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Teaching and Learning Patterns in School Mathematics (Record no. 48331)

MARC details
000 -LEADER
fixed length control field 03895nam a22005177a 4500
001 - CONTROL NUMBER
control field sulb-eb0026239
003 - CONTROL NUMBER IDENTIFIER
control field BD-SySUS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20160413122623.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 130428s2013 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400727120
-- 978-94-007-2712-0
024 7# - OTHER STANDARD IDENTIFIER
Standard number or code 10.1007/978-94-007-2712-0
Source of number or code doi
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LC8-6691
072 #7 - SUBJECT CATEGORY CODE
Subject category code JNU
Source bicssc
Subject category code PB
Source bicssc
Subject category code EDU029010
Source bisacsh
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370
Edition number 23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Rivera, Ferdinand.
Relator term author.
245 10 - TITLE STATEMENT
Title Teaching and Learning Patterns in School Mathematics
Medium [electronic resource] :
Remainder of title Psychological and Pedagogical Considerations /
Statement of responsibility, etc. by Ferdinand Rivera.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Dordrecht :
Name of producer, publisher, distributor, manufacturer Springer Netherlands :
-- Imprint: Springer,
Date of production, publication, distribution, manufacture, or copyright notice 2013.
300 ## - PHYSICAL DESCRIPTION
Extent IX, 216 p.
Other physical details online resource.
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term computer
Media type code c
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term online resource
Carrier type code cr
Source rdacarrier
347 ## - DIGITAL FILE CHARACTERISTICS
File type text file
Encoding format PDF
Source rda
520 ## - SUMMARY, ETC.
Summary, etc. This book draws on research findings on patterns in the last twenty years or so in order to argue for a theory of graded representations in pattern generalization. Pattern generalization encompasses the construction and justification of structures that give meanings to sequences of numerical and figural objects. While empirical studies conducted with different age-level groups have sufficiently demonstrated varying shifts in structural awareness and competence, which influence the eventual shape of an intended generalization, such shifts, however, are not necessarily permanent but parallel and graded, adaptive, and fundamentally distributed among a variety of cognitive and noncognitive sources that mutually influence each other. Thus, the emergence and complexity of the pattern generalization process cannot be reduced to a simple narrative of cognitive shifts from the arithmetic to the algebraic, from the recursive to the functional, from discerning details to perceiving properties, and so on and so forth. In this book, we pursue an alternative view of pattern generalization processing, that is, one that is not about permanent shifts or transition phases but graded and multimodal depending on individual learners’ experiences with patterns and, especially, the manner in which they perceive, think about, and act on them.     A nonlinear graded perspective offers a much more robust and dynamic understanding of the similarities and differences in patterning competence since it is sensitive to, and acknowledges, the varying learning conditions and opportunities that shape generalization processing and representational conversion. Empirical evidence from a variety of sources will be provided to demonstrate this emergent perspective. Further, instructional implications commingle with research knowledge throughout the book, providing researchers and teachers with usable information that will help them cope with issues they may encounter when they use patterns to engage learners in generalization activity, which involves various aspects of abstract, quantitative, model-driven, structural, and regularity thinking.  .
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Curriculums (Courses of study).
Topical term or geographic name as entry element Education
General subdivision Curricula.
Topical term or geographic name as entry element Mathematics
General subdivision Study and teaching.
Topical term or geographic name as entry element Teaching.
Topical term or geographic name as entry element Educational psychology.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Mathematics Education.
Topical term or geographic name as entry element Pedagogic Psychology.
Topical term or geographic name as entry element Learning & Instruction.
Topical term or geographic name as entry element Curriculum Studies.
Topical term or geographic name as entry element Teaching and Teacher Education.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Printed edition:
International Standard Book Number 9789400727113
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://dx.doi.org/10.1007/978-94-007-2712-0">http://dx.doi.org/10.1007/978-94-007-2712-0</a>
912 ## -
-- ZDB-2-SHU
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Koha item type

No items available.