標題: Titlebook: Construction of Arithmetical Meanings and Strategies; Leslie P. Steffe,Paul Cobb Book 1988 Springer-Verlag New York Inc. 1988 arithmetic.b [打印本頁] 作者: Constrict 時間: 2025-3-21 17:36
書目名稱Construction of Arithmetical Meanings and Strategies影響因子(影響力)
書目名稱Construction of Arithmetical Meanings and Strategies影響因子(影響力)學科排名
書目名稱Construction of Arithmetical Meanings and Strategies網(wǎng)絡(luò)公開度
書目名稱Construction of Arithmetical Meanings and Strategies網(wǎng)絡(luò)公開度學科排名
書目名稱Construction of Arithmetical Meanings and Strategies被引頻次
書目名稱Construction of Arithmetical Meanings and Strategies被引頻次學科排名
書目名稱Construction of Arithmetical Meanings and Strategies年度引用
書目名稱Construction of Arithmetical Meanings and Strategies年度引用學科排名
書目名稱Construction of Arithmetical Meanings and Strategies讀者反饋
書目名稱Construction of Arithmetical Meanings and Strategies讀者反饋學科排名
作者: 運動吧 時間: 2025-3-21 23:43 作者: 充滿裝飾 時間: 2025-3-22 03:19
The Construction of Verbal Unit Items Brenda, Tarus, and James,d these stages the perceptual and the figurative stages. Re-presentation was the vital mechanism in the children’s progress; however, the material they re-presented was predominantly restricted to finger patterns. The children could coordinate re-presented finger patterns and their counting schemes 作者: Aspirin 時間: 2025-3-22 06:17 作者: 魅力 時間: 2025-3-22 09:30 作者: 尾隨 時間: 2025-3-22 15:50
Lexical and Syntactical Meanings Tyrone, Scenetra, and Jason,. We are therefore obliged to add numerical concepts to those explained in Chapter V. When the elements of a spatial pattern serve as material of an integration operation, we call the resulting pattern numerical. In Chapter V we saw how the elements of a figural spatial pattern can embody the record作者: 尾隨 時間: 2025-3-22 17:37 作者: Ordeal 時間: 2025-3-22 23:41
Strategies for Finding Sums and Differences Tyrone, Scenetra, and Jason,l, 1935; Carpenter, 1980; Carpenter & Moser, 1982; Ginsburg, 1977; Hiebert, 1982; Hiebert, Carpenter, & Moser, 1982; Ilg & Ames, 1951: Rathmell, 1978; Smith, 1921; Steffe, Hirstein, & Spikes, 1976; Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steinberg, 1985; Steiner, 1980). These reports indica作者: Charlatan 時間: 2025-3-23 02:49
Modifications of the Counting Scheme,s not static; it includes the mathematics that children construct under the influence of adult teaching. The children’s mathematics that we specified in the preceding chapters is the result of our . interpretations of the language and actions of the six involved children, using the schemes we could 作者: Obligatory 時間: 2025-3-23 09:31 作者: fiscal 時間: 2025-3-23 11:42
Modifications of the Counting Scheme,in the preceding chapters is the result of our . interpretations of the language and actions of the six involved children, using the schemes we could infer. Some of their mathematics was not known to us before the teaching experiment and its specification was the primary purpose for doing the experiment.作者: 吞沒 時間: 2025-3-23 14:57 作者: Dictation 時間: 2025-3-23 19:06 作者: 來這真柔軟 時間: 2025-3-23 22:35 作者: 頌揚國家 時間: 2025-3-24 04:52
https://doi.org/10.1007/978-3-531-91224-0te that children do use thinking strategies to solve addition and subtraction problems in novel, creative ways. Instead of using a well-established method, they relate the problem to a known sum or difference.作者: 審問,審訊 時間: 2025-3-24 09:48
Book 1988lopment in general. The ‘eaching experiment· was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors‘ research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their inte作者: 小口啜飲 時間: 2025-3-24 10:44 作者: FICE 時間: 2025-3-24 18:48
https://doi.org/10.1007/978-3-531-91197-7s in the assimilatory structures of the scheme which, in turn, make possible changes in the types of countable items. We also anticipated that some of these items might never appear in the development of particular children.作者: Hla461 時間: 2025-3-24 21:53 作者: SPECT 時間: 2025-3-25 02:17 作者: 暴行 時間: 2025-3-25 04:06 作者: 嚴厲譴責 時間: 2025-3-25 10:24
Lexical and Syntactical Meanings Tyrone, Scenetra, and Jason,s of counting. The constituent unit items of a numerical pattern can similarly contain records of counting, and in that case, we say counting is contained in the pattern, in that an item of the pattern can signify a counting act—the numerical pattern implies counting and becomes an assimilating or first part of the counting scheme.作者: 具體 時間: 2025-3-25 15:12
