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＜電子ブック＞
Quantitative Reasoning in Mathematics and Science Education / edited by Gülseren Karagöz Akar, İsmail Özgür Zembat, Selahattin Arslan, Patrick W. Thompson
(Mathematics Education in the Digital Era. ISSN:22118144 ; 21)

版	1st ed. 2022.
出版者	(Cham : Springer International Publishing : Imprint: Springer)
出版年	2022
本文言語	英語
大きさ	X, 340 p. 121 illus., 86 illus. in color : online resource
著者標目	Karagöz Akar, Gülseren editor Zembat, İsmail Özgür editor Arslan, Selahattin editor Thompson, Patrick W editor SpringerLink (Online service)
件　名	LCSH:Mathematics -- Study and teaching   全ての件名で検索 LCSH:Science -- Study and teaching  全ての件名で検索 LCSH:Education -- Research  全ての件名で検索 FREE:Mathematics Education FREE:Science Education FREE:Research Methods in Education
一般注記	Introductory chapter -- 1. Forming abstracted quantitative structures -- 2. Different forms of covariation -- 3. Multiplication and Division in curriculum through QR -- 4. Relation between multiplicative/additive reasoning and QR in the context of whole and rational numbers -- 5. Linear & Non-linear relations through covariation. 6. Linear, quadratic, exponential functions through QR. - 7. Interpreting graphs of quadratic functions via QR -- 8. Logarithms and/or exponential growth -- 9. Geometric transformations through QR -- 10. Mathematization of science through QR -- 11. Physics Quantitative Literacy through QR -- 12. Modelling climate change with QR -- 13. Quantitative Reasoning in Undergraduate Biology. This book focuses on quantitative reasoning as an orienting framework to analyse learning, teaching and curriculum in mathematics and science education. Quantitative reasoning plays a vital role in learning concepts foundational to arithmetic, algebra, calculus, geometry, trigonometry and other ideas in STEM. The book draws upon the importance of quantitative reasoning and its crucial role in education. It particularly delves into quantitative reasoning related to the learning and teaching diverse mathematics and science concepts, conceptual analysis of mathematical and scientific ideas and analysis of school mathematics (K-16) curricula in different contexts. We believe that it can be considered as a reference book to be used by researchers, teacher educators, curriculum developers and pre- and in-service teachers. HTTP:URL=https://doi.org/10.1007/978-3-031-14553-7

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