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020 _a9780387891941
_99780387891941
024 7 _a10.1007/9780387891941
_2doi
035 _avtls000333275
039 9 _a201509030227
_bVLOAD
_c201404130408
_dVLOAD
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040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aAfamasaga-Fuata'i, Karoline.
_eeditor.
_9306393
245 1 0 _aConcept Mapping in Mathematics :
_bResearch into Practice /
_cedited by Karoline Afamasaga-Fuata'i.
250 _a1.
264 1 _aBoston, MA :
_bSpringer US,
_c2009.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aA: A Historical Overview Of Concept Mapping -- The Development and Evolution of the Concept Mapping Tool Leading to a New Model for Mathematics Education -- B: Primary Mathematics Teaching And Learning -- Analysing the “Measurement” Strand Using Concept Maps and Vee Diagrams -- Concept Mapping as a Means to Develop and Assess Conceptual Understanding in Primary Mathematics Teacher Education -- Using Concept Maps and Vee Diagrams to Analyse the “Fractions” Strand in Primary Mathematics -- Concept Maps as Innovative Learning and Assessment Tools in Primary Schools -- C: Secondary Mathematics Teaching And Learning -- Evidence of Meaningful Learning in the Topic of ‘Proportionality’ in Second Grade Secondary Education -- Concept Mapping as a Means to Develop and Assess Conceptual Understanding in Secondary Mathematics Teacher Education -- Concept Mapping a Teaching Sequence and Lesson Plan for “Derivatives” -- Curricular Implications of Concept Mapping in Secondary Mathematics Education -- Using Concept Maps and Gowin’s Vee to Understand Mathematical Models of Physical Phenomena -- Applying Concept Mapping to Algebra I -- D: University Mathematics Teaching And Learning -- Enhancing Undergraduate Mathematics Learning Using Concept Maps and Vee Diagrams -- Concept Mapping: An Important Guide for the Mathematics Teaching Process -- Concept Mapping and Vee Diagramming “Differential Equations” -- Using Concept Maps to Mediate Meaning in Undergraduate Mathematics -- E: Future Directions -- Implications and Future Research Directions.
520 _aConcept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence which suggests that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9780387891934
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-89194-1
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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