: Reasoning by Cases and by Recursion fifth grades. In this chapter, we discuss five sessions during which these students worked to make sense of the pizza problems. These problems presented new challenges and required the students to adapt the representations and solution strategies that they had previously formed to meet the needs of作者: Insulin 時間: 2025-3-22 11:04 作者: 遭遇 時間: 2025-3-22 16:53 作者: 遭遇 時間: 2025-3-22 19:56 作者: 紀念 時間: 2025-3-22 23:57
Representations and Connections we observe a different cohort of students also exploring the towers and pizza problems. In the five sessions discussed here, spanning December 1997 through March 1998, the five students in this cohort were reintroduced to the towers and pizza problems, which they last explored in elementary school 作者: morale 時間: 2025-3-23 03:09
Representations and Standard Notationr own increasingly sophisticated and abstract representations. In this chapter, we see how one group built on those ideas in order to derive, explain, and record Pascal’s Identity (the addition rule for Pascal’s Triangle) using standard mathematical notation. This remarkable demonstration of how stu作者: 跳脫衣舞的人 時間: 2025-3-23 09:12
So Let’s Prove It!orics – the towers problems and the pizza problems. In this chapter, we see how students just finishing high-school work on another isomorphic problem, demonstrating the application of techniques and ways of thinking that they developed throughout their previous years in the study. We further addres作者: 支柱 時間: 2025-3-23 10:01
“Doing Mathematics” from the Learners’ Perspectivesistemological growth of the students. During the longitudinal study, individual clinical interviews were conducted with the students with the goal of capturing the mathematical beliefs that the students might have developed in connection with their experiences in the longitudinal study.作者: 連累 時間: 2025-3-23 17:39
Adults Reasoning Combinatoriallyen-ended problems, over time, under conditions that encouraged critical thinking. In this chapter, we address the question as to whether similar results can be achieved by liberal-arts college students within a well-implemented curriculum that includes a strand of connected problems to be solved ove作者: Incisor 時間: 2025-3-23 18:59
tensive discussion of mathematical tasks.Combinatorics and Reasoning: Representing, Justifying and Building Isomorphisms. is based on the accomplishments of a cohort group of learners from first grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By stu作者: Rustproof 時間: 2025-3-24 00:33 作者: 的事物 時間: 2025-3-24 02:26 作者: 者變 時間: 2025-3-24 08:20 作者: glomeruli 時間: 2025-3-24 13:08
Smart Tourism Embraces Blockchain,orked on problems in class. Instead, the students who remained in the study worked on problems in after-school sessions scheduled by the researchers and for which the students rearranged their after-school schedules in order to attend.作者: overweight 時間: 2025-3-24 18:52 作者: 枯萎將要 時間: 2025-3-24 22:44 作者: Endoscope 時間: 2025-3-24 23:43
Making Pizzas: Reasoning by Cases and by Recursionted new challenges and required the students to adapt the representations and solution strategies that they had previously formed to meet the needs of these tasks. (Portions of the data analyzed here are described in Bellisio (1999), Muter (1999), and Tarlow (2004).)作者: allergy 時間: 2025-3-25 05:44 作者: 陳舊 時間: 2025-3-25 09:03 作者: placebo-effect 時間: 2025-3-25 13:10
Block Towers: From Concrete Objects to Conceptual Imaginationination of patterns and symbolic representations of the coefficients in the binomial expansion, using ideas from earlier explorations with towers in grades 3–5, she examined several fundamental recursive processes, including the addition rule in Pascal’s Triangle.作者: 切碎 時間: 2025-3-25 17:00
Block Towers: Co-construction of Proofo the original towers problem (building towers when selecting from two colors of Unifix cubes) and extensions (with more than two colors of cubes), using methods including controlling for variables, justification by cases, and inductive reasoning.作者: forager 時間: 2025-3-25 20:55
Representations and Standard Notationdents can come to make sense of complex mathematical ideas was captured during the session that came to be referred to as the “Night Session,” since it took place on a weekday evening from 7:30 to 10:00 ..作者: 進取心 時間: 2025-3-26 04:02
