| 000 | 03666nam a2200637 4500 | ||
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| 001 | 6136 | ||
| 010 | _a0805838228 | ||
| 090 | _a6136 | ||
| 100 | _a20040217d2003 k y0pory5003 ba | ||
| 101 | 0 | _aeng | |
| 102 | _aUS | ||
| 200 | 1 |
_aBeyond constructivism _emodels and modeling perspectives on mathematics problem solving, learning, and teaching _fEdited by Richard Lesh _gHelen M. Doerr |
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| 210 |
_aMahwah _cLawrence Erlbaum Associates _d2003 |
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| 215 |
_aXII, 597 p. _cil. |
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| 464 | 1 |
_tIn what ways does a models and modeling perspective move beyond constructivism? _044221 |
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| 464 | 1 |
_tFrom problem solving to modeling : the evolution of thinking about research on complex mathematical activity _044222 |
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| 464 | 1 |
_tModels of functions and models of situations : on the design of modeling-based learning environments _044223 |
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| 464 | 1 |
_tIntegrating a models and modeling perspective with existing research and practice _044224 |
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| 464 | 1 |
_tUsing a translation model for curriculum development and classroom instruction _044225 |
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| 464 | 1 |
_tBeyond constructivism : an improved fitness metaphor for the acquisition of mathematical knowledge _044226 |
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| 464 | 1 |
_tInterest, identity, and social functioning : central features of modeling activity _044227 |
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| 464 | 1 |
_tA models and modeling perspective on metacognitive functioning in everiday situations where problem solvers develop mathematical constructs _044228 |
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| 464 | 1 |
_tLocal conceptual development pf proof schemes in a cooperative learning setting _044229 |
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| 464 | 1 |
_tA models and modeling perspective on the role of small group learning activities _044230 |
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| 464 | 1 |
_tA models and modeling perspective on problem solving _044231 |
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| 464 | 1 |
_tEnds-in-view problems _044232 |
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| 464 | 1 |
_tA models and modeling perspective on skills for high performance workplace _044233 |
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| 464 | 1 |
_tA models and modeling perspective on technology-based representational media _044234 |
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| 464 | 1 |
_tIntroduction to an economic problem : a models and modeling perspective _044235 |
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| 464 | 1 |
_tThe case for cases _044236 |
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| 464 | 1 |
_tThe EPICS model in engineering education : perspectives on problem-solving abilities needed for success beyond schools _044237 |
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| 464 | 1 |
_tWhat methematical abilities are needed for sucess beyond school in a technology-based age of information? _044238 |
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| 464 | 1 |
_tExplanations why? the role of explanations in answers to (assessment) problems _044239 |
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| 464 | 1 |
_tTask-analysis cycles as tools for supporting students' mathematical development _044240 |
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| 464 | 1 |
_tA modeling approach to describe teacher knowledge _044241 |
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| 464 | 1 |
_tA modeling approach for providinng teacher development _044242 |
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| 464 | 1 |
_tA modeling perspective on teacher development _044243 |
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| 464 | 1 |
_tA semiotic look at modeling behavior _044244 |
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| 464 | 1 |
_tPiagetian conceptual systems and models for mathematizing everyday experiences _044245 |
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| 464 | 1 |
_tOrigins and evolution of model-based reasoning in mathematics and science _044246 |
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| 464 | 1 |
_tModel development sequences _044247 |
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| 464 | 1 |
_tFoundations of a models and modeling perspective on mathematics teaching, learning, anf problem solving _044248 |
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| 606 | 1 | _aPsicologia Educacional | |
| 606 | 1 | _aModelos | |
| 606 | 1 | _aProfessor | |
| 606 | 1 | _aEnsino | |
| 606 | 1 | _aDesenvolvimento | |
| 606 | 1 | _aMetemáticas | |
| 606 | 1 | _aResolução de Problemas | |
| 606 | 1 | _aAprendizagem | |
| 606 | 1 | _aTeorias | |
| 606 | 1 | _aConstrutivismo | |
| 702 | 1 |
_aLesh _bRichard _ced. |
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| 702 | 1 |
_aDoerr _bHelen M. _cEd. |
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| 856 | 4 | _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm | |