Author: William VOGDESPublisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 128
Book Description
The First Part of the United States Arithmetic. Designed for Schools
Author: William VOGDESPublisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 128
Book Description
The First Part of the United States Arithmetic
Author: William VogdesThe United States Arithmetic
Author: William VogdesPublisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 324
Book Description
Illustrated School History of the United States and the Adjacent Parts of America
Author: George Payn QuackenbosPublisher:
ISBN:
Category : United States
Languages : en
Pages : 570
Book Description
The Teaching and History of Mathematics in the United States
Author: Florian CajoriPublisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 414
Book Description
The United States Arithmetic
Author: William VogdesPublisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 256
Book Description
The American Arithmetic
Author: John F (John Fair) 1825-1 StoddardPublisher: Legare Street Press
ISBN: 9781014564429
Category :
Languages : en
Pages : 178
Book Description
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
The Youth's Assistant in Theoretic and Practical Arithmetic
Author: Zadock ThompsonPublisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 186
Book Description
A History of the United States of America, on a Plan Adapted to the Capacity of Youths ...
Author: Charles Augustus GoodrichPublisher:
ISBN:
Category : United States
Languages : en
Pages : 364
Book Description
Using Design Research and History to Tackle a Fundamental Problem with School Algebra
Author: Sinan KanbirPublisher: Springer
ISBN: 9783319592039
Category : Education
Languages : en
Pages : 327
Book Description
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 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 significantly 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 havecreated and illuminated a pathway for future researchers to take.