tag:blogger.com,1999:blog-4566365680513196532024-03-19T05:52:09.750+01:00e-livros - matemáticaLivros on-line com interesse para professores de Matemática do ensino básico e secundário.Unknownnoreply@blogger.comBlogger147125tag:blogger.com,1999:blog-456636568051319653.post-66110711770619111142014-04-24T00:38:00.000+02:002014-04-24T00:38:00.647+02:00The Ambitious Horse - Ancient Chinese Mathematics Problems <div class="separator" style="clear: both; text-align: center;">
<a href="http://www.christopherushomeschool.com/v/vspfiles/photos/OPKCP031-2T.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.christopherushomeschool.com/v/vspfiles/photos/OPKCP031-2T.jpg" /></a></div>
<div style="background-color: white; font-weight: normal; margin: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="med reg">Lawrence Swienciki</span></span></div>
<div style="background-color: white; font-weight: normal; margin: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="med reg"><br /></span><span class="med reg"><span style="background-color: white; color: #333333; line-height: 19px;">Key Curriculum | 2000 | 135 páginas | pdf | 7,94 Mb</span></span></span></div>
<div style="background-color: white; font-weight: normal; margin: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="med reg"><span style="background-color: white; color: #333333; line-height: 19px;"><br /></span></span><span class="med reg"><span style="background-color: white; color: #333333; line-height: 19px;">online: </span></span><span style="color: #333333;"><span style="line-height: 19px;"><a href="http://www.math.utep.edu/Faculty/swienciki/math3300/ChinaBook.pdf">math.utep.edu</a></span></span><span style="color: #333333;"><br /></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #333333;"><br /></span></span>
<span style="color: #333333; font-family: 'Trebuchet MS', sans-serif;">pdf (OCR) - 5,72 Mb - </span><a href="https://meocloud.pt/link/4a0f582e-dae0-46da-8236-a94cfa62a2a7/The%20Ambitious%20Horse%20-%20Ancient%20Chinese%20Mathematics%20Problems.pdf/" style="font-family: 'Trebuchet MS', sans-serif;">link</a></div>
<ul style="background-color: white; color: #333333;">
<li style="text-align: left;"><span style="font-family: Trebuchet MS, sans-serif;">Numbers and Arithmetic includes subjects such as Chinese writing; The Calculating Rods of Ancient China: and ancient Chinese multiplication.</span></li>
</ul>
<ul style="background-color: white; color: #333333;">
<li style="text-align: left;"><span style="font-family: Trebuchet MS, sans-serif;">Geometry and Dissection problems includes subjects such as tangrams, the Measure of Heaven and Ancient Chinese Philosophy.</span></li>
</ul>
<ul style="background-color: white; color: #333333;">
<li style="text-align: left;"><span style="font-family: Trebuchet MS, sans-serif;">Algebra Integrated with Geometry includes subjects such as Square Roots; Quadratic Equations; and mathematical treats such as the "Pillar of Delightful Contemplation", the "Exalted Treasure of Jade" and the "Precious Golden Rope".</span></li>
</ul>
<div>
<div style="background-color: white; color: #333333;">
<span style="font-family: Trebuchet MS, sans-serif;">On the one hand this book is far beyond what many 7th and 8th grader students are capable of. On the other hand, it is so interesting and so well done that it might just be that this is the book that helps transforms your child from a grudging math student to an enthusiastic one!</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: Trebuchet MS, sans-serif;">Filled with stories, puzzles and plenty of hands-on problems, this book is a treasure. It is divided into three sections:</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: Trebuchet MS, sans-serif;">Answers and solutions included.</span></div>
<div style="background-color: white; color: #333333;">
<span style="font-family: Trebuchet MS, sans-serif;">Note: The problems get more difficult as the book progresses and so can be used for several years. Suitable for a very math-able 7th grader, a solid 8th grader and to enthuse and inspire high school students</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-62369884505460852412014-04-20T15:51:00.000+02:002014-04-20T15:51:00.317+02:00Tricks, Games, and Puzzles With Matches<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.magicinc.net/images/products/display/trickswithmatches.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.magicinc.net/images/products/display/trickswithmatches.jpeg" height="320" width="203" /></a></div>
<div style="background-color: white; font-weight: normal; margin: 0px; padding: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand">Maxey Brooke</span></span></div>
<div style="background-color: white; font-weight: normal; margin: 0px; padding: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand"><br /></span><span class="ptBrand"><span style="background-color: white; color: #333333; line-height: 19px;">Dover Pubns | 1973 | 64 páginas | pdf | 267 kb</span></span></span></div>
<div style="background-color: white; font-weight: normal; margin: 0px; padding: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand"><span style="color: #333333;"><span style="line-height: 19px;"><br /></span></span></span><span class="ptBrand">online: <a href="http://www.arvindguptatoys.com/arvindgupta/matchplay.pdf">arvindguptatoys.com</a></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Para mais livros sobre matemática recreativa veja em: <a href="http://livros-matema.blogspot.pt/search/label/Matem%C3%A1tica%20recreativa">link</a></span></div>
<div style="background-color: white; font-weight: normal; margin: 0px; padding: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif;"><br /><span style="background-color: white;">With a handful of matches you can challenge yourself and your friends to match hundreds of match tricks, games and puzzles. The quipment is simple and can easily be carried with you. The tricks, games and puzzles range from the simple to the advanced. No matter how many match tricks and puzzles you have previously done you are sure to find new twists, new challenges in the puzzles in this collection.</span><br style="background-color: white;" /><span style="background-color: white;">There are classic match problems, problems by foremost puzzlers, and a number of Makey Brooke's own creations. There is match-arithmetic, where you are required to balance equations by removing or adding matches, including a few that require advanced mathematical notation. There are match spellings, match story games, tricks that involve kitchen matches, paper match books and match boxes, and simple mathematical games you can play with matches. A rich selection of match constructions, in which you are required to build, unbuild, or reconstruct squares and other geometrical units by simply moving matches, is made even richer by the inclusion of a special selection from T.R. Dawson's works. The solutions section gives complete information for solving the puzzles plus material on winning games and working the tricks.</span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-38499859193233336832014-04-16T13:56:00.000+02:002014-04-16T13:56:00.129+02:00Mathematics and Measurement<div class="separator" style="clear: both; text-align: center;">
<a href="http://ecx.images-amazon.com/images/I/71VH2TCP6PL..gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/71VH2TCP6PL..gif" height="320" width="221" /></a></div>
<div style="background-color: white; font-weight: normal; margin: 0px; padding: 0px 0px 6px;">
<span class="ptBrand"><span style="font-family: Trebuchet MS, sans-serif;"> Oswald Ashton Wentworth Dilke</span></span></div>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;">University of California Press | 1987 | 66 páginas</span></span><br />
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://books.google.pt/books?id=AKJZvXOS7n4C">google books</a></span></span><br />
<span style="background-color: white; line-height: 19px;"><br /></span>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;">pdf - 9,27 Mb - <a href="https://meocloud.pt/link/49a0c339-b5f4-443c-aab5-b106ce559fb6/Mathematics%20and%20Measurement.pdf/">link</a></span></span><br />
<span style="background-color: white; line-height: 19px;"><br /></span>
<b>Para mais livros sobre medida procure em: <a href="http://livros-matema.blogspot.pt/search/label/Medida">link</a></b><span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="background-color: white; line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">This fully illustrated book outlines the ancient systems of mathematics and measurement and describes how they were used in mapping, surveying, telling time, trade and commerce, as well as in leisure pursuits such as games and puzzles, and in the occult.</span></span><br />
<span style="background-color: white; line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="line-height: 22.399999618530273px;"><b><span style="font-family: Trebuchet MS, sans-serif;">Contents</span></b></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">The Background </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">2 Numbering by Letters </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">1 Mathematical Education in the Greek World </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">4. Measurement</span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">5 Mathematics (or the Surveyor and Architect)</span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">6 Mapping and the Concept of Scale </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">7 Telling the Time</span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">8. Calculatioos for Trade and Commerce</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 22.399999618530273px;">9. </span></span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.399999618530273px;">Mathematics </span><span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 22.399999618530273px;">in Leisure Pursuits and the Occult</span><span style="line-height: 22.399999618530273px;"> </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">10 The Sequel </span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">Bibliography 62</span></span><br />
<span style="line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">Index </span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-16522679946969536142014-04-10T20:23:00.000+02:002014-04-10T20:23:00.059+02:00Diophantos of Alexandria: A Study in the History of Greek Algebra <div class="separator" style="clear: both; text-align: center;">
<a href="http://ecx.images-amazon.com/images/I/41nzejNXnnL..jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/41nzejNXnnL..jpg" height="320" width="207" /></a></div>
<span style="font-family: Trebuchet MS, sans-serif;"><span class="value">Thomas Little </span>Heath</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Cambridge, University press | 1985 | 298 páginas</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; color: #333333; line-height: 22.399999618530273px;">online: </span><span style="color: #333333;"><span style="line-height: 22.399999618530273px;"><a href="http://ebooks.library.ualberta.ca/local/diophantsofalexa00heatuoft">ualberta.ca</a></span></span></span><br />
<span style="color: #333333; font-family: Trebuchet MS, sans-serif;"><a href="https://archive.org/details/diophantosofalex00heatrich">archive.org</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://babel.hathitrust.org/cgi/pt?id=uc2.ark:/13960/t2988dr36;view=1up;seq=1">hathitrust.org</a></span><br />
<a href="http://www.forgottenbooks.org/books/Diophantos_of_Alexandria_1000044807"><span style="font-family: Trebuchet MS, sans-serif;">forgottenbooks.org</span></a><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">pdf - <a href="http://www.wilbourhall.org/pdfs/Diophantos_of_Alexandria.pdf">link</a> (google books)</span><br />
<span style="background-color: white; color: #333333; line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; color: #333333; line-height: 22.399999618530273px;"><span style="font-family: Trebuchet MS, sans-serif;">The Greek mathematician Diophantos of Alexandria lived during the third century CE. Apart from his age (he reached eighty-four), very little else is known about his life. Even the exact form of his name is uncertain, and only a few incomplete manuscripts of his greatest work, Arithmetica, have survived. In this impressive scholarly investigation, first published in 1885, Thomas Little Heath (1861-1940) meticulously presents what can be gleaned from Greek, Latin and Arabic sources, and guides the reader through the algebraist's idiosyncratic style of mathematics, discussing his notation and originality. This was the first thorough survey of Diophantos' work to appear in English. Also reissued in this series are Heath's two-volume History of Greek Mathematics, his treatment of Greek astronomy through the work of Aristarchus of Samos, and his edition in modern notation of the Treatise on Conic Sections by Apollonius of Perga.</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-31588878945003750722014-04-06T18:38:00.000+02:002014-04-06T18:38:00.184+02:00Soviet studies in the psychology of learning and teaching mathematics - Volumes 7 - 14<div class="separator" style="clear: both; text-align: center;">
<a href="http://ecx.images-amazon.com/images/I/41Ye264EOtL..jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/41Ye264EOtL..jpg" height="320" width="227" /></a></div>
<span style="color: #222222; font-family: Arial, sans-serif; font-size: 14px; line-height: 18.719999313354492px;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume VII - Children's Capacity for Learning Mathematics</span></b><br />
<span style="line-height: 17.920000076293945px;"><span style="font-family: Trebuchet MS, sans-serif;">Steffe, Leslie P., Ed.; And Others </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 17.920000076293945px;">1975 | </span><span style="background-color: white; color: #222222; line-height: 18.719999313354492px;">276 páginas | pdf </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184835.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The work of El'konin, Davydov, and Minskaya reported in this volume represents a start toward the alleviation of the lack of theory-based experimental investigations of mathematics learning and teaching. </span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><span style="color: #222222;">Introduction,</span> </span><span style="line-height: 17.920000076293945px;">Leslie</span><span style="line-height: 17.920000076293945px;"> </span><span style="line-height: 17.920000076293945px;">Steffe</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Learning Capacity and Age Level, </span><span style="color: #222222; line-height: 18.719999313354492px;">D. B. </span><span style="color: #222222; line-height: 18.719999313354492px;">El'konin</span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;"> and V. V..</span></span><span style="color: #222222; line-height: 18.719999313354492px;">Davydov</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Primary Schoolchildren's Intellectual Capabilities and the Content of Instruction, </span><span style="color: #222222; line-height: 18.719999313354492px;">D. B. </span><span style="color: #222222; line-height: 18.719999313354492px;">El'konin</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Logical and Psychological Problems of Elementary Mathematics as an Academic Subject, </span><span style="color: #222222; line-height: 18.719999313354492px;">V. V. Davydov</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">The Psychological Characteristics of the "Prenumerical" Period of Mathematics Instruction, </span><span style="color: #222222; line-height: 18.719999313354492px;">V. V. Davydov </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Developing the Concept of Number by Means of the Relationship of Quantities, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">G. I. </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Minskaya </span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><b>Volume VIII - Methods of </b><span style="font-weight: bold; line-height: 18.719999313354492px;">Teaching Mathematics</span></span><br />
<span style="line-height: 17.920000076293945px;"><span style="font-family: Trebuchet MS, sans-serif;">Steffe, Leslie P., Ed.; And Others </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 17.920000076293945px;">1975 | </span><span style="background-color: white; color: #222222; line-height: 18.719999313354492px;">290 páginas | pdf </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184836.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">This volume contains four articles: Principles, Forms, and Methods of Mathematics Instruction; ; ; and Independent Work for Pupils in Arithmetic Lessons in the Early Grades</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b> </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><span style="color: #222222;">Introduction,</span> </span><span style="line-height: 17.920000076293945px;">Leslie</span><span style="color: #227744; line-height: 17.920000076293945px;"> </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;"> P. Steffe</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Principles, Forms, and Methods of Mathematics Instruction, </span><span style="color: #222222; line-height: 18.719999313354492px;">I. A. Gibsh </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">The Relation Between Mathematics Instruction and Life, </span><span style="color: #222222; line-height: 18.719999313354492px;">G. G. Maslova and. A. D. Semushin </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">The Pupil's Activity as a Necessary Condition for Improving the Quality of Instruction, </span><span style="color: #222222; line-height: 18.719999313354492px;">I. A. Gibsh </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Independent Work for Pupils in Arithmetic Lessons in the </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Early Grades, </span><span style="color: #222222; line-height: 18.719999313354492px;">M. I. More</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume IX - Problem Solving Processes of Mentally Retarded Children</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Clarkson, Sandra P., Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 184 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184837.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The articles in this volume are concerned with the instruction in problem solving of mentally retarded pupils in the auxiliary schools of the Soviet Union. Both articles in this volume describe research in problem solving and also provide concrete suggestions for improving instruction. The literature reviews contained in these articles provide us with much information on the state of research in the Soviet Union on problem solving in mathematics.</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Solution of Complex Arithmetic Problems in </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Auxiliary School, </span><span style="color: #222222; line-height: 18.719999313354492px;">K. A. Mikhal'skii </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Basic Difficulties Encountered </span></span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">in </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Auxiliary School </span><span style="color: #222222; line-height: 18.719999313354492px;">Pupils in Solving Arithmetic Problems, </span><span style="color: #222222; line-height: 18.719999313354492px;">M. I. Ku'mitskaya </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume X - Teaching Mathematics to Mentally Retarded Children</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Clarkson, Sandra P., Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 184 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184838.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The articles in this volume deal with the instruction in geometry and arithmetic of mentally retarded pupils in the Soviet Union. These pupils attend special schools, called auxiliary schools, where they are trained in content that can later be related to specific job skills. Authors of the articles have attempted to identify the specific knowledge that the pupils possess and to design more effective instructional methods for increasing that knowledge. </span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b></span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Introduction</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Instructing Auxiliary School Pupils in Visual Geometry, </span></span><span style="color: #222222; line-height: 18.719999313354492px;">P. G. Tishini</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Visual.and Verbal Means in Pregaratory Exercises in Teaching Arithmetic Problem Solving, N. F. Kuimina-Syromyatnikova</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Some Features of Elementary <span style="color: #222222; line-height: 18.719999313354492px;">Arithmetic </span>Instruction for Auxiliary School <span style="color: #222222; line-height: 18.719999313354492px;">Pupils,</span> T. V. Khanutina </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume XI - Analysis and Synthesis as Problem Solving Methods</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Kantowski, Mary Grace, Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 186 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184839.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">This volume differs from the others in the series in that the entire volume records the search for a method of problem-solving instruction based on the analytic-synthetic nature of the problem-solving process. In this work, Kalmykova traces the history of the use of the analytic and synthetic methods in her country, explores elementary classroom situations involving teachers who had various degrees of success in problem-solving instruction, makes hypotheses regarding the use of certain techniques, and concludes with suggestions for "productive" methods to be used in the classroom</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b></span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Introduction, Mary C. Kantowski</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Chapter I. Overview</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Chapter II. Substantiation of the Problem of Analysis </span></span><span style="color: #222222; line-height: 18.719999313354492px;">end Synthesis</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Chapter III. Experimental Investigations of the Use of </span></span><span style="color: #222222; line-height: 18.719999313354492px;">the Method of Analysis in School </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Chapter IV. Experimental Investigations of Analysis </span></span><span style="color: #222222; line-height: 18.719999313354492px;">as a Method of Searching for a Solution</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Chapter V. Productive Method of Analysis and Synthesis</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume XII - Problems of Instruction</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Wilson, James W., Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 185 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184840.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The seven studies found in this volume are: ;; ;;; ; and Psychological Characteristics of Pupils' Assimilation of the Concept of a Function.</span></span><br />
<b style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">TABLE OF CONTENTS</span></b><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Introduction</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">An Experiment in the Psychological Analysis of Algebraic Errors, </span><span style="color: #222222; line-height: 18.719999313354492px;">P. A. Shevarev</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Pupils' Comprehension of Geometric Proofs, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">F. N. Gonoboldn</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Elements of the Historical Approach in Teaching Mathematics, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">I. N. Shevchenko</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Overcoming Students' Errors in the Independent Solution of Arithmetic Problems, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">0. T. Yochkovskaya</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Stimulating Student Activity in the Study of Functional Relationships, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Yu. I. Goldberg</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Psychological Grounds for Extensive Use of Unsolvable Problems, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Ya. </span></span><span style="color: #222222; line-height: 18.719999313354492px;"> I. </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;"> Grudenov</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Psychological Characteristics of Pupils' Assimilation of the Concept of a Function, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">I. A. Marnyanskii</span></span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume XIII - Analysis of Reasoning Processes</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Wilson, James W., Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 244 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184841.pdf">ERIC</a></span><br />
<br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The analysis of reasoning processes in the learning of concepts or the solving of problems is the theme common to the ten articles in this volume. These articles, except for the first one by Ushakova, were published between 1960 and 1967 and were part of the available literature during a revision of the Soviet school mathematics curriculum. The articles are interesting because of the topics they treat and because of the research styles they illustrate</span></span><br />
<span style="color: #222222; font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>TABLE OF CONTENTS</b></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">Introduction, </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">James Wilson and Jeremy Kilpatrick</span></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Role of Comparison in-the Formation of Concepts </span></span><span style="color: #222222; line-height: 18.719999313354492px;">do by Third-Grade Pupils, M. N. Ushakova</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">On the Formation of an Elementary Concept of </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Number by the Child, </span><span style="color: #222222; line-height: 18.719999313354492px;">V. V. Davydov</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Generalized Conception in Problem Solving, </span></span><span style="color: #222222; line-height: 18.719999313354492px;">A. V. Brushlinskii</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">An Analysis of the Process of Solving Simple Arithmetic </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Problem, </span><span style="color: #222222; line-height: 18.719999313354492px;">G. P. Shchedrovitskii and S. G. Yak'obson </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">An Attempt at an Experimental Investigation of </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Psychological Regularity in Learning, </span><span style="color: #222222; line-height: 18.719999313354492px;">B. B. Kopov</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Formation of Generalized Operations as a Method </span></span><span style="color: #222222; line-height: 18.719999313354492px;">for Preparing Pupils to Solve Geometry </span><span style="color: #222222; line-height: 18.719999313354492px;">Problems Independently, </span><span style="color: #222222; line-height: 18.719999313354492px;">E. I. Mashbits</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">An Experimental Investigation of Problem Solving and </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Modeling the Thought Processes, </span><span style="color: #222222; line-height: 18.719999313354492px;">D. N.Zavalishin and V. N. Pushkin </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Composition of Pupils' Geometry Skills, </span></span><span style="color: #222222; line-height: 18.719999313354492px;">A. K. Artemov</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">On the Process of Searching for an Unknown-While </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Solving a Mental Problem, </span><span style="color: #222222; line-height: 18.719999313354492px;">A. V. Brushlinskii</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">The Mechanisms of </span></span><span style="color: #222222; line-height: 18.719999313354492px;">Solving </span><span style="color: #222222; line-height: 18.719999313354492px;">Arithmetic </span><span style="color: #222222;"><span style="line-height: 18.719999313354492px;">Problems, </span></span><span style="color: #222222; line-height: 18.719999313354492px;">L. M. Fridman</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Volume XIV - Teaching Arithmetic in the Elementary School</span></b><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Hooten, Joseph R., Ed.; And Others</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">1975 | 214 páginas | pdf</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED184842.pdf">ERIC</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The six chapter titles are: </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #222222; line-height: 18.719999313354492px;">The Psychological and Didactic Principles of Teaching Arithmetic</span><span style="color: #222222; line-height: 18.719999313354492px;">; </span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">The Introduction of Numbers, Counting, and the Arithmetical Operations;</span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Instruction in Mental and Written Calculation; Teaching Problem Solving; </span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Geometry in the Primary Grades; </span></span><br />
<span style="color: #222222; line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">Different Kinds of Pupils and How to Approach Them in Arithmetic Instruction.</span></span><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-80466538804390974952014-04-02T02:32:00.000+02:002014-04-02T02:32:05.115+02:00Research on mathematical thinking of young children : six empirical studies<div class="separator" style="clear: both; text-align: center;">
<a href="http://ecx.images-amazon.com/images/I/412OnsCcDUL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/412OnsCcDUL.jpg" height="240" width="320" /></a></div>
<span style="font-family: Trebuchet MS, sans-serif;">Leslie P. Steffe<span style="background-color: white; line-height: 19px;"> </span></span><br />
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"> National Council of Teachers of Mathematics | 1975 | 207 páginas | pdf | 3,2 Mb</span></span><br />
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://files.eric.ed.gov/fulltext/ED111681.pdf">ERIC</a></span></span><br />
<span style="background-color: white; line-height: 19px;"><br /></span>
<span style="background-color: white; line-height: 19px;"><b style="color: #333333; font-family: 'Trebuchet MS', sans-serif; font-size: 13px; line-height: 18px;">Para outros livros relacionados procure em: <a href="http://livros-matema.blogspot.pt/search/label/Aprendizagem%20da%20Matem%C3%A1tica" style="color: #666699;">link</a></b></span><br />
<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;">This volume includes reports of six studies of the thought processes of children aged four through eight. In the first paper Steffe and Smock outline a model for learning and teaching mathematics. Six reports on empirical studies are then presented in five areas of mathematics learning: (1) equivalence and order relations; (2) classification and seriation; (3) interdependence of classification, seriation, and number concepts; (4) Boolean Algebra; and (5) conservation and measurement. In a final chapter, the main findings of these papers are summarized and implications are discussed, with suggestions for further research.</span></span><br />
<span style="line-height: 18.719999313354492px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;"><b>Table of Contents</b></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Introduction, Leslie P. Sleffe 1</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">I.On a Model for Learning and Teaching Mathematics, Leslie P. Sleffe and Charles D. Smock 4</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">II.Learning of Equivalence and Order Relations by Four- and </span><span style="line-height: 18.719999313354492px;">Five-Year-Old Children, Leslie P. Sleffe and Russell L. Carey,19</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">III.Learning of Equivalence and Order Relations by</span><span style="line-height: 18.719999313354492px;">Disadvantaged Five- and Six-Year-Old Children, Douglas T. Owens 47</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">IV.Learning of Classification and Seriation by Young </span><span style="line-height: 18.719999313354492px;">Children, R Marlin L. Johnson 73</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">V.The Generalization of Piagetian Operations as It </span><span style="line-height: 18.719999313354492px;">Relates to the Hypothesized Functional Interdependence between Classification, Seriation, and Number Concepts, Richard A. Lesh 94</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">VI.Learning of Selected Parts of a Boolean Algebra </span><span style="line-height: 18.719999313354492px;">by Young Children, David C. Johnson 123</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">VII.The Performance of Mist- and Second -Grade Children on </span><span style="line-height: 18.719999313354492px;">Liquid Conservation and Measurement Problems Employing Equivalence and Order Relations, Thomas P. Carpenter 145</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">Summary and Implications, </span><span style="line-height: 18.719999313354492px;">Kennelh Lovell 171</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18.719999313354492px;">References 191</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-16788315161297138602014-03-29T21:43:00.000+01:002014-03-29T21:43:00.226+01:00A history of astronomy<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;">Walter William<span style="background-color: white;"> </span><span class="value">Bryant</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />London Methuen 1907</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />online: <a href="http://archive.org/details/historyofastrono00bryauoft/">archive.org</a></span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>Para mais livros sobre história da matemática procure em:</b> <a href="http://livros-matema.blogspot.pt/search/label/hist%C3%B3ria%20da%20matem%C3%A1tica">link</a></span><span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><em style="background-color: white;">A History of Astronomy</em><span style="background-color: white;">, first published in 1907, offers a comprehensive introduction to the steady development of the science since its inception in the ancient world up to the momentous progress of the nineteenth century. It includes biographical material relating to the most famous names in the study of astronomy – Copernicus, Galileo, Newton, Herschel – and their contributions, clear and accessible discussions of key discoveries, as well as detailing the incremental steps in technology with which many of the turning points in astronomy were intimately bound up.</span></span><br />
<span style="background-color: white;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><b>CONTENTS</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">CHAP. PAGE</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">I. EARLY NOTIONS</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">II. THE EASTERN NATIONS OF ANTIQUITY 8</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">III. THE GREEKS 14</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">IV. THE ARABS 25</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">V. THE REVIVAL-COPERNICUS-TYCHO BRAHE 28</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">VI. KEPLER-GALl LEO 39</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">'VII. NEWTON 47</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">VIII. NEWTON'S SUCCESSORS: LAPLACE 53</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">IX. FLAMSTEED-HALLEy-BRADLEy-HERSCHEL 63</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">X. THE EARLY NINETEENTH CENTURy-NEPTUNE 73</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XI. HERSCHEL-BESSEL-STRUVE • 83</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XII. COMETS • 96</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XIII. THE SUN-EcLIPSES-PARALLAX 103</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XIV. GENERAL ASTRONOMY AND CELESTIAL MECHANICS 118</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XV. OBSERVATORIES AND INSTRUMENTS • 132</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XVI. ADJUSTMENT OF OBSERVATIONS. PERSONAL ERRORS 141</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XVII. THE SUN 146</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XVIII. SOLAR SPECTROSCOPY 159</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XIX. SOLAR ECLIPSES-SPECTROSCOPY 169</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XX. THE MOON 183</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXI. THE EARTH 192</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXII. THE INTERIOR PLANETS 201</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXIII. MARS 209</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXIV. MINOR PLANETS 219</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXV. THE MAJOR PLANETS 226</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXVI. THE SOLAR SYSTEM • 24I</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXVII. COMETS, METEORS, ZODIACAL LIGHT 247</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXVIII. THE STARS-CATALOGUES-PROPER MOTION-PARALLAX</span><span style="font-family: 'Trebuchet MS', sans-serif;">-MAGNITUDE 27I</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXIX. DOUBLE STARS 292</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXX. VARIABLE STARS 303</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXXI. CLUSTERS-NEBULIE-MILKY WAY. 318</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXXII. STELLAR SPECTROSCOPY 327</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">XXXIII. CONCLUSION • 340</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-57655620007179623722014-03-25T22:14:00.000+01:002014-03-25T22:14:00.201+01:00Selected lectures from the Seventh International Congress on Mathematical Education<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; line-height: 18px;"><b>ICME-7</b> 1992 Québec (Canada) </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><br /></span>David E Robitaille, David H. Wheeler, Carolyn Kieran</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />Presses de l'Universite Laval | 1994 | 380 páginas | </span><span style="font-family: 'Trebuchet MS', sans-serif;">pdf (OCR) | 16,3 Mb</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><br /></span>
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="https://meocloud.pt/link/7d661c1a-8717-49d1-b8a9-9332df9521c4/Selected%20lectures%20from%20the%20Seventh%20International%20Congress%20on%20Mathematical%20Education.pdf/">link</a></span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">pdf (no OCR) | 35,1 Mb</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;">online: </span><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_07_1992_Quebec_Lectures.pdf">mathematik.uni-bielefeld.de</a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><br /></span>
<span style="font-family: 'Trebuchet MS', sans-serif;">djvu (OCR) | 19 Mb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_07_1992_Quebec_Lectures.ocr.djvu">mathematik.uni-bielefeld.de</a></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Contents</b><br /><span style="background-color: white; text-align: justify;">Preface p. IX </span><span style="background-color: white; text-align: justify;">Contribution de l'apprentissage de la géométrie à la formation scientifique - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Gérard Audibert</span><span style="background-color: white; text-align: justify;"> p. 1 </span><span style="background-color: white; text-align: justify;">Diagnostic Teaching - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Alan Bell</span><span style="background-color: white; text-align: justify;"> p. 19 </span><span style="background-color: white; text-align: justify;">Reading, Writing and Mathematics: Rethinking -</span><span class="corsivo" style="font-style: italic; text-align: justify;">Raffaella Borasi and Marjorie Siegel</span><span style="background-color: white; text-align: justify;"> p. 35 </span><span style="background-color: white; text-align: justify;">Teachers Using Videotapes as Reference Points -</span><span class="corsivo" style="font-style: italic; text-align: justify;">John L. Clark</span><span style="background-color: white; text-align: justify;"> p. 49 </span><span style="background-color: white; text-align: justify;">The Transition to Secondary School Mathematics -</span><span class="corsivo" style="font-style: italic; text-align: justify;">David Clarke</span><span style="background-color: white; text-align: justify;"> p. 59 </span><span style="background-color: white; text-align: justify;">Mathematicians and Mathematical Education -</span><span class="corsivo" style="font-style: italic; text-align: justify;">Michael P. Closs</span><span style="background-color: white; text-align: justify;"> p. 77 </span><span style="background-color: white; text-align: justify;">Les mathématiques comme reflet d'une culture -</span><span class="corsivo" style="font-style: italic; text-align: justify;">Jean Dhombres</span><span style="background-color: white; text-align: justify;"> p. 89 </span><span style="background-color: white; text-align: justify;">Imagery and Reasoning in Mathematics and Mathematics Education - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Tommy Dreyfus</span><span style="background-color: white; text-align: justify;"> p. 107 </span><span style="background-color: white; text-align: justify;">Interweaving Numbers, Shapes, Statistics, and the Real World in Primary School and Primary Teacher Education - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Andrejs Dunkels</span><span style="background-color: white; text-align: justify;"> p. 123 </span><span style="background-color: white; text-align: justify;">Teaching Mathematics and Problem Solving to Deaf and Hard-of-Hearing Students - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Harvey Goodstein</span><span style="background-color: white; text-align: justify;"> p. 137 </span><span style="background-color: white; text-align: justify;">The Origin and Evolution of Mathematical Theories- </span><span class="corsivo" style="font-style: italic; text-align: justify;">Miguel de Guzmàn</span><span style="background-color: white; text-align: justify;"> p. 147 </span><span style="background-color: white; text-align: justify;">Le calcul infinitésimal - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Bernard R. Hodgson</span><span style="background-color: white; text-align: justify;"> p. 157 </span><span style="background-color: white; text-align: justify;">Computer-Based Microworlds: a Radical Vision or a Trojan Mouse? - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Celia Hoyles</span><span style="background-color: white; text-align: justify;"> p. 171 </span><span style="background-color: white; text-align: justify;">Different Ways of Knowing: Contrasting Styles of Argument in India and the West - </span><span class="corsivo" style="font-style: italic; text-align: justify;">George Gheverghese Joseph</span><span style="background-color: white; text-align: justify;"> p. 183 </span><span style="background-color: white; text-align: justify;">Mathematics Education in the Global Village : the Wedge and the Filter - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Murad Jurdak</span><span style="background-color: white; text-align: justify;"> p. 199 </span><span style="background-color: white; text-align: justify;">Bonuses of Understanding Mathematical Understanding - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Thomas E. Kieren</span><span style="background-color: white; text-align: justify;"> p. 211 </span><span style="background-color: white; text-align: justify;">Curriculum Change: An American-Dutch Perspective - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Jan de Lange</span><span style="background-color: white; text-align: justify;"> p. 229 </span><span style="background-color: white; text-align: justify;">Training Teachers or Educating