Zobrazeno 1 - 10
of 542
pro vyhledávání: '"Pre-algebra"'
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionThe ability to reason about equations in a robust and fluent way requires both instrumental knowledge of symbolic forms, syntax, and operations, as well as relational knowledge of how such formalisms map to meaningful relationships captur
Externí odkaz:
https://doaj.org/article/545e912149c04cfd9655af0aa9f1d731
Autor:
Growney, JoAnne
Publikováno v:
Mathematics Teacher, 2020 Apr 01. 113(4), 348-348.
Externí odkaz:
https://www.jstor.org/stable/10.5951/mtlt.2019.0402
Publikováno v:
Frontiers in Education, Vol 7 (2022)
The Cuisenaire–Gattegno (Cui) approach to early mathematics uses color coded rods of unit increment lengths embedded in a systematic curriculum designed to guide learners as young as age five from exploration of integers and ratio through to formal
Externí odkaz:
https://doaj.org/article/f496490690a54399a5e49e9171680eb6
Publikováno v:
Teaching Children Mathematics, 2019 Feb 01. 25(4), 218-223.
Externí odkaz:
https://www.jstor.org/stable/10.5951/teacchilmath.25.4.0218
Publikováno v:
Teaching Children Mathematics, 2019 Feb 01. 25(4), 208-217.
Externí odkaz:
https://www.jstor.org/stable/10.5951/teacchilmath.25.4.0208
Publikováno v:
Journal on Mathematics Education, Vol 11, Iss 1, Pp 45-58 (2019)
The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports
Externí odkaz:
https://doaj.org/article/82693ea4dcf24e9ba3e008cb77f67fbf
Publikováno v:
Teaching Children Mathematics, 2018 Dec 01. 25(3), 158-165.
Externí odkaz:
https://www.jstor.org/stable/10.5951/teacchilmath.25.3.0158
Publikováno v:
Mathematics Teaching in the Middle School, 2018 Sep 01. 24(1), 10-17.
Publikováno v:
Teaching Children Mathematics, 2018 May 01. 24(7), 452-455.
Externí odkaz:
https://www.jstor.org/stable/10.5951/teacchilmath.24.7.0452
Publikováno v:
Mathematics Teacher, 2018 May 01. 111(7), 540-544.
Externí odkaz:
https://www.jstor.org/stable/10.5951/mathteacher.111.7.0540