| Autor: |
Inge Schwank, Elisabeth Schwank |
| Rok vydání: |
2015 |
| Předmět: |
|
| DOI: |
10.1016/b978-0-08-097086-8.23068-7 |
| Popis: |
Approaches to acquiring comprehension of mathematical concepts and the linked ability of reasoning differ across history and culture. Research shows that a process view should be preferred to the more widely spread object view in order to benefit the formation of sustainable early mathematical concepts. Opportunities for cognitive development in the context of early mathematics education are among other things facilitated by mathematical playworlds that take the broad mathematical background seriously. The multifarious uses and possible resulting benefits of action-based mathematical playworlds are displayed within this contribution. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
