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  • 2010-2014  (12)
  • 1995-1999
  • Dordrecht : Springer Science+Business Media B.V  (10)
  • Bad Windsheim : Fränkisches Freilandmuseum
  • Hoboken : Taylor and Francis
  • Mathematik  (10)
  • Chemie/Pharmazie  (4)
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  • 1
    ISBN: 9783926834881
    Sprache: Deutsch
    Seiten: 80 S. , zahlr. Ill. , 30 cm, 358 gr
    Ausgabe: 3., neu bearb. Aufl
    Serie: Informationsblätter des Fränkischen Freilandmuseums in Bad Windsheim [3]
    Serie: Informationsblätter des Fränkischen Freilandmuseums in Bad Windsheim
    DDC: 615.321
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    Schlagwort(e): Heilpflanzen ; Küchenkräuter ; Kräutername
    Anmerkung: Literaturangaben
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 2
    Online-Ressource
    Online-Ressource
    Hoboken : Taylor and Francis
    ISBN: 9780415899055 , 9781136258114 (Sekundärausgabe)
    Sprache: Englisch
    Seiten: 539 p.
    Ausgabe: Online-Ausg. Online-Ressource ISBN 9781136258114
    Ausgabe: [Online-Ausg.]
    Serie: Routledge Studies in Science, Technology and Society
    DDC: 303.48/3
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    Schlagwort(e): Nanotechnologie ; Sozialwissenschaften ; Aufsatzsammlung ; Online-Publikation ; Online-Publikation
    Kurzfassung: This book addresses the interconnections and tensions between technological development, the social benefits and risks of new technology, and the changing political economy of a global world system as they apply to the emerging field of nanotechnologies. The basic premise, developed throughout the volume, is that nanotechnologies have an undertheorized and often invisible social life that begins with their constructed origins and propels them around the globe, across multiple localities, institutions and collaborations, through diverse industries, research labs, and government agencies and into the public sphere. The volume situates nano innovation and development as a modernist science and technology project in a tense and unstable relationship with a fractured, postmodern social world. The book is unique in incorporating and integrating studies of innovation systems along with a focus on the risks and consequences of a globally significant set of emerging technologies. It does this by examining the social and political conditions of their creation, production, emergence, and reception.
    Anmerkung: Description based upon print version of record , Online-Ausg.:
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  • 3
    ISBN: 9789400728134 , 1283456656 , 9781283456654
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 268p. 10 illus, digital)
    Serie: Mathematics Education Library 55
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Equity in discourse for mathematics education
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    Schlagwort(e): Mathematics ; Education ; Education ; Mathematics ; Mathematikunterricht ; Diskursanalyse
    Kurzfassung: David Pimm
    Kurzfassung: This book covers the discourse and equity in mathematics education research. Given the inherent connection between discourse and equity, this book focuses on two approaches to the connection. Contributors consider the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students' opportunities to participate in the kinds of discourse practices that provide access to resources. Contributors also consider the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of
    Beschreibung / Inhaltsverzeichnis: Equity in Discourse for Mathematics Education; Foreword; Discourse and Equity: The Simultaneous Challenge of Epistemological and Social Access; Preface; Contents; Chapter 1: Inherent Connections Between Discourse and Equity in Mathematics Classrooms; 1 Equity; 2 Discourse; 3 Changing Discourse Patterns in Mathematics Classrooms; 3.1 Making Language Practices Explicit; 3.2 Cultural Dimensions of Discourse; 3.3 Structuring Equitable Discourse; 4 Bringing These Perspectives Together in This Book; Part I: Equity Concerns Draw Attention to Discourse
