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[null,"1.","Record Nr.",null,"UNISA990001438150203316"]
[null,null,"Autore",null,"LASNIK, Howard"]
[null,null,"Titolo",null,"Minimalist analysis / Howard Lasnik"]
[null,null,"Pubbl/distr/stampa",null,"Oxford : Blackwell, copyr. 1999"]
[null,null,"ISBN",null,"0-631-21094-6"]
[null,null,"Descrizione fisica",null,"IX, 213 p. ; 24 cm"]
[null,null,"Disciplina",null,"415"]
[null,null,"Soggetti",null,"Grammatica generativa - Teoria minimalista"]
[null,null,"Collocazione",null,"IV.2. 712(XII C 43)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910465730303321"]
[null,null,"Autore",null,"Peabody Sue"]
[null,null,"Titolo",null,"\"There are no slaves in France\" [[electronic resource] ] : the political culture of race and slavery in the Ancien Regime / / Sue Peabody"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Oxford University Press, 1996"]
[null,null,"ISBN",null,"0-19-515866-0"]
[{"$nulls":4},"1-280-55876-8"]
[{"$nulls":4},"0-585-32788-2"]
[{"$nulls":4},"0-19-535629-2"]
[null,null,"Descrizione fisica",null,"1 online resource (221 p.)"]
[null,null,"Disciplina",null,"305.896/044/09033"]
[null,null,"Soggetti",null,"Racism - France - History - 18th century"]
[{"$nulls":4},"Black people - Legal status, laws, etc - France - History - 18th century"]
[{"$nulls":4},"Political culture - France - History - 18th century"]
[{"$nulls":4},"Electronic books."]
[{"$nulls":4},"France Race relations History 18th century"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Contents; Introduction; 1. Slavery in France: The Problem and Early Responses; The French Courts and the Edict of 1716; Conclusion; 2. The Case of Jean Boucaux v. Verdelin: Fashioning the National Myth of Liberty; Jean Boucaux v. Bernard Verdelin; The Declaration of 1738; Conclusion; 3. The Impact of the Declaration of 1738: Nantes, La Rochelle, and Paris; The Case of Catherine Morgan; La Rochelle and Paris; Conclusion; 4. Notions of Race in the Eighteenth Century; Francisque of Pondicherry; Nègre: An Ambiguous Term; Francisque's Lawyers' Racial Argument; Conclusion"]
[{"$nulls":4},"5. Crisis: Blacks in the Capital, 1762 The Admiralty Ordinance of April 5, 1762; The Registers of 1762; Follow-up to the Ordinance of 1762; Conclusion; 6. Antislavery and Antidespotism: 1760-1771; Lawsuits before the Admiralty Court of France; Secular Critiques of Despotic Monarchy; Roc v. Poupet, 1770; Lawyers and Their Motives; Conclusion; 7. The Police des Noirs, 1776-1777; Pampy and Julienne v. Mendès France; The Drafting of the Police des Noirs; Conclusion; 8. Erosion of the Police des Noirs; Implementation and Resistance; Identification Cards and Interracial Marriages"]
[{"$nulls":4},"Resumption of Petitions for Freedom Conclusion; Epilogue; Notes; "]
[{"$nulls":4},"Bibliography; Index;"]
[null,null,null,"Sommario/riassunto","There Are No Slaves in France examines the paradoxical emergence of political antislavery and institutional racism in the century prior to the French Revolution. Sue Peabody shows how the political culture of late Bourbon France created ample opportunities for contestation over the meaning of freedom. Based on various archival sources, this work will be of interest not only to historians of slavery and France, but to scholars interested in the emergence of modern culture in the Atlantic world."]
[null,"3.","Record Nr.",null,"UNINA9910299551503321"]
[null,null,"Autore",null,"Kanbir Sinan"]
[null,null,"Titolo",null,"Using Design Research and History to Tackle a Fundamental Problem with School Algebra / / by Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018"]
[null,null,"ISBN",null,"9783319592046"]
[{"$nulls":4},"3319592041"]
[null,null,"Edizione",null,"[1st ed. 2018.]"]
[null,null,"Descrizione fisica",null,"1 online resource (XXIV, 327 p. 55 illus., 14 illus. in color.)"]
[null,null,"Collana",null,"History of Mathematics Education, , 2509-9744"]
[null,null,"Disciplina",null,"512.0712"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Mathematics"]
[{"$nulls":4},"History"]
[{"$nulls":4},"Mathematics Education"]
[{"$nulls":4},"Instructional Psychology"]
[{"$nulls":4},"History of Mathematical Sciences"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references at the end of each chapters and index."]
[null,null,"Nota di contenuto",null,"Identifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra."]
[null,null,null,"Sommario/riassunto","In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem.  The first unique feature is that the authors offer an overview "]
[{"$nulls":4},"of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students signifi cantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have created and illuminated a pathway for future researchers to take."]