LEADER 02885 am 2200529 n 450 001 9910306636803321 005 20240126144932.0 010 $a2-8218-9720-0 024 7 $a10.4000/books.cidehus.3253 035 $a(CKB)4100000007522764 035 $a(FrMaCLE)OB-cidehus-3253 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/40998 035 $a(PPN)234055383 035 $a(EXLCZ)994100000007522764 100 $a20190124j|||||||| ||| 0 101 0 $apor 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAntónio Henriques da Silveira e as Memórias analíticas da vila de Estremoz /$fTeresa Fonseca 210 $aÉvora $cPublicações do Cidehus$d2018 215 $a1 online resource (334 p.) 311 $a972-772-418-3 330 $aAntónio Henriques da Silveira, figura de relevo da ilustração portuguesa da segunda metade do século XVIII, nasceu em Estremoz em 1725, onde viria também a falecer, em 1811. Como lente da Faculdade de Cânones, destacou-se na implementação da reforma pombalina da Universidade de Coimbra e posteriormente na sua defesa face às investidas dos adversários da remodelação pedagógica josefina, desferidas nos anos conturbados da Viradeira. Enquanto membro da Academia Real das Ciências de Lisboa, prestigiou a agremiação com o ?Racional discurso sobre a agricultura e população da província de Alentejo?, publicada em 1789 no primeiro tomo das Memórias Económicas. Jubilado em 1793 do magistério canónico, viveu ainda seis anos de intensa actividade como desembargador do Paço, antes da retirada definitiva para a terra natal. Legou-nos, além da memória publicada, alguns inéditos, bastante expressivos do pensamento esclarecido do autor, nas suas diversas vertentes. Entre estes manuscritos incluem-se as Memórias analíticas da vila de Estremoz, de grande interesse ainda para o conhecimento da história de Estremoz e da região envolvente, bem como da realidade sócio-económica alentejana de finais do Antigo Regime. 606 $aHistory 606 $aLiterature (General) 606 $aAlentejo 606 $aAntigo Regime 606 $amemórias analíticas 607 $aEstremoz (Portugal)$xHistory 610 $aAlentejo 610 $aAntigo Regime 610 $amemórias analíticas 615 4$aHistory 615 4$aLiterature (General) 615 4$aAlentejo 615 4$aAntigo Regime 615 4$amemórias analíticas 676 $a946.9/52 700 $aFonseca$b Teresa$01307058 701 2$aSilveira$b Anto?nio Henriques da$f1725-1811.$01235898 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910306636803321 996 $aAntónio Henriques da Silveira e as Memórias analíticas da vila de Estremoz$93032979 997 $aUNINA LEADER 03878nam 22006135 450 001 9910349351703321 005 20240313122741.0 010 $a9783030175771 010 $a3030175774 024 7 $a10.1007/978-3-030-17577-1 035 $a(CKB)4100000008618211 035 $a(MiAaPQ)EBC5808240 035 $a(DE-He213)978-3-030-17577-1 035 $a(EXLCZ)994100000008618211 100 $a20190702d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEncountering Algebra $eA Comparative Study of Classrooms in Finland, Norway, Sweden, and the USA /$fedited by Cecilia Kilhamn, Roger Säljö 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (265 pages) 311 08$a9783030175764 311 08$a3030175766 327 $aChapter 1: School Algebra -- Chapter 2: Researching Classrooms in Search of Learning: Theoretical and Methodological Considerations -- Chapter 3: The VIDEOMAT Project: Theoretical Considerations and Methodological Procedures -- Chapter 4: Participation and Mathematization in Introductory Algebra Classrooms: The Case of Sweden -- Chapter 5: Designed Examples as Mediating Tools: Introductory Algebra in Two Norwegian Grade 8 Classrooms -- Chapter 6: Learning to Solve Equations in Three Swedish-speaking Classrooms in Finland -- Chapter 7: How Teachers Introduce Algebra and How it Might Affect Students? Beliefs About What it Means to ?Do? Mathematics -- Chapter 8: The Fifth Lesson: Students? Responses to a Patterning Task Across the Four Countries -- Chapter 9: Encouraging Algebraic Reasoning in Contemporary Classrooms: Some Observations and a Synthesis. 330 $aThe book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14). While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-grantedaspects of algebra lessons. 606 $aMathematics$xStudy and teaching 606 $aLearning, Psychology of 606 $aInternational education 606 $aComparative education 606 $aAlgebra 606 $aMathematics Education 606 $aInstructional Psychology 606 $aInternational and Comparative Education 606 $aAlgebra 615 0$aMathematics$xStudy and teaching. 615 0$aLearning, Psychology of. 615 0$aInternational education. 615 0$aComparative education. 615 0$aAlgebra. 615 14$aMathematics Education. 615 24$aInstructional Psychology. 615 24$aInternational and Comparative Education. 615 24$aAlgebra. 676 $a512.007 676 $a372.71 702 $aKilhamn$b Cecilia$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSäljö$b Roger$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910349351703321 996 $aEncountering Algebra$92542833 997 $aUNINA