MARC details
| 000 -LEADER |
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| fixed length control field |
05252nam a22005055i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
978-3-319-59204-6 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20191024162806.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
171028s2018 gw | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783319592046 |
| 024 7# - OTHER STANDARD IDENTIFIER |
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| Standard number or code |
10.1007/978-3-319-59204-6 |
| Source of number or code |
doi |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
МУБИС |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LC8-6691 |
| 072 #7 - SUBJECT CATEGORY CODE |
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| Subject category code |
JNU |
| Source |
bicssc |
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| Subject category code |
EDU029010 |
| Source |
bisacsh |
|
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| Subject category code |
JNU |
| Source |
thema |
|
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| Subject category code |
PB |
| Source |
thema |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Kanbir, Sinan. |
| Relator term |
author. |
| Relationship |
aut |
| -- |
http://id.loc.gov/vocabulary/relators/aut |
| 245 10 - TITLE STATEMENT |
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| Title |
Using Design Research and History to Tackle a Fundamental Problem with School Algebra |
| Medium |
[electronic resource] / |
| Statement of responsibility, etc. |
by Sinan Kanbir, M. A. (Ken) Clements, Nerida F. Ellerton. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Cham : |
| Name of producer, publisher, distributor, manufacturer |
Springer International Publishing : |
| -- |
Imprint: Springer, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
XXIV, 327 p. 55 illus., 14 illus. in color. |
| Other physical details |
online resource. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
computer |
| Media type code |
c |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
online resource |
| Carrier type code |
cr |
| Source |
rdacarrier |
| 347 ## - DIGITAL FILE CHARACTERISTICS |
|---|
| File type |
text file |
| Encoding format |
PDF |
| Source |
rda |
| 490 1# - SERIES STATEMENT |
|---|
| Series statement |
History of Mathematics Education, |
| International Standard Serial Number |
2509-9736 |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Identifying a Problem with School Algebra -- Historical Reflections on How Algebra Became a Vital Component of Middle- and Secondary-School Curricula -- Framing a Classroom Intervention Study in a Middle-School Algebra Environment -- Document Analysis: The Intended CCSSM Elementary- and Middle-School Algebra Curriculum -- Review of Pertinent Literature -- Research Design and Methodology -- Quantitative Analyses of Data -- Qualitative Analyses of Data -- Answers to Research Questions, and Discussion -- Postscript: Framing Research Aimed at Improving School Algebra. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students signifi cantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might have created and illuminated a pathway for future researchers to take. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Mathematics. |
|
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| Topical term or geographic name entry element |
Mathematics Education. |
| Authority record control number or standard number |
http://scigraph.springernature.com/things/product-market-codes/O25000 |
|
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| Topical term or geographic name entry element |
Learning & Instruction. |
| Authority record control number or standard number |
http://scigraph.springernature.com/things/product-market-codes/O22000 |
|
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| Topical term or geographic name entry element |
History of Mathematical Sciences. |
| Authority record control number or standard number |
http://scigraph.springernature.com/things/product-market-codes/M23009 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Clements, M. A. (Ken). |
| Relator term |
author. |
| Relationship |
aut |
| -- |
http://id.loc.gov/vocabulary/relators/aut |
|
|---|
| Personal name |
Ellerton, Nerida F. |
| Relator term |
author. |
| Relationship |
aut |
| -- |
http://id.loc.gov/vocabulary/relators/aut |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
SpringerLink (Online service) |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Relationship information |
Printed edition: |
| International Standard Book Number |
9783319592039 |
|
|---|
| Relationship information |
Printed edition: |
| International Standard Book Number |
9783319592053 |
|
|---|
| Relationship information |
Printed edition: |
| International Standard Book Number |
9783319865683 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
History of Mathematics Education, |
| International Standard Serial Number |
2509-9736 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1007/978-3-319-59204-6 |
| Link text |
Electronic version-Цахим хувилбар |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Цахим хувилбартай гадаад ном |