Professionals? What are the Issues and How Are They Being Resolved? - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Glenda Lappan and Sarah Theule-Lubienski</span><span style="background-color: white; text-align: justify;"> p. 249 </span><span style="background-color: white; text-align: justify;">What is Discrete Mathematics and How Should We Teach It? - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Jacobus H. van Lint</span><span style="background-color: white; text-align: justify;"> p. 263 </span><span style="background-color: white; text-align: justify;">Intuition and Logic in Mathematics - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Michael Otte</span><span style="background-color: white; text-align: justify;"> p. 271 </span><span style="background-color: white; text-align: justify;">Vers une construction réaliste des nombres rationnels - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Nicolas Rouche</span><span style="background-color: white; text-align: justify;"> p. 285 </span><span style="background-color: white; text-align: justify;">Mathematics is a Language - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Fritz Schweiger</span><span style="background-color: white; text-align: justify;"> p. 297 </span><span style="background-color: white; text-align: justify;">Mathematical Thinking and Reasoning for All Students - Moving from Rhetoric to Reality - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Edward A. Silver</span><span style="background-color: white; text-align: justify;"> p. 311 </span><span style="background-color: white; text-align: justify;">Humanistic and Utilitarian Aspects of Mathematics - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Thomas Tymoczko</span><span style="background-color: white; text-align: justify;"> p. 327 </span><span style="background-color: white; text-align: justify;">From "Mathematics for Some" to "Mathematics for All" - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Zalman Usiskin</span><span style="background-color: white; text-align: justify;"> p. 341 </span><span style="background-color: white; text-align: justify;">On the Appreciation of Theorems by Students and Teachers - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Hans-Joachim Vollrath</span><span style="background-color: white; text-align: justify;"> p. 353 </span><span style="background-color: white; text-align: justify;">Geometry as an Element of Culture - </span><span class="corsivo" style="font-style: italic; text-align: justify;">Alexandr D. Alexandrov</span><span style="background-color: white; text-align: justify;"> p. 365 </span></span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-18801163486846117632014-03-24T17:34:00.000+01:002014-03-24T17:34:00.856+01:00Proceedings of the Seventh International Congress on Mathematical Education<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; line-height: 18px;"><span style="font-family: Trebuchet MS, sans-serif;">ICME-7 1992 Québec (Canada)</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Claude Gaulin, Bernard R. Hodgson, David H. Wheeler, John C. Egsgard</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Les Presses de l'Universite Laval | 1994 | 529 páginas | pdf (OCR) |33,4 Mb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://meocloud.pt/link/07ce2f4f-14ab-4bf6-9bf9-298d2ed38b7d/Proceedings%20of%20the%20Seventh%20International%20Congress%20on%20Mathematical%20Education.pdf/">link</a></span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;">pdf - 496,6 Mb (no OCR) </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">link direto: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_07_1992_Quebec.pdf">mathematik.uni-bielefeld.de</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">djvu - 50,7 Mb (OCR)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">link direto: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_08_1996_Sevilla.ocr.djvu">mathematik.uni-bielefeld.de</a></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Contents </b><span style="background-color: white; text-align: justify;"></span></span><br />
<div style="text-align: left;">
<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">Preface p. XIII </span></div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">
</span><span style="background-color: white; text-align: justify;"></span></span>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">Codes of countries p. XXI </span></span></div>
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Schedule p. XXIV </div>
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">PRESIDENTIAL ADDRESS1</span></div>
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</span><span class="grassetto" style="font-weight: bold; text-align: justify;"></span></span>
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<span style="font-family: Trebuchet MS, sans-serif;"><span class="grassetto" style="font-weight: bold; text-align: justify;"><span class="grassetto">Plenary Lectures</span><span style="background-color: white;"> </span></span></span></div>
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Teachers of Mathematics - <span class="corsivo" style="background-color: transparent; font-style: italic;">Geoffrey Howson</span> p. 9 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
Bringing Mathematical Research to Life in the Schools - <span class="corsivo" style="background-color: transparent; font-style: italic;">Maria M. Klawe</span> p. 27 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
Enseigner la géométrie: permanences et révolutions - <span class="corsivo" style="background-color: transparent; font-style: italic;">Colette Laborde</span> p. 47 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
Fractals, the Computer, and Mathematics Education - <span class="corsivo" style="background-color: transparent; font-style: italic;">Benoit B. Mandelbrot</span> p. 77 </div>
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<span class="grassetto" style="font-family: Trebuchet MS, sans-serif; font-weight: bold; text-align: justify;"><span class="grassetto">Working Groups</span><span style="background-color: white;"> </span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">WG 1: La formation de concepts mathématiques élémentaires au primaire (Helen Mansfield, AUS) p. 101 </span></span></div>
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WG 2: Students' Misconceptions and Inconsistencies of Thought (Shlomo Vinner, ISR) p. 109 </div>
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WG 3: Students' Difficulties in Calculus (Michèle Artigue, FRA) p. 114 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 4: Theories of Learning Mathematics (Pearla Nesher, ISR) p. 120 </div>
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WG 5: Improving Students' Attitudes and Motivation (Gilah Leder, AUS) p. 128 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 6: Preservice and Inservice Teacher Education (John Dossey, USA) p. 134 </div>
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WG 7: Language and Communication in the Mathematics Classroom (Heinz Steinbring) </div>
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WG 8: Innovative Assessment of Students in the Mathematics (Jùlianna Szendrei, HUN) </div>
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WG 9: [Not listed] </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 10: Multicultural and Multilingual Classrooms (Patrick Scott, USA) p. 154 </div>
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WG 11: The Role of Geometry in General Education (Rina Hershkowitz, ISR) p. 160 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 12: Probability and Statistics for the Future Citizen (Mary Rouncefield, GBR) p. 168 </div>
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WG 13: The Place of Algebra in Secondary and Tertiary Education (Carolyn Kieran, CAN) </div>
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WG 14: Mathematical Modelling in the Classroom (Trygve Breitag, NOR) p. 180 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 15: Undergraduate Mathematics for Different Groups of Students (Daniel Alibert, FRA) </div>
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WG 16: The Impact of the Calculator on the Elementary School (Hilary Shuard †, GBR) </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 17: Technology in the Service of the Mathematics Curriculum (Klaus-D. Graf, GER) </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 18: Methods of Implementing Curriculum Change (Hugh Burkhard, GBR) p. 202 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 19: Early School Leavers (Carlos Vasco, COL) p. 205 </div>
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WG 20: Mathematics in Distance Learning (Gordon Knight, NZL) p. 211 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 21: The Public Image of Mathematics and Mathematicians (Thomas Cooney, USA)</div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
WG 22: Mathematics Education with Reduced Resources (Elfriede Wenzelburger †, MEX)</div>
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WG 23: Methodologies in Research in Mathematics Education (Norbert Knoche, GER)</div>
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<span class="grassetto" style="font-family: Trebuchet MS, sans-serif; font-weight: bold; text-align: justify;">Topic Groups </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">TG 1: Mathematical Competitions (Edward J. Barbeau) p. 239 </span></span></div>
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TG 2: Ethnomathematics and Mathematics Education (Ubiratan D'Ambrosio, BRA) p. 242 </div>
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TG 3: Mathematics for Work: Vocational Education (Rudolf Straesser, GER) p. 244 </div>
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TG 4: Indigenous Peoples and Mathematics Education (Bill Barton, NZL) p. 247 </div>
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TG 5: The Social Context of Mathematics Education (Alan J. Bishop) p. 250 </div>
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TG 6: The Theory of Practice and Proof (Gila Hanna, CAN) p. 253 </div>
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TG 7: Mathematical Games and Puzzles (Tibor Szentivanyi, HUN) p. 257 </div>
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TG 8: Teaching Mathematics through Project Work (Jarkko Leino, FIN) p. 260 </div>
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TG 9: Mathematics in the Context of the Total Curriculum (John Mack, AUS) p. 264 </div>
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TG 10: Constructivist Interpretations of Teaching and Learning Mathematics (John A. Malone and Peter S. Taylor, AUS) p. 268 </div>
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TG 11: Art and Mathematics (Rafael Pérez Gòmez, ESP) p. 272 </div>
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TG 12: Graduate Programs and the Formation of Researchers in Mathematics Education (Hans-Georg Steiner, DEU) p. 274 </div>
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TG 13: Television in the Mathematics Classroom (David Roseveare, GBR) p. 278 </div>
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TG 14: Cooperation between Theory and Practice in Mathematics Education (Falk Seeger, DEU) p. 282 </div>
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TG 15: Statistics in the School and College Curriculum (Richard Schaeffer, USA) p. 286 </div>
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TG 16: The Philosophy of Mathematics Education (Paul Ernest, GBR) p. 289 </div>
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TG 17: La documentation professionnelle des enseignants de mathématiques (Jeanne Bolon, FRA) p. 293 </div>
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<span class="grassetto" style="font-family: Trebuchet MS, sans-serif; font-weight: bold; text-align: justify;">Study Groups </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">HPM: An Historical Perspective on Learning, Teaching and Using Mathematics p. 299 </span></span></div>
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IOWME: Gender and Mathematics Education p. 304 </div>
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PME: Report of Activities p. 310 </div>
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ICMI Studies </div>
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S1: The Influence of Computers and Informatics on Mathematics and its Teaching p. 315 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
S2: The Popularization of Mathematics p. 319 </div>
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S3: Assessment in Mathematics Education and its Effects p. 323 </div>
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">Miniconference on Calculators and Computers p. 331 </span></div>
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">Abstracts of Lectures p. 341-382 </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">[contains the abstracts of the Selected Lectures of the second volume and the abstracts of the lectures by following authors: <span class="corsivo" style="background-color: transparent; font-style: italic;">Philip J. Davis, Jean-Marc Deshouillers, Joaquin Giménez, Fred Goffree, Ronald L. Graham, Magdalene Lampert, Ronald Lancaster, Fernand Lemay, Charles Lovitt, , Seymour Papert, Nancy Shelley, Uri Treisman, Marion Walter</span>] </span></span></div>
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">Short Presentations and Round Tables p. 385 </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">Projects and Workshops p. 389 </span></span></div>
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</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
Special Exhibitions and Math Trail p. 399 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
National Presentations p. 407 </div>
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<span class="grassetto" style="font-family: Trebuchet MS, sans-serif; font-weight: bold; text-align: justify;"><span class="grassetto">Special Sessions</span><span style="background-color: white;"> </span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">Probe p. 413 </span></span></div>
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Crossfire: Mathematical Competitions - Do the Benefits Outweigh the Disadvantages? p. 417 </div>
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Awarding of Honorary Degrees to Jean-Pierre Kahane and Henry Pollak p. 421 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
Tribute to H.S.M. Coxeter p. 423 </div>
</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
A Celebration in Memory of Caleb Gattegno p. 425 </div>
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Films and Videos p. 429 </div>
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Special Meetings p. 433 </div>
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<div style="text-align: left;">
<span style="background-color: white; font-family: Trebuchet MS, sans-serif; text-align: justify;">Secretary's Closing Remarks - <span class="corsivo" style="background-color: transparent; font-style: italic;">Mogens Niss</span> p. 437 </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">Committees and Sponsors p. 451 </span></span></div>
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</span><span style="background-color: white; text-align: justify;"><div style="text-align: left;">
List of Participants p. 463 </div>
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<span style="font-family: Trebuchet MS, sans-serif;">Distribution by Country p. 494 </span></div>
</span><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-63634096490916322572014-03-22T01:50:00.000+01:002014-03-22T01:50:00.499+01:00Proceedings of the Sixth International Congress on Mathematical Education<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif; line-height: 18px;"><span style="background-color: #f4cccc;"><br /></span></span>
<span style="background-color: white; font-family: Trebuchet MS, sans-serif; line-height: 18px;"><b>ICME-6 </b> 1988 Budapest (Hungary) </span><br />
<span style="font-family: Trebuchet MS, sans-serif; line-height: 18px;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;">Ann & Keith Hirst</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;">Janos Bolyai Mathematical Society | 398 páginas </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;">pdf (no OCR) | 38 Mb</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;">online: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_06_1988_Budapest.pdf">mathematik.uni-bielefeld.de</a></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">djvu (OCR)| 21,6 Mb</span><br />
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<br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">The contributions to the Fifth Day Special were published in C. Keitel, A. Bishop, P. Damerow & P. Gerdes (Eds.) </span><span class="corsivo" style="font-style: italic; text-align: justify;"><a href="http://mat-av.blogspot.pt/2014/03/mathematics-education-and-society.html">Mathematics, Education, and Society</a></span><span style="background-color: white; text-align: justify;">. Paris, UNESCO, Science and Technology Education, Document Series, 1989. </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;"><br /></span></span>
<b style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">Para outros livros relacionados procure em: <a href="http://livros-matema.blogspot.pt/">link</a></b><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><b>Contents</b></span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">Foreword (p. 5) </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span class="grassetto" style="font-weight: bold; text-align: justify;">Plenary Presentations</span><span style="background-color: white; text-align: justify;"> </span><span style="background-color: white; text-align: justify;">B. Nebres: School Mathematics in the 1990's: the Challenge of Change especially for Developing Countries (p. 11) </span><span style="background-color: white; text-align: justify;">G. Vergnaud: Theoretical Frameworks and Empirical Facts in the Psychology of Mathematics Educationn (p. 29) </span><span style="background-color: white; text-align: justify;">A. Ershov: Computerization of Schools and Mathematical Education (p. 49) </span><span style="background-color: white; text-align: justify;">L. Lovász: Algorithmic Mathematics: An Old Aspect with a New Emphasis (p. 67) </span><span style="background-color: white; text-align: justify;">J. - P. Kahane: La Grande Figure de Georges Polya (p. 79) </span><br style="text-align: justify;" /><span class="grassetto" style="font-weight: bold; text-align: justify;">Action Groups</span><span style="background-color: white; text-align: justify;"> </span><span style="background-color: white; text-align: justify;">A1. L. P. Steffe: Early Childhood Years (Ages 4 - 8) (p. 101) </span><span style="background-color: white; text-align: justify;">A2. A. C. J. Colomb: Elementary School (Ages 7-12) (p. 117) </span><span style="background-color: white; text-align: justify;">A3. I. Hirabayashi: Junior Secondary School (Ages 11-16) (p. 133) </span><span style="background-color: white; text-align: justify;">A4. J. Da Lange: Senior Secondary School (Ages 15-19) (p. 143) </span><span style="background-color: white; text-align: justify;">A5. J. Mack: Tertiary (Post-Secondary) academic institutions (ages 18+) (p. 159) </span><span style="background-color: white; text-align: justify;">A6. W. Dörfler: Pre-Service Teacher Education (p. 177) </span><span style="background-color: white; text-align: justify;">A7. R. Strässer: Adult, Technical and Vocational Education (p. 191) </span><br style="text-align: justify;" /><span class="grassetto" style="font-weight: bold; text-align: justify;">Theme Groups</span><span style="background-color: white; text-align: justify;"> </span><span style="background-color: white; text-align: justify;">T1. P. A. House: The Profession of Teaching (p. 205) </span><span style="background-color: white; text-align: justify;">T2. R. Fraser: Computers and the Teaching of Mathematics (p. 215) </span><span style="background-color: white; text-align: justify;">T3. M. Niss: Problem Solving, Modelling and Applications (p. 237) </span><span style="background-color: white; text-align: justify;">T4. D. F. Robitaille: Evaluation and Assessment (p. 253) </span><span style="background-color: white; text-align: justify;">T5. N. Balacheff: The Practice of Teaching and Research in Didactics (p. 263) </span><span style="background-color: white; text-align: justify;">T6. W. Blum: Mathematics and Other Subjects (p. 277) </span><span style="background-color: white; text-align: justify;">T7. H. Burkhardt, J. A. Malone: Curriculum Towards the Year 2000 (p. 293) </span><br style="text-align: justify;" /><span class="grassetto" style="font-weight: bold; text-align: justify;">Fifth Day Special: MES</span><span style="background-color: white; text-align: justify;"> </span><span style="background-color: white; text-align: justify;">A. Bishop, P. Damerow, P. Gerdes, Ch. Keitel: Mathematics, Education, Society (p. 311) </span></span><br />