Adults Reasoning Combinatoriallyr the course of the semester. From a perspective of conceptualizing reasoning in terms of solving open-ended problems, it was of interest to learn whether students in a liberal-arts college mathematics course could be successful in providing arguments to support their reasoning and in making connections in a problem-solving-based curriculum.作者: 音的強弱 時間: 2025-3-26 05:40 作者: 陪審團每個人 時間: 2025-3-26 08:33 作者: cloture 時間: 2025-3-26 14:53
Representations and Connectionsade use of their understanding of the structure of those problems to form preliminary ideas about the meaning of Pascal’s Identity. We show how their development and use of a sophisticated general representation scheme helped them make these connections and generalize their knowledge.作者: instulate 時間: 2025-3-26 20:49
So Let’s Prove It!soning through work on the Taxicab Problem. They display criteria and techniques for justifying claims and an awareness of the power of generalizing, particularly as an aid to respond to special cases.作者: choleretic 時間: 2025-3-26 22:00 作者: abduction 時間: 2025-3-27 03:51
Book 2010irst grade through high school and beyond, concentrating on their work on a set of combinatorics tasks. By studying these students, the editors gain insight into the foundations of proof building, the tools and environments necessary to make connections, activities to extend and generalize combinato作者: restrain 時間: 2025-3-27 08:28
?tefan Markulik,Juraj Sinay,Hana Pa?aiovátheir work, the students developed various notations to represent the data and illustrated the use of certain strategies. In this chapter, we examine how those students and others in the longitudinal study build on those representations and strategies in their work on some towers problems作者: 慌張 時間: 2025-3-27 10:34
https://doi.org/10.1007/978-3-030-03910-3ination of patterns and symbolic representations of the coefficients in the binomial expansion, using ideas from earlier explorations with towers in grades 3–5, she examined several fundamental recursive processes, including the addition rule in Pascal’s Triangle.作者: SPASM 時間: 2025-3-27 15:18
Xinhua Wu,Cheng Lyu,Zewen Wang,Zhiyuan Liuo the original towers problem (building towers when selecting from two colors of Unifix cubes) and extensions (with more than two colors of cubes), using methods including controlling for variables, justification by cases, and inductive reasoning.作者: 舞蹈編排 時間: 2025-3-27 17:57 作者: 骯臟 時間: 2025-3-27 22:08 作者: Expostulate 時間: 2025-3-28 05:53 作者: Mobile 時間: 2025-3-28 09:30 作者: entreat 時間: 2025-3-28 10:34 作者: 虛度 時間: 2025-3-28 15:54 作者: Binge-Drinking 時間: 2025-3-28 19:21 作者: Jocose 時間: 2025-3-29 01:35
https://doi.org/10.1007/978-3-030-03910-3hapter, we focus on an individual student – we examine Stephanie’s development of combinatorial reasoning. In previous chapters, we saw how Stephanie, working with others and on her own, made sense of the towers and pizza problems. In this chapter we see how Stephanie extended that work. In her exam作者: Polydipsia 時間: 2025-3-29 06:20
Smart Tourism Embraces Blockchain, of five high school students working under different circumstances. When the students in the longitudinal study entered high school, they no longer worked on problems in class. Instead, the students who remained in the study worked on problems in after-school sessions scheduled by the researchers a作者: 祖?zhèn)髫敭a(chǎn) 時間: 2025-3-29 07:14 作者: 不感興趣 時間: 2025-3-29 12:45 作者: 直言不諱 時間: 2025-3-29 18:11 作者: BUMP 時間: 2025-3-29 20:27 作者: 白楊魚 時間: 2025-3-30 02:34
Jian Xie,Jiaming Wu,Runkai Yangistemological growth of the students. During the longitudinal study, individual clinical interviews were conducted with the students with the goal of capturing the mathematical beliefs that the students might have developed in connection with their experiences in the longitudinal study.作者: Sedative 時間: 2025-3-30 08:07 作者: happiness 時間: 2025-3-30 08:58 作者: 倔強不能 時間: 2025-3-30 13:03
Alfréd Kaiser,Tatiána KluvánkováIn this chapter, we discuss the children’s earliest work on combinatorics problems, the second- and third-grade efforts on the shirts and jeans problem:作者: DUCE 時間: 2025-3-30 17:57
