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000277181 24500 $$aLearning and teaching number theory$$h[electronic resource] :$$bresearch in cognition and instruction /$$cedited by Stephen R. Campbell and Rina Zazkis.
000277181 260__ $$aWestport, Conn. :$$bAblex Pub.,$$c2002.
000277181 300__ $$a1 online resource (vi, 245 p.) :$$bill.
000277181 4901_ $$aMathematics, learning, and cognition. monograph series of the Journal of mathematical behavior ;$$vv. 2
000277181 504__ $$aIncludes bibliographical references and indexes.
000277181 5050_ $$aToward number theory as a conceptual field / Stephen R. Campbell and Rina Zazkis -- Coming to terms with division: Preservice teachers' understanding / Stephen R. Campbell -- Conceptions of divisibility: Success and understanding / Anne Brown, Karen Thomas, and George Tolias -- Language of number theory: Metaphor and rigor / Rina Zazkis -- Understanding elementary number theory at the undergraduate level: A semiotic approach / Pier Luigi Ferrari -- Integrating content and process in classroom mathematics / Anne R. Teppo -- Patterns of thought and prime factorization / Anne Brown -- What do students do with conjectures? Preservice teachers' generalizations on a number theory task / Laurie D. Edwards and Rina Zazkis -- Generic proofs in number theory / Tim Rowland -- The development of mathematical induction as a proff scheme: A model for DNR-based instruction / Guershon Harel -- Reflections on mathematics education research questions in elementary number theory / Annie Selden and John Selden.
000277181 506__ $$aAccess limited to authorized users.
000277181 520__ $$aNumber theory has been a perennial topic of inspiration and importance throughout the history of philosophy and mathematics. Despite this fact, surprisingly little attention has been given to research in learning and teaching number theory per se. This volume is an attempt to redress this matter and to serve as a launch point for further research in this area. Drawing on work from an international group of researchers in mathematics education, this volume is a collection of clinical and classroom-based studies in cognition and instruction on learning and teaching number theory. Although there are differences in emphases in theory, method, and focus area, these studies are bound through similar constructivist orientations and qualitative approaches toward research into undergraduate students' and preservice teachers' subject content and pedagogical content knowledge.
000277181 588__ $$aDescription based on print version record.
000277181 650_0 $$aNumber theory$$xStudy and teaching.
000277181 655_7 $$aElectronic books.$$2lcsh
000277181 7001_ $$aCampbell, Stephen R.
000277181 7001_ $$aZazkis, Rina.
000277181 77608 $$iPrint version:$$tLearning and teaching number theory.$$dWestport, Conn. : Ablex Pub., 2002$$z1567506526$$z1567506534$$w(DLC) 2001031649$$w(OCoLC)46937524
000277181 830_0 $$aMathematics, learning, and cognition$$vv. 2.
000277181 85280 $$bebk$$hEBSCOhost
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