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<span class="grassetto" style="font-family: 'Trebuchet MS', sans-serif; font-weight: bold;">Topic Areas and International Study Groups</span><span style="background-color: white; font-family: 'Trebuchet MS', sans-serif;"> </span></div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">To1. M. Emmer: Video, Film (p. 329) </span><br /><span style="background-color: white; text-align: justify;">To2. I. Lénárt: Visualization (p. 332) </span><br /><span style="background-color: white; text-align: justify;">To3. G. Berzsenyi: Competitions (p. 334) </span><br /><span style="background-color: white; text-align: justify;">To4. E. Csocsán: Problems of Handicapped Students (p. 339) </span><br /><span style="background-color: white; text-align: justify;">To5. D. A. Quadling: Comparative Education (p. 342) </span><br /><span style="background-color: white; text-align: justify;">To6. K. J. Travers: Probability Theory and Statistics (p. 346) </span><br /><span style="background-color: white; text-align: justify;">To7. D. Pimm: Proofs, Justification and Conviction (p. 350) </span><br /><span style="background-color: white; text-align: justify;">To8. C. Laborde: Language and Mathematics (p. 354) </span><br /><span style="background-color: white; text-align: justify;">To9. [NOT LISTED] </span><br /><span style="background-color: white; text-align: justify;">To10. P. S. Kenderov: Students of High Ability (p. 358) </span><br /><span style="background-color: white; text-align: justify;">To11. D. Singmaster: Mathematical Games and Recreation (p. 361) </span><br /><span style="background-color: white; text-align: justify;">To12. [NOT LISTED] </span><br /><span style="background-color: white; text-align: justify;">To13. L. Burton: Women and Mathematics (p. 365) </span><br /><span style="background-color: white; text-align: justify;">To14. [NOT LISTED] </span><br /><span style="background-color: white; text-align: justify;">To15. H.-G. Steiner: Theory of Mathematics Education (p. 371) </span><br /><span style="background-color: white; text-align: justify;">To16. W. R. Bloom: Spaces and Geometry (p. 375) </span><br /><span style="background-color: white; text-align: justify;">To17. G. König: Information and Documentation (p. 379) </span><br /><span style="background-color: white; text-align: justify;">To18. B. Christiansen, P. F. L. Verstappen: Systematic Cooperation between Theory and Practice in Mathematics Education (p. 382) </span><br /><span style="background-color: white; text-align: justify;">HPM. U. D'Ambrosio: History and Pedagogy of Mathematics (p. 389) </span><br style="text-align: justify;" /><span class="grassetto" style="font-weight: bold; text-align: justify;">Projects</span><span style="background-color: white; text-align: justify;"> (p. 393) </span><br style="text-align: justify;" /><span class="grassetto" style="font-weight: bold; text-align: justify;">ICMI</span><span style="background-color: white; text-align: justify;"> </span><br style="text-align: justify;" /><span style="background-color: white; text-align: justify;">A. G. Howson: The International Commission on Mathematical Instruction (p. 395) </span><br /><span class="grassetto" style="font-weight: bold; text-align: justify;">Projects</span><span style="background-color: white; text-align: justify;"> (p. 393) </span><br /><span class="grassetto" style="font-weight: bold; text-align: justify;">ICMI</span><span style="background-color: white; text-align: justify;"> </span><br /><span style="background-color: white; text-align: justify;">A. G. Howson: The International Commission on Mathematical Instruction (p. 395) </span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-67087845341823452972014-03-18T13:50:00.000+01:002014-03-18T13:50:00.989+01:00Proceedings of the Fourth International Congress on Mathematical Education<div class="separator" style="clear: both; text-align: center;">
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<h3 class="title" style="background-color: white; margin: 0px; padding: 0px 0px 6px;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;"><span style="font-weight: normal;">Marilyn Zweng, </span><span style="font-weight: normal;">Thomas Green, </span><span style="font-weight: normal;">Jeremy Kilpatrick, </span><span style="font-weight: normal;">Henry Pollak, </span><span style="font-weight: normal;">Marilyn Suydam</span></span></h3>
<span style="background-color: yellow; line-height: 18px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 18px;"><span style="font-family: Trebuchet MS, sans-serif;"><b>ICME-4 </b> 1980 Berkeley (USA)</span></span><br />
<span style="background-color: white; line-height: 18px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="background-color: white;"><span style="font-family: Trebuchet MS, sans-serif;">Birkhäuser Boston | 1983 | 739 páginas | pdf </span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white;">124 Mb | online (no OCR): </span><a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_04_1980_Berkeley.pdf">mathematik.uni-bielefeld.de</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">djvu (OCR) - 64,9 Mb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_04_1980_Berkeley.ocr.djvu">mathematik.uni-bielefeld.de</a></span><br />
<br />
<b style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">Para outros livros relacionados procure em: <a href="http://livros-matema.blogspot.pt/">link</a></b><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>TABLE OF CONTENTS</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER I - Plenary Session Addresses</b></span><br />
<span style="font-family: Times, Times New Roman, serif;">1.1 Mathematics Improves the Mind</span><br />
<span style="font-family: Times, Times New Roman, serif;">George Polya</span><br />
<span style="font-family: Times, Times New Roman, serif;">1.2 Major Problems of Mathematics Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Hans Freudenthal</span><br />
<span style="font-family: Times, Times New Roman, serif;">1.3 Young Children's Acquisition of Language and Understanding of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Hermina Sinclair</span><br />
<span style="font-family: Times, Times New Roman, serif;">1.4 Reactions to Hermina Sinclair's Plenary Lecture 13</span><br />
<span style="font-family: Times, Times New Roman, serif;">Bill Higginson</span><br />
<span style="font-family: Times, Times New Roman, serif;">Some Experiences in Popularizing Mathematical Methods</span><br />
<span style="font-family: Times, Times New Roman, serif;">Hua Loo-keng</span><br />
<span style="font-family: Times, Times New Roman, serif;">Reactions to Hua Loo-keng's Plenary Lecture 23</span><br />
<span style="font-family: Times, Times New Roman, serif;">Dorothy Bernstein, J.S. Gyakye Jackson</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;"><b> 2 - Universal Basic Education</b></span> 27</span><br />
<span style="font-family: Times, Times New Roman, serif;">2.1 Mathematics in General Primary Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Romanus O. Ohuche</span><br />
<span style="font-family: Times, Times New Roman, serif;">2.2 Back-to-Basics: Past, Present, Future</span><br />
<span style="font-family: Times, Times New Roman, serif;">Max Sobel</span><br />
<span style="font-family: Times, Times New Roman, serif;">2.3 Suggested Mathematics Curricula for Students Who Leave School at Early Ages</span><br />
<span style="font-family: Times, Times New Roman, serif;">Shirley Frye, Alonso B. Viteri Garrido</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;"><b> 3 - Elementary Education</b></span><span style="background-color: white; text-align: justify;"> </span> 36</span><br />
<span style="font-family: Times, Times New Roman, serif;">3.1 Roots of Failure in Primary School Arithmetic</span><br />
<span style="font-family: Times, Times New Roman, serif;">Frederique Papy</span><br />
<span style="font-family: Times, Times New Roman, serif;">3.2 Do We Still Need Fractions in the ELementary Curriculum?</span><br />
<span style="font-family: Times, Times New Roman, serif;">Peter Hilton, Mary Laycock</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;"><b> 4 - Post-Secondary Education</b></span> 44</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.1 Decline in Post-Secondary Students Continuing the Study of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">James T. Fey, R.R. McLone, Bienvenide F. Nebres</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.2 Is Calculus Essential? 50</span><br />
<span style="font-family: Times, Times New Roman, serif;">Margaret E. Rayner, Fred Roberts</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.3 Mathematics and the Physical Science and Engineering</span><br />
<span style="font-family: Times, Times New Roman, serif;">Gerhard Becker, Daniela Gori-Giorgi, Jean-Pierre Provost</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.4 Why We Must and How We Can Improve the Teaching of Post-Secondary Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Henry L. Alder, Detlef Laugwitz</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.5 Alternate Approaches to Beginning'the Teaching of Calculus and the Effectiveness of These Methods</span><br />
<span style="font-family: Times, Times New Roman, serif;">George Papy, Daniel Reisz</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.6 In What Ways Have the Mathematical Preparation of Students for Post-Secondary Mathematics Courses Changed? 70</span><br />
<span style="font-family: Times, Times New Roman, serif;">Kathleen Cross, S.M. Sharfuddin</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.7 Curriculum for A Mathematical Sciences Major</span><br />
<span style="font-family: Times, Times New Roman, serif;">Alan Tucker</span><br />
<span style="font-family: Times, Times New Roman, serif;">4.8 University Programs with an Industrial Problem Focus</span><br />
<span style="font-family: Times, Times New Roman, serif;">Jerome Spanier, Germund Dahlquist, A.Clayton Aucoin, Willian E. Boyce, J.L. Agnew</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><b> 5 - The Profession of Teoching</b> 89</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.1 Current Status and Trends in Teacher Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">David Alexander, Jeffrey Baxter, Sr. lluminada C. Coronel, f.m.m., Hilary Shuard</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.2 Integration of Content and Pedagogy in Pre-Service Teacher Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Zbigniew Semadeni, Julian Weissglass</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.3 Preparation in Mathematics of a Prospective Elementary Teacher Today, in View of the Current Trends in Mathematics, in Schools, and in Society 100</span><br />
<span style="font-family: Times, Times New Roman, serif;">James E. Schultz</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.4 Evaluation of Teachers and Their Teaching 102</span><br />
<span style="font-family: Times, Times New Roman, serif;">Thomas J. Cooney, Edward C. Jacobsen</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.5 Hand-held Calculators and Teacher Education 107</span><br />
<span style="font-family: Times, Times New Roman, serif;">Willy Vanhamme</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.6 Computers in Mathematics Teacher Education 109</span><br />
<span style="font-family: Times, Times New Roman, serif;">Rosemary Fraser</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.7 The Mathematicol Preparation of Secondary Teachers - Content and Method</span><br />
<span style="font-family: Times, Times New Roman, serif;">Trevor Fletcher</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.8 Special Assistance for the Beginning Teacher</span><br />
<span style="font-family: Times, Times New Roman, serif;">Edith Biggs, Mervyn DlKlkley</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.9 The Making of a Professional Mathematics Teacher</span><br />
<span style="font-family: Times, Times New Roman, serif;">Gerald Rising, Geoffry Howson</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.10 The Dilemma of Teachers Between Teaching What They Like and Teaching What the Pupils Need to Know: How Much Freedom Should Teachers Have to Add Materials, How Much Material, Which Teachers? 124</span><br />
<span style="font-family: Times, Times New Roman, serif;">Andrew C. Porter</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.11 Integration of Mathematical and Pedagogical Content In-Service Teacher Education: Successful and Unsuccessful Attempts 126</span><br />
<span style="font-family: Times, Times New Roman, serif;">David A. Sturgess, E. Glenodine Gibb</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.12 In-Service Educati on for Secondary Teachers 1 31</span><br />
<span style="font-family: Times, Times New Roman, serif;">Martin Barner, Michel Darche, Richard Pallascio</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.13 Support Services for Teachers of Mathematics 1 40</span><br />
<span style="font-family: Times, Times New Roman, serif;">Michael Silbert, Max Stephens</span><br />
<span style="font-family: Times, Times New Roman, serif;">5.14 What is a Professional Teacher of Mathematics?</span><br />
<span style="font-family: Times, Times New Roman, serif;">John C. Egsgard, Jacques Nimier, Leopoldo Varela</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 6 - Geometry </b>153</span><br />
<span style="font-family: Times, Times New Roman, serif;">6.1 Geometry in the Secondary School 153</span><br />
<span style="font-family: Times, Times New Roman, serif;">Eric Gower, G. Holland, Jean Pederson, Julio Castineira Merino</span><br />
<span style="font-family: Times, Times New Roman, serif;">6.2 Geometric Activities in the Elementary School</span><br />
<span style="font-family: Times, Times New Roman, serif;">Koichi Abe. John Del Grande</span><br />
<span style="font-family: Times, Times New Roman, serif;">6.3 The Death of Geometry at the Post-Secondary Level</span><br />
<span style="font-family: Times, Times New Roman, serif;">Branko Grunbaum, Robert Osserman</span><br />
<span style="font-family: Times, Times New Roman, serif;">6.4 The Development of Children's Spatial Ideas</span><br />
<span style="font-family: Times, Times New Roman, serif;">Michael C. Mitchelmore, Dieter Lunkenbein, Kiyoshi Yokochi. Alan J. Bishop</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 7 - Stochastics</b></span><br />
<span style="font-family: Times, Times New Roman, serif;">7.1 Statistics: Probability: Computer Science: Mathematics. Many Phases of One Program?</span><br />
<span style="font-family: Times, Times New Roman, serif;">Leo Klingen, Richard S. Pieters</span><br />
<span style="font-family: Times, Times New Roman, serif;">7.2 Vigor, Variety and Vision - - the Vitality of Statistics and Probability</span><br />
<span style="font-family: Times, Times New Roman, serif;">I.J. Good</span><br />
<span style="font-family: Times, Times New Roman, serif;">7.3 The Place of Probability in the Curriculum</span><br />
<span style="font-family: Times, Times New Roman, serif;">Ruma Falk, Tibor Nemetz</span><br />
<span style="font-family: Times, Times New Roman, serif;">7.4 The Nature of Statistics to be Taught in Schools 198</span><br />
<span style="font-family: Times, Times New Roman, serif;">Jim Swift, A.P. Shulte, Peter Holmes</span><br />
<span style="font-family: Times, Times New Roman, serif;">7.5 Statistics and Probability in Teacher Education 202</span><br />
<span style="font-family: Times, Times New Roman, serif;">Peter Holmes, Luis A. Santalo</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 8 - Applications</b> 207</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.1 Mathematics and the Biological Sciences -Implications for Teaching</span><br />
<span style="font-family: Times, Times New Roman, serif;">Sam O. Ale, Diego Bricio Hernandez, Lilia del Riego</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.2 The Relationship of Mathematics and the Teaching of Mathematics with the Social Sciences</span><br />
<span style="font-family: Times, Times New Roman, serif;">John Ling, Ivo W. Molenaar, Samuel Goldberg</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.3 Applications, Modeling and Teacher Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Aristedes C. Barreto, Hugh Burkhardt</span><br />
<br />
<span style="font-family: Times, Times New Roman, serif;">8.4 The Use of Modules to Introduce Applied Mathematics into the Curriculum</span><br />
<span style="font-family: Times, Times New Roman, serif;">John Gaffney</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.5 Teaching Applications of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">F. van der Blij, Douglas A. Quadling, Paul C. Rosenbloom</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.6 The Interface between Mathematics and Imployment</span><br />
<span style="font-family: Times, Times New Roman, serif;">Connie Knox, David R. Mathews, Rudolf Straesser, Robert Li ndsay, P.C. Price, Werner Blum</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.7 How Effective are Integrated Courses in Mathematics and Science for the Teaching of Mathematics?</span><br />
<span style="font-family: Times, Times New Roman, serif;">Mogens Niss, Helmut Siemon</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.8 Materials Available Worldwide for Teaching Applications of Mathematics at the School Level</span><br />
<span style="font-family: Times, Times New Roman, serif;">Max S. Bell</span><br />
<span style="font-family: Times, Times New Roman, serif;">8.9 Mutualism in Pure and Applied Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Maynard Thompson, Donald Bushaw, Candido Sitia</span><br />
<b><span style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER</span><span style="font-family: 'Trebuchet MS', sans-serif;"> </span></b><span style="font-family: Trebuchet MS, sans-serif;"><b> 9 - Problem Solving</b> 276</span><br />
<span style="font-family: Times, Times New Roman, serif;">9.1 Teaching for Effective Problem Solving: A Challenging Problem</span><br />
<span style="font-family: Times, Times New Roman, serif;">Shmuel Avital, Jose R. Pascual Ibarra, Ian Isaacs</span><br />
<span style="font-family: Times, Times New Roman, serif;">9.2 Real Problem Solving 283</span><br />
<span style="font-family: Times, Times New Roman, serif;">Diana Burkhardt</span><br />
<span style="font-family: Times, Times New Roman, serif;">9.3 Mathematization, Its Nature and Its Use in Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Eric Love, Marion Walter, David Wheeler</span><br />
<span style="font-family: Times, Times New Roman, serif;">9.4 The Mathematization of Situations Outside Mathematics from an Educational Point of View</span><br />
<span style="font-family: Times, Times New Roman, serif;">Rolf Biehler, Tatsuro Miwa, Christopher Ormell, Vern Treilibs</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER </b></span><span style="font-family: Trebuchet MS, sans-serif;"><b>10 - Special Mathematical Topics</b> 299</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.1 Algebraic Coding Theory</span><br />
<span style="font-family: Times, Times New Roman, serif;">J.H. van Lint</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.2 Combinatorics 303</span><br />
<span style="font-family: Times, Times New Roman, serif;">Nicolas Balacheff, David Singmaster</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.3 The Impact of Algorithms on Mathematics Teaching 312</span><br />
<span style="font-family: Times, Times New Roman, serif;">Arthur Engel</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.4 Operations Research 330</span><br />
<span style="font-family: Times, Times New Roman, serif;">William F. Lucas</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.5 Maxima and Minima Without Calculus</span><br />
<span style="font-family: Times, Times New Roman, serif;">A.J. Lohwater, Ivan Niven</span><br />
<span style="font-family: Times, Times New Roman, serif;">10.6 Exploratory Data Analysis</span><br />
<span style="font-family: Times, Times New Roman, serif;">Ram Gnanadesikan, Paul Tukey, Andrew F. Siegel, Jon R. Kettenring</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 11- Mathematics Curriculum</b> 358</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.1 Successes and Failures of Mathematics Curricula in the Past Two Decades</span><br />
<span style="font-family: Times, Times New Roman, serif;">H. Brian Griffiths, Ubiratan D'Ambrosio, Stephen S. Willoughby</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.2 Curriculum Recommendations for the 1980's by Several National Committees</span><br />
<span style="font-family: Times, Times New Roman, serif;">Mohammed EI Tom, W.H. Cockcroft, David F. Robitaille</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.3 Curriculum Changes During the 1980's</span><br />
<span style="font-family: Times, Times New Roman, serif;">Shigeo Katagiri, Alan Osborne, Hans-Christian Reichel</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.4 The Changing Curriculum - An International Perspective</span><br />
<span style="font-family: Times, Times New Roman, serif;">E.E. Oldham</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.5 Models of Curriculum Development 384</span><br />
<span style="font-family: Times, Times New Roman, serif;">Tashio Miyamoto and Ko Gimbayasgu, James M. Moser</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.6 Mathematics for Secondary School Students</span><br />
<span style="font-family: Times, Times New Roman, serif;">Harold C. Trimble</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.7 What Should be Dropped from the Secondary School Mathematics Curriculum to Make Room for New Topics?</span><br />
<span style="font-family: Times, Times New Roman, serif;">Ping-tung Chong, Zolman Usiskin</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.8 Alternative Approaches to the Teaching of Algebra in the Secondary School</span><br />
<span style="font-family: Times, Times New Roman, serif;">Harry S.J. Instone</span><br />
<span style="font-family: Times, Times New Roman, serif;">11.9 How Can You Use History of Mathematics in Teaching Mathematics in Primary and Secondary Schools?</span><br />
<span style="font-family: Times, Times New Roman, serif;">Cosey Humphreys, Bruce Meserve, Leo Rogers, Maassouma M. Kazim</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 12 - The Begle Memorial Series on Research in Mathematics Education</b> 405</span><br />
<span style="font-family: Times, Times New Roman, serif;">12.1 Critical Variables in Mathematics Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Richard E. Snow, Herbert J. Walberg, 12.2 Some Critical Variables Revisited</span><br />
<span style="font-family: Times, Times New Roman, serif;">Christine Keitel-Kreidt, Donald J. Dessart, L. Roy Corry, Jens H. Lorenz, Nicholas A. Bronco</span><br />
<span style="font-family: Times, Times New Roman, serif;">12.3 Some New Directions for Research in Mathematics Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Richard E. Moyer, Edward A. Silver, Robert B. Davis, Gunnar Gjone, John P. Keeves, Thomas Cooney</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><b> 13 - Research in Mathematics Education</b> 444</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.1 The Relevance of Philosophy and History of Science and Mathematics for Mathematical Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Niels Jahnke, Rolando Chauqui, Giles Lachaud, David Pimm</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.2 Research in Mathematical Problem Solving 452</span><br />
<span style="font-family: Times, Times New Roman, serif;">Gerald A. Goldin, Alan H. Schoenfeld</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.3 Researchable Questions Asked by Teachers 456</span><br />
