LEADER 01736nam 2200385 n 450 001 996385548403316 005 20221108010902.0 035 $a(CKB)1000000000602134 035 $a(EEBO)2248561714 035 $a(UnM)9959134600971 035 $a(EXLCZ)991000000000602134 100 $a19930719d1630 uh 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aBy the King. A proclamation for the preuenting of the exportation of vvoolles, vvool-fels, yarne, fullers earth, and vvoad-ashes and of hydes, both tand and raw, out of this kingdome$b[electronic resource] 210 $aImprinted at London $cBy Robert Barker and Iohn Bill, printers to the Kings most excellent Maiestie$dM.DC.XXX. [1630] 215 $a[3] p 300 $aCaption title. 300 $aDated at end: VVhite-Hall, the seuenteenth day of April, in the sixt yeere of our reigne .. 300 $aImprint from colophon. 300 $aArms 24; Steele notation: deceased, ing 2) For- 3) and this. 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aWool industry$xLaw and legislation$zGreat Britain$vEarly works to 1800 606 $aForeign trade regulation$zGreat Britain$vEarly works to 1800 615 0$aWool industry$xLaw and legislation 615 0$aForeign trade regulation 701 $aCharles$cKing of England,$f1600-1649.$0793295 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 906 $aBOOK 912 $a996385548403316 996 $aBy the King. A proclamation for the preuenting of the exportation of vvoolles, vvool-fels, yarne, fullers earth, and vvoad-ashes and of hydes, both tand and raw, out of this kingdome$92416313 997 $aUNISA LEADER 04711nam 22006735 450 001 9910767522703321 005 20240307124900.0 010 $a9783319297996 010 $a3319297996 024 7 $a10.1007/978-3-319-29799-6 035 $a(CKB)3710000000621638 035 $a(EBL)4454898 035 $a(DE-He213)978-3-319-29799-6 035 $a(MiAaPQ)EBC4454898 035 $a(EXLCZ)993710000000621638 100 $a20160321d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aA 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children /$fby Jacqueline Sack, Irma Vazquez 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (48 p.) 225 1 $aSpringerBriefs in Education,$x2211-193X 300 $aDescription based upon print version of record. 311 08$a9783319297989 311 08$a3319297988 320 $aIncludes bibliographical references. 327 $a1. Introduction/ Preface -- 1.1 Project's origins -- 1.2 Brief overview of the book?s organization -- 2. Theoretical Frameworks -- 2.1 Why are visualization skills important? -- 2.2 Research methodology -- 2.3 Spatial Operational Capacity framework -- 2.4 School and classroom context -- 2.5 Pre-program interview -- 3. Introductory Activities -- 3.1 Four block houses -- 3.2 The Soma puzzle figures -- 3.3 Coordinating 2-Soma assembly figures -- 4. 2D to 3D to abstract top-view plans ? Geocadabra interface -- 4.1 Learning to use Geocadabra ? the Geobuddy manual -- 4.2 Explaining Difficult Figures in the Geocadabra manual -- 4.3 Front side top views -- 5. 3D to 2D via top-view numeric plans -- 5.1 Self-created task card puzzles; solving others? puzzle cards -- 5.2 Finding multiple solutions for each puzzle card -- 5.3 Invention of a coding system for assembly figures with holes or overhangs -- 5.4 Extended Construction Box ? making sense of 3-space using shadows -- 5.5 Rectangular prisms and top-viewnumeric representations - making sense of the LWH volume formula -- 6. Connections to numeracy -- 6.1 Expanding and scaling the Soma cube -- 6.2 Permutations within cake patterns. . 330 $aThis monograph describes the development and use of a 3D visualization teaching-learning trajectory for elementary age learners. Using design research principles, the authors developed this trajectory using the NCTM recommendations and the Spatial Operational Capacity (SOC) theoretical framework to guide lesson development. The SOC framework utilizes actual 3D models, 2D and abstract representations of the actual models, and, a dynamic computer interface, the Geocadabra Construction Box, which integrates these representations dynamically in real time. The work begins with describing the theoretical SOC frameworks that guided the study, the inquiry-based learning focus, the research method used, and informal pre-program interviews with participant children. The next chapter describes introductory activities used to orient the children to the 3D objects that they used throughout the program. The book then focuses on the development of abstract top-view numeric plan representations leading to representations of rectangular prisms, followed by front-side-top view representations. The last chapter shows how numeracy was integrated into the program to support the demanding official mathematics curriculum. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aMathematics$xStudy and teaching 606 $aTeachers$xTraining of 606 $aEarly childhood education 606 $aLearning, Psychology of 606 $aMathematics Education 606 $aTeaching and Teacher Education 606 $aEarly Childhood Education 606 $aInstructional Psychology 615 0$aMathematics$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aEarly childhood education. 615 0$aLearning, Psychology of. 615 14$aMathematics Education. 615 24$aTeaching and Teacher Education. 615 24$aEarly Childhood Education. 615 24$aInstructional Psychology. 676 $a370 700 $aSack$b Jacqueline$4aut$4http://id.loc.gov/vocabulary/relators/aut$01453085 702 $aVazquez$b Irma$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910767522703321 996 $aA 3D Visualization Teaching-Learning Trajectory for Elementary Grades Children$93655577 997 $aUNINA