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Discourse Perspective of Geometric Thoughts: Perspektiven der Mathematikdidaktik

Autor Sasha Wang
en Limba Engleză Paperback – 30 mar 2016
SashaWang revisits the van Hiele model of geometric thinking with Sfard’s discursiveframework to investigate geometric thinking from a discourse perspective. Theauthor focuses on describing and analyzing pre-service teachers’ geometricdiscourse across different van Hiele levels. The explanatory power of Sfard’sframework provides a rich description of how pre-service teachers think in thecontext of quadrilaterals. It also contributes to our understanding of humanthinking that is illustrated through the analysis of geometric discourseaccompanied by vignettes.
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Specificații

ISBN-13: 9783658128043
ISBN-10: 3658128046
Pagini: 232
Ilustrații: XXIII, 232 p. 61 illus.
Dimensiuni: 148 x 210 x 15 mm
Greutate: 0.34 kg
Ediția:1st ed. 2016
Editura: Springer Fachmedien Wiesbaden
Colecția Springer Spektrum
Seria Perspektiven der Mathematikdidaktik

Locul publicării:Wiesbaden, Germany

Cuprins

TheoreticalBasis: The van Hiele Model.- Theoretical Framework: Learning as Communicating,Sfard’s Discursive Framework, and the Levels of Geometric Discourse.- Methodology:Participants, the van Hiele Geometry Test, Interview Tasks.- Data Collectionand Analysis.- Results from the van Hiele Geometry Test and One-on-OneInterviews.- Changes in van Hiele Levels and Changes in Geometric Discourse.

Notă biografică

Dr.Sasha Wang is an assistant professor of mathematics education at the BoiseState University, Idaho, United States.

Textul de pe ultima copertă

Sasha Wang revisits the vanHiele model of geometric thinking with Sfard’s discursive framework toinvestigate geometric thinking from a discourse perspective. The author focuseson describing and analyzing pre-service teachers’ geometric discourse acrossdifferent van Hiele levels. The explanatory power of Sfard’s framework providesa rich description of how pre-service teachers think in the context ofquadrilaterals. It also contributes to our understanding of human thinking thatis illustrated through the analysis of geometric discourse accompanied byvignettes.
Contents
  • Theoretical Basis: The van Hiele Model
  • Theoretical Framework: Learning as Communicating, Sfard’s Discursive Framework, and the Levels of Geometric Discourse
  • Methodology: Participants, the van Hiele Geometry Test, Interview Tasks
  • Data Collection and Analysis
  • Results from the van Hiele Geometry Test and One-on-One Interviews
  • Changes in van Hiele Levels and Changes in Geometric Discourse
Target Groups
  • Researchers, academics, and scholars of mathematics and didactics
  • Teachers
The Author
Dr. Sasha Wang is an assistant professor ofmathematics education at the Boise State University, Idaho, United States.

Caracteristici

Publication in the field of mathematics education Includes supplementary material: sn.pub/extras