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Erscheinungsdatum: 05.12.2010, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Revisiting Mathematics Education, Titelzusatz: China Lectures, Auflage: 1991, Autor: Freudenthal, Hans, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik, Rubrik: Didaktik // Methodik, Schulpädagogik, Fachdidaktik, Seiten: 216, Informationen: Paperback, Gewicht: 335 gr, Verkäufer: averdo

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106,09 € *

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Erscheinungsdatum: 29.02.1980, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Weeding and Sowing, Titelzusatz: Preface to a Science of Mathematical Education, Auflage: 1978, Autor: Freudenthal, Hans, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik, Rubrik: Mathematik, Seiten: 330, Informationen: Paperback, Gewicht: 498 gr, Verkäufer: averdo

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184,89 € *

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Erscheinungsdatum: 31.12.1977, Medium: Buch, Einband: Gebunden, Titel: Weeding and Sowing, Titelzusatz: Preface to a Science of Mathematical Education, Auflage: 1978, Autor: Freudenthal, Hans, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik, Rubrik: Mathematik, Seiten: 328, Informationen: HC runder Rücken kaschiert, Gewicht: 658 gr, Verkäufer: averdo

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124,39 € *

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Erscheinungsdatum: 02/2015, Medium: Buch, Einband: Gebunden, Titel: All Positive Action Starts with Criticism, Titelzusatz: Hans Freudenthal and the Didactics of Mathematics, Originaltitel: Elke positieve actie begint met critiek' : Hans Freudenthal en de didactiek van de wiskunde, Auflage: 2015, Autor: la Bastide-van Gemert, Sacha, Übersetzung: Vincken, Marianne // Third, William, Verlag: Springer-Verlag GmbH // Springer Netherland, Sprache: Englisch, Originalsprache: Niederländisch, Schlagworte: Mathematik // Bildung // Bildungsmanagement // Management // Bildungspolitik // politik // Didaktik // Unterricht // EDUCATION // Teaching Methods & Materials // Mathematics // Fachspezifischer Unterricht // Bildungsstrategien und // Didaktische Kompetenz und Lehrmethoden, Rubrik: Didaktik // Methodik, Schulpädagogik, Fachdidaktik, Seiten: 386, Abbildungen: 39 schwarz-weiße Abbildungen, Bibliographie, Herkunft: NIEDERLANDE (NL), Informationen: Book, Gewicht: 742 gr, Verkäufer: averdo

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139,09 € *

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This study provides a historical analysis of Freudenthal's didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?.Hans Freudenthal (1905-1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made Freudenthal's influence in this area considerable. He foresaw an essential, practical role for mathematics in everyone's life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades.Today, in the light of the discussions about mathematics education, in which the call for `genuine' mathematics instead of the so-called 'kindergarten'-mathematics can be heard, Freudenthal's approach seems to be passé. However, the outcome of this study (which is mainly based on documents from Freudenthal's vast personal archive) shows a more refined picture. The direct identification of 'kindergarten'-mathematics with Freudenthal's view on mathematics education is not justified. 'Realistic mathematics' as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching 'genuine' mathematics in the end.

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320,99 € *

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The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author. Both the Editorial Board and the Publisher are delightedt hat the first author in this series isw ell able to meet the challenge. Professor Freudenthal needs no introduction toanyone in the Mathematics Education field and it is particularly fitting that his book should be the first in this new series because it was in 1968 that he, and Reidel, produced the first issue oft he journal Edu cational Studies in Mathematics. Breakingfresh ground is therefore nothing new to Professor Freudenthal and this book illustrates well his pleasure at such a task. To be strictly correct the 'ground' which he has broken here is not new, but aswith Mathematics as an Educational Task and Weeding and Sowing, it is rather the novelty oft he manner in which he has carried out his analysis which provides us with so many fresh perspectives. It is our intention that this new book series should provide those who work int he emerging discipline of mathematicseducation with an essential resource, and at a time of considerable concern about the whole mathematics cu rriculum this book represents just such resource. ALAN J. BISHOP Managing Editor vii A LOOK BACKWARD AND A LOOK FORWARD Men die, systems last.

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156,00 CHF *

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This study provides a historical analysis of Freudenthal&#8217;s didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (1905&#8211;1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made Freudenthal's influence in this area considerable. He foresaw an essential, practical role for mathematics in everyone&#8217;s life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades. Today, in the light of the discussions about mathematics education, in which the call for `genuine&#8217; mathematics instead of the so-called 'kindergarten'-mathematics can be heard, Freudenthal's approach seems to be passé. However, the outcome of this study (which is mainly based on documents from Freudenthal&#8217;s vast personal archive) shows a more refined picture. The direct identification of 'kindergarten'-mathematics with Freudenthal&#8217;s view on mathematics education is not justified. 'Realistic mathematics' as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching 'genuine' mathematics in the end.

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430,00 CHF *

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The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author. Both the Editorial Board and the Publisher are delightedt hat the first author in this series isw ell able to meet the challenge. Professor Freudenthal needs no introduction toanyone in the Mathematics Education field and it is particularly fitting that his book should be the first in this new series because it was in 1968 that he, and Reidel, produced the first issue oft he journal Edu cational Studies in Mathematics. Breakingfresh ground is therefore nothing new to Professor Freudenthal and this book illustrates well his pleasure at such a task. To be strictly correct the &#8216;ground&#8217; which he has broken here is not new, but aswith Mathematics as an Educational Task and Weeding and Sowing, it is rather the novelty oft he manner in which he has carried out his analysis which provides us with so many fresh perspectives. It is our intention that this new book series should provide those who work int he emerging discipline of mathematicseducation with an essential resource, and at a time of considerable concern about the whole mathematics cu rriculum this book represents just such resource. ALAN J. BISHOP Managing Editor vii A LOOK BACKWARD AND A LOOK FORWARD Men die, systems last.

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Linear or proportional relationships are a major topic in mathematics education. However, recent research has shown that secondary school students strongly tend to apply the linear model also in situations wherein it is not applicable. This overgeneralization of linearity is sometimes referred to as the 'illusion of linearity' and has a strong negative impact on students&#8217; reasoning and problem solving skills. 'The Illusion of Linearity: From Analysis to Improvement' presents the reader with a comprehensive overview of the major findings of the recent research on the illusion of linearity. Although the empirical study of students&#8217; improper linear reasoning clearly constitutes a new line of research, it owes a great deal to prior work in mathematics education research community (such as the work of the scholars of the Freudenthal Institute on realistic mathematics education). Based on both quantitative and qualitative research, 'The Illusion of Linearity: From Analysis to Improvement' discusses the following issues: (1) how the illusion of linearity appears in diverse domains of mathematics and science and how it is conceptually related to other more general misconceptions identified in the research literature, (2) what are the crucial psychological, mathematical, and educational factors being responsible for the occurrence and persistence of the phenomenon, and (3) how the illusion of linearity can be remedied by appropriate instruction. 'The Illusion of Linearity: From Analysis to Improvement' is essential to those working in mathematics education, particularly teacher educators and curriculum research and development.

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