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upload/bibliotik/C/Culture and Cognitive Development 0101 - Saxe, Geoffrey B.;.pdf
Culture and Cognitive Development : Studies in Mathematical Understanding 🔍
Saxe, Geoffrey B.; Psychology Press, New York, New York, 2014
英语 [en] · PDF · 20.3MB · 2014 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/upload/zlib · Save
描述
pt. 1. Culture and cognition : a method of study -- pt. 2. Component 1: emergent mathematical goals -- pt. 3. Component 2: form-function shifts in candy sellers' mathematics -- pt. 4. Component 3: the interplay between learning in and out of school -- pt. 5. Culture and cognitive development.
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lgli/Z:\Bibliotik_\13\C\%&Ovr0\Culture and Cognitive Development 0101 - Saxe, Geoffrey B._253B.pdf
备用文件名
lgrsnf/Z:\Bibliotik_\13\C\%&Ovr0\Culture and Cognitive Development 0101 - Saxe, Geoffrey B._253B.pdf
备用文件名
nexusstc/Culture and Cognitive Development/dc2933047e611cc44c1dfd3c705bc5a3.pdf
备用文件名
zlib/Society, Politics & Philosophy/Social Sciences/Saxe, Geoffrey B/Culture and cognitive development: studies in mathematical understanding_5978585.pdf
备选作者
Geoffrey B. Saxe
备用出版商
Lawrence Erlbaum Associates, Incorporated
备用出版商
Ashgate Publishing Limited
备用出版商
Taylor & Francis Group
备用出版商
Taylor & Francis Ltd
备用出版商
Gower Publishing Ltd
备用出版商
Taylor and Francis
备用版本
Online access with DDA: Askews (Maths), Hillsdale, N.J, 1991
备用版本
Taylor & Francis (Unlimited), Hillsdale, N.J., 1991
备用版本
EBL-Schweitzer, Online-ausg, Hoboken, 2015
备用版本
United Kingdom and Ireland, United Kingdom
备用版本
United States, United States of America
备用版本
Hillsdale, N.J, New Jersey, 1991
备用版本
1 edition, October 1, 1990
备用版本
Hillsdale, N.J, c1991
备用版本
New York, 2016
备用版本
US, 1990
元数据中的注释
lg2686956
元数据中的注释
producers:
3-Heights(TM) PDF Producer 4.2.26.0 (http://www.pdf-tools.com)
元数据中的注释
{"isbns":["0805802738","1315788969","1317728092","9780805802733","9781315788968","9781317728092"],"publisher":"Psychology Press"}
元数据中的注释
Includes bibliographical references (p. 198-203) and indexes.
备用描述
<p>Researchers examining children's mathematics acquisition are now questioning the belief that children learn mathematics principally through formalized, in-school mathematics education. There is increasing evidence that children gain mathematical understanding through their participation in out-of-school cultural practices and that their mathematics only occasionally resembles what they learn in the classroom.</p>
<p><i>Culture and Cognitive Development</i> presents the latest research by Dr. Geoffrey Saxe on this issue. In examinations of the mathematical understandings of child candy sellers in an urban center in northeastern Brazil, Dr. Saxe finds sharp contrasts between mathematics as practiced in school and in real-world settings. In this unique research project he presents a penetrating conceptual treatment of the interplay between culture and cognitive development, filling a void in current research literature.</p>
<p>Subjects examined include:</p>
<p>the interplay between sociocultural and cognitive developmental processes</p>
<p>the differences between math knowledge learned in and out of the classroom</p>
<p>the ways math learning in the classroom is modified by children's out-of-school mathematics and, correspondingly, how practical out-of-school mathematics use is modified by formal education</p>
备用描述
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Preface; PART I. CULTURE AND COGNITION: A METHOD OF STUDY; 1. Culture and Cognitive Development; 2. A Research Approach; PART II. COMPONENT 1: EMERGENT MATHEMATICAL GOALS; 3. Parameter 1: The Structure of the Candy-selling Practice; 4. Parameters 2 and 3: Social Interactions and Practice-linked Artifacts and Conventions-A Focus on the Sell Phase; 5. Parameters 2 and 3: Social Interactions and Practice-linked Artifacts and Conventions-A Focus on the Purchase Phase
开源日期
2020-07-26
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