Number theory has been a perennial topic of inspiration and
importance throughout the history of philosophy and mathematics.
Despite this fact, surprisingly little attention has been given to
research in learning and teaching number theory per se. This volume
is an attempt to redress this matter and to serve as a launch point
for further research in this area. Drawing on work from an
international group of researchers in mathematics education, this
volume is a collection of clinical and classroom-based studies in
cognition and instruction on learning and teaching number theory.
Although there are differences in emphases in theory, method, and
focus area, these studies are bound through similar constructivist
orientations and qualitative approaches toward research into
undergraduate students' and preservice teachers' subject content
and pedagogical content knowledge.
Collectively, these studies draw on a variety of cognitive,
linguistic, and pedagogical frameworks that focus on various
approaches to problem solving, communicating, representing,
connecting, and reasoning with topics of elementary number theory,
and these in turn have practical implications for the classroom.
Learning styles and teaching strategies investigated involve number
theoretical vocabulary, concepts, procedures, and proof strategies
ranging from divisors, multiples, and divisibility rules, to
various theorems involving division, factorization, partitions, and
mathematical induction.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!