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＜電子ブック＞
Early Algebraization : A Global Dialogue from Multiple Perspectives / edited by Jinfa Cai, Eric Knuth
(Advances in Mathematics Education. ISSN:18694926)

版	1st ed. 2011.
出版者	(Berlin, Heidelberg : Springer Berlin Heidelberg : Imprint: Springer)
出版年	2011
本文言語	英語
大きさ	XXIV, 624 p : online resource
著者標目	Cai, Jinfa editor Knuth, Eric editor SpringerLink (Online service)
件　名	LCSH:Mathematics -- Study and teaching   全ての件名で検索 LCSH:Teachers -- Training of  全ての件名で検索 LCSH:Learning, Psychology of LCSH:International education  LCSH:Comparative education LCSH:Education -- Curricula  全ての件名で検索 FREE:Mathematics Education FREE:Teaching and Teacher Education FREE:Instructional Psychology FREE:International and Comparative Education FREE:Curriculum Studies
一般注記	Series Foreword. SECTION 1: Introduction. SECTION 2 -- Curricular Perspective -- SECTION 3. Cognitive Perspective -- SECTION 4. Instructional Perspective -- SECTION 5. Perspectives for Research and Teaching In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research. “This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran) HTTP:URL=https://doi.org/10.1007/978-3-642-17735-4

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