LEADER 03702nam 2200721 450 001 9910463818203321 005 20220106134056.0 010 $a3-11-036804-8 010 $a3-11-039865-6 024 7 $a10.1515/9783110368048 035 $a(CKB)3280000000039206 035 $a(EBL)1787141 035 $a(SSID)ssj0001406655 035 $a(PQKBManifestationID)12566284 035 $a(PQKBTitleCode)TC0001406655 035 $a(PQKBWorkID)11401644 035 $a(PQKB)11518433 035 $a(MiAaPQ)EBC1787141 035 $a(DE-B1597)429008 035 $a(OCoLC)1013963571 035 $a(OCoLC)920803814 035 $a(DE-B1597)9783110368048 035 $a(Au-PeEL)EBL1787141 035 $a(CaPaEBR)ebr11015813 035 $a(CaONFJC)MIL807616 035 $a(OCoLC)903955933 035 $a(EXLCZ)993280000000039206 100 $a20150212h20142014 uy 0 101 0 $ager 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aDer Briefwechsel Richard Dedekind - Heinrich Weber /$fKatrin Scheel ; herausgegeben von Thomas Sonar, unter Mitarbeit von Karin Reich 210 1$aBerlin, Germany :$cDe Gruyter Akademie Forschung,$d2014. 210 4$d©2014 215 $a1 online resource (512 p.) 225 1 $aAbhandlungen der Akademie der Wissenschaften in Hamburg,$x2193-1933 ;$vBand 5 300 $aDescription based upon print version of record. 311 $a3-11-036841-2 311 $a3-11-037366-1 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tGrußwort --$tGeleitwort --$tVorwort des Herausgebers --$tDanksagung --$tEditionskriterien --$tAbkürzungsverzeichnis --$tInhalt --$t1. Einleitung --$t2. Richard Dedekind --$t3. Heinrich Weber --$t4. Briefwechsel Dedekind - Weber --$t5. Elise Riemann --$t6. Verlag B. G. Teubner --$t7. Karl Hattendorff --$t8. Hermann Amandus Schwarz --$t9. Friedrich Wöhler --$tA. Verlagsverträge B. G. Teubner-Verlag --$tB. Chronologisches Dokumentenverzeichnis --$tC. Verzeichnis der Fundstellen --$tD. Literaturverzeichnis zum Briefwechsel --$tE. Kurzbiographien --$tLiteratur --$tPersonenindex 330 $aDer umfangreiche Briefwechsel zwischen den Mathematikern Richard Dedekind und Heinrich Weber liegt nun erstmals in transkribierter Form vor. Es handelt sich dabei um einen der wichtigsten - wenn nicht um den wichtigsten -- Briefwechsel von Mathematikern der zweiten Hälfte des 19. und des beginnenden 20. Jahrhunderts, da nahezu jedes Teilgebiet der Mathematik angesprochen wird und damals beginnende Entwicklungen intensiv diskutiert wurden. Personen- und Werkverzeichnisse erleichtern den Überblick über die in den Briefen diskutierten Personen und Themen. Mit diesem Band wird ein Desiderat der Mathematikgeschichte geliefert, denn im Briefwechsel Dedekind-Weber spiegeln sich die großen Veränderungen und die Fortschritte, die die Mathematik in der stürmischen Entwicklungsphase des 19. Jahrhunderts kennzeichnete. 410 0$aAbhandlungen der Akademie der Wissenschaften in Hamburg ;$vBand 5. 606 $aAlgebra$xHistory 606 $aNumbers, Real$xHistory 606 $aMathematicians$zGermany$vCorrespondence 608 $aElectronic books. 615 0$aAlgebra$xHistory. 615 0$aNumbers, Real$xHistory. 615 0$aMathematicians 676 $a512.092/2 700 $aScheel$b Katrin$01026546 702 $aSonar$b Th$g(Thomas), 702 $aReich$b Karin$f1941- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463818203321 996 $aDer Briefwechsel Richard Dedekind - Heinrich Weber$92441504 997 $aUNINA LEADER 03807oam 2200493 450 001 9910794587803321 005 20201021092205.0 010 $a1-68140-621-7 035 $a(OCoLC)1139012434 035 $a(MiFhGG)GVRL733H 035 $a(EXLCZ)994100000011748737 100 $a20200113h20202020 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIntegrating STEM teaching and learning into the K-2 classroom /$fJo Anne Vasquez, Michael Comer, Jen Gutierrez 210 1$aArlington, Virginia :$cNSTA Press,$d[2020] 210 4$d?2020 215 $a1 online resource (xvii, 116 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-68140-620-9 320 $aIncludes bibliographical references and index. 327 $aCreating a blueprint for building your K-2 STEM house -- Pioneering into STEM integration -- Unpacking the integrated STEM classroom -- Tackling the core instructional time -- Using the W.H.E.R.E. model template -- Developing a STEM unit with math as the driver--straw bridges -- Developing a STEM unit with engineering as the driver--baby bear's chair -- Developing a STEM unit with science as the driver--a pond habitat -- Moving students from inquiry to application--shade structure -- Transforming to a successful STEM school. 330 $a"It's time to ramp up science, technology, engineering, and mathematics (STEM) in the K-2 classroom. Benefits of early learning in science and math include the following: (a) It leads to social-emotional development and fewer challenging behaviors; (b) it supports the development of a mind-set that includes curiosity, communication, persistence, and problem solving; (c) it contributes to gains in other subjects by supporting literacy and language development and better reading comprehension and writing skills; and (d) it includes subjects that can engage students from varying backgrounds, including English language learners. But delivering quality early STEM information requires expertise on the part of the teacher in scaffolding the lessons. Research shows that quality STEM teaching and learning is critical in early childhood education; however, it is also points out that the teachers themselves need support as they learn how to facilitate STEM learning in their classrooms. Professional learning experiences are needed to cover how teachers can make connections between STEM topics and the everyday activities they are already doing with their students. STEM teaching and learning does not need to become one more add-on to the K-2 classroom. STEM learning should be a natural extension to what teachers are already teaching. It was with this in mind that we set out to write this book. We wanted to focus on how to naturally integrate STEM learning into K-2 classroom experiences"--$cProvided by publisher. 606 $aScience$xStudy and teaching (Elementary)$zUnited States 606 $aTechnology$xStudy and teaching (Elementary)$zUnited States 606 $aEngineering$xStudy and teaching (Elementary)$zUnited States 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 615 0$aScience$xStudy and teaching (Elementary) 615 0$aTechnology$xStudy and teaching (Elementary) 615 0$aEngineering$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Elementary) 676 $a372.35044 700 $aVasquez$b Jo Anne$f1943-$01511951 702 $aComer$b Michael W.$f1956- 702 $aGutierrez$b Jen$f1963- 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910794587803321 996 $aIntegrating STEM teaching and learning into the K-2 classroom$93745558 997 $aUNINA