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Link de la búsquedaThe SimCalc Vision and Contributions / SpringerLink (Online service) ; Stephen J. Hegedus ; Roschelle, Jeremy (2013)
Título : The SimCalc Vision and Contributions : Democratizing Access to Important Mathematics Tipo de documento: documento electrónico Autores: SpringerLink (Online service) ; Stephen J. Hegedus ; Roschelle, Jeremy Editorial: Dordrecht : Springer Netherlands Fecha de publicación: 2013 Otro editor: Imprint: Springer Colección: Advances in Mathematics Education, ISSN 1869-4918 Número de páginas: XII, 480 p Il.: online resource ISBN/ISSN/DL: 978-94-007-5696-0 Idioma : Inglés (eng) Palabras clave: Education Computer software Educational technology Mathematics Study and teaching Technology Learning & Instruction Mathematical Software Clasificación: 51 Matemáticas Resumen: This volume provides essential guidance for transforming mathematics learning in schools through the use of innovative technology, pedagogy, and curriculum. It presents clear, rigorous evidence of the impact technology can have in improving students learning of important yet complex mathematical concepts -- and goes beyond a focus on technology alone to clearly explain how teacher professional development, pedagogy, curriculum, and student participation and identity each play an essential role in transforming mathematics classrooms with technology. Further, evidence of effectiveness is complemented by insightful case studies of how key factors lead to enhancing learning, including the contributions of design research, classroom discourse, and meaningful assessment. The volume organizes over 15 years of sustained research by multiple investigators in different states and countries who together developed an approach called "SimCalc" that radical transforms how Algebra and Calculus are taught. The SimCalc program engages students around simulated motions, such as races on a soccer field, and builds understanding using visual representations such as graphs, and familiar representations such as stories to help students to develop meaning for more abstract mathematical symbols. Further, the SimCalc program leverages classroom wireless networks to increase participation by all students in doing, talking about, and reflecting on mathematics. Unlike many technology programs, SimCalc research shows the benefits of balanced attention to curriculum, pedagogy, teacher professional development, assessment and technology -- and has proven effectiveness results at the scale of hundreds of schools and classrooms. Combining the findings of multiple investigators in one accessible volume reveals the depth and breadth of the research program, and engages readers interested in: * Engaging students in deeply learning the important concepts in mathematics * Designing innovative curriculum, software, and professional development · Effective uses of technology to improve mathematics education * Creating integrated systems of teaching that transform mathematics classrooms * Scaling up new pedagogies to hundreds of schools and classrooms * Conducting research that really matters for the future of mathematics learning Nota de contenido: Acknowledgements -- Series Preface: Gabriele Kaiser & Bharath Sriraman -- I. Philosophy & Background -- Preface to Section I: Ubiratan D’Ambrosio -- Introduction:Jeremy Roschelle & Stephen Hegedus -- The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context (originally appeared in C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the mathematics curriculum (pp. 155-170). London: Springer-Verlag.): James Kaput & Jeremy Roschelle -- From Static to Dynamic Mathematics: Historical and Representational Perspectives (originally appeared in Educational Studies in Mathematics, 68(2), 99-111): Luis Moreno-Armella & Stephen Hegedus: Intersecting Representation and Communication Infrastructures (originally appeared in ZDM: The International Journal on Mathematics Education: Transforming Mathematics Education Through Dynamic Mathematics Technologies, 41(4), 399-412): Stephen Hegedus & Luis Moreno-Armella -- II. Aspects of Design -- Reflections on Significant Developments in Designing SimCalc Software: James Burke, Ryan Robidoux, & Stephen Hegedus -- Designing for Generative Activities: Expanding Spaces for Learning and Teaching: Nancy Ares -- SimCalc and the Networked Classroom: Corey Brady, Tobin White, Sarah Davis, & Stephen Hegedus -- III. Impacts from Large-Scale Research -- Preface to Section III: Jinfa Cai -- SimCalc at Scale: Three Studies Examine the Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics:Jeremy Roschelle & Nicole Shechtman -- Learning and Participation in High School Classrooms: Sara Dalton & Stephen Hegedus -- Development of Student and Teacher Assessments in Scaling Up SimCalc Project: Nicole Shechtman, Geneva Haertel, Jeremy Roschelle, Jennifer Knudsen, & Corrine Singleton -- Sustainable use of Dynamic Representational Environments: Toward a District-Wide Adoption of SimCalc-Based Materials: Phil Vahey, George J. Roy, & Vivan Fueyo -- Impact of Classroom Connectivity on Learning and Participation: Stephen Hegedus, Luis Moreno-Armella, Sara Dalton, Arden Brookstein, & John Tapper -- IV. Impacts from Small-Scale Research -- Viewing SimCalc Classrooms Through the Lens of Mathematical Discourse: Jessica Pierson Bishop -- Scaling Up Innovative Mathematics in the Middle Grades: Case Studies of “Good Enough” Enactments: Susan Empson, Steven Greenstein, Luz Maldonado, & Jeremy Roschelle -- Changing from the Inside out: SimCalc Teacher Changes in Beliefs and Practices: John Tapper -- Shaping Dialogue Through Questioning: An Examination of the Interactions Among Teachers, Representations, and Mathematics: Chandra Hawley Orrill -- “They Need to be Solid in Standard Skills First”: How Standards Can Become the Upper Bound: Margaret Dickey-Kurdziolek & Deborah Tatar -- V. International Contributions -- Developing and Enhancing Elementary School Students’ Higher Order Mathematical Thinking With SimCalc: Demetra Pitta-Pantazi, Paraskevi Sophocleous, & Constantinos Christou -- Adapting SimCalc to Different School Mathematics Cultures: A Case Study from Brazil: Rosana Nogueira de Lima, Lulu Healy, & Tania Campos -- Mathematical Modeling with SimCalc: Enhancing Student Complex Problem Solving Skills Using a Modeling Approach: Nicholas G. Mousoulides -- Approaching Calculus with SimCalc: Linking Derivative and Antiderivative: Patricia Salinas -- VI. Extensions, Commentaries, & Future Visions: You Can Lead a Horse to Water…: Issues in Deepening Learning Through Deepening Teaching: John Mason -- Multiple Function Max/Min Problems for First Grade Children in the 21st Century”: Richard Lesh, Lyn English, Serife Sevis, & Chanda Riggs -- The Kaputian Program for the Mathematics of Change and Variation and Its Relation to DNR-Based Instruction in Mathematics: Guershon Harel -- The Evolution of Technology and the Mathematics of Change and Variation: David Tall -- Conversation About SimCalc, Its Evolution and Lessons Along the Way: Eric Hamilton & Nora Sabelli En línea: http://dx.doi.org/10.1007/978-94-007-5696-0 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=32648 The SimCalc Vision and Contributions : Democratizing Access to Important Mathematics [documento electrónico] / SpringerLink (Online service) ; Stephen J. Hegedus ; Roschelle, Jeremy . - Dordrecht : Springer Netherlands : Imprint: Springer, 2013 . - XII, 480 p : online resource. - (Advances in Mathematics Education, ISSN 1869-4918) .
ISBN : 978-94-007-5696-0
Idioma : Inglés (eng)
Palabras clave: Education Computer software Educational technology Mathematics Study and teaching Technology Learning & Instruction Mathematical Software Clasificación: 51 Matemáticas Resumen: This volume provides essential guidance for transforming mathematics learning in schools through the use of innovative technology, pedagogy, and curriculum. It presents clear, rigorous evidence of the impact technology can have in improving students learning of important yet complex mathematical concepts -- and goes beyond a focus on technology alone to clearly explain how teacher professional development, pedagogy, curriculum, and student participation and identity each play an essential role in transforming mathematics classrooms with technology. Further, evidence of effectiveness is complemented by insightful case studies of how key factors lead to enhancing learning, including the contributions of design research, classroom discourse, and meaningful assessment. The volume organizes over 15 years of sustained research by multiple investigators in different states and countries who together developed an approach called "SimCalc" that radical transforms how Algebra and Calculus are taught. The SimCalc program engages students around simulated motions, such as races on a soccer field, and builds understanding using visual representations such as graphs, and familiar representations such as stories to help students to develop meaning for more abstract mathematical symbols. Further, the SimCalc program leverages classroom wireless networks to increase participation by all students in doing, talking about, and reflecting on mathematics. Unlike many technology programs, SimCalc research shows the benefits of balanced attention to curriculum, pedagogy, teacher professional development, assessment and technology -- and has proven effectiveness results at the scale of hundreds of schools and