    Beschreibung / Inhaltsverzeichnis: Chapter 2: Context Matters: How Should We Conceptualize Equity in Mathematics Education?1 Framing Equity; 2 Equity in Teaching and Learning Contexts; 2.1 Nine U.S. High Schools; 2.2 A Successful Teacher Community; 2.3 Twenty-Three Teacher Candidates; 2.4 The 'Achievement Gap'; 3 Future Research; 4 Postscript (2011); Chapter 3: Exploring Scholastic Mortality Among Working-Class and Indigenous Students; 1 Teaching Working-Class and Indigenous Students: An Act of Symbolic Violence?; 2 Both-Ways Education: Challenging Symbolic Violence; 3 Resistance Theory: Alternatives to Deficit Models
    Beschreibung / Inhaltsverzeichnis: 4 Language Structures and Marginalising Discourses5 Language Differences: The Case of Questioning; 5.1 Written Questions and Contexts; 5.2 Classroom Interactions; 5.3 Questions to Control Behaviour and Flow of Lessons; 5.4 Questions to Elicit Knowledge; 6 Teacher Judgement and Success: The Curse of Ability in Mathematics Education; Chapter 4: Mathematics Learning in Groups: Analysing Equity Within an Activity Structure; 1 Equity and Opportunities to Learn in Mathematical Group Work; 1.1 Analysing Equity in Terms of Opportunities to Learn; 2 Methods; 2.1 Major Data Sources
    Beschreibung / Inhaltsverzeichnis: 2.2 Identifying Work Practices2.3 Identifying Positioning; 3 Equity and Interaction in the Presentation Preparation; 4 Discussion; Chapter 5: Aiming for Equity in Ethnomathematics Research; 1 Context; 2 Ethnomathematics; 3 Positioning Theory; 4 Shifting Storylines in the Research Conversations; 4.1 Changing Storylines; 4.2 Challenges of Representation; 5 Reflection; Chapter 6: How Equity Concerns Lead to Attention to Mathematical Discourse; 1 Multiple Approaches to Equity Discourse and Ethnomathematics; 2 Three Points of Further Discussion; 2.1 Defining 'discourse'
    Beschreibung / Inhaltsverzeichnis: 2.2 Issues with the Discourse Practices of School2.3 Issues with Using Ethnomathematical Approaches; 3 Equitable and Successful Practices in U.S. Mathematics Classrooms; 4 Some Recommendations for Future Research on Equity and Discourse; 4.1 Recommendation #1: Avoid Essentializing Cultural Practices; 4.2 Recommendation #2: Avoid Deficit Models; 4.3 Recommendation #3: Recognize the Complexity of Language and Discourse Practices; 4.4 Recommendation #4: Shift Away from Monolithic Views of Mathematical Discourse; Part II: Attention to Discourse Highlights Equity Concerns
    Beschreibung / Inhaltsverzeichnis: Chapter 7: Linguistic Tools for Exploring Issues of Equity
    Anmerkung: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 4
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724570 , 1283456427 , 9781283456425
    Sprache: Englisch
    Seiten: Online-Ressource (X, 268p. 16 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Advances in nature of science research
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    Schlagwort(e): Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Study and teaching ; Science ; Philosophy ; Wissenschaft ; Wissenschaftstheorie ; Empirische Forschung ; Naturwissenschaftlicher Unterricht
    Kurzfassung: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship
    Kurzfassung: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent anal
    Beschreibung / Inhaltsverzeichnis: pt. 1. Conceptual issues in the nature of science research -- pt. 2. Methodological advances in the nature of science research.
    Anmerkung: Includes bibliographical references and index
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  • 5
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283086115 , 9789400704497 , 9781283086110
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Serie: Models and Modeling in Science Education 6
    DDC: 507.1
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    Schlagwort(e): Education ; Science Study and teaching
    Kurzfassung: The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.
    Beschreibung / Inhaltsverzeichnis: pt. 1. Theory formation and modeling in science education -- pt. 2. Modeling and student learning in science educatin -- pt. 3. Modeling and teachers' knowledge.
