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ISBN: 0128159537 0128159529 9780128159538 9780128159521 Year: 2019 Volume: 5 Publisher: Cambridge, MA
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The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout.--
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ISBN: 1443875090 1322889740 9781322889740 9781443875097 9781443871662 1443871664 Year: 2015 Publisher: Cambridge Scholars Publishing
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The field of peace and conflict studies is rich in secular and faith traditions. At the same time, as a relatively new and interdisciplinary field, it is ripe with innovation. This volume, the first in the series Peace Studies: Edges and Innovations, edited by Michael Minch and Laura Finley of the Peace and Justice Studies Association (PJSA), is edited by top Canadian and US scholars in the field and captures both those traditions and innovations, focusing on enduring questions, organizing an.
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ISBN: 1299051715 0191643416 9780191643415 9780199665518 0199665516 9781299051713 0191643424 Year: 2013 Publisher: Oxford : Oxford University Press,
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Big ideas in the mathematics curriculum for older school students, especially those that are hard to learn and hard to teach, are covered in this book. It will be a first port of call for research about teaching big ideas for students from 9-19 and also has implications for a wider range of students. These are the ideas that really matter, that students get stuck on, and that can be obstacles to future learning. It shows how students learn, why they sometimes get things wrong, andthe strengths and pitfalls of various teaching approaches. Contemporary high-profile topics like modelling are incl
ISBN: 0419148205 Year: 1991 Publisher: London New York Tokyo Spon
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ISBN: 0810204282 Year: 1971 Publisher: San Francisco : Chandler Pub. Co.,
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ISBN: 1412911346 1412911338 Year: 2006 Publisher: London Sage
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ISBN: 9781412918954 9781412918947 1412918944 1412918952 Year: 2008 Publisher: London Sage
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ISBN: 0822978695 9780822962403 0822962403 9780822978695 Year: 2013 Publisher: Pittsburgh, Pennsylvania : University of Pittsburgh Press,
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ISBN: 0822973235 0822959623 0822943336 9780822973232 1306642221 9781306642224 9780822943334 9780822959625 Year: 2007 Publisher: Pittsburgh, Pennsylvania : University of Pittsburgh Press,
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ISBN: 128050479X 9786610504794 1429402415 1607501112 6000005458 1601290926 9781429402415 9781607501114 9781586035044 1586035045 9781601290922 1586035045 6610504792 9786000005450 Year: 2005 Publisher: Amsterdam ; Oxford : IOS Press,
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This book is a unique survey of the best science education practices with special emphasis on scientific research training of motivated young students up to 21 years old. Its content provides a great help to all teachers dealing with talented students and to all scientists and activists in the field of science education. A key point is the science education of high school students, who are in a very susceptible age to ask clear questions about the world around them and to seek answers in a methodological way, as science does.
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