000			03244nam a22005055i 4500
001			978-1-4614-7966-6
003			DE-He213
005			20140220082500.0
007			cr nn 008mamaa
008			130804s2014 xxu| s |||| 0|eng d
020			_a9781461479666 _9978-1-4614-7966-6
024	7		_a10.1007/978-1-4614-7966-6 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPB _2bicssc
072		7	_aEDU029010 _2bisacsh
082	0	4	_a370 _223
100	1		_aArnon, Ilana. _eauthor.
245	1	0	_aAPOS Theory _h[electronic resource] : _bA Framework for Research and Curriculum Development in Mathematics Education / _cby Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros, Kirk Weller.
264		1	_aNew York, NY : _bSpringer New York : _bImprint: Springer, _c2014.
300			_aXI, 254 p. 33 illus., 2 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1 Introduction -- Chapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory -- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge -- Chapter 4 Genetic Decomposition -- Chapter 5 The Teaching of Mathematics Using APOS Theory -- Chapter 6 The APOS Paradigm for Research and Curriculum Development -- Chapter 7 Schemas, Their Development and Interaction -- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory -- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School -- Chapter 10 Frequently Asked Questions -- Chapter 11 Conclusions -- Chapter 12 Annotated Bibliography -- References -- Index.
520			_aAlthough APOS Theory has been used extensively in numerous scholarly publications, in the design of textbooks, and in teaching practice, there is no single reference that contains all the relevant information about its components, and provides guidance about its application. The goal of this book is to present the main elements of APOS Theory and its use. The book is intended to be useful for Mathematics Education researchers, graduate students in Mathematics Education, and Mathematics instructors who work with, or would like to learn more about, this theoretical approach, and who are interested in how, according to this theory, individuals construct their understanding of mathematical concepts.
650		0	_aEducation.
650		0	_aMathematics.
650	1	4	_aEducation.
650	2	4	_aMathematics Education.
650	2	4	_aLearning & Instruction.
700	1		_aCottrill, Jim. _eauthor.
700	1		_aDubinsky, Ed. _eauthor.
700	1		_aOktaç, Asuman. _eauthor.
700	1		_aRoa Fuentes, Solange. _eauthor.
700	1		_aTrigueros, Maria. _eauthor.
700	1		_aWeller, Kirk. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781461479659
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4614-7966-6
912			_aZDB-2-SHU
999			_c92081 _d92081