By Stephen R. Campbell,Rina Zazkis

Number conception has been a perennial subject of proposal and value through the historical past of philosophy and arithmetic. regardless of this truth, unusually little recognition has been given to analyze in studying and instructing quantity conception in line with se. This quantity is an try and redress this subject and to function a release element for additional examine during this zone. Drawing on paintings from a world staff of researchers in arithmetic schooling, this quantity is a set of scientific and classroom-based reviews in cognition and guideline on studying and educating quantity idea. even though there are variations in emphases in concept, process, and concentration sector, those experiences are certain via related constructivist orientations and qualitative techniques towards study into undergraduate scholars' and preservice lecturers' topic content material and pedagogical content material knowledge.

Collectively, those reports draw on quite a few cognitive, linguistic, and pedagogical frameworks that concentrate on numerous methods to challenge fixing, speaking, representing, connecting, and reasoning with issues of ordinary quantity idea, and those in flip have useful implications for the school room. studying types and educating concepts investigated contain quantity theoretical vocabulary, suggestions, methods, and facts ideas starting from divisors, multiples, and divisibility ideas, to varied theorems regarding department, factorization, walls, and mathematical induction.

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Learning and Teaching Number Theory: Research in Cognition and Instruction (Mathematics, Learning, and Cognition) by Stephen R. Campbell,Rina Zazkis

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