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Developing essential understanding of geometry and measurement for teaching mathematics in grades 3-5 / / Richard Lehrer and Hannah Slovin
| Developing essential understanding of geometry and measurement for teaching mathematics in grades 3-5 / / Richard Lehrer and Hannah Slovin |
| Autore | Lehrer Richard |
| Pubbl/distr/stampa | Reston, Virginia : , : National Council of Teachers of Mathematics, , [2014] |
| Descrizione fisica | 1 online resource (104 pages) |
| Disciplina | 372.76049 |
| Soggetto topico |
Mathematics - Study and teaching (Primary)
Geometry - Study and teaching (Elementary) Geometry - Study and teaching (Primary) |
| ISBN | 0-87353-911-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910814669303321 |
Lehrer Richard
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| Reston, Virginia : , : National Council of Teachers of Mathematics, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Investigating participant structures in the context of science instruction/ / editors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza
| Investigating participant structures in the context of science instruction/ / editors, Richard Lehrer, Annemarie Sullivan Palincsar ; associate editors, Richard A. Duschl. [et al.] ; journal production editor, Kara Plaza |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | [London] : , : Lawrence Erlbaum Associates, Inc. : , : Routledge, , 2004 |
| Descrizione fisica | 1 online resource (222 p.) |
| Disciplina | 155.413 |
| Altri autori (Persone) |
DuschlRichard A <1951-> (Richard Alan)
LehrerRichard PalincsarAnnemarie Sullivan PlazaKara |
| Collana | Cognition and Instruction |
| Soggetto topico |
Cognition in children
Learning |
| ISBN |
1-135-47929-1
1-138-46025-7 1-315-04598-2 1-135-47922-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; References; Introduction to Special Issue: Investigating Participant Structures in the Context of Science Instruction; Understanding the "What," "Why," and "How" of Cultural Tools; Authoritative and Persuasive Nature of Science Learning; Nurturing a Balance between Authoritative and Persuasive Discourse; Participant Structures and the Balancing of Authoritative and Persuasive Discourse; This Study; Background and Prior Findings; Setting and Rationale; Three Participant Structures that Support Student-Directed Inquiry; Method; Findings
Episode 1: Nascent Use of Structure-Function ReasoningEpisode 2: Partnered Use of Structure-Function Reasoning; Episode 3: Mastery of Structure-Function Reasoning; Discussion; Mastering Cultural Tools Through Teacher-Student Partnership; Appropriating Cultural Tools Through Teacher-Student Partnership; Access and Appropriation as Identity Formation; Mastery and Appropriation Through an Ensemble of Participant Structures; Conclusion and Implications; Acknowledgments; References; The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding Unpacking Dialogic Activity Structures at Two Time Scales: Verbal Exchanges And Project UnitsSetting, Data Sources, and Methods; Science Project Unit Activity Structure; Verbal Exchange Activity Structures for Project-Based Learning Environments; Incidence of Verbal Exchange Activity Structures Across Projects; Case Study of Students Utilizing Dialogic Activity Structures for a Science Project; Summary of Project Action; Focusing in on a Specific Issue; Locating and Using Appropriate Empirical Data to Research a Question; Using Empirical Data as Evidence to Support Claims Using Inscriptions as Compact Forms of DataRealization of the Project Unit Activity Structure; Functions of Dialogic Activity Structures for Projects; Conclusion and Implications; References; Dialogic Activity Structures for Project-Based Learning Environments; Methods and Data Sources; Paths Project; Cultural Tools in Paths; Participants; Teacher's Role in the Classroom; Problematizing Content; Giving Students Authority; Holding Students Accountable to Others and Disciplinary Norms; Providing Relevant Resources; Findings; Ownership of Ideas; Partisanship; Persuasive Discourse What Did They Learn?Was the Classroom Equitable?; Discussion; Conclusion; Acknowledgments; References; Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts |
| Record Nr. | UNINA-9910963145603321 |
| [London] : , : Lawrence Erlbaum Associates, Inc. : , : Routledge, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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