classrooms. Combining the findings of multiple investigators in one accessible volume reveals the depth and breadth of the research program, and engages readers interested in: * Engaging students in deeply learning the important concepts in mathematics * Designing innovative curriculum, software, and professional development · Effective uses of technology to improve mathematics education * Creating integrated systems of teaching that transform mathematics classrooms * Scaling up new pedagogies to hundreds of schools and classrooms * Conducting research that really matters for the future of mathematics learning Nota de contenido: Acknowledgements -- Series Preface: Gabriele Kaiser & Bharath Sriraman -- I. Philosophy & Background -- Preface to Section I: Ubiratan D’Ambrosio -- Introduction:Jeremy Roschelle & Stephen Hegedus -- The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context (originally appeared in C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the mathematics curriculum (pp. 155-170). London: Springer-Verlag.): James Kaput & Jeremy Roschelle -- From Static to Dynamic Mathematics: Historical and Representational Perspectives (originally appeared in Educational Studies in Mathematics, 68(2), 99-111): Luis Moreno-Armella & Stephen Hegedus: Intersecting Representation and Communication Infrastructures (originally appeared in ZDM: The International Journal on Mathematics Education: Transforming Mathematics Education Through Dynamic Mathematics Technologies, 41(4), 399-412): Stephen Hegedus & Luis Moreno-Armella -- II. Aspects of Design -- Reflections on Significant Developments in Designing SimCalc Software: James Burke, Ryan Robidoux, & Stephen Hegedus -- Designing for Generative Activities: Expanding Spaces for Learning and Teaching: Nancy Ares -- SimCalc and the Networked Classroom: Corey Brady, Tobin White, Sarah Davis, & Stephen Hegedus -- III. Impacts from Large-Scale Research -- Preface to Section III: Jinfa Cai -- SimCalc at Scale: Three Studies Examine the Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics:Jeremy Roschelle & Nicole Shechtman -- Learning and Participation in High School Classrooms: Sara Dalton & Stephen Hegedus -- Development of Student and Teacher Assessments in Scaling Up SimCalc Project: Nicole Shechtman, Geneva Haertel, Jeremy Roschelle, Jennifer Knudsen, & Corrine Singleton -- Sustainable use of Dynamic Representational Environments: Toward a District-Wide Adoption of SimCalc-Based Materials: Phil Vahey, George J. Roy, & Vivan Fueyo -- Impact of Classroom Connectivity on Learning and Participation: Stephen Hegedus, Luis Moreno-Armella, Sara Dalton, Arden Brookstein, & John Tapper -- IV. Impacts from Small-Scale Research -- Viewing SimCalc Classrooms Through the Lens of Mathematical Discourse: Jessica Pierson Bishop -- Scaling Up Innovative Mathematics in the Middle Grades: Case Studies of “Good Enough” Enactments: Susan Empson, Steven Greenstein, Luz Maldonado, & Jeremy Roschelle -- Changing from the Inside out: SimCalc Teacher Changes in Beliefs and Practices: John Tapper -- Shaping Dialogue Through Questioning: An Examination of the Interactions Among Teachers, Representations, and Mathematics: Chandra Hawley Orrill -- “They Need to be Solid in Standard Skills First”: How Standards Can Become the Upper Bound: Margaret Dickey-Kurdziolek & Deborah Tatar -- V. International Contributions -- Developing and Enhancing Elementary School Students’ Higher Order Mathematical Thinking With SimCalc: Demetra Pitta-Pantazi, Paraskevi Sophocleous, & Constantinos Christou -- Adapting SimCalc to Different School Mathematics Cultures: A Case Study from Brazil: Rosana Nogueira de Lima, Lulu Healy, & Tania Campos -- Mathematical Modeling with SimCalc: Enhancing Student Complex Problem Solving Skills Using a Modeling Approach: Nicholas G. Mousoulides -- Approaching Calculus with SimCalc: Linking Derivative and Antiderivative: Patricia Salinas -- VI. Extensions, Commentaries, & Future Visions: You Can Lead a Horse to Water…: Issues in Deepening Learning Through Deepening Teaching: John Mason -- Multiple Function Max/Min Problems for First Grade Children in the 21st Century”: Richard Lesh, Lyn English, Serife Sevis, & Chanda Riggs -- The Kaputian Program for the Mathematics of Change and Variation and Its Relation to DNR-Based Instruction in Mathematics: Guershon Harel -- The Evolution of Technology and the Mathematics of Change and Variation: David Tall -- Conversation About SimCalc, Its Evolution and Lessons Along the Way: Eric Hamilton & Nora Sabelli En línea: http://dx.doi.org/10.1007/978-94-007-5696-0 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=32648 Ejemplares
