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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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Erscheinungsdatum: 31.12.1972, Medium: Buch, Einband: Gebunden, Titel: Mathematics as an Educational Task, Auflage: 1973, Autor: Freudenthal, Hans, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik, Rubrik: Mathematik, Seiten: 696, Informationen: HC runder Rücken kaschiert, Gewicht: 1197 gr, Verkäufer: averdo

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Erscheinungsdatum: 31.12.1972, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Mathematics as an Educational Task, Auflage: 1973, Autor: Freudenthal, Hans, Verlag: Springer Netherlands // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik, Rubrik: Didaktik // Methodik, Schulpädagogik, Fachdidaktik, Seiten: 696, Informationen: Paperback, Gewicht: 1036 gr, Verkäufer: averdo

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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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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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There are a number of papers on Mathematics teaching where contextualized problems are intended to be developed as starting point for the different subjects of the lesson, even if they lack support on a theory which tells how to do it properly. Dutch researchers such as Hans Freudenthal have developed the Realistic Mathematics Educational Theory (RME) where contextualized problems are the fundamental principle along with some other kind of problems that help the implementation of this in the class room. This theory has been applied at several schools and in textbooks in Holland showing excellent results on the students' side, especially when it comes to international level test. This paper makes use of this theory as framework for designing the activities and it is based on Wenger's communities of practice applied to students.

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