<span style="font-family: Times, Times New Roman, serif;">Elaine Bologna, Sadaaki Fujimori, Douglas E. Scott, Richard J. Shumway</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.4 Alternative Methodologies for Research in Mathematics Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">George Booker, Jack Easley, Francois Pluvinage, R.W. Scholz, Leslie P. Steffe, Joan Yates</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.5 Error Analyses of Childrens' Arithmetic Performance</span><br />
<span style="font-family: Times, Times New Roman, serif;">Annie Bessot, Leroy C. Callahan, Roy Hollands, Fredricka Reisman</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.6 Comparative Study of the Development of Mathematical Education as a Professional Discipline in Different Countries 482</span><br />
<span style="font-family: Times, Times New Roman, serif;">Gert Schubring, Mahdi Abdeljaauad, Phillip S. Jones, Janine Rogalski, Gert Shubring, Derek Woodrow, Vaclaw Zawadowski</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.7 The Development of Mathematical Abilities in Children</span><br />
<span style="font-family: Times, Times New Roman, serif;">Jeremy Kilpatrick, Horacio Rimoldi, Raymond Sumner, Ruth Rees</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.8 The Child's Concept of Number</span><br />
<span style="font-family: Times, Times New Roman, serif;">Karen Fuson, Shuntaro Sato, Claude Comiti, Tom Kieren, Gerhard Steiner</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.9 Relation Between Research on Mathematics Education and Research on Science Education. Problems ofCommon Interest and Future Cooperation 511</span><br />
<span style="font-family: Times, Times New Roman, serif;">Charles Taylor, Anthony P. French, Robert Karplus, Gerard Vergnaud</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.10 Central Research Institutes for Mathematical Education. What Can They Contribute to the Development of the Discipline and the Interrelation between Theory and Practice? </span><br />
<span style="font-family: Times, Times New Roman, serif;">Edward Esty, Georges Glaeser, Heini Halberstam, Yoshihiko Hoshimoto, Thomas Romberg, Christine Keitel, B. Winkelman</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.11 The Functioning of Intelligence and the Understanding of Mathematics 530</span><br />
<span style="font-family: Times, Times New Roman, serif;">Richard Lesh, Richard Skemp, Laurie Buxton, Nicholas Herscovics</span><br />
<span style="font-family: Times, Times New Roman, serif;">13.12 The Young Adolescent's Understanding of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Stanley Bezuska, Kath Hart</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><b>CHAPTER</b></span><span style="font-family: Trebuchet MS, sans-serif;"><b> 14 - Assessment</b> 546</span><br />
<span style="font-family: Times, Times New Roman, serif;">14.1 Assessing Pupils' Performance in Mathematics 546</span><br />
<span style="font-family: Times, Times New Roman, serif;">Norbert Knoche, Robert Lindsay, Ann McAloon</span><br />
<span style="font-family: Times, Times New Roman, serif;">14.2 Issues, Methods and Results of National Mathematics Assessments</span><br />
<span style="font-family: Times, Times New Roman, serif;">Bob Roberts</span><br />
<b><span style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER</span><span style="font-family: Trebuchet MS, sans-serif;"> 15 - </span><span style="background-color: white; text-align: justify;"><span style="font-family: Trebuchet MS, sans-serif;">Competitions</span></span></b><span style="font-family: Trebuchet MS, sans-serif;"> 557</span><br />
<span style="font-family: Times, Times New Roman, serif;">15.1 Mathematical Competitions, Contests, Olympiads</span><br />
<span style="font-family: Times, Times New Roman, serif;">Jan van de Croats, Neville Gale, Jose Ipina, Lucien Kieffer, Murray Klamkin, Peter J. O'Halloran, Peter R. Sanders, Janos Suranyi</span><br />
<span style="font-family: Times, Times New Roman, serif;">15.2 Mathematics Competitions: Philosophy, Organization and Content</span><br />
<span style="font-family: Times, Times New Roman, serif;">Albert Kalfus</span><br />
<b><span style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER</span><span style="font-family: Trebuchet MS, sans-serif;"> 16 - </span></b><span style="background-color: white; text-align: justify;"><span style="font-family: Trebuchet MS, sans-serif;"><b>Language and Mathematics</b> </span></span><span style="font-family: Trebuchet MS, sans-serif;">568</span><br />
<span style="font-family: Times, Times New Roman, serif;">16.1 Language and the Teaching of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">A. Geoffrey Howson</span><br />
<span style="font-family: Times, Times New Roman, serif;">16.2 The Relationship Between the Development of Language in Children and the Development of Mathematical Concepts in Children 573</span><br />
<span style="font-family: Times, Times New Roman, serif;">F .D. Lowenthal, Michele Pellerey, Colette Laborde, Tsutomu Hosoi</span><br />
<span style="font-family: Times, Times New Roman, serif;">16.3 Teaching Mathematics in a Second Language</span><br />
<span style="font-family: Times, Times New Roman, serif;">Maurizio Gnere, Althea Young</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>CHAPTER 17 - Objectives</b> 587</span><br />
<span style="font-family: Times, Times New Roman, serif;">17.1 Teaching for Combined Process and Content Objectives</span><br />
<span style="font-family: Times, Times New Roman, serif;">Alan W. Bell, A.J. Dawson, P.G. Human</span><br />
<span style="font-family: Times, Times New Roman, serif;">17.2 The Complementary Role of Intuitive and Analytical Reasoning</span><br />
<span style="font-family: Times, Times New Roman, serif;">Erich Wittmann, Efraim Fischbein, Leon A. Henkin</span><br />
<b><span style="font-family: Trebuchet MS, sans-serif;">CHAPTER 18 - </span><span style="background-color: white; text-align: justify;"><span style="font-family: Trebuchet MS, sans-serif;">Technology</span></span></b><span style="font-family: Trebuchet MS, sans-serif;"> 605</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.1 The Effect of the Use of Calculators on the Initial Development and Acquisition of Mathematical Concepts and Skills 605</span><br />
<span style="font-family: Times, Times New Roman, serif;">Hartwig Meissner</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.2 A Mini-Course on Symbolic and Algebraic Computer Programming Systems</span><br />
<span style="font-family: Times, Times New Roman, serif;">Richard J. Fateman</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.3 The Use of Programmable Calculators in the Teaching of Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Klaus-D. Graf, Guy Noel, K.A. Keil, H. Lothe</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.4 Perspectives and Experiences with Computer-Assisted Instruction in Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">D. Alderman, R. Gunzehauser</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.5 Computer Literacy / Awareness in Schools; What, How and for Whom? 627</span><br />
<span style="font-family: Times, Times New Roman, serif;">David C. Johnson, Claudette Vieules, Andrew Molnar</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.6 The Technological Revolution and Its Impact on Mathematics Education 632</span><br />
<span style="font-family: Times, Times New Roman, serif;">Andrea DiSessa</span><br />
<span style="font-family: Times, Times New Roman, serif;">18.7 Calculators in the Pre-Secondary School, Marilyn Suydam, A. Wynands</span><br />
<b style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER 1</b><span style="font-family: Trebuchet MS, sans-serif;"><b>9 - Forms and Modes of Instruction</b> 641</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.1 Distance Education for School-age Children 641</span><br />
<span style="font-family: Times, Times New Roman, serif;">David Roseveare</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.2 Teaching Mathematics in Mixed-Ability Groups 643</span><br />
<span style="font-family: Times, Times New Roman, serif;">Denis C. Kennedy, David Lingard</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.3 Approaching Mathematics through the Arts 648</span><br />
<span style="font-family: Times, Times New Roman, serif;">Emma Castel nuovo, Paul Delannoy, James R.C. Leitzel</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.4 The Use and Effectiveness of Mathematics Instructional Games</span><br />
<span style="font-family: Times, Times New Roman, serif;">Margariete Montague Wheeler</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.5 Strategies for Improving Remediation Efforts</span><br />
<span style="font-family: Times, Times New Roman, serif;">Ronald Davis, Deborah Hughes Hallett, Gerald Kulm, Joan R. Leitzel</span><br />
<span style="font-family: Times, Times New Roman, serif;">19.6 Individualized Instruction and Programmed Instruction</span><br />
<span style="font-family: Times, Times New Roman, serif;">F. Alvarada</span><br />
<b style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER </b><span style="font-family: Trebuchet MS, sans-serif;"><b>20 - Women and Mathematics</b> 665</span><br />
<span style="font-family: Times, Times New Roman, serif;">20.1 A Community Action Model to Increase the Participation of Girls and Young Women in Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Elizabeth Stage, Kay Gilliland. Nancy Kreinberg, Elizabeth Fennerna</span><br />
<span style="font-family: Times, Times New Roman, serif;">20.2 Contributions by Women to Mathematics Education</span><br />
<span style="font-family: Times, Times New Roman, serif;">Kristina Leeb-Lundberg</span><br />
<span style="font-family: Times, Times New Roman, serif;">20.3 The Status of Women and Girls in Mathematics: Progress and Problems 674</span><br />
<span style="font-family: Times, Times New Roman, serif;">Marjorie C. Carss, Eileen L Poiani, Nancy Shelley, Dora Helen Skypek</span><br />
<span style="font-family: Times, Times New Roman, serif;">20.4 Special Problems of Women in Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Erika Schildkamp-Kundiger</span><br />
<b style="font-family: 'Trebuchet MS', sans-serif;">CHAPTER</b><span style="font-family: Trebuchet MS, sans-serif;"><b> 21 - Special Groups of Students </b>688</span><br />
<span style="font-family: Times, Times New Roman, serif;">21.1 Curriculum Organizations and Teaching Modes That Successfully Provide for the Gifted Learner</span><br />
<span style="font-family: Times, Times New Roman, serif;">A.L. Blakers, Isabelle P. Rucker, Burt A. Kaufman, Gerald Rising, Dorothy S. Strong, Arnold E. Ross, Graham T.Q. Hoare</span><br />
<span style="font-family: Times, Times New Roman, serif;">21.2 Distance Education for Adults</span><br />
<span style="font-family: Times, Times New Roman, serif;">Michael Crampin</span><br />
<span style="font-family: Times, Times New Roman, serif;">21.3 Adult Numeracy - Programmes for Adults Not in School</span><br />
<span style="font-family: Times, Times New Roman, serif;">Anna Jackson, Peter Kaner</span><br />
<span style="font-family: Times, Times New Roman, serif;">21.4 Problems of Defining the Mathematics Curriculum in Rural Communities</span><br />
<span style="font-family: Times, Times New Roman, serif;">Desmond Broomes, P.K. Kuperus</span><br />
<span style="font-family: Times, Times New Roman, serif;">21.5 Participation of the Handicapped in Mathematics</span><br />
<span style="font-family: Times, Times New Roman, serif;">Robert Dieschbourg, Carole Greenes, Esther Pillar Grossi</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-44091891238263927502014-03-16T12:21:00.000+01:002014-03-16T12:21:00.272+01:00New trends in mathematics teaching, Vol. IV<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">The International Commission on </span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">Mathematical Instruction </span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">(ICMI) </span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;"><br /></span>
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">UNESCO | 1979 |289 páginas | pdf</span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 18px;">online: </span><span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><a href="http://unesdoc.unesco.org/images/0012/001248/124827eo.pdf">unesdoc.unesco.org</a></span></span><br />
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif;"><b>Para outros livros relacionados procure em: <a href="http://livros-matema.blogspot.pt/">link</a></b></span></div>
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<span style="background-color: white; font-family: Trebuchet MS, sans-serif;"><b>ICME-3 </b> 1976 Karlsruhe (Germany)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; text-align: justify;">The book is based </span><span style="font-family: 'Trebuchet MS', sans-serif; text-align: justify;">upon the preparation for and proceedings of the Third International Congress on Mathematical </span><span style="font-family: 'Trebuchet MS', sans-serif; text-align: justify;">. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Contents </b></span></div>
<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif;">Introduction </span></div>
<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif;">Chapter I - Mathematics education at preelementary and primary levels </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">F. Colmez </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter II - Mathematics education at the fast level in post- elementary and secondary schools </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">A.Z. Krygowska </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter III - Mathematics education at upper secondary school, college and university transition </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">D.A. Quadling </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter IV - Mathematics education at university level</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">J.H. van Lint </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter V - Adult and continuing education in mathematics </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">R.M. Pengelly </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VI - The education and professional life of mathematics teachers </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Michael Otte </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VII - A critical analysis of curriculum development in mathematical education </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">A.G. Howson </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VIII - Methods and results of evaluation with respect to mathematics education </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Jeremy Kilpatrick Introduction </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter IX - Overall goals and objectives for mathematical education </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Ubiratan D’Ambrosio </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter X - Research related to the mathematical learning process </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Heinrich Bauersfeld </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XI - A critical analysis of the use of educational technology in mathematics teaching </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Ralph T. Heimer</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XII - The interaction between mathematics and other school subjects </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">H.O. Pollak </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XIII - The role of algorithms and computers in teaching mathematics at school </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">A. Engel </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Institutional addresses of authors and editors</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-36107192861168484022014-03-12T11:38:00.000+01:002014-03-12T11:38:00.024+01:00Proceedings of the First International Congress on Mathematical Education<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; font-family: 'Trebuchet MS', sans-serif; line-height: 18px;"><b>ICME-1</b> 1969 Lyon (France)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">D. Reidel Publishing Company | 1969 | 286 páginas | pdf | 27,4 Mb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_01_1969_Lyon.pdf">mathematik.uni-bielefeld.de</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />djvu - 13,8 Mb<br />online: <a href="http://www.mathematik.uni-bielefeld.de/~rehmann/ICMI/study/ICME_01_1969_Lyon.ocr.djvu">mathematik.uni-bielefeld.de</a></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">All the papers of the congress are also published in </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span class="corsivo" style="font-style: italic; text-align: justify;"><a href="http://livros-matema.blogspot.pt/2014/03/educational-studies-in-mathematics-vol-2.html">Educational Studies in Mathematics </a></span><span style="background-color: white; text-align: justify;"><a href="http://livros-matema.blogspot.pt/2014/03/educational-studies-in-mathematics-vol-2.html">(1969-70), Vol. 2</a>, 134-418. </span></span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif; text-align: start;"><b>Contents</b></span></div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; text-align: justify;">H. FREUDENTHAL, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Allocution </span><span style="background-color: white; text-align: justify;">(p. 3) </span><br /><span style="background-color: white; text-align: justify;">B. CHRISTIANSEN, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Induction and Deduction in the Learning of Mathematics and in Mathematical Instruction </span><span style="background-color: white; text-align: justify;">(p. 7) </span><br /><span style="background-color: white; text-align: justify;">W. SERVAIS, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Logique et enseignement mathématique </span><span style="background-color: white; text-align: justify;">(p. 28) </span><br /><span style="background-color: white; text-align: justify;">J. V. ARMITAGE, </span><span class="corsivo" style="font-style: italic; text-align: justify;">The Relation between Abstract and 'Concrete' Mathematics at School </span><span style="background-color: white; text-align: justify;">(p. 48) </span><br /><span style="background-color: white; text-align: justify;">R. GAUTHIER, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Essai d'individualisation de l'enseignement (Enfants de dix à quatorze ans)</span><span style="background-color: white; text-align: justify;">(p. 57) </span><br /><span style="background-color: white; text-align: justify;">G. G. MASLOVA, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Le développement des idées et des concepts mathématiques fondamentaux dans l'enseignement des enfants de 7 a 15 ans </span><span style="background-color: white; text-align: justify;">(p. 69) </span><br /><span style="background-color: white; text-align: justify;">A. ROUMANET, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Une classe de mathématique: motivations et méthodes </span><span style="background-color: white; text-align: justify;">(p. 80) </span><br /><span style="background-color: white; text-align: justify;">E. G. BEGLE, </span><span class="corsivo" style="font-style: italic; text-align: justify;">The Role of Research in the Improvement of Mathematics Education </span><span style="background-color: white; text-align: justify;">(p. 100) </span><br /><span style="background-color: white; text-align: justify;">A. DELESSERT, </span><span class="corsivo" style="font-style: italic; text-align: justify;">De quelques problèmes touchant à la formation des maîtres de mathématiques </span><span style="background-color: white; text-align: justify;">(p. 113) </span><br /><span style="background-color: white; text-align: justify;">A. ENGEL, </span><span class="corsivo" style="font-style: italic; text-align: justify;">The Relevance of Modern Fields of Applied Mathematics for Mathematical Education </span><span style="background-color: white; text-align: justify;">(p. 125) </span><br /><span style="background-color: white; text-align: justify;">A. REVUZ, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Les premiers pas en analyse </span><span style="background-color: white; text-align: justify;">(p. 138) </span><br /><span style="background-color: white; text-align: justify;">A. MARKOUCHEVITCH, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Certains problèmes de l'enseignement des mathématiques à l'école </span><span style="background-color: white; text-align: justify;">(p. 147) </span><br /><span style="background-color: white; text-align: justify;">E. FISHBEIN, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Enseignement mathématique et développement intellectuel </span><span style="background-color: white; text-align: justify;">(p. 158) </span><br /><span style="background-color: white; text-align: justify;">E. CASTELNUOVO, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Différentes représentations utilisant la notion de barycentre </span><span style="background-color: white; text-align: justify;">(p. 175) </span><br /><span style="background-color: white; text-align: justify;">F. PAPY,</span><span class="corsivo" style="font-style: italic; text-align: justify;"> Minicomputer </span><span style="background-color: white; text-align: justify;">(p. 201) </span><br /><span style="background-color: white; text-align: justify;">B. THWAITES,</span><span class="corsivo" style="font-style: italic; text-align: justify;"> The Role of the Computer in School Mathematics </span><span style="background-color: white; text-align: justify;">(p. 214) </span><br /><span style="background-color: white; text-align: justify;">Z. KRYGOWSKA,</span><span class="corsivo" style="font-style: italic; text-align: justify;"> Le texte mathématique dans l' enseignement </span><span style="background-color: white; text-align: justify;">(p. 228) </span><br /><span style="background-color: white; text-align: justify;">H.-G. STEINER,</span><span class="corsivo" style="font-style: italic; text-align: justify;"> Magnitudes and Rational Numbers - A Didactical Analysis </span><span style="background-color: white; text-align: justify;">(p. 239) </span><br /><span style="background-color: white; text-align: justify;">H. O. POLLAK, </span><span class="corsivo" style="font-style: italic; text-align: justify;">How Can we Teach Applications of Mathematics? </span><span style="background-color: white; text-align: justify;">(p. 261) </span><br /><span style="background-color: white; text-align: justify;">P. C. ROSENBLOOM, </span><span class="corsivo" style="font-style: italic; text-align: justify;">Vectors and Symmetry </span><span style="background-color: white; text-align: justify;">(p. 273) </span><span class="corsivo" style="font-style: italic; text-align: justify;">Resolutions (English) </span><span style="background-color: white; text-align: justify;">(p. 284) </span><span class="corsivo" style="font-style: italic; text-align: justify;">Résolutions (French) </span><span style="background-color: white; text-align: justify;">(p. 285) </span></span><br />