    Anmerkung: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
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  • 6
    ISBN: 9789400711310
    Sprache: Englisch
    Seiten: Online-Ressource (XVII, 425p. 17 illus, digital)
    Serie: New ICMI Study Series 14
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Teaching statistics in school mathematics-challenges for teaching and teacher education
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    Schlagwort(e): Mathematics ; Statistics ; Education ; Education ; Mathematics ; Statistics ; Aufsatzsammlung ; Mathematikunterricht ; Statistik
    Kurzfassung: Chris Reading
    Kurzfassung: This book results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers. A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to des
    Beschreibung / Inhaltsverzeichnis: Contents; Preface; International Programme Committee; Part I: Global Perspective; Part II: Fundamentals for Teaching Statistics; Part III: Teachers' Beliefs, Attitudes and Knowledge; Part IV: Challenges and Experiences in Teacher Education; Overview: Challenges for Teaching Statistics in School Mathematics and Preparing Mathematics Teachers; Index
    Anmerkung: Includes bibliographical references and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 7
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048197668 , 1283085755 , 9781283085755
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 228p. 50 illus, digital)
    Serie: Mathematics Education Library 50
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Mathematical knowledge in teaching
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    Schlagwort(e): Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Research ; Mathematics teachers ; Training of ; Effective teaching ; Mathematical ability ; Aufsatzsammlung ; Mathematik ; Unterricht
    Kurzfassung: The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
    Beschreibung / Inhaltsverzeichnis: Contents; Contributors; 1 Introduction: Mathematical Knowledge in Teaching; Part I Conceptualising Mathematical Knowledge in Teaching; 2 Conceptualising Teachers' Mathematical Knowledge in Teaching; 3 Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching; 4 Changed Views on Mathematical Knowledge in the Course of Didactical Theory Development: Independent Corpus of Scientific Knowledge or Result of Social Constructions?; 5 Teaching Mathematics as the Contextual Application of Mathematical Modes of Enquiry; 6 Conceptualising Mathematical Knowledge in Teaching
    Beschreibung / Inhaltsverzeichnis: Part II Understanding the Cultural Context of Mathematical Knowledge in Teaching7 The Cultural Location of Teachers' Mathematical Knowledge: Another Hidden Variable in Mathematics Education Research?; 8 How Educational Systems and Cultures Mediate Teacher Knowledge: `Listening' in English, FrenchINTbreak; and German Classrooms; 9 Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching; 10 Audit and Evaluation of Pedagogy: Towards a Cultural-Historical Perspective; 11 The Cultural Dimension of Teachers' Mathematical Knowledge
    Beschreibung / Inhaltsverzeichnis: Part III Building Mathematical Knowledge in Teaching by Means of Theorised Tools12 The Knowledge Quartet as an Organising Framework for Developing and Deepening Teachers' Mathematics Knowledge; 13 Learning to Teach Mathematics Using Lesson Study; 14 Using Theories to Build Kindergarten Teachers' Mathematical Knowledge for Teaching; 15 Teachers' Stories of Mathematical Subject Knowledge: Accounting for the Unexpected; 16 Building Mathematical Knowledge in Teaching by Means of Theorised Tools; 17 Conclusion; Author Index; Subject Index
    Anmerkung: Includes bibliographical references and indexes
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 8
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048199419 , 1283085828 , 9781283085823
    Sprache: Englisch
    Seiten: Online-Ressource (X, 350p, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Lesson study research and practice in mathematics education
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    Schlagwort(e): Mathematics ; Education ; Education ; Mathematics ; Education ; Mathematics ; Mathematics ; Study and teaching ; Mathematics ; Study and teaching ; Research ; Lesson planning ; Effective teaching ; Mathematikunterricht
    Kurzfassung: Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.
    Beschreibung / Inhaltsverzeichnis: Prologue; Contents; Contributors; Introduction: Conceptual Overview of Lesson Study; Lesson Study: Structures, History, and Variation; Research on Lesson Study; Issues from the Field; Learning About Lesson Study Together; References; Part I; Jumping into Lesson Study: Inservice Mathematics Teacher Education; Part II; Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education; Part III; Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education; Part IV
    Beschreibung / Inhaltsverzeichnis: Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson StudyPart V; Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study; Final Thoughts
