Teaching and Learning Patterns in School Mathematics (Record no. 99369)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03759nam a22004815i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 978-94-007-2712-0 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140220082932.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 130428s2013 ne | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789400727120 |
| -- | 978-94-007-2712-0 |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-94-007-2712-0 |
| Source of number or code | doi |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC8-6691 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JNU |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | PB |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU029010 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Rivera, Ferdinand. |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Teaching and Learning Patterns in School Mathematics |
| Medium | [electronic resource] : |
| Remainder of title | Psychological and Pedagogical Considerations / |
| Statement of responsibility, etc | by Ferdinand Rivera. |
| 264 #1 - | |
| -- | Dordrecht : |
| -- | Springer Netherlands : |
| -- | Imprint: Springer, |
| -- | 2013. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | IX, 216 p. 106 illus. |
| Other physical details | online resource. |
| 336 ## - | |
| -- | text |
| -- | txt |
| -- | rdacontent |
| 337 ## - | |
| -- | computer |
| -- | c |
| -- | rdamedia |
| 338 ## - | |
| -- | online resource |
| -- | cr |
| -- | rdacarrier |
| 347 ## - | |
| -- | text file |
| -- | |
| -- | rda |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | This book draws on research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. Pattern generalization encompasses the construction and justification of structures that give meanings to sequences of numerical and figural objects. While empirical studies conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awareness and competence, which influence the eventual shape of an intended generalization, such shifts, however, are not necessarily permanent but parallel and graded, adaptive, and fundamentally distributed among a variety of cognitive and noncognitive sources that mutually influence each other. Thus, the emergence and complexity of the pattern generalization process cannot be reduced to a simple narrative of cognitive shifts from the arithmetic to the algebraic, from the recursive to the functional, from discerning details to perceiving properties, and so on and so forth. In this book, we pursue an alternative view of pattern generalization processing, that is, one that is not about permanent shifts or transition phases but graded and multimodal depending on individual learners’ experiences with patterns and, especially, the manner in which they perceive, think about, and act on them. A nonlinear graded perspective offers a much more robust and dynamic understanding of the similarities and differences in patterning competence since it is sensitive to, and acknowledges, the varying learning conditions and opportunities that shape generalization processing and representational conversion. Empirical evidence from a variety of sources will be provided to demonstrate this emergent perspective. Further, instructional implications commingle with research knowledge throughout the book, providing researchers and teachers with usable information that will help them cope with issues they may encounter when they use patterns to engage learners in generalization activity, which involves various aspects of abstract, quantitative, model-driven, structural, and regularity thinking. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Curriculum planning. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education |
| General subdivision | Psychology. |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Pedagogic Psychology. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Learning & Instruction. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Curriculum Studies. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching and Teacher Education. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Display text | Printed edition: |
| International Standard Book Number | 9789400727113 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-94-007-2712-0 |
| 912 ## - | |
| -- | ZDB-2-SHU |
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