Early Algebraization [electronic resource] :A Global Dialogue from Multiple Perspectives / edited by Jinfa Cai, Eric Knuth.
by Cai, Jinfa [editor.]; Knuth, Eric [editor.]; SpringerLink (Online service).
Material type:
BookSeries: Advances in Mathematics Education: Publisher: Berlin, Heidelberg : Springer Berlin Heidelberg, 2011.Description: XXIV, 624 p. online resource.ISBN: 9783642177354.Subject(s): Education | Curriculum planning | Mathematics | Education | Mathematics Education | Teaching and Teacher Education | Learning & Instruction | International and Comparative Education | Curriculum StudiesDDC classification: 370 Online resources: Click here to access online | Item type | Current location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|
| MAIN LIBRARY | LC8-6691 (Browse shelf) | Available |
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| HF54.5-54.56 Information Systems Evolution | Guide to Process Based Modeling of Lakes and Coastal Seas | GE300-350 Perspectives in Urban Ecology | LC8-6691 Early Algebraization | QA75.5-76.95 E-Librarian Service | TK5105.5-5105.9 The Semantic Web – ISWC 2010 | TK5105.5-5105.9 The Semantic Web – ISWC 2010 |
Series Foreword. SECTION 1: Introduction. SECTION 2 -- Curricular Perspective -- SECTION 3. Cognitive Perspective -- SECTION 4. Instructional Perspective -- SECTION 5. Perspectives for Research and Teaching.
In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research. “This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran)
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