<br style="font-family: Verdana, Helvetica, sans-serif; text-align: justify;" />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-51603759355726011102014-03-12T00:56:00.000+01:002014-03-12T00:56:09.797+01:00Mathematics in Western Culture<a href="https://images.efollett.com/books/019/500/019500714X.gif" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img alt="" border="0" src="https://images.efollett.com/books/019/500/019500714X.gif" style="cursor: pointer; float: left; height: 250px; margin: 0pt 10px 10px 0pt; width: 161px;" /></a>Morris Kline<br />
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Oxford University Press | 1964 | 512 páginas |<br />
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online : <a href="https://archive.org/details/MathematicsInWesternCulture">archive.org</a><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">This book gives a remarkably fine account of the influences mathematics has exerted on the development of philosophy, the physical sciences, religion, and the arts in Western life.</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><br style="font-family: 'Trebuchet MS', sans-serif;" /><b style="font-family: 'Trebuchet MS', sans-serif;">Table of Contents</b><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">I Introduction. True and False Conceptions, 3</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">II The Rule of Thumb in Mathematics, 13</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">III The Birth of the Mathematical Spirit, 24</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">IV The Elements oi Euclid, 40</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">V Placing a Yardstick to the Stars, 60</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">VI Nature Acquires Reason, 74</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">VII Interlude, 89</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">VIII Renewal of the Mathematical Spirit, 99</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">IX The Harmony of the World, no</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">X Painting arid Perspective, 126</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XI Science Born of Art: Projective Geometry, 144</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XII A Discourse on Method, 159</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XIII The Quantitative Approach to Nature, 182</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XIV The Deduction of Universal Laws, 196</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XV Grasping the Fleeting Instant: The Calculus, 214</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XVI The Newtonian Influence: Science and Philosophy, 234</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XVII The Newtonian Influence: Religion, 257</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XVIII The Newtonian Influence: Literature and Aesthetics, 272</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XIX The Sine of G Major, 287</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XX Mastery of the Ether Waves, 304</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXI The Science of Human Nature, 322</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXII The Mathematical Theory of Ignorance: The Statistical Approach</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">to the Study of Man, 340</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXIII Prediction and Probability, 359</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXIV Our Disorderly Universe: The Statistical View of Nature, 376</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXV The Paradoxes of the Infinite, 395</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXVI New Geometries, New Worlds, 410</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXVII The Theory of Relativity, 432</span><br style="font-family: 'Trebuchet MS', sans-serif;" /><span style="font-family: 'Trebuchet MS', sans-serif;">XXVIII Mathematics: Method and Art, 453</span><br />
<strong></strong></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-27988386730272915802014-03-10T01:20:00.000+01:002014-03-10T01:20:00.518+01:00A Handbook of Mathematical Discourse<br />
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<a href="http://ecx.images-amazon.com/images/I/413KKCFJJ7L.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/413KKCFJJ7L.jpg" height="320" width="212" /></a></div>
<span style="color: #333333;"><span style="font-family: Trebuchet MS, sans-serif; line-height: 19px;">Charles Wells</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; color: #333333; line-height: 19px;"><br /></span>
</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; color: #333333; line-height: 19px;">Infinity Publishing | 2003 | 300 páginas </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #333333;"><span style="line-height: 19px;"><br /></span></span><span style="background-color: white; color: #333333; line-height: 19px;">pdf (versão draft - 2002) - online: </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: #333333;"><span style="line-height: 19px;"><a href="http://ljk.imag.fr/membres/Bernard.Ycart/writing/hyperhbk.pdf">ljk.imag.fr</a></span></span></span><br />
<a href="http://abstractmath.org/Books/handbkhyper.pdf" style="font-family: 'Trebuchet MS', sans-serif;">abstractmath.org</a><br />
<br />
<b><span style="font-family: Trebuchet MS, sans-serif;">Para mais livros sobre linguagem e comunicação em matemática procure em: </span><a href="http://livros-matema.blogspot.pt/search/label/Linguagem%20e%20comunica%C3%A7%C3%A3o" style="font-family: 'Trebuchet MS', sans-serif;">link</a></b><br />
<br />
<span style="font-family: 'Trebuchet MS', sans-serif;">What sort of book is this? It is a dictionary of sorts of all those words and conventions you had questions about as an undergraduate or graduate student but were afraid to ask, for fear of sounding dumb. Nobody, especially not your professors, bothered to explain these words, because they knew them so well and used them so automatically that it never occurred to them that you might not know to use them.</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;">For example, a student might be confused by the many different ways mathematicians use let. This book explains, with illustrative examples, that let can mean assume or suppose, that it can be used </span><span style="font-family: 'Trebuchet MS', sans-serif;">to introduce a new symbol when considering successive cases (Let n > 0.... Now let n<0 font="" nbsp=""><span style="font-family: 'Trebuchet MS', sans-serif;">to introduce an arbitrary object when proving a for all statement (Let g∈G; we need to prove that…), or</span></0></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">to define a concept (Let an integer be even if it is divisible by 2),</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">as well as several other meanings. That students are not clear about the use of words like let can be seen from Steve Maurer’s PRIMUS article, “Advice for undergraduates on special aspects of writing mathematics” (Vol. 1, pp. 9–28, 1991).</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">A student might want to know what a bound variable is — not many transition-to-proof course textbooks cover that very well, if at all. There is a definition here, and it comes with a picture. Whether or not you like the somewhat quirky line drawings, however, depends on your sense of humor: next to the entry for bound variable, one finds an X with lots of rope around its middle. If you know already know the meaning of bound variable, you may be amused by this play on words. However, if you are a student trying to understand its meaning, I doubt it would help.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">You can browse the book like a coffee table book (though its size is much smaller at 8 by 8 inches) or like a dictionary, which it resembles. Give it to your favorite math major or beginning graduate student to help enculturate him/her into mathematicians’ sometimes unusual usage of terms and phrases. You might also consider using it as a prize for a math contest or as an addition to your departmental math library.</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-80380256401466615482014-03-06T01:47:00.000+01:002014-03-06T01:47:00.059+01:00A Mathematician's Apology <div class="separator" style="clear: both; text-align: center;">
<a href="https://ia700807.us.archive.org/BookReader/BookReaderImages.php?zip=/26/items/AMathematiciansApology/Hardy-AMathematiciansApology_jp2.zip&file=Hardy-AMathematiciansApology_jp2/Hardy-AMathematiciansApology_0000.jp2&scale=2&rotate=0" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://ia700807.us.archive.org/BookReader/BookReaderImages.php?zip=/26/items/AMathematiciansApology/Hardy-AMathematiciansApology_jp2.zip&file=Hardy-AMathematiciansApology_jp2/Hardy-AMathematiciansApology_0000.jp2&scale=2&rotate=0" width="253" /></a></div>
<br />
<span style="font-family: Trebuchet MS, sans-serif;">University of Alberta Mathematical Sciences Society | 2005 | 56 páginas | pdf | 174 kb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://www.math.ualberta.ca/mss/misc/A%20Mathematician's%20Apology.pdf">math.ualberta.ca</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="background-color: white;"><span style="font-family: Trebuchet MS, sans-serif;">Cambridge University Press | 1967 | 80 páginas</span></span><br />
<span style="background-color: white;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white;">online: </span><a href="https://archive.org/details/AMathematiciansApology">archive.org</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">G. H. Hardy was one of this century's finest mathematical thinkers, renowned among his contemporaries as a 'real mathematician ... the purest of the pure'. He was also, as C. P. Snow recounts in his Foreword, 'unorthodox, eccentric, radical, ready to talk about anything'. This 'apology', written in 1940 as his mathematical powers were declining, offers a brilliant and engaging account of mathematics as very much more than a science; when it was first published, Graham Greene hailed it alongside Henry James's notebooks as 'the best account of what it was like to be a creative artist'. C. P. Snow's Foreword gives sympathetic and witty insights into Hardy's life, with its rich store of anecdotes concerning his collaboration with the brilliant Indian mathematician Ramanujan, his aphorisms and idiosyncrasies, and his passion for cricket. This is a unique account of the fascination of mathematics and of one of its most compelling exponents in modern times.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><b>Para mais livros sobre filosofia da matemática procure em: <a href="http://livros-matema.blogspot.pt/search/label/Filosofia%20da%20Matem%C3%A1tica">link</a></b></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-43877442214610045752014-03-02T01:10:00.000+01:002014-03-02T01:10:00.294+01:00A History of Mathematics<div class="separator" style="clear: both; text-align: center;">
<a href="http://ecx.images-amazon.com/images/I/41W820K5XML.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ecx.images-amazon.com/images/I/41W820K5XML.jpg" height="320" width="209" /></a></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Trebuchet MS, sans-serif;">Carl B. Boyer</span></div>
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<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"> John Wiley & Sons Inc; International Ed edition | 1968 | 738 páginas</span></span></div>
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<span style="background-color: white; line-height: 19px;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; line-height: 19px;">online: </span><span style="line-height: 19px;"><a href="https://archive.org/details/AHistoryOfMathematics">archive.org</a></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<b><span style="font-family: Trebuchet MS, sans-serif;">Para mais livros sobre história da matemática procure em: <a href="http://livros-matema.blogspot.pt/search/label/hist%C3%B3ria%20da%20matem%C3%A1tica">link</a></span></b><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Contents</b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter I. Primitive Origins </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter II. Egypt </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter III. Mesopotamia </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter IV. Ionia and the Pythagoreans</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter V. The Heroic Age</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VI. The Age of Plato and Aristotle </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VII. Euclid of Alexandria</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter VIII. Archimedes of Syracuse</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter IX. Apollonius of Perga</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter X. Greek Trigonometry and Mensuration</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XI. Revival and Decline of Greek Mathematics</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XII. China and India</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XIII. The Arabic Hegemony</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XIV. Europe in the Middle Ages</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XV. The Renaissance</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XVI. Prelude to Modern Mathematics</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XVII. The Time of Fermat and Descartes</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XVIII. A Transitional Period</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XIX. Newton and Leibniz </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XX. The Bernoulli Era </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXI. The Age of Euler</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXII. Mathematicians of the French Revolution</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXIII. The Time of Gauss and Cauchy</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXIV. The Heroic Age in Geometry</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXV. The Arithmetization of Analysis</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXVI. The Rise of Abstract Algebra</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Chapter XXVII. Aspects of the Twentieth Century</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">General Bibliography 679</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Appendix: Chronological Table 683</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Index 697</span></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-14892045413696651022014-03-01T00:04:00.005+01:002014-03-10T02:27:37.709+01:00Mathematics, Education and Society<span style="font-family: Trebuchet MS, sans-serif;">Christine Keitel, P. Damerow, A. Bishop, P. Gerdes<span class="Apple-style-span" style="line-height: 18px;"> </span>(Editores)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<div>
<span style="font-family: Trebuchet MS, sans-serif;">6.º International Congress on Mathematical Education (1988 : Budapest, Hungary)</span><br />
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><span class="Apple-style-span" style="line-height: 19px;"></span><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Unesco Document Series Nº. 35</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Unesco | 1989 | 200 páginas | pdf | 23,61 Mb</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">on-line: <a href="http://unesdoc.unesco.org/images/0008/000850/085082eo.pdf">unesdoc.unesco.org</a></span><br />
<br />
<b><span style="font-family: Trebuchet MS, sans-serif;">Table of Contents </span></b><br />
<span style="font-family: Trebuchet MS, sans-serif;">Mathematics, Education, and Society (MES) . . . 1 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>Mathematics Education and Culture</b> . . . . . 1 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><b>Social History of Mathematics Education</b></i> . . . . . 1 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Arpad Szabd: Mathematics and Dialectics.. . . . 2 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Ahmed Djebbar: The Content of Mathematics Teaching in North Africa in the Middle Ages and its Role in Present Day Teaching.. . . 3 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">John Fauvel: Should We Bring Back the Mathematical Practitioner? Learning From the Social History of Mathematics Education in the British Renaissance.. . 4 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Gert Schubring: Theoretical Categories for Investigations in the Social History of Mathematics Education and Some Characteristic Patterns . . 6 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><b>Cultural Diversity and Conflicts in Mathematics Education</b></i> </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Terezinha Nunes Carraher: Material Embodiments of Mathematics Models in Everyday Life </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Lloyd Dawe: Mathematics Teaching and Learning in Village Schools of the South Pacific</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Murad Jurdak: Religion and Language as Cultural Carriers and Barriers in Mathematics Education</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Claudia Zaslavsky: Integrating Mathematics With the Study of Cultural Traditions </span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>The Cultural Role of Mathematics Education in the Future</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Leone Burton: Mathematics as a Cultural Experience: Whose Experience? </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Desmond Broomes: The Mathematical Demands of a Rural Economy </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Kathryn Crawford: Knowing What Versus Knowing How: The Need for a Change in Emphasis for Minority Group Education in Mathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Philip J. Davis: Applied Mathematics as Social Contract </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Rik Pinxten: World View and Mathematics Teaching.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b>Society and Institutionalized Mathematics Education</b> . 30 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><b>Mathematics as a Cultural Product</b>.</i> </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Jens Hoyrup: On Mathematics and War </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">George Ghevarghcse Joseph: Eurocentrism in Mathematics: The Historical Dimensions </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Sam O. Ale: Mathematics in Rural Societies </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Leo Rogers: The Cultural History of Mathematics as a Basis for Philosophies of Mathematics Education </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b><i>The Image of Mathematics in Society</i> </b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Gilah C. Leder: The Image of Mathematics in Society: A Case Study </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Stephen Lerman: A Social View of Mathematics-Implications for Mathematics Education </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Chandler Davis: A Hippocratic Oath for Mathematicians?</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Sociology of Institutionalized Mathematics</b>.</span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Eduard Glas: Social Determinants of Mathematical Change: The Ecole Polytechnique 1794-1809</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Renate Tobies: The Activities of Felix Klein in the Teaching Commission of the 2nd Chamber of the Prussian Parliament</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Emma Castelnuovo: The Teaching of Geometry in Italian High Schools During the Last Two Centuries: Some Aspects Related to Society </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Michael H. Price: Some Reflections on the Role of Associations in Mathematics Education</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b><i>The Mathematics Curriculum as a Social Issue</i> </b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Michael Otte: “Mathematics for All” and the Epistemological Problems of Mathematics Education</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Neil Bibby and John Abraham: Social History of Mathematical Controversies: Some Implications for the Curriculum</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Bernard Charlot: Institutional and Socio-Economic Context of the “Modem Mathematics” Reform in France </span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Non-School Alternatives for Mathematics Education </b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">John D. Volmink: Non-School Alternatives in Mathematics Education</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Sixto Romero Sanchez: The Necessity of Popularizing Mathematics via Radio Programs </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Virginia Thompson: FAMILY MATH: Linking Home and Mathematics</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Jeffrey T. Evans: Mathematics for Adults: Community Research and the “Barefoot Statistician” </span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>The Mathematical Demands of the Economy</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Guida Maria Correia P. de Abreu and David William Carraher: The Mathematics of Brazilian Sugar Cane Farmers </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Wang Chang Pei: Differences in Mathematics Education Between Rural Area and Urban Area in China..</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Howard Russell: The Generic Skills Economic Dcvelopmcnt Project: The Mathematical Demands of the Economy </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Bemhelm Boo&Bavnbck and Glen Pate: Expanding Risk in Technological Society Through Progress in Mathematical Modeling </span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Mathematics Education Under Different Cultural Constraints</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Siaka Bamba Kanti: Critical Issues of Mathematics Education in the Ivory Coast</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Jens Naumann: Practical Aspects of Basic Mathematics Teaching in Senegalese Villages</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Diana C. Rosenberg: Knowledge Transfer From one Culture to Another: HEWET From the Netherlands to Argentina</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Munir Fasheh: Mathematics in a Social Context: Math Within Education as Praxis Versus Within Education as Hegemony.</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Society as a Source of Ideas for Mathematics Teaching</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Brian Hudson: Global Perspectives in the Mathematics Classroom</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Tadasu Kawaguchi: Mathematical Thoughts Being Latent in Various Artistic Activities</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Diana Schultz: PRIMITl-Projects in Real-Life Integrated Mathematics in Teacher Education</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Joop van Dormolen: Values of Texts for Learning Mathematics for Real Life</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>How Autonomous is the Mathematics Teacher?.</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Dianne E. Siemon: How Autonomous is the Teacher of Mathematics?</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Paul Ernest: The Impact of Beliefs on the Teaching of Mathematics</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Kurt Kreith: The Recruitment and Training of Master Teachers</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">John Suffolk: The Role of the Mathematics Teacher in Developing Countries</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><b>Ethnomathematics and Schools</b></i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Gloria F. Gilmer: World-wide Developments in Ethnomathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Randall Souviney: The Indigenous Mathematics Project: Mathematics Instruction in Papua New Guinnea </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Eduardo Sebastiani Ferreira: The Genetic Principle and the Ethnomathematics</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b><i>Social Needs and Reforms in Mathematics Education</i> </b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Feiyu Cao: School Mathematics Education Should Suit the Needs of Social Development</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Fidel Oteiza and Nadja Antonijevic: On the Light of Present and Future Needs, are we Teaching the Proper Mathematics? The Case of Chile</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Teresa Smart and Zelda Isaacson: “It was Nice Being Able to Share Ideas”: Women Learning Mathematics. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">George Malaty: ICMI and the Crisis of Mathematics Education: What Kind of Reform is Needed? </span><br />
