The Growth of Mathematical Ideas, Grades K-12: Twenty-Fourth Yearbook, National Council of Teachers of Mathematics.

Institution	National Council of Teachers of Mathematics, Inc., Reston, VA.
Titel	The Growth of Mathematical Ideas, Grades K-12: Twenty-Fourth Yearbook, National Council of Teachers of Mathematics.
Quelle	(1959), (517 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Development; Creative Thinking; Curriculum; Educational Psychology; Elementary Secondary Education; Instruction; Mathematics Education; Measurement; Number Concepts; Probability; Problem Solving; Statistics; Teaching Methods; Yearbooks + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitive Entwicklung; Kreatives Denken; Curricula; Lehrplan; Rahmenplan; Erziehungspsychologie; Pädagogische Psychologie; Teaching process; Mathematische Bildung; Messverfahren; Number concept; Zahlbegriff; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; Statistik; Teaching method; Lehrmethode; Unterrichtsmethode; Yearbook; Jahrbuch
Abstract	This yearbook is intended to be primarily a highlighting of the essential elements of those basic mathematical understandings which should be continually developed and extended throughout the entire mathematics curriculum. An attempt is also made to illustrate training in mathematical modes of thought, sometimes labeled problem solving or creative thinking. A second objective is to define and illustrate some classroom procedures and their psychological bases, which are appropriate for all levels of instruction. The third objective is to assist teachers and supervisors in extending and applying the ideas of the book in their own situations. Chapter topics include number and operations, relations and functions, proof, measurement and approximation, probability, statistics, language and symbolism, modes of thought, implications of the psychology of learning for the teaching of mathematics, and promoting the continuous growth of mathematical concepts. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC