LEADER 03338nam a22005655i 4500
001 808538
003 TR_AnAIT
005 20260131030626
007 cr nn 008mamaa
008 100301s2002 ne | s |||| 0|eng d
020 |a9780306472268|9978-0-306-47226-8
024 7 |a10.1007/0-306-47226-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/9827
245 10|aEducation for Mathematics in the Workplace|h[electronic resource] /|cedited by A. Bessot, J. Ridgway.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aXXIV, 265 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Education Library,|x2214-983X ;|v24
505 0 |aMathematical Knowledge in School and at Work -- Preface -- The Transfer of Mathematics Learning From School to Work Not Straightforward But Not Impossible Either! -- Working Knowledge: Mathematics in Use -- Forms of Mathematical Knowledge Relating to Measurement in Vocational Training for the Building Industry -- The Integration of Mathematics into Vocational Courses -- Mathematical Means and Models from Vocational Contexts -- Bringing School and Workplace Together -- Preface -- Working Mathematics for Learners with Lower Abilities -- Classroom Teachers Doing Research in the Workplace -- Making Authentic Mathematics Work for All Students -- Mathematics Knowledge as a Vocational Qualification -- Educating Future Workers -- Preface -- Geometry at Work -- Teaching Mathematics to Shop-Assistant Apprentices Exploring Content and Didactical Situations -- Developing a New Mathematics Crriculum for Post-Compulsory Education -- Research Methods for Mathematics at Work -- Preface -- The Mathematical Needs of Engineering Apprentices -- Identification of some Mathematical needs Linked to the Use of Mathematics at work -- Ethnography and the Situatedness of Workplace Numeracy -- Visibility of Mathematical Objects Present in Professional Practice -- Conclusion.
520 |aEveryone concerned with vocational education, everyone interested in cultural and cognitive aspects of mathematics.
650 0|aMathematics|xStudy and teaching .
650 0|aCognitive psychology.
650 0|aAnthropology.
650 14|aMathematics Education.
650 24|aCognitive Psychology.
650 24|aAnthropology.
700 1 |aBessot, A.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aRidgway, J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792366638
776 08|iPrinted edition:|z9789048156009
776 08|iPrinted edition:|z9789401741545
830 0|aMathematics Education Library,|x2214-983X ;|v24
856 40|uhttps://doi.org/10.1007/0-306-47226-0
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)