Features
- Cover Type: Paperback with 312 pages
- Published by: Lawrence Erlbaum
- Edition: 1st Edition May 1, 1987
- Written in: English
- ISBN 10 Number: 0805800573
- ISBN 13 Number: 978-0805800579
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Book Dimensions:
9 x 6.1 x 0.8 inches
- Weighs: 15.2 ounces
Product Review
a `must purchase for three groups: (a) cognitive scientists who wish to broaden their understanding of the nature of mathematics and of the real world in which classroom teachers must work; (b) mathematicians who wish to become better informed about what it means to do research on mathematics learning and instruction; and (c) mathematics educators (researchers and practitioners) who are interested in a distillation of recent research in cognitive science.—
Journal for Research in Mathematics Educationa `must purchase' for three groups: (a) cognitive scientists who wish to broaden their understanding of the nature of mathematics and of the real world in which classroom teachers must work; (b) mathematicians who wish to become better informed about what it means to do research on mathematics learning and instruction; and (c) mathematics educators (researchers and practitioners) who are interested in a distillation of recent research in cognitive science.—
Journal for Research in Mathematics Education
Product Description
This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.