<b><span style="font-family: Trebuchet MS, sans-serif;">Educational Institutions and the Individual Learner </span></b><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Individual and Social Learning Motivations</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Anne-Nelly Perret-Clermont and Maria-Luisa Schubauer-Leoni: The Social Construction of Meaning in Math Class Interactions</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Timothy E. Erickson: Cooperative Learning in Mathematics: A Way to Engage All Students </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Albrecht Abele: Socialization and Learning Mathematics </span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Cultural Influences on Learning </b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Analucia Dias Schliemann and Nadja Maria Acioly: Numbers and Operations in Everyday Problem Solving .</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Frederick K. S. Leung: The Chinese Culture and Mathematics Learning </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Martin R. Hoffman and Arthur B. Powell: Mathematical and Commentary Writing: Vehicles for Student Reflection and Empowerment.</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Are Girls Underprivileged Around the World? </b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Gila Hanna: Girls and Boys About Equal in Mathematics Achievement in Eighth Grade: Results From Twenty Countries</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Erika Kuendiger: Mathematics-A Male Subject?!</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Frank J. Swetz: Cross-Cultural Insights Into the Question of Male Superiority in Mathematics: Some Malaysian Findings</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Societal Determinants of Learning</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Joan Bliss, Ruffina Guttierez, Vasilios Koulaidis, Jon Ogbom, and Haralambos N. Sakonidis: A Cross-Cultural Study of Children’s Ideas About What is ReaZly True in Four Curricula <i>S</i>ubjects: Science, Religion, History, and Mathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Gustav Adolf Liircher: Learning Mathematics in a Foreign Language</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Ali Rejali: Lack of Interest of Students for Studying Mathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Bemd Zimmermann: Mathematics for All and Teaching the Gifted</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>The Social Arena of the Mathematics Classroom</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Josette Adda: The Mathematics Classroom as a Microsociety</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Tom Cooper: Negative Power, Hegemony, and the Primary Mathematics Classroom: A Summary</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Andrea L. Petitto: The Structure of Mathematical Discourse Among Teachers and Children in Elementary School .</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Terry Wood: Whole-Class Interaction as the Negotiation of Social Contexts Within Which to Construct Mathematical Knowledge</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b><i>Learning Under Difficult Conditions</i> </b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Marilyn Frankenstein and Arthur B. Powell: Mathematics Education and Society: Empowering Non-Traditional Students </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">FranCoise Cerquetti-Aberkane: Teaching Mathematics in Special Classes for Children With Serious Difficulties in France.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Nick Taylor: “Let Them Eat Cake”-Desire, Cognition, and Culture in Mathematics Learning.. . Mathematics Education in Multi-Cultural Contexts </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Raymond A. Zepp: New Direction in Research on Language in Mathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Ina Kurth: Learning Mathematics in a Foreign Language</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Helen Watson: Mathematics Education From a Bicultural Point of View</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Norma C. Presmeg: Mathematics Education and Cultural Continuity</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b><i>Ethnomathematical Practices</i>.</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Salimata Doumbia: Mathematics in Traditional African Games</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Sergio Roberto Nobre: The Ethnomathematics of the Most Popular Lottery in Brazil: The “Animal Lottery” .</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Nigel Langdon: Cultural Starting Points</span><br />
<i><span style="font-family: Trebuchet MS, sans-serif;"><b>Social Construction of Mathematical Meaning</b></span></i><br />
<span style="font-family: Trebuchet MS, sans-serif;">Paul Cobb: Children’s Construction of Arithmetical Knowledge in Social Context </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Ema Yackel: The Negotiation of Social Context for Small-Group Problem Solving in Mathematics </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Stieg Mellin-Olsen: Creative Uses of Mathematics in Social Contexts</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Jean-Franeois Perret: The Meaning of Mathematical Tasks for Pupils and Teachers </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Jan Waszkiewicz and Agnieszka Wojciechowska: The Future Cultural Role of Mathematics and its Impact on Math Education</span><br />
<b><span style="font-family: Trebuchet MS, sans-serif;">Mathematics Education in the Global Village.</span></b><br />
<span style="font-family: Trebuchet MS, sans-serif;">Hearing I: Which and Whose Interests are Served by Mathematics Education?</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Hearing 2: How Does Mathematics Education Relate to Destructive Technological Developments?</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Hearing 3: Do Mathematics Educators Know What they are Doing?</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Hearing 4: What are the Challenges for ICMI in the Next Decade? </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Hearing 5: What can we Expect From Ethnomathematics?</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-67540566010445741932014-03-01T00:04:00.004+01:002014-03-01T00:04:22.781+01:00The teaching of statistics<span class="Apple-style-span" style="color: #333333; font-family: verdana; font-size: 13px; line-height: 16px;"></span><br />
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Robert W. Morris<br />
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International Conference on Teaching Statistics, n.º 2<br />Studies in mathematics education. vol. 7.<br />
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<br /><br />UNESCO | 1989 | 258 páginas <br />
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<span class="Apple-style-span" style="font-size: small;"><b><i>Descrição: </i></b></span><span class="Apple-style-span" style="color: #333333; font-family: Verdana; line-height: 16px;"><span class="Apple-style-span" style="font-size: small;">This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in primary education; statistics in secondary education; theoretical concepts; and two case studies. Part 1 comprises four contributions, three of them based on discovery. The fourth is a comparative study of what is currently taught to children in the age range of 5 to 11 years in Canada, the United Kingdom, and the United States. Part 2 provides an account of recent developments in the teaching of statistics in Australia, the Federal Republic of Germany, the Netherlands, and the United States. Part 3 of the volume is a collection of four contributions for the consideration of teachers in the collection and representation of data. Two case studies make up Part 4. The first describes the competition for the annual statistics prize in the United Kingdom and the second is a wide-ranging account of the growth of the teaching of probability and statistics in Italian schools. There is also a personal view by Ed Jacobsen called "Why in the World Should We Teach Statistics?" and a history of the teaching of statistics by Maria Gabriella Ottaviani, devoted to the growth of statistics in the universities of Europe and the Americas</span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-8875331217985209392014-03-01T00:04:00.001+01:002014-03-01T00:04:05.569+01:00The Teaching of basic sciences. Mathematics<span class="Apple-style-span" style="color: #333333; font-family: Verdana; font-size: 12px; line-height: 16px;"></span><br />
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Studies in Mathematics Education, Volume 1<br />
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Robert W. Morris (editor)<br /><br />UNESCO | 1980 | 129 páginas</div>
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<span class="Apple-style-span" style="font-size: small;"><b><i>Descrição:</i></b> </span><span class="Apple-style-span" style="color: #333333; font-family: Verdana; line-height: 16px;"><span class="Apple-style-span" style="font-size: small;">Reports on seven specific programs for improving mathematics education in the schools of Hungary, Indonesia, Japan, the Philippines, the Union of Soviet Socialist Republics, the United Kingdom, and the United Republic of Tanzania are presented. The report from the United Kingdom deals with the Continuing Mathematics Project that focuses on innumeracy in the 16 to 19 age group and new materials designed to deal with this problem. The remaining six articles describe developments in secondary mathematics as a part of the general secondary program. Biographical notes about the contributing authors are appended.</span></span></div>
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<span class="Apple-style-span" style="color: #333333; font-family: Verdana;"><span class="Apple-style-span" style="line-height: 16px;"><span class="Apple-style-span" style="color: black; font-family: Georgia; line-height: normal;">Robert W. Morris (editor)<br /><br />UNESCO | 1981 | 179 páginas</span></span></span></div>
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<span class="Apple-style-span" style="color: #333333; font-family: Verdana;"><span class="Apple-style-span" style="line-height: 16px;"><span class="Apple-style-span" style="color: black; font-family: Georgia; line-height: normal;"><span class="Apple-style-span" style="font-size: small;"><b>Descrição:</b> </span><span class="Apple-style-span" style="color: #333333; font-family: Verdana; line-height: 16px;"><span class="Apple-style-span" style="font-size: small;">This volume was geared to answering the question, does the teaching of mathematics correspond to the needs of the majority of pupils and the society. There are three types of chapters: (1) descriptions of goals reflecting some need of society; (2) case studies of national goal setting; and (3) a summary of the May 1980 meeting of the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which undertook a review of the goals of mathematics teaching. Individual chapters are: (1) Goals as a Reflection of the Needs of Society; (2) Goals as a Reflection of the Needs of the Learner; (3) Goals of Mathematics for Rural Development; (4) School Mathematics-Links with Commerce and Industry; (5) Goals of Mathematics as a Reflection of the Requirements of Production; (6) Educational Objectives for Mathematics Compatible with its Development as a Discipline; (7) New Goals for Old: An Analysis of Reactions to Recent Reforms in Several Countries; (8) The NCTM PRISM Project: An Attempt to Make Curriculum Change More Rational and Systematic; (9) The Evolution of Mathematics Curricula in the Arab States; (10) Goals of the Mathematics Curriculum in British Columbia: Intended, Implemented, and Realized; and (11) Report of a Meeting on the Goals of Mathematics Education</span></span></span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-79798859471435243892014-03-01T00:03:00.000+01:002014-03-01T00:03:33.639+01:00Out-of-School Mathematics EducationRobert W. Morris (editor)<span class="Apple-style-span" style="color: #333333; font-family: Verdana; font-size: 12px; line-height: 16px;"></span><br />
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Studies in Mathematics Education, Volume 6</div>
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<span class="Apple-style-span" style="font-size: small;"><b><i>Descrição: </i></b></span><span class="Apple-style-span" style="color: #333333; font-family: Verdana; line-height: 16px;"><span class="Apple-style-span" style="font-size: small;">This is the sixth volume in a series designed to improve mathematics instruction by providing resource materials for those responsible for mathematics teaching. Focusing on out-of-school mathematics education, this volume presents a panorama of current practices around the world and suggests future trends. Subjects considered include: (1) "Activities Arranged for the Younger Learner"; (2) "Mathematics and the Media"; (3) "Other Sources"; and (4) a case study. The 11 chapters include: "Mathematics Clubs" (Rada-Aranda); "Mathematical Camps" (Rabijewska and Trad); "Mathematical Contests and Olympiads" (Greitzer); "National Mathematical Olympiads in Vietnam" (Le Hai Chau); "Broadcasting and the Open University of the United Kingdom" (Lovis); "Distance Education in Mathematics" (Knight); "The Education of Talented Children in Mathematics in Hungary" (Genzwein); "Mathematics in Literacy Classes" (Zepp); "Mathematics Training for Work" (Straesser); "Family Math" (Stenmark); and "Out-of-school Mathematics in Colombia" (de Losada and Marquez)</span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-5943645820548959182014-03-01T00:02:00.000+01:002014-03-01T00:02:56.399+01:00Geometry in Schools<div>
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Robert W. Morris (editor)<br />
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Studies in Mathematics Education, Volume 5<br /><br />UNESCO | 1986 | 197 páginas</div>
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online: <a href="http://unesdoc.unesco.org/images/0012/001248/124809eo.pdf">unesdoc.unesco.org</a><br />
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<br /><b><span class="Apple-style-span" style="font-size: small;">Descrição: </span></b><span class="Apple-style-span" style="font-size: small;">This is the fifth volume in a series designed to improve mathematics instruction by providing resource materials for those responsible for mathematics teaching. Focused on geometry in schools, it presents a panorama of current practices around the world and suggests future trends. The 14 chapters consider: "Developments in Geometry Teaching in Three Arab States" (Bannout and Hussain); "Geometry for 13-year-olds in Canada and the United States" (Robitaille and Travers); "Geometry Teaching in Latin America" (Lluis); "Geometry in Southeast Asia" (Peng-yee and Chong-keang); "Transformation Geometry in Retrospect" (Sinha); "Geometry at Secondary School Level in Sierra Leone" (Labor); "Geometry in the Primary School: What is Possible and Desirable" (Jzn); "Some Problems Concerning Teaching Geometry to Pupils Aged 10 to 14" (Koman, Kurina, and Ticha); "Teaching Geometry in the USSR" (Chernysheva, Firsov, and Teljakovskii); "The Crisis of Geometry Teaching" (Glaeser); "An Analysis of Geometry Teaching in the United Kingdom" (Fielker); "What are Some Obstacles to Learning Geometry?" (Bishop); "Teacher Education and the Teaching of Geometry" (Meserve and Meserve); and "Microcomputer-based Courses for Secondary School Plane.</span> Geometry<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-11371977791603359852014-02-26T12:15:00.000+01:002014-02-26T12:15:00.786+01:00The Book of My Life<div class="separator" style="clear: both; text-align: center;">
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<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand">Girolamo Cardano</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand">tradução de Jean Stoner</span></span><br />
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><span class="ptBrand"><br /></span><span class="ptBrand"><span style="background-color: white; line-height: 18px;"> </span><span style="background-color: white; line-height: 18px;">New York: ep Dutton & Co</span><span style="background-color: white; color: #333333; line-height: 18px;">. | </span>1930 | 362 páginas | pdf | 6,8 Mb</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">online: <a href="http://djm.cc/library/cardan-book-of-my-life-1930.pdf">djm.cc</a><span class="ptBrand"><br /></span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; line-height: 22.399999618530273px;">A bright star of the Italian Renaissance, Girolamo Cardano was an internationally-sought-after astrologer, physician, and natural philosopher, a creator of modern algebra, and the inventor of the universal joint. Condemned by the Inquisition to house arrest in his old age, Cardano wrote </span><i style="background-color: white; line-height: 22.399999618530273px;">The Book of My Life</i><span style="background-color: white; line-height: 22.399999618530273px;">, an unvarnished and often outrageous account of his character and conduct. Whether discussing his sex life or his diet, the plots of academic rivals or meetings with supernatural beings, or his deep sorrow when his beloved son was executed for murder, Cardano displays the same unbounded curiosity that made him a scientific pioneer. At once picaresque adventure and campus comedy, curriculum vitae, and last will, </span><i style="background-color: white; line-height: 22.399999618530273px;">The Book of My Life</i><span style="background-color: white; line-height: 22.399999618530273px;"> is an extraordinary Renaissance self-portrait.</span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; line-height: 22.399999618530273px;"><br /></span></span>
<b><span style="font-family: Trebuchet MS, sans-serif;">Para mais livros relativos a biografias de matemáticos procurar em: <a href="http://livros-matema.blogspot.pt/search/label/Biografias%20de%20matem%C3%A1ticos">link</a></span></b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-30681696648962177532014-02-22T11:46:00.000+01:002014-02-22T13:09:56.450+01:00Common Core Mathematics - Grades 9 to 12<span style="font-family: Trebuchet MS, sans-serif;">O <i>commom core mathematics </i>é um currículo de matemática americano desenvolvido por uma equipa de educadores e investigadores em educação matemática, com base na investigação sobre o desenvolvimento cognitivo das crianças e na própria estrutura da matemática.</span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;">Common Core Mathematics is the most comprehensive Common Core State Standards-based mathematics curriculum available today.</span><br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">The modules are sequenced and paced to support the teaching of mathematics as an unfolding story that follows the logic of mathematics itself.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">They embody the instructional "shifts" and the standards for mathematical practice that are fundamental to the CCSS.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Each module contains a sequence of les- sons that combine conceptual understanding, fluency, and application to meet the demands of each topic in the module.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Formative assessments are included to support data-driven instruction.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">The modules are written by teams of master teachers and mathematicians.</span></li>