    Beschreibung / Inhaltsverzeichnis: Introduction: conceptual overview of lesson study / Aki MurataPart I. Jumping into lesson study: inservice mathematics teacher education -- Lesson study: the impact on teachers' knowledge for teaching mathematics / Rachelle D. Meyer and Trena L. Wilkerson -- Developing the habits of mind for a successful lesson study community / Lynn C. Hart and Jane Carriere -- Influence of lesson study on teachers' mathematics pedagogy / Jo Clay Olson, Paul White and Len Sparrow -- Examining change in teacher mathematical knowledge through lesson study / Diane Hobenshield Tepylo and Joan Moss -- Response to Part I / Akihiko Takahashi -- Part II. Emerging issues from lesson study approaches in prospective mathematics teacher education -- Investigating approaches to lesson study in prospective mathematics teacher education / Maria Lorelei Fernandez and Joseph Zilliox -- Lesson study in preservice elementary mathematics methods courses: connecting emerging practice and understanding / Aki Murata and Bindu E. Pothen -- Lesson study as a framework for preservice teachers' early field-based experiences / Paul W.D. Yu -- Response to Part II / Despina Potari -- Part III. Challenges and promises of unchartered water: lesson study and institutes of higher education -- Lesson study as a tool for developing teachers' close attention to students' mathematical thinking / Alice S. Alston, Lou Pedrick, Kimberley P. Morris, and Roya Basu -- Lesson study as a learning environment for coaches of mathematics teachers / Andrea Knapp, Megan Bomer and Cynthia Moore -- Walking the talk: lessons learned by university mathematics methods instructors implementing lesson study for their own professional development / Michael Kamen, Debra L. Junk, Stephen Marble, Sandra Cooper, Colleen M. Eddy, Trena L. Wilkerson and Cameron Sawyer -- Response to Part III / Tad Watanabe -- Part IV. Seeing the whole iceberg: the critical role of tasks, inquiry stance, and teacher learning in lesson study -- The critical role of task development in lesson study / Brian Doig, Susie Groves and Toshiakira Fujii -- The intersection of lesson study and design research: a 3-D visualization development project for the elementary mathematics curriculum / Jacqueline Sack and Irma Vazquez -- Lesson study: a case of the investigations mathematics curriculum with practicing teachers at fifth grade / Penina Kamina and Patricia Tinto -- Response to Part IV / Catherine Lewis -- Part V. Ideas for developing mathematical pedagogical content knowledge through lesson study -- What's going on backstage? Revealing the work of lesson study with mathematics teachers / Catherine D. Bruce and mary S. Ladky -- Learning from lesson study: power distribution in a community of practice / Dolores Corcoran -- Preparing for lesson study: tools for success / Mary Pat Sjostrom and Melfried Olson -- Response to Part V / Makoto Yoshida and William C. Jackson -- Final thoughts.
    Anmerkung: Includes bibliographical references and index
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    URL: Cover
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  • 9
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048137299 , 1282927612 , 9781282927612
    Sprache: Englisch
    Seiten: Online-Ressource (XXVII, 216p, digital)
    Serie: Phaenomenologica, Published Under the Auspices of the Husserl-Archives 195
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Phenomenology and mathematics
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    Schlagwort(e): Philosophy (General) ; Logic ; Phenomenology ; Science Philosophy ; Mathematics_$xHistory ; Philosophy ; Philosophy (General) ; Logic ; Phenomenology ; Science Philosophy ; Mathematics_$xHistory ; Aufsatzsammlung ; Phänomenologie ; Mathematik ; Husserl, Edmund 1859-1938 ; Phänomenologie ; Mathematik ; Phänomenologie ; Mathematik ; Husserl, Edmund 1859-1938
    Kurzfassung: During Edmund Husserl,s lifetime, modern logic and mathematics rapidly developed toward their current outlook and Husserl,s writings can be fruitfully compared and contrasted with both 19th century figures (Boole, Schroder, Weierstrass) as well as the 20th century characters (Heyting, Zermelo, Godel). Besides the more historical studies, the internal ones on Husserl alone and the external ones attempting to clarify his role in the more general context of the developing mathematics and logic, Husserl,s phenomenology offers also a systematically rich but little researched area of investigation
    Beschreibung / Inhaltsverzeichnis: PHENOMENOLOGY AND MATHEMATICS; Contents; Acknowledgements; Contributors; List of Abbreviations; Introduction; I Mathematical Realism and Transcendental Phenomenological Idealism; I. Standard Simple Formulations of Realism and Idealism (Anti-Realism) About Mathematics; I. Introduction; I. Introduction; II. Mathematical Realism; II. Benacerrafs Dilemma and Some Negative or Skeptical Solutions; II. R-Structured Wholes; III. Transcendental Phenomenological Idealism; IV. Mind-Independence and Mind-Dependence in Formulations of Mathematical Realism; IV. Meaningless Symbols in PA
