Author: Carmelo Di StefanoPublisher:
ISBN: 9788880136590
Category : Juvenile Nonfiction
Languages : it
Pages :
Book Description
Cabri. Matematica in laboratorio C. Per il triennio delle Scuole superiori
Author: Carmelo Di StefanoPublisher:
ISBN: 9788880136590
Category : Juvenile Nonfiction
Languages : it
Pages :
Book Description
Cabri. Matematica in laboratorio B. Per il biennio delle Scuole superiori
Author: Carmelo Di StefanoPublisher:
ISBN: 9788880136583
Category : Juvenile Nonfiction
Languages : it
Pages :
Book Description
Cabri. Matematica in laboratorio A. Con CD-ROM. Per il biennio delle Scuole superiori
Author: Carmelo Di StefanoPublisher:
ISBN: 9788880136163
Category : Juvenile Nonfiction
Languages : it
Pages :
Book Description
Cabrì matematica in laboratorio. Vol. A2. Per il biennio delle Scuole superiori. Con CD-ROM
Author: Carmelo Di StefanoPublisher:
ISBN: 9788853802934
Category : Juvenile Nonfiction
Languages : it
Pages :
Book Description
Cabrì matematica in laboratorio. Vol. A1. Per il biennio delle Scuole superiori. Con CD-ROM
Author: Carmelo Di StefanoPublisher:
ISBN: 9788853802927
Category : Juvenile Nonfiction
Languages : it
Pages : 176
Book Description
Cabri, la geometria in movimento. Schede di laboratorio. Per le Scuole superiori. Con CD-ROM
Author: Paolo BoieriPublisher:
ISBN: 9788820128760
Category : Juvenile Nonfiction
Languages : it
Pages : 150
Book Description
Mysticism and Logic
Author: Bertrand RussellPublisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 232
Book Description
The Mathematics Teacher in the Digital Era
Author: Alison Clark-WilsonPublisher: Springer Science & Business Media
ISBN: 9400746385
Category : Education
Languages : en
Pages : 419
Book Description
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements