LEADER 01142nam a22002771i 4500 001 991001981709707536 005 20040114104101.0 008 040407s1997 it |||||||||||||||||eng 035 $ab12852764-39ule_inst 035 $aARCHE-083238$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a338.9 100 1 $aStorey, Mark$0165998 245 10$aVoluntary agreements with industry /$cMark Storey, Gale Boyd and Jeff Dowd 260 $aMilano :$bFondazione ENI Enrico Mattei,$c1997 300 $a22 p. ;$c21 cm 440 0$aNote di lavoro della Fondazione ENI Enrico Mattei ;$v26.97 650 4$aPolitica economica$xAccordi internazionali 700 1 $aBoyd, Gale$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0253394 700 1 $aDowd, Jeff 907 $a.b12852764$b02-04-14$c16-04-04 912 $a991001981709707536 945 $aLE009 GEOG.COLL.14D/26$g1$i2009000308695$lle009$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13411871$z16-04-04 996 $aVoluntary agreements with industry$91448388 997 $aUNISALENTO 998 $ale009$b16-04-04$cm$da $e-$feng$git $h0$i1 LEADER 05109nam 22006615 450 001 9910483926303321 005 20251204110837.0 010 $a3-030-69657-X 024 7 $a10.1007/978-3-030-69657-3 035 $a(CKB)4100000011946837 035 $a(MiAaPQ)EBC6631337 035 $a(Au-PeEL)EBL6631337 035 $a(OCoLC)1255236302 035 $a(BIP)80382998 035 $a(BIP)78904534 035 $a(DE-He213)978-3-030-69657-3 035 $a(EXLCZ)994100000011946837 100 $a20210524d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMathematical Reasoning of Children and Adults $eTeaching and Learning from an Interdisciplinary Perspective /$fedited by Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (324 pages) 311 08$a3-030-69656-1 327 $a1. Mathematical reasoning: the learner, the teacher, the teaching and learning -- 2. Number sense and flexibility of calculation: a common focus on number relations -- 3. Number sense in a developmental perspective: comparing the mastery of its different components in children -- 4. Mental and neural foundations of numerical magnitude -- 5. Strategies and accuracy in the number line task in Colombian and Brazilian deaf children -- 6. 1, 2, 3... Let?s count: The development of counting at the beginning of compulsory schooling -- 7. How do Kindergarten children deal with possibilities in combinatorial problems? -- 8. A Kindergarten student?s uses and understandings of tables while working with function problems -- 9. Performance and strategies used by Elementary School 5th graders when solving problems involving functional reasoning -- 10. Contributions of digital technologies to the development of algebra-ic thinking at school -- 11. How teachers deal with students? mathematical reasoning when promoting whole-class discussion during the teaching of algebra -- 12. The posing of mathematical problems by university students of mathematics -- 13. What do low-educated adults and children think about the uses of mathematics?. 330 $aThis book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner?s cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology. 606 $aEducational psychology 606 $aMathematics$xStudy and teaching  606 $aCognitive psychology 606 $aDevelopmental psychology 606 $aEducational Psychology 606 $aMathematics Education 606 $aCognitive Psychology 606 $aDevelopmental Psychology 615 0$aEducational psychology. 615 0$aMathematics$xStudy and teaching . 615 0$aCognitive psychology. 615 0$aDevelopmental psychology. 615 14$aEducational Psychology. 615 24$aMathematics Education. 615 24$aCognitive Psychology. 615 24$aDevelopmental Psychology. 676 $a510.71 676 $a510.71 702 $aSpinillo$b Alina 702 $aLautert$b Si?ntria Labres 702 $aBorba$b Rute Elizabete de Souza Rosa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483926303321 996 $aMathematical Reasoning of Children and Adults$92278676 997 $aUNINA