Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching
Richard A. Lesh · Helen M. Doerr
May 2003 · Routledge
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This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age.
Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work:
http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/
This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.
Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work:
http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/
This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.
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Richard A. Lesh, Helen M. Doerr
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