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[null,"1.","Record Nr.",null,"UNINA9910451805503321"]
[null,null,"Titolo",null,"Reasoning, communication and connections in mathematics [[electronic resource] ] : yearbook 2012 : Association of Mathematics Educators / / editors, Berinderjeet Kaur, Toh Tin Lam"]
[null,null,"Pubbl/distr/stampa",null,"Singapore, : World Scientific Pub. Co., 2012"]
[null,null,"ISBN",null,"981-4405-43-4"]
[null,null,"Descrizione fisica",null,"1 online resource (335 p.)"]
[null,null,"Disciplina",null,"382.01/5195"]
[{"$nulls":4},"510.07"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching"]
[{"$nulls":4},"Reasoning - Study and teaching"]
[{"$nulls":4},"Communication - Study and teaching"]
[{"$nulls":4},"Electronic books."]
[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."]
[null,null,"Nota di contenuto",null,"Contents; Chapter 1 Reasoning, Communication and Connections in Mathematics: An Introduction Berinderjeet KAUR TOH Tin Lam; 1 Introduction; 2 Mathematical Tasks; 3 Classroom Discourse; 4 Connections Within and Beyond Mathematics; 4 Some Concluding Thoughts; References; Chapter 2 The Epistemic Framing of Mathematical Tasks in Secondary Three Mathematics Lessons in Singapore Ridzuan Abdul RAHIM David HOGAN Melvin CHAN; 1 Introduction; 2 Epistemic Framing 1: Knowledge Focus; 3 Epistemic Framing 2: Domain-Specific Knowledge Practices"]
[{"$nulls":4},"4 Tying the Epistemic Knot: Structural Equation Models of Knowledge Focus and Knowledge Practices5 Conclusion; Acknowledgement; References; Chapter 3 Modifying Textbook Exercises to Incorporate Reasoning and Communication into the Primary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Reasoning and Communication as Essential Mathematical Processes; 3 Strategies for Modifying Textbook Exercises; 3.1 Reframe a basic problem by including one or more conditions; 3.2 Use relationships to find patterns or predict other results; 3.3 Generate conjectures for students to investigate"]
[{"$nulls":4},"3.4 Encourage students to solve a problem in multiple ways3.5 Evaluate student solutions; 3.6 Write a question appropriate for a given answer; "]
[{"$nulls":4},"3.7 Connect procedural and conceptual knowledge; 4 Conclusion; References; Chapter 4 Some \"What\" Strategies that Advance Reasoning and Communication in Primary Mathematics Classrooms Berinderjeet KAUR; 1 Mathematical Tasks; 2 \"What...\" Strategies; 2.1 What number makes sense?; 2.2 \"What's wrong?\"; 2.3 \"What if?\"; 2.4 \"What's the question if you know the answer?\"; 3 A Primary One Mathematics Lesson; 3.1 Objectives of the tasks"]
[{"$nulls":4},"3.2 How the tasks were enacted3.3 Teacher's self-evaluation of her lesson; 4 Conclusion; Acknowledgement; References; Chapter 5 Reasoning and Justification in the Secondary Mathematics Classroom Denisse R. THOMPSON; 1 Introduction; 2 Importance of the Textbook in Providing Opportunities for Reasoning; 3 Aspects of Reasoning to Incorporate into the Curriculum; 3.1 Finding counter examples; 3.2 Investigating conjectures; 3.3 Making conjectures; 3.4 Developing arguments; 3.5 Evaluating arguments; 3.6 Correcting mistakes in reasoning; 4 Including Reasoning in Assessment; 5 Conclusion; References"]
[{"$nulls":4},"Chapter 6 LOGO Project-Based Mathematics Learning for Communication, Reasoning and Connection Hee-Chan LEW In-Ok JANG1 Introduction; 2 Characteristics of LOGO; 3 LOGO Project-Based Learning for the Elementary Students; 4 Some Results of the Pilot Lesson Study; 4.1 Planning and implementing strategies; Analogy; Generalization; Critical thinking; Progressive thinking; 4. 2 Debugging strategies; Visualization; Empirical inference; 5 Conclusion; References; Appendix A: Tasks Used in LOGO Project- Based Learning; Appendix B: One Final work of LOGO Project-Based Mathematics Learning"]
[{"$nulls":4},"Chapter 7 Reasoning, Communication and Connections in A-Level Mathematics TOH Tin Lam"]
[null,null,null,"Sommario/riassunto","This fourth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore entitled Reasoning, Communication and Connections in Mathematics is unique in that it focuses on a single theme in mathematics education. The objective is to encourage teachers and researchers to advance reasoning, communication and connections in mathematics classrooms. Several renowned international researchers in the field have published their work in this volume. The fifteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with i"]
[null,"2.","Record Nr.",null,"UNINA9910688476903321"]
[null,null,"Titolo",null,"Intraocular Lens / / edited by Xiaogang Wang"]
[null,null,"Pubbl/distr/stampa",null,"London : , : IntechOpen, , 2020"]
[null,null,"Descrizione fisica",null,"1 online resource (158 pages)"]
[null,null,"Disciplina",null,"617.7524"]
[null,null,"Soggetti",null,"Intraocular lenses"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","The first clinical application of intraocular lens (IOL) goes back to 1949 when Dr. Harold Ridley successfully implanted a PMMA IOL into an eye on 29 November 1949. This innovation is a big step forward for cataract surgery. With development of the IOL material and biocompatibility, more and more IOL types have been used in clinical ophthalmology. This book is the fruit of worldwide cooperation between clinical teams. In this book we discuss the IOL materials and design, aberration and astigmatism correction with IOL, entopic phenomenon of IOL, myopia and phakic IOL, and secondary IOL techniques. We believe that this content provides the readers with a comprehensive knowledge of the latest developments of IOL."]