Strategies for Finding Sums and Differences Tyrone, Scenetra, and Jason,te that children do use thinking strategies to solve addition and subtraction problems in novel, creative ways. Instead of using a well-established method, they relate the problem to a known sum or difference.作者: Dungeon 時間: 2025-3-25 18:24
https://doi.org/10.1007/978-3-531-91197-7tion of the role of re-presentation and its material as the children made the transition to their verbal periods. Our initial hypothesis–that the verbal period is a transitional period in the same sense that counting figural unit items was for Brenda, Tarus, and James—will be thoroughly tested.作者: ostracize 時間: 2025-3-25 23:34
https://doi.org/10.1007/978-3-531-91197-7g activity, we would hypothesize that the patterns had played a role in their development of the figurative stage. This hypothesis would be plausible because of the role patterns played in Brenda’s, Tarus’s, and James’s development.作者: 最高峰 時間: 2025-3-26 03:24
https://doi.org/10.1007/978-3-531-91197-7otor action or re-presentation (von Glasersfeld, 1982a). At the level of operative thought, Piaget suggested that figural re-presentations are, in fact, nothing but “illustrations” that may accompany the performance of mental operations.作者: 減少 時間: 2025-3-26 04:40 作者: placebo 時間: 2025-3-26 09:56
The Construction of Abstract Unit Items Tyrone, Scenetra, and Jason,g activity, we would hypothesize that the patterns had played a role in their development of the figurative stage. This hypothesis would be plausible because of the role patterns played in Brenda’s, Tarus’s, and James’s development.作者: Tincture 時間: 2025-3-26 15:58
Strategies for Finding Sums and Differences Brenda, Tarus, and James,otor action or re-presentation (von Glasersfeld, 1982a). At the level of operative thought, Piaget suggested that figural re-presentations are, in fact, nothing but “illustrations” that may accompany the performance of mental operations.作者: Glower 時間: 2025-3-26 16:58
Book 1988tests, or predetermined procedures. Theoretically, the authors subscribe to Piagefs constructivism: numbers are made by children, not found (as they may find some pretty rocks, for example) or accepted from adults (as they may accept and use a toy). The authors interpret changes in the children‘s co作者: Palatial 時間: 2025-3-26 23:30 作者: 合唱團 時間: 2025-3-27 04:54
Construction of Arithmetical Meanings and Strategies作者: Mingle 時間: 2025-3-27 06:31
https://doi.org/10.1007/978-3-531-91197-7his model specifies five distinct counting types, according to the most advanced type of unit items that the child counts at a given point in his or her development. The counting types indicate what children’s initial, informal numerical knowledge might be like, and reflect our contention that child作者: 小口啜飲 時間: 2025-3-27 10:51 作者: BRAND 時間: 2025-3-27 13:55
https://doi.org/10.1007/978-3-531-91197-7d these stages the perceptual and the figurative stages. Re-presentation was the vital mechanism in the children’s progress; however, the material they re-presented was predominantly restricted to finger patterns. The children could coordinate re-presented finger patterns and their counting schemes 作者: Conflagration 時間: 2025-3-27 19:08
https://doi.org/10.1007/978-3-531-91197-7en had already reached the figurative stage of their counting scheme at the beginning of the teaching experiment, in that they could count their motor acts as substitutes for countable perceptual or figural items. One of our primary interests at the outset was to study the assimilatory structures of作者: 敵意 時間: 2025-3-28 00:43 作者: 刺穿 時間: 2025-3-28 05:51 作者: CHOP 時間: 2025-3-28 07:29 作者: FOLLY 時間: 2025-3-28 11:22
https://doi.org/10.1007/978-3-531-91224-0l, 1935; Carpenter, 1980; Carpenter & Moser, 1982; Ginsburg, 1977; Hiebert, 1982; Hiebert, Carpenter, & Moser, 1982; Ilg & Ames, 1951: Rathmell, 1978; Smith, 1921; Steffe, Hirstein, & Spikes, 1976; Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steinberg, 1985; Steiner, 1980). These reports indica作者: freight 時間: 2025-3-28 17:27
https://doi.org/10.1007/978-3-531-91224-0s not static; it includes the mathematics that children construct under the influence of adult teaching. The children’s mathematics that we specified in the preceding chapters is the result of our . interpretations of the language and actions of the six involved children, using the schemes we could 作者: Optic-Disk 時間: 2025-3-28 19:06 作者: Flavouring 時間: 2025-3-29 02:22
