| 000 | 03072cam a2200529Ii 4500 | ||
|---|---|---|---|
| 001 | BRILL9789460911422 | ||
| 003 | nllekb | ||
| 005 | 20260610104854.0 | ||
| 007 | cr un uuuua | ||
| 008 | 191130s2008 ne sb 001 0 eng d | ||
| 020 |
_a9789460911422 _q(electronic book) |
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| 020 |
_z9789087905729 _q(print) |
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| 024 | 7 |
_a10.1163/9789460911422 _2DOI |
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| 035 | _a(OCoLC)815758294 | ||
| 040 |
_aNL-LeKB _cNL-LeKB _erda |
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| 050 | 4 | _aQA137 | |
| 072 | 7 |
_aJN _2bicssc |
|
| 072 | 7 |
_aEDU _x000000 _2bisacsh |
|
| 082 | 0 | 4 |
_a372.7 _223 |
| 100 | 1 |
_aGalen, Frans van, _eauthor. |
|
| 245 | 1 | 0 |
_aFractions, Percentages, Decimals and Proportions : _ba A Learning-Teaching Trajectory for Grade 4, 5 and 6 / _cFrans van Galen; Els Feijs; Nisa Figueiredo; Koeno Gravemeijer; Els van Herpen; Ronald Keijzer. |
| 246 | 3 | _aA Learning-Teaching Trajectory for Grade 4, 5 and 6 | |
| 264 | 1 |
_aLeiden; _aBoston : _bBrill | Sense, _c2008. |
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| 300 | _a1 online resource | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _2rdacarrier |
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| 490 | 1 |
_aDutch Design in Mathematics Education ; _v3 |
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| 490 | 1 | _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 | |
| 505 | 0 | 0 | _aPreliminary Material -- Foreword -- Introduction and overview -- Relationships -- Core insights for proportion -- Core insights into fractions -- Core insights into percentages -- Core insights into decimals -- Differentiation -- Final and intermediate attainment targets. |
| 520 | _aThis book describes the field of fractions, percentages, decimals and proportions. It shows the relations between these topics, and how they can be taught in a way that emphasizes these relations. The book also describes the need for change in the way we teach mathematics. The authors argue for a shift in emphasis from “acquired skill” to “understanding”. First and foremost, students should grasp the underlying concepts. Placing less high demands on the skill level of students in the use of formal procedures can set free time that can be invested in in-depth understanding. | ||
| 588 | _aDescription based on print version record. | ||
| 650 | 0 |
_aMathematics _xStudy and teaching (Elementary) |
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| 650 | 0 |
_aDecimal fractions _xStudy and teaching (Elementary) |
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| 650 | 0 |
_aFractions _xStudy and teaching (Elementary) |
|
| 650 | 0 |
_aPercentage _xStudy and teaching (Elementary) |
|
| 700 | 1 |
_aFeijs, Els, _eauthor. |
|
| 700 | 1 |
_aFigueiredo, Nisa, _eauthor. |
|
| 700 | 1 |
_aGravemeijer, Koeno, _eauthor. |
|
| 700 | 1 |
_avon Herpen, Els, _eauthor. |
|
| 700 | 1 |
_aKeijzer, Ronald, _eauthor. |
|
| 776 | 0 | 8 |
_iPrint version: _tFractions, Percentages, Decimals and Proportions: A Learning-Teaching Trajectory for Grade 4, 5 and 6, _dLeiden Boston : Brill | Sense, 2008 _w9789087905729 |
| 830 | 0 |
_aDutch Design in Mathematics Education ; _v3. |
|
| 830 | 0 | _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. | |
| 856 | 4 |
_zDOI: _uhttp://dx.doi.org/10.1163/9789460911422 |
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| 999 |
_c16144 _d16144 |
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