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Título : Early Algebraization : A Global Dialogue from Multiple Perspectives Tipo de documento: documento electrónico Autores: SpringerLink (Online service) ; Jinfa Cai ; Eric Knuth Editorial: Berlin, Heidelberg : Springer Berlin Heidelberg Fecha de publicación: 2011 Colección: Advances in Mathematics Education, ISSN 1869-4918 Número de páginas: XXIV, 624 p Il.: online resource ISBN/ISSN/DL: 978-3-642-17735-4 Idioma : Inglés (eng) Palabras clave: Education International education Comparative Curriculums (Courses of study) Curricula Mathematics Study and teaching Teaching Teacher Learning & Instruction Curriculum Studies Clasificación: 51 Matemáticas Resumen: In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research. “This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran) Nota de contenido: Series Foreword. SECTION 1: Introduction. SECTION 2 -- Curricular Perspective -- SECTION 3. Cognitive Perspective -- SECTION 4. Instructional Perspective -- SECTION 5. Perspectives for Research and Teaching En línea: http://dx.doi.org/10.1007/978-3-642-17735-4 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33404 Early Algebraization : A Global Dialogue from Multiple Perspectives [documento electrónico] / SpringerLink (Online service) ; Jinfa Cai ; Eric Knuth . - Berlin, Heidelberg : Springer Berlin Heidelberg, 2011 . - XXIV, 624 p : online resource. - (Advances in Mathematics Education, ISSN 1869-4918) .
ISBN : 978-3-642-17735-4
Idioma : Inglés (eng)
Palabras clave: Education International education Comparative Curriculums (Courses of study) Curricula Mathematics Study and teaching Teaching Teacher Learning & Instruction Curriculum Studies Clasificación: 51 Matemáticas Resumen: In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research. “This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran) Nota de contenido: Series Foreword. SECTION 1: Introduction. SECTION 2 -- Curricular Perspective -- SECTION 3. Cognitive Perspective -- SECTION 4. Instructional Perspective -- SECTION 5. Perspectives for Research and Teaching En línea: http://dx.doi.org/10.1007/978-3-642-17735-4 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33404 Ejemplares
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Título : Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity Tipo de documento: documento electrónico Autores: SpringerLink (Online service) ; Piet van den Bossche ; Wim H. Gijselaers ; Richard G. Milter Editorial: Dordrecht : Springer Netherlands Fecha de publicación: 2013 Otro editor: Imprint: Springer Colección: Advances in Business Education and Training num. 5 Número de páginas: XII, 163 p Il.: online resource ISBN/ISSN/DL: 978-94-007-6137-7 Idioma : Inglés (eng) Palabras clave: Education Higher education Professional & Vocational Learning Instruction Clasificación: 658 Empresas. Organización de empresas Resumen: This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on ‘competences’ and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector Nota de contenido: Preface -- PART 1: INDIVIDUAL LEARNING. Cultural differences in learning approaches; Tempelaar, Bart Rienties, Bas Giesbers, Sybrand Schim van der Loeff -- Learning Styles and VSC Modules: A Statistical Analysis of Perceived and Actual Effectiveness; Don Cyr -- The crucial role of the supervisor in supporting employees’ use of a personal development plan: An exploratory intervention study; Simon Beausaert, Mien Segers , Anniek van den Berge, Jeannette Hommes, Wim Gijselaers -- PART 2: GROUP LEARNING. Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom; Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, Olivier Aba -- An Evaluation Model for Collaborative Online Courses: The impact of knowledge sharing and communication climate; Therese Grohnert, Katerina Bohle Carbonell, Amber Dailey-Hebert, Mien Segers -- MBA Applied Research Projects: authentic learning for the hospitality industry; Peter Juskiw and Lyn Glanz -- Student experiences of self-reflection and peer assessment in providing authentic project based learning to large class sizes; Bart Rienties, Anthony Willis, Peter Alcott, Emma Medland -- Perspectives and practice: Facilitating the learning of the 21st century manager; Kristen Reid, Sarah Robinson, and Paul Quintas -- Survival Lessons: Academic Continuity, Business Continuity & Technology; Claudine Schweber. En línea: http://dx.doi.org/10.1007/978-94-007-6137-7 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=36751 Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity [documento electrónico] / SpringerLink (Online service) ; Piet van den Bossche ; Wim H. Gijselaers ; Richard G. Milter . - Dordrecht : Springer Netherlands : Imprint: Springer, 2013 . - XII, 163 p : online resource. - (Advances in Business Education and Training; 5) .