</ul>
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><br />
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><b>Alguns elementos da equipa do projeto:</b></span></span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><b><br /></b></span></span></div>
<span style="font-family: Trebuchet MS, sans-serif;">Richard Askey (reviewer); Sybilla Beckmann (writer); Douglas Clements (writer); Phil Daro (co-chair); Skip Fennell (reviewer); Brad Findell (writer); Karen Fuson (writer); Roger Howe (writer); Cathy Kessel (editor); William McCallum (chair); Bernie Madison (writer); Dick Scheaffer (writer); Denise Spangler (reviewer); Hung-Hsi Wu (writer); Jason Zimba (co-chair)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span><span style="font-family: Trebuchet MS, sans-serif;">Os livros do currículo são comercializados em: <a href="http://eu.wiley.com/WileyCDA/Section/id-817670.html">eu.wiley.com</a><br />Maior parte do currículo está disponível, em versão, "draft" em <a href="http://www.engageny.org/mathematics">engageny.org</a><br />Eis os que estão atualmente disponíveis:</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
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<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none;"><tbody>
<tr><td style="border: 1pt solid black; padding: 0cm 5.4pt; width: 57.5pt;" valign="top" width="77"><div class="MsoNormal" style="background-color: white; margin-bottom: 0.0001pt;">
<a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118793765.html#" id="largerCoverImageLink" style="color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Functions: Algebra I, Module I: Relationships Between Quantities and Reasoning with Equations and Their Graphs (1118793765) cover image" src="http://media.wiley.com/product_data/coverImage300/65/11187937/1118793765.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
</td><td style="border: 1pt solid black; padding: 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><b><span style="color: blue;">Grade 9</span></b></span><br />
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><span style="color: blue;"><b><br /></b></span><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra-i-m1-teacher-materials.pdf">Module 1: Relationships Between Quantities and Reasoning with Equations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra_i-m2-teacher-materials.pdf">Module 2: Descriptive Statistics</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra-i-m3-teacher-materials.pdf">Module 3: Linear and Exponential Relationships</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra-i-m4-teacher-materials.pdf">Module 4: Expressions and Equations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra-i-m5-teacher-materials.pdf">Module 5: A Synthesis of Modeling with Equations and Functions</a></span></td></tr>
<tr><td style="border: 1pt solid black; padding: 0cm 5.4pt; width: 57.5pt;" valign="top" width="77"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118793684.html#" id="largerCoverImageLink" style="color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Functions: Geometry, Module 1: Congruence, Proof, and Constructions (1118793684) cover image" src="http://media.wiley.com/product_data/coverImage300/84/11187936/1118793684.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
</td><td style="border-bottom-color: black; border-bottom-width: 1pt; border-right-color: black; border-right-width: 1pt; border-style: none solid solid none; padding: 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><b style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: blue;">Grade 10</span></b><br />
<b style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: blue;"><br /></span></b>
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/geometry-m1-teacher-materials.pdf">Module 1: Congruence, Proof, and Constructions</a><br />Module 2: Similarity, Proof, and Trigonometry<br />Module 3: Extending to Three Dimensions<br />Module 4: Connecting Algebra and Geometry through Coordinates<br />Module 5: Circles With and Without Coordinates</span><br />
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<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653"></a><span style="font-family: Trebuchet MS, sans-serif;"><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653"></a></span></td></tr>
<tr><td style="border: 1pt solid black; padding: 0cm 5.4pt; width: 57.5pt;" valign="top" width="77"><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118811631.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: block; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><img alt="Common Core Mathematics, A Story of Functions: Algebra II, Module 2: Trigonometric Functions (1118811631) cover image" src="http://media.wiley.com/product_data/coverImage300/31/11188116/1118811631.jpg" height="200" id="coverImage" style="border: none;" width="154" /></td><td style="border-bottom-color: black; border-bottom-width: 1pt; border-right-color: black; border-right-width: 1pt; border-style: none solid solid none; padding: 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><b style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: blue;">Grade 11</span></b><br />
<h1 class="productDetail-title" style="background-color: white; font-family: Lato, sans-serif; font-size: 28px; font-weight: normal; margin-bottom: 20px; margin-top: inherit;">
</h1>
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/algebra-ii-m1-module-overview-and-assessments.pdf">Module 1: Polynomial, Rational, and Radical Relationships</a><br />Module 2: Trigonometric Functions</span><br />
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
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</td></tr>
<tr><td style="border: 1pt solid black; padding: 0cm 5.4pt; width: 57.5pt;" valign="top" width="77"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<img alt="Common Core Mathematics, A Story of Functions: Pre-Calculus, Module 1: Complex Numbers and Transformations (1118811690) cover image" src="http://media.wiley.com/product_data/coverImage300/90/11188116/1118811690.jpg" height="200" width="154" /></div>
</td><td style="border-bottom-color: black; border-bottom-width: 1pt; border-right-color: black; border-right-width: 1pt; border-style: none solid solid none; padding: 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><b style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: blue;">Grade 12</span></b><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/precalculus-m1-module-overview-and-assessments.pdf">Module 1: Complex Numbers and Transformations</a><br />Module 2: Vectors and Matrices<br />Module 3: Rational and Exponential Functions</span></td></tr>
</tbody></table>
<br />
<b><span style="font-family: Trebuchet MS, sans-serif;">Para mais livros sobre currículo de matemática procurar em: <a href="http://livros-matema.blogspot.pt/search/label/Curr%C3%ADculo">link</a></span></b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-456636568051319653.post-76874203640453940762014-02-22T10:41:00.000+01:002014-02-22T11:47:49.025+01:00Common Core Mathematics - Grades k to 8<span style="font-family: Trebuchet MS, sans-serif;">O <i>commom core mathematics </i>é um currículo de matemática americano desenvolvido por uma equipa de educadores e investigadores em educação matemática, com base na investigação sobre o desenvolvimento cognitivo das crianças e na própria estrutura da matemática.</span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;">Common Core Mathematics is the most comprehensive Common Core State Standards-based mathematics curriculum available today.</span><br />
<ul>
<li><span style="font-family: Trebuchet MS, sans-serif;">The modules are sequenced and paced to support the teaching of mathematics as an unfolding story that follows the logic of mathematics itself.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">They embody the instructional "shifts" and the standards for mathematical practice that are fundamental to the CCSS.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Each module contains a sequence of les- sons that combine conceptual understanding, fluency, and application to meet the demands of each topic in the module.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Formative assessments are included to support data-driven instruction.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">The modules are written by teams of master teachers and mathematicians.</span></li>
</ul>
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><br />
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><b>Alguns elementos da equipa do projeto:</b></span></span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 18px;"><b><br /></b></span></span></div>
<span style="font-family: Trebuchet MS, sans-serif;">Richard Askey (reviewer); Sybilla Beckmann (writer); Douglas Clements (writer); Phil Daro (co-chair); Skip Fennell (reviewer); Brad Findell (writer); Karen Fuson (writer); Roger Howe (writer); Cathy Kessel (editor); William McCallum (chair); Bernie Madison (writer); Dick Scheaffer (writer); Denise Spangler (reviewer); Hung-Hsi Wu (writer); Jason Zimba (co-chair)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Os livros do currículo são comercializados em: <a href="http://eu.wiley.com/WileyCDA/Section/id-817670.html">eu.wiley.com</a><br />Maior parte do currículo está disponível, em versão, "draft" em <a href="http://www.engageny.org/mathematics">engageny.org</a><br />Eis os que estão atualmente disponíveis:</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
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<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
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<div class="MsoNormal" style="background: white; line-height: 12.55pt; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="EN-US"> </span><img alt="Common Core Mathematics, A Story of Units: Grade K, Module 1: Numbers to 10 (1118792904) cover image" src="http://media.wiley.com/product_data/coverImage300/04/11187929/1118792904.jpg" height="200" style="background-color: transparent;" width="154" /></div>
</td><td style="border-left: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-themecolor: text1; mso-border-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m1-full-module.pdf">Module 1: Count Numbers to 10</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m2-full-module.pdf">Module 2: Identify and Describe Shapes</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/gk-m3-full_module.pdf">Module 3: Comparison with Length, Weight, and Numbers to 10</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m4-full-module.pdf">Module 4: Number Pairs, Addition, and Subtraction of Numbers to 10</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m5-full-module.pdf">Module 5: Numbers 10–20, Counting to 100 by 1 and 10</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m6-full-module.pdf">Module 6: Analyze, Compare, Create, and Compose Shapes</a></span></td>
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<span style="color: #2b89fe; font-family: Lato, sans-serif; font-size: x-small;"><span style="background-color: white; display: block; position: relative;"><img alt="Common Core Mathematics, A Story of Units: Grade 1, Module 1: Sums and Differences to 10 (1118792858) cover image" src="http://media.wiley.com/product_data/coverImage300/58/11187928/1118792858.jpg" height="200" id="coverImage" style="border: none;" width="154" /></span></span>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g1-m1-full-module.pdf">Module 1: Sums and Differences to 10</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g1-m2-full-module.pdf">Module 2: Place Value, Comparison, Addition and Subtraction of Numbers to 20</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g1-m3-full-module.pdf">Module 3: Ordering and Expressing Length Measurements as Numbers</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g1-m4-full_module.pdf">Module 4: Place Value, Comparison, Addition and Subtraction of Numbers to 40</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g1-m5-full-module.pdf">Module 5: Identify, Compose, and Partition Shapes</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g1-m6-full-module.pdf">Module 6: Place Value, Comparison, Addition and Subtraction of Numbers to 100</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653"></a></span></td>
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<a href="http://media.wiley.com/product_data/coverImage300/39/11187929/1118792939.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img alt="Common Core Mathematics, A Story of Units: Grade 2, Module 1: Sums and Differences to 20 (1118792939) cover image" border="0" src="http://media.wiley.com/product_data/coverImage300/39/11187929/1118792939.jpg" height="200" width="153" /></span></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g2-m1-full-module.pdf">Module 1: Sums and Differences to 20</a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g2-m2-full-module.pdf">Module 2: Addition and Subtraction with Length, Weight, Capacity, and Time Measurements</a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g2-m3-full-module.pdf">Module 3: Place Value, Counting, and Comparison of Numbers to 1000</a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g2-m4-full-module.pdf">Module 4: Addition and Subtraction of Numbers to 1000</a></span><span style="background-color: white; border: 0px; color: #333333; font-family: arial; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g2-m5-full-module.pdf"> Module 4a: Addition and Subtraction Within 1,000 with Word Problems to 100 </a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g2-m6-full-module.pdf">Module 5: Preparation for Multiplication and Division Facts</a></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g2-m7-full-module.pdf">Module 6: Comparison, Addition, and Subtraction with Length and Money</a></span><br />
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<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span lang="EN-US"><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g2-m8-full-module.pdf"><span style="font-family: 'Trebuchet MS', sans-serif;">Module 7: Recognizing Angles, Faces, and Vertices of Shapes, Fractions of Shapes</span> </a></span></div>
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<span lang="EN-US"> </span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118792955.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Units: Grade 3, Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 (1118792955) cover image" src="http://media.wiley.com/product_data/coverImage300/55/11187929/1118792955.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g3-m1-full-module.pdf">Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g3-m2-full-module.pdf">Module 2: Problem Solving with Mass, Time, and Capacity</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g3-m3-full_module.pdf">Module 3: Multiplication and Division with Factors of 6, 7, 8, and 9</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g3-m4-full-module.pdf">Module 4: Multiplication and Area</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g3-m5-full-module.pdf">Module 5: Fractions as Numbers on the Number Line</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g3-m6-full-module.pdf">Module 6: Collecting and Displaying Data</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g3-m7-full-module.pdf">Module 7: Word Problems with Geometry and Measurement</a></span><br />
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<span lang="EN-US"> </span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-111879351X.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Units: Grade 4, Module 2: Unit Conversions and Problem Solving with Metric Measurement (111879351X) cover image" src="http://media.wiley.com/product_data/coverImage300/1X/11187935/111879351X.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g4-m1-full-module.pdf">Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g4-m2-full-module.pdf">Module 2: Unit Conversions and Problem Solving with Metric Measuremen</a>t<br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g4-m3-full_module.pdf">Module 3: Multi-Digit Multiplication and Division</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g4-m4-full-module.pdf">Module 4: Angle Measure and Plane Figures</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g4-m5-full-module.pdf">Module 5: Fraction Equivalence, Ordering, and Operations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g4-m6-full-module.pdf">Module 6: Decimal Fractions</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g4-m7-full-module.pdf">Module 7: Exploring Multiplication</a></span></td>
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<span style="font-family: Trebuchet MS, sans-serif;"><span lang="EN-US"> </span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118792971.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics: A Story of Units, Grade 5, Module 1: Place Value and Decimal Fractions (1118792971) cover image" src="http://media.wiley.com/product_data/coverImage300/71/11187929/1118792971.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></span></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g5-m1-full-module.pdf">Module 1: Place Value and Decimal Fractions</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g5-m2-full-module.pdf">Module 2: Multi-Digit Whole Number and Decimal Fraction Operations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g5-m3-full-module.pdf">Module 3: Addition and Subtraction of Fractions</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g5-m4-full-module.pdf">Module 4: Multiplication and Division of Fractions and Decimal Fractions</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g5-m5-full-module.pdf">Module 5: Addition and Multiplication with Volume and Area</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g5-m6-full-module.pdf">Module 6: Graph Points on the Coordinate Plane to Solve Problems </a></span></td>
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<span lang="EN-US"><span style="font-family: Trebuchet MS, sans-serif;"> </span></span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118793471.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Ratios: Grade 6, Module 1: Ratios and Unit Rates (1118793471) cover image" src="http://media.wiley.com/product_data/coverImage300/71/11187934/1118793471.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g6-m1-teacher-materials.pdf">Module 1: Ratios and Unit Rates</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g6-m2-teacher_materials.pdf">Module 2: Arithmetic Operations Including Dividing by a Fraction</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g6-m3-teacher-materials.pdf">Module 3: Rational Numbers</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m4-teacher-materials.pdf">Module 4: Expressions and Equations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m5-teacher-materials.pdf">Module 5: Area, Surface Area, and Volume Problems</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m6-teacher-materials.pdf">Module 6: Statistics</a></span></td>
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<span lang="EN-US"><span style="font-family: Trebuchet MS, sans-serif;"> </span></span><a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118793560.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Ratios: Grade 7, Module 1: Ratios and Proportional Relationships (1118793560) cover image" src="http://media.wiley.com/product_data/coverImage300/60/11187935/1118793560.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g7-m1-teacher-materials.pdf">Module 1: Ratios and Proportional Relationships</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g7-m2-teacher-materials.pdf">Module 2: Rational Numbers</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g7-m3-teacher-materials.pdf">Module 3: Expressions and Equations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g7-m4-teacher-materials.pdf">Module 4: Percent and Proportional Relationships</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g7-m5-teacher-materials.pdf">Module 5: Statistics and Probability</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g7-m6-teacher-materials.pdf">Module 6: Geometry</a></span></td>
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<a href="http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118793706.html#" id="largerCoverImageLink" style="background-color: white; color: #2b89fe; display: inline !important; font-family: Lato, sans-serif; font-size: 13px; position: relative; text-decoration: none;" title="Larger Cover Image"><img alt="Common Core Mathematics, A Story of Ratios: Grade 8, Module 1: Integer Exponents and Scientific Notation (1118793706) cover image" src="http://media.wiley.com/product_data/coverImage300/06/11187937/1118793706.jpg" height="200" id="coverImage" style="border: none;" width="154" /></a></div>
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<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0cm 5.4pt 0cm 5.4pt; width: 316.45pt;" valign="top" width="422"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g8-m1-teacher-materials.pdf" style="font-family: 'Trebuchet MS', sans-serif;">Module 1: Integer Exponents and Scientific Notation</a><br />
<a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=456636568051319653" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.engageny.org/sites/default/files/resource/attachments/g8-m2-teacher_materials.pdf">Module 2: The Concept of Congruence</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/g8-m3-teacher-materials.pdf">Module 3: Similarity</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g8-m4-teacher-materials.pdf">Module 4: Linear Equations</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g8-m5-teacher-materials.pdf">Module 5: Examples of Functions from Geometry</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g8-m6-teacher-materials.pdf">Module 6: Linear Functions</a><br /><a href="http://www.engageny.org/sites/default/files/resource/attachments/math-g8-m7-teacher-materials.pdf">Module 7: Introduction to Irrational Numbers Using Geometry</a></span></td>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Para mais livros sobre currículo de matemática procurar em: <a href="http://livros-matema.blogspot.pt/search/label/Curr%C3%ADculo">link</a></b></span>Unknownnoreply@blogger.com0