    Beschreibung / Inhaltsverzeichnis: V. Compatibility or Incompatibility?V. Categorial Intuition; V. Logical Systems; III. Benacerrafs Dilemma and Kantian Structuralism; VI. Brief Interlude: Where to Place Gdel, Brouwer, and Other Mathematical Realists and Idealists in our Schematization?; VII. A Conclusion and an Introduction; VI. Imaginary Elements: Earlier Treatment; VII. Imaginary Elements: Later Treatment; IV. The HW Theory; V. Conclusion: Benacerrafs Dilemma Again and Recovered Paradise; References; II Platonism, Phenomenology, and Interderivability; I. Introduction; II. Phenomenology, Constructivism and Platonism
    Beschreibung / Inhaltsverzeichnis: III. InterderivabilityIV. Situations of Affairs: Historical Preliminaries; V. Situations of Affairs: Systematic Treatment; VI. Conclusion; VII. Appendix; References; III husserl on axiomatization andarithmetic; I. Introduction; II. Husserls Initial Opposition to the Axiomatization of Arithmetic; III. Husserls VOLTE-FACE Volte-Face; IV. Analysis of the Concept of Number; V. Calculating with Concepts and Propositions; VI. Three Levels of Logic; VII. Manifolds and Imaginary Numbers; VIII. Mathematics and Phenomenology; VIII. Formal Ontology; IX. What Numbers Could Not Be For Husserl
    Beschreibung / Inhaltsverzeichnis: IX. Critical ConsiderationsX. The Problem of Symbolic Knowledge in the Development of Husserls Philosophy; X. Conclusion; References; IV Intuition in Mathematics: on the Function of Eidetic Variation in Mathematical Proofs; I. Some Basic Features of Husserls Theory of Knowledge; II. The Method of Seeing Essences in Mathematical Proofs; 1. The Eidetic Method (Wesensschau) Used for Real Objects; 1. Pre-emptive Negative or Skeptical Solutions; 1. Preliminaries; 2. Eidetics in Material Mathematical Disciplines; 2. Concessive Negative or Skeptical Solutions; 2. The Part-of Relation
    Beschreibung / Inhaltsverzeichnis: 3. Eidetics in Formal-Axiomatic Contexts3. One Sort of Structured Wholes: R-Structured Wholes; References; V How Can a Phenomenologist Have a Philosophy of Mathematics?; References; VI The Development of Mathematics and the Birth of Phenomenology; I. Weierstrass and Mathematics as Rigorous Science; II. Husserl in Weierstrasss Footsteps; III. Philosophy of Arithmetic as an Analysis of the Concept of Number; IV. Logical Investigations and the Axiomatic Approach; VI. Aristotle or Plato (and Which Plato)?; VII. Platonism of the Eternal, Self-Identical, Unchanging Objectivities
    Beschreibung / Inhaltsverzeichnis: VIII. Platonism as an Aspiration for Reflected Foundations
    Anmerkung: Includes bibliographical references and index
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  • 10
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048188161 , 1280002786 , 9781280002786
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 106 p, digital)
    Serie: Models and Modeling in Science Education 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Phillips, Linda M. Visualization in mathematics, reading and science education
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    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching ; Visualization ; Mathematics ; Study and teaching ; Reading ; Science ; Study and teaching ; Naturwissenschaftlicher Unterricht ; Visualisierung ; Mathematikunterricht ; Visualisierung ; Leseunterricht ; Visualisierung ; Naturwissenschaftlicher Unterricht ; Visualisierung
    Kurzfassung: Visualizations - either self-created or external visual stimuli used as an aid to learning - are probably as old as learning itself. Yet surprisingly little research has been done either into how precisely they help us learn, or how to produce ones that are effective pedagogical tools. This volume, a comprehensive review of theory and research on the use of visualization in mathematics, science and reading, contrasts the two dominant theoretical paradigms of how people construct and interpret visualizations. However, the authors never lose sight of practical applications, providing frequent, accessible synopses of research findings in addition to succinct summaries of how the research affects practice. Written by a team with decades of experience in research and practice in the three subjects, the chapters show how cognitive psychology can enhance practical pedagogy, place visualizations in their proper historical context, and analyze in detail the effectiveness of paper-, computer- and video-based visualizations, with some surprising results. The book is published at a time when, it seems, there is no limit to the art of creating visualizations, as powerful computers make graphics ever more colorful and realistic and 'interactivity' is firmly established as a buzzword in the educational lexicon. The aim of the volume is to explore some central questions in the field, including how to evaluate visualizations and whether or not they can act as an aid to reading development, and to mathematics and science learning. The authors also point to potentially fruitful subjects for future research, and offer their own conclusions and recommendations. As the debate continues over the value of visualizations, with polarized arguments on the one hand lauding them and on the other dismissing them as gimmicks, this book introduces a voice of reason to the discussion that will be welcomed by psychologists and educationalists alike.
