LEADER 03880nam 22007815 450 001 9910161651903321 005 20250628110057.0 010 $a9783319316222 010 $a3319316222 024 7 $a10.1007/978-3-319-31622-2 035 $a(CKB)3710000000765712 035 $a(DE-He213)978-3-319-31622-2 035 $a(MiAaPQ)EBC5594875 035 $a(Au-PeEL)EBL5594875 035 $a(OCoLC)961892656 035 $a(MiAaPQ)EBC6422515 035 $a(Au-PeEL)EBL6422515 035 $a(OCoLC)1231604842 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/38428 035 $a(ScCtBLL)b3606b6d-d580-40af-a4f6-bc4342bd2212 035 $a(OCoLC)1163813622 035 $a(Perlego)2338243 035 $a(ODN)ODN0010074263 035 $a(oapen)doab38428 035 $a(EXLCZ)993710000000765712 100 $a20160707d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTransitions in Mathematics Education /$fby Ghislaine Gueudet, Marianna Bosch, Andrea A. diSessa, Oh Nam Kwon, Lieven Verschaffel 205 $a1st ed. 2016. 210 $d2016 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (X, 34 p. 2 illus.) 225 1 $aICME-13 Topical Surveys,$x2366-5955 311 08$a9783319316215 311 08$a3319316214 327 $aMain Topics You Can Find in this ?ICME-13 Topical Survey? -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead. 330 $aThis book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap ? to create a transition. The book concludes with directions for future research on transitions in mathematicseducation. 410 0$aICME-13 Topical Surveys,$x2366-5955 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aLearning, Psychology of 606 $aMathematics Education 606 $aTeaching and Teacher Education 606 $aInstructional Psychology 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aLearning, Psychology of. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aInstructional Psychology. 676 $a370 686 $aEDU009000$aEDU029010$aEDU046000$2bisacsh 700 $aGueudet$b Ghislaine$4aut$4http://id.loc.gov/vocabulary/relators/aut$0869347 702 $aBosch$b Marianna$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $adiSessa$b Andrea A$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aKwon$b Oh Nam$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aVerschaffel$b Lieven$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910161651903321 996 $aTransitions in Mathematics Education$91940926 997 $aUNINA