LEADER 00857nam a2200229 i 4500 001 991002932589707536 005 20021022144126.0 008 960610s1927 uk ||| | eng 035 $ab11730298-39ule_inst 035 $aLE021FD223109$9ExL 040 $aDip. SSSC$bita 100 1 $aRoberts, Arthur$0334588 245 10$aFifty years of spoof /$cArthur Roberts ; with twenty-eight illustrations 260 $aLondon :$bJohn Lane the Bodley Head,$c1927 300 $aX, 255 p., 17 c. di tav. ;$c23 cm. 650 4$aAneddoti musicali 907 $a.b11730298$b21-09-06$c24-10-02 912 $a991002932589707536 945 $aLE021FD MUS30C9$g1$iLE021FD-4472$lle023$nFondo D'Amico$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i11970236$z24-10-02 996 $aFifty years of spoof$9903192 997 $aUNISALENTO 998 $ale021$b10-06-96$cm$da $e-$feng$guk $h0$i1 LEADER 05911nam 22007575 450 001 9910438332303321 005 20240307122414.0 010 $a9781283945691 010 $a128394569X 010 $a9781461435495 010 $a1461435498 024 7 $a10.1007/978-1-4614-3549-5 035 $a(CKB)2670000000316145 035 $a(EBL)1081827 035 $a(OCoLC)823729128 035 $a(SSID)ssj0000854859 035 $a(PQKBManifestationID)11443498 035 $a(PQKBTitleCode)TC0000854859 035 $a(PQKBWorkID)10911854 035 $a(PQKB)11389543 035 $a(DE-He213)978-1-4614-3549-5 035 $a(MiAaPQ)EBC1081827 035 $a(PPN)168297671 035 $a(EXLCZ)992670000000316145 100 $a20121227d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLesson Play in Mathematics Education$eA Tool for Research and Professional Development /$fby Rina Zazkis, Nathalie Sinclair, Peter Liljedahl 205 $a1st ed. 2013. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d2013. 215 $a1 online resource (287 p.) 300 $aDescription based upon print version of record. 311 08$a9781493900558 311 08$a1493900552 311 08$a9781461435488 311 08$a146143548X 320 $aIncludes bibliographical references. 327 $aLesson Play in MathematicsEducation; Preface; Contents; Part I; 1 Planning for Instruction; Legacy of the Tylerian Lesson Plan; Lesson Plan: An Example; Alternative Models; Conclusion; 2 Introducing Lesson Play; Developing the ''Lesson Play''; Potential Interactions; A Sample Lesson Play; Virtual Planning: What the Lesson Might Be; 3 Evolution of the Task; Lesson Play: Iterative Design; First Iteration; Next Iterations; Final Iterations; Lesson Play: Toward 'Real Teaching'; Part II; 4 Linear Measurement: How Long is a Stick?; Diverting Teacher--Student Interaction; ''Who else?'' 327 $a''Place blockshellip and count them''Funneling Through Telling; ''Important rules for measuring''; ''When we are measuring we have to start at 0''; ''There is a special trick that we use when we count!''; ''Place the stick upright on the table''; Funneling Through Rerouting a Strategy; ''Count the spaces in between the numbers''; ''No matter where you start''; ''If you chose to start the measurement of your stick at 5 cmhellip''; ''You don't count the first line''; ''Can you draw me a 1 cm long line''; What Do We Learn About Prospective Teachers' Ideas of Measurement?; 5 On Divisibility by 4 327 $aRetrieving the Correct Divisibility Rule&!ldquo; ''Who can remember?''; ''Look it up in my notes'' or elsewhere; ''We can look in the glossary of the textbook''; ''I think we are confusinghellip''; ''Some wonderful little tricks''; ''You've won the concert tickets!''; ''How about 1000456814?''; Moving Toward Student Reasoning; ''See if you can find a rule that does work''; ''That's easy, they're all [16, 20 and 24] divisible by four''; ''Start looking''hellip ''after the break''; ''How does it work?''; ''Imagine that each one of these is a chocolate bar''; Uses of Mathematical Language 327 $a''A number is divisible by 4 ifhellip''''Just look at the last two numbers''; ''What about the number 6, what's the rule for that one?''; More Troublesome Expressions; Becausehellip Alternative Diagnoses and Remediation; ''Because 354 has 4 in the one's place''; ''Let's try doing long division''; ''Because 354 is an even number''; ''I worked through all the division steps''; ''4 goes into 354, 88.5 times''; Conclusion; 6 On Prime Numbers; Following Prompt #1; ''We could make the multiplication table bigger''; ''If I give you 12 blocks'' 327 $a''I will circle them and cross out all the multiples of 5 and 7''''We should not be using the multiplication tables''; Following Prompt #2; ''Can a number that is bigger than 9 be a factor for a number?''; ''Does anyone know the divisibility rule for 11?''; Following Prompt #3; ''We only need to divide 37 by other primes''; ''That is not how a prime number is defined''; ''Let us use the blocks to find out''; ''Can there be an endless number of prime numbers''; ''Find a number that is not a prime number and is also not divisible by 2, hellip, 9''; Conclusion 327 $a7 Repeating Patterns: Cars and Colours 330 $aThe book presents Lesson Play, a novel construct in mathematics education to be used by researchers and teacher educators. Inspired in part by the style of Lakatos?s evocative Proofs and Refutations, Lesson Play features imagined interactions between a teacher and her/his students, presented in the form of a script for dialogue in the classroom. This book offers the first comprehensive survey of the affordances of the Lesson Play tool, particularly in the areas of pre-service teacher education and teacher professional development. It exemplifies an approach to teacher education that seeks to coordinate mathematical and pedagogical dimensions of teaching as they emerge in real classroom settings by focusing on aspects of practice such as teaching moves and classroom discourse. 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aMathematics Education 606 $aTeaching and Teacher Education 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 676 $a510.71 700 $aZazkis$b Rina$0513739 701 $aSinclair$b Nathalie$01755713 701 $aLiljedahl$b Peter$0516313 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438332303321 996 $aLesson play in mathematics education$94192617 997 $aUNINA