ISBN : 978-94-007-6137-7
Idioma : Inglés (eng)
Palabras clave: Education Higher education Professional & Vocational Learning Instruction Clasificación: 658 Empresas. Organización de empresas Resumen: This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on ‘competences’ and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector Nota de contenido: Preface -- PART 1: INDIVIDUAL LEARNING. Cultural differences in learning approaches; Tempelaar, Bart Rienties, Bas Giesbers, Sybrand Schim van der Loeff -- Learning Styles and VSC Modules: A Statistical Analysis of Perceived and Actual Effectiveness; Don Cyr -- The crucial role of the supervisor in supporting employees’ use of a personal development plan: An exploratory intervention study; Simon Beausaert, Mien Segers , Anniek van den Berge, Jeannette Hommes, Wim Gijselaers -- PART 2: GROUP LEARNING. Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom; Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, Olivier Aba -- An Evaluation Model for Collaborative Online Courses: The impact of knowledge sharing and communication climate; Therese Grohnert, Katerina Bohle Carbonell, Amber Dailey-Hebert, Mien Segers -- MBA Applied Research Projects: authentic learning for the hospitality industry; Peter Juskiw and Lyn Glanz -- Student experiences of self-reflection and peer assessment in providing authentic project based learning to large class sizes; Bart Rienties, Anthony Willis, Peter Alcott, Emma Medland -- Perspectives and practice: Facilitating the learning of the 21st century manager; Kristen Reid, Sarah Robinson, and Paul Quintas -- Survival Lessons: Academic Continuity, Business Continuity & Technology; Claudine Schweber. En línea: http://dx.doi.org/10.1007/978-94-007-6137-7 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=36751 Ejemplares
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Título : Matebilandia : Laboratorio di matematica e modellizzazione in un parco divertimenti Tipo de documento: documento electrónico Autores: Resta, Lorenza ; SpringerLink (Online service) ; Sandra Gaudenzi ; Stefano Alberghi Editorial: Milano : Springer Milan Fecha de publicación: 2011 Colección: Convergenze Número de páginas: VIII, 335 pagg Il.: online resource ISBN/ISSN/DL: 978-88-470-2312-3 Idioma : Italiano (ita) Palabras clave: Mathematics Geometry Mechanics Learning & Instruction Clasificación: 51 Matemáticas Resumen: Qual è la forma di un "giro della morte" in un roller-coaster? Che traiettoria descrive il passeggero di una vorticosa giostra? Quando si guarda ad una ruota panoramica si vede davvero una circonferenza? A partire dai consolidati percorsi didattici di Matematica nel parco di Mirabilandia il libro offre, oltre alla loro puntuale descrizione, anche molti spunti di approfondimento teorico e didattico. Viene affrontato il tema della modellizzazione e del suo insegnamento a scuola, del rapporto tra matematica e realtà, del ruolo dell'ambiente di apprendimento, del laboratorio di matematica. Viene illustrato l'utilizzo, a scuola e nei percorsi didattici, di giochi, software e calcolatrici grafiche, e di macchine matematiche, alcune delle quali ideate e costruite appositamente per il progetto Matebilandia. Si approfondiscono applicazioni didattiche di curve geometriche come ellissi, parabole, spirali, epicicloidi, fornendo utili schede di laboratorio pronte per l'utilizzo in aula En línea: http://dx.doi.org/10.1007/978-88-470-2312-3 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33476 Matebilandia : Laboratorio di matematica e modellizzazione in un parco divertimenti [documento electrónico] / Resta, Lorenza ; SpringerLink (Online service) ; Sandra Gaudenzi ; Stefano Alberghi . - Milano : Springer Milan, 2011 . - VIII, 335 pagg : online resource. - (Convergenze) .