    Beschreibung / Inhaltsverzeichnis: Preface; Contents; Overview; Part I An Introduction To Visualization; 1 A Commonsense View and Its Problems; 2 A History of Visualization in Psychology and Science; 3 The Concept of Visualization; 4 Cognitive Theory; Part II Current Educational Research; 5 Visualizations and Mathematics; 6 Visualizations and Reading; 7 Visualizations and Science; Part III Cautions and Recommendations; 8 Research and Guidelines on Computer-Generated Visualizations; 9 Concluding Comments, Recommendations, and Further Considerations; References; Author Index; Subject Index;
    Anmerkung: Description based upon print version of record
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  • 11
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048135424
    Sprache: Englisch
    Seiten: Online-Ressource (XX, 5p, digital)
    Suppl.: Rezensiert in Baldasso, Renzo [Rezension von: Goulding, Robert, Defending Hypatia: Ramus, Savile, and the Renaissance Rediscovery of Mathematical History] 2013
    Serie: Archimedes, New Studies in the History and Philosophy of Science and Technology 25
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Goulding, Robert Defending Hypatia
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    Schlagwort(e): Philosophy (General) ; Science Philosophy ; Mathematics ; Humanities ; Philosophy ; Humanities ; Mathematics ; Philosophy (General) ; Science Philosophy ; Ramus, Petrus 1515-1572 ; Mathematikgeschichte ; Savile, Henry 1549-1622 ; Mathematikgeschichte ; Mathematik ; Geschichte
    Kurzfassung: Why should mathematics, the purest of sciences, have a history? Medieval mathematicians took little interest in the history of their discipline. Yet in the Renaissance the history of mathematics flourished. This book explores how Renaissance scholars recovered and reconstructed the origins of mathematics by tracing its invention in prehistoric Antiquity, its development by the Greeks, and its transmission to modern Europe via the works of Euclid, Theon and Proclus. The principal architects of this story -- the French philosopher and University of Paris reformer Peter Ramus, and his critic, the young Oxford astronomy lecturer Henry Savile worked out diametrically opposed models for the development of the mathematical arts, models of historical progress and decline which mirrored each scholar's larger convictions about the nature of mathematical thinking, the purpose of the modern university, and the potential of the human mind. In their hands, the obscure story of mathematical history became a site of contention over some of the most pressing philosophical and pedagogical debates of the sixteenth century.
    Beschreibung / Inhaltsverzeichnis: Defending Hypatia; Acknowledgements; Contents; Introduction; Structure of the Book; Drowning by Numbers; 1 Lineages of Learning; 2 Ramus and the History of Mathematics; 3 From Plato to Pythagoras: The Scholae mathematicae; 4 ``To Bring Alexandria to Oxford:'' Henry Savile's 1570 Lectures on Ptolemy; 5 The Puzzling Lives of Euclid; 6 Rending Hypatia: The Body of the Elements; Contents of Savile's History of Mathematics; Evidence for the Extent of Savile's Lectures; References; Index;
    Anmerkung: Includes bibliographical references (p. 191-197) and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 12
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139903
    Sprache: Englisch
    Seiten: Online-Ressource (XII, 300p. 63 illus, digital)
    Serie: Mathematics Teacher Education 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Learning through teaching mathematics
    RVK:
    Schlagwort(e): Mathematics ; Educational psychology ; Education ; Education ; Educational psychology ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht ; Mathematiklehrer ; Fachwissen
    Beschreibung / Inhaltsverzeichnis: pt. 1. Theoretical and methodological perspectives on teachers learning through teaching -- pt. 2. Examples of learning through teaching : pedagogical mathematics -- pt. 3. Examples of learning through teaching : mathematical pedagogy.
    Anmerkung: Includes bibliographical references and indexes
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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