Titlebook: Mathematics for Tomorrow’s Young Children; Helen Mansfield,Neil A. Pateman,Nadine Bednarz Book 1996 Springer Science+Business Media Dordre

偽書

Mathematics for Tomorrow’s Young Children978-94-017-2211-7Series ISSN 0924-4921 Series E-ISSN 2214-983X

跳脫衣舞的人

Dissonance

Barrister

嫻熟

Constructivism and Activity Theory: A Consideration of Their Similarities and Differences as They Reroaches developed within these global theoretical perspectives. This issue is worthy of discussion in that research and development programs derived from these two perspectives are both vigorous. For example, the work of sociocultural theorists conducted within the activity theory tradition has beco

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A Sociocultural View of the Mathematics Education of Young Children1899; Dewey, 1899; Vygotsky, 1987). This chapter provides an overview of Vygotsky’s writing on conceptual development in young children, and presents and evaluates Davydov’s interpretation and application of Vygotslcy’s theory to the mathematics curriculum for young children. Davydov’s (l075b) teach

進步

VOK

The Psychological Nature of Concepts concept consists of a set of objects, symbols or events (referents) which have been grouped together because they share some common characteristics” (Merril & Wood, 1974, p. 19). A concept is a mental entity, an ... It . be a group of objects. One may claim that a concept is an idea . a class of ob

不妥協(xié)

What Concepts are and How Concepts are Formedgeneral point of view, relative to the universal subject, to the most specific point of view, relative to the didactic subject. In this chapter I will rely on the theory of conceptual fields, whose originator, G. Vergnaud, describes it thus: “The theory of conceptual fields is a cognitivist theory,

輕打

Young Children’s Formation of Numerical Concepts: Or 8 = 9 + 7l concepts have been developed by such diverse writers as Case (1985). Fuson (1989), Gelman and Gallistel (1978). Inhelder and Piaget, (e.g., 1958), Resnick (e.g.,l989), and Steffe. Cobb, and von Glaserfeld(1988). All of these authors work within a broadly constructivist framework which examines the