Learning Mathematics
Issues, Theory and Classroom Practice
2nd Edition
Published on 20. August 1992
Book
Paperback/Softback
208 pages
978-0-304-32555-9 (ISBN)
Description
Written from the viewpoint of the mathematics teacher, this study explores issues of concern, such as whether language interferes with the learning of mathematics. The edition has been revised to include chapters on cross-cultural issues, word problems, constructivism and information processing.
More details
Series
Edition
2nd Revised edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
Professional and scholarly
Edition type
Revised edition
Illustrations
40 b&w diagrams
Dimensions
Height: 244 mm
Width: 169 mm
Weight
360 gr
ISBN-13
978-0-304-32555-9 (9780304325559)
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Schweitzer Classification
Content
Do teachers need theories?; what mathematics can children learn?; what cognitive demands are made?; could we enhance learning through optimum sequencing?; must we wait until pupils are read?; can pupils discover mathematics for themselves?; why do some pupils achieve more?; does language interfere?; is there a theory of mathematics learning?; how should mathematics be taught?