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Building the Foundation: Whole Numbers in the Primary Grades: The 23rd ICMI Study
How to Teach and Assess Whole Number Arithmetic: Some International Perspectives
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Author(s):
Jarmila Novotná
,
Berinderjeet Kaur
,
Ann Gervasoni
,
Mike Askew
,
Michiel Veldhuis
,
Catherine Pearn
,
Xu Hua Sun
Publication date
(Online):
March 30 2018
Publisher:
Springer International Publishing
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Mind in Society
L. Vygotsky
,
Michael Cole
,
Vera Jolm-Steiner
…
(1980)
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Construction of Arithmetical Meanings and Strategies
Leslie P. Steffe
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Paul Cobb
(1988)
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Classroom Discourse and the Space of Learning
Ference Marton
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Amy B.M. Tsui
,
Pakey P.M. Chik
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(2004)
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Contributors
Jarmila Novotná:
(View ORCID Profile)
Berinderjeet Kaur:
(View ORCID Profile)
Ann Gervasoni:
(View ORCID Profile)
Michiel Veldhuis:
(View ORCID Profile)
Catherine Pearn:
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Xu Hua Sun:
(View ORCID Profile)
Book Chapter
Publication date (Print):
2018
Publication date (Online):
March 30 2018
Pages
: 251-286
DOI:
10.1007/978-3-319-63555-2_11
SO-VID:
f448e154-03f8-481f-ae08-de84c03d6fb8
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Book chapters
pp. 3
Building a Strong Foundation Concerning Whole Number Arithmetic in Primary Grades: Editorial Introduction
pp. 19
Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic
pp. 35
Language and Cultural Issues in the Teaching and Learning of WNA
pp. 71
On Number Language: A Commentary on Chapter 3
pp. 91
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
pp. 125
Reflecting on the What and Why of Whole Number Arithmetic: A Commentary on Chapter 5
pp. 137
Whole Number Thinking, Learning and Development: Neuro-cognitive, Cognitive and Developmental Approaches
pp. 169
Whole Number Thinking, Learning and Development: A Commentary on Chapter 7
pp. 181
Aspects that Affect Whole Number Learning: Cultural Artefacts and Mathematical Tasks
pp. 227
Artefacts and Tasks in the Mathematical Preparation of Teachers of Elementary Arithmetic from a Mathematician’s Perspective: A Commentary on Chapter 9
pp. 251
How to Teach and Assess Whole Number Arithmetic: Some International Perspectives
pp. 287
How to Teach and Assess Whole Number Arithmetic: A Commentary on Chapter 11
pp. 299
Connecting Whole Number Arithmetic Foundations to Other Parts of Mathematics: Structure and Structuring Activity
pp. 325
Structuring Structural Awareness: A Commentary on Chapter 13
pp. 343
Tradition in Whole Number Arithmetic
pp. 375
Special Needs in Research and Instruction in Whole Number Arithmetic
pp. 399
Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview
pp. 439
The Theory of School Arithmetic: Whole Numbers
pp. 465
Quantities, Numbers, Number Names and the Real Number Line
pp. 477
Low Numeracy: From Brain to Education
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