ISBN : 978-88-470-2312-3
Idioma : Italiano (ita)
Palabras clave: Mathematics Geometry Mechanics Learning & Instruction Clasificación: 51 Matemáticas Resumen: Qual è la forma di un "giro della morte" in un roller-coaster? Che traiettoria descrive il passeggero di una vorticosa giostra? Quando si guarda ad una ruota panoramica si vede davvero una circonferenza? A partire dai consolidati percorsi didattici di Matematica nel parco di Mirabilandia il libro offre, oltre alla loro puntuale descrizione, anche molti spunti di approfondimento teorico e didattico. Viene affrontato il tema della modellizzazione e del suo insegnamento a scuola, del rapporto tra matematica e realtà, del ruolo dell'ambiente di apprendimento, del laboratorio di matematica. Viene illustrato l'utilizzo, a scuola e nei percorsi didattici, di giochi, software e calcolatrici grafiche, e di macchine matematiche, alcune delle quali ideate e costruite appositamente per il progetto Matebilandia. Si approfondiscono applicazioni didattiche di curve geometriche come ellissi, parabole, spirali, epicicloidi, fornendo utili schede di laboratorio pronte per l'utilizzo in aula En línea: http://dx.doi.org/10.1007/978-88-470-2312-3 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33476 Ejemplares
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Título : Non solo calcoli : Domande e risposte sui perché della matematica Tipo de documento: documento electrónico Autores: Vinicio Villani ; SpringerLink (Online service) ; Claudio Bernardi ; Sergio Zoccante ; Porcaro, Roberto Editorial: Milano : Springer Milan Fecha de publicación: 2012 Otro editor: Imprint: Springer Colección: Convergenze Número de páginas: XII, 296 pagg Il.: online resource ISBN/ISSN/DL: 978-88-470-2610-0 Idioma : Italiano (ita) Palabras clave: Mathematics Mathematical analysis Analysis (Mathematics) logic Statistics Logic and Foundations Statistics, general Learning & Instruction Clasificación: 51 Matemáticas Resumen: Nell'infanzia si pongono i classici interrogativi con tanti “perché?”. Purtroppo poi, nel corso dell'educazione matematica, la curiosità diminuisce e spesso ci si accontenta di chiedere "come si fa?". Questo libro è dedicato ai perché della logica e teoria degli insiemi, dell'analisi matematica, della probabilità e statistica. Si completano così gli argomenti di matematica insegnati a scuola, dopo i precedenti testi di V. Villani sui perché dell’algebra e geometria. Il titolo contiene un messaggio. In logica si affronta il calcolo delle proposizioni, l’analisi matematica è nota anche col nome di calcolo, la probabilità è detta calcolo delle probabilità. In tutti e tre i casi si potrebbe focalizzare l’attenzione sulla parola calcolo. Ma questo è riduttivo: il calcolo è una componente importante, ma altrettanto importante è la comprensione critica di tutto ciò che sta alla base dei calcoli. Il libro è rivolto a chi insegna matematica e a tutte le persone che hanno conservato una genuina curiosità scientifica. Nota de contenido: Logica e Teoria degli insiemi -- Analisi matematica -- Probabilità e Statistica En línea: http://dx.doi.org/10.1007/978-88-470-2610-0 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33047 Non solo calcoli : Domande e risposte sui perché della matematica [documento electrónico] / Vinicio Villani ; SpringerLink (Online service) ; Claudio Bernardi ; Sergio Zoccante ; Porcaro, Roberto . - Milano : Springer Milan : Imprint: Springer, 2012 . - XII, 296 pagg : online resource. - (Convergenze) .
ISBN : 978-88-470-2610-0
Idioma : Italiano (ita)
Palabras clave: Mathematics Mathematical analysis Analysis (Mathematics) logic Statistics Logic and Foundations Statistics, general Learning & Instruction Clasificación: 51 Matemáticas Resumen: Nell'infanzia si pongono i classici interrogativi con tanti “perché?”. Purtroppo poi, nel corso dell'educazione matematica, la curiosità diminuisce e spesso ci si accontenta di chiedere "come si fa?". Questo libro è dedicato ai perché della logica e teoria degli insiemi, dell'analisi matematica, della probabilità e statistica. Si completano così gli argomenti di matematica insegnati a scuola, dopo i precedenti testi di V. Villani sui perché dell’algebra e geometria. Il titolo contiene un messaggio. In logica si affronta il calcolo delle proposizioni, l’analisi matematica è nota anche col nome di calcolo, la probabilità è detta calcolo delle probabilità. In tutti e tre i casi si potrebbe focalizzare l’attenzione sulla parola calcolo. Ma questo è riduttivo: il calcolo è una componente importante, ma altrettanto importante è la comprensione critica di tutto ciò che sta alla base dei calcoli. Il libro è rivolto a chi insegna matematica e a tutte le persone che hanno conservato una genuina curiosità scientifica. Nota de contenido: Logica e Teoria degli insiemi -- Analisi matematica -- Probabilità e Statistica En línea: http://dx.doi.org/10.1007/978-88-470-2610-0 Link: https://biblioteca.cunef.edu/gestion/catalogo/index.php?lvl=notice_display&id=33047 Ejemplares
Signatura Medio Ubicación Sub-localización Sección Estado ningún ejemplar
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