MARC Record from marc_columbia

LEADER: 03661cam a2200553Mu 4500
001 16072056
005 20221008230758.0
006 m o d
007 cr |n|---|||||
008 121105s2012 xx o 000 0 eng d
035 $a(OCoLC)ocn817887049
035 $a(NNC)16072056
040 $aMERUC$beng$epn$cMERUC$dOCLCO$dEBLCP$dOCLCQ$dUKDOC$dOCLCQ$dDEBSZ$dOCLCQ$dOCLCO$dTYFRS$dOCLCF
020 $a9781136487439
020 $a1136487433
035 $a(OCoLC)817887049
037 $a9780203053270$bTaylor & Francis
050 4 $aBF456.N7N3
082 04 $a510.19
049 $aZCUA
100 1 $aSternberg, Robert J.
245 14 $aThe Nature of Mathematical Thinking.
260 $aHoboken :$bTaylor and Francis,$c2012.
300 $a1 online resource (353 pages).
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 1 $aStudies in Mathematical Thinking and Learning Series
588 0 $aPrint version record.
505 0 $aCover; THE NATURE OF MATHEMATICAL THINKING; Copyright; Contents; Preface; List of Contributors; I A PSYCHOMETRIC APPROACH; 1 Mathematical Abilities: Some Results From Factor Analysis; II COGNITIVE/INFORMATION-PROCESSING APPROACHES; 2 The Process of Understanding Mathematical Problems; 3 When Erroneous Mathematical Thinking Is Just as "Correct": The Oxymoron of Rational Errors; III COGNITIVE/CULTURAL APPROACHES; 4 On the Shoulders of Giants: Cultural Tools and Mathematical Development; 5 Culture and Children's Mathematical Thinking.
505 8 $a6 Biology, Culture, and Cross-National Differences in Mathematical AbilityIV COGNITIVE/EDUCATIONAL APPROACHES; 7 Toby's Math; 8 Fostering Mathematical Thinking in Middle School Students: Lessons From Research; V MATHEMATICAL APPROACHES; 9 On Different Facets of Mathematical Thinking; 10 Structuralism and Mathematical Thinking; VI CONCLUSIONS; 11 What Is Mathematical Thinking?; Author Index; Subject Index.
520 $aWhy do some children seem to learn mathematics easily and others slave away at it, learning it only with great effort and apparent pain? Why are some people good at algebra but terrible at geometry? How can people who successfully run a business as adults have been failures at math in school? How come some professional mathematicians suffer terribly when trying to balance a checkbook? And why do school children in the United States perform so dismally in international comparisons? These are the kinds of real questions the editors set out to answer, or at least address, in editing this book on.
650 0 $aMathematical ability in children.
650 0 $aMathematical ability$vCross-cultural studies.
650 0 $aNumber concept in children$vCross-cultural studies.
650 0 $aHuman information processing.
650 0 $aCognitive psychology.
650 7 $aCognitive psychology.$2fast$0(OCoLC)fst00866541
650 7 $aHuman information processing.$2fast$0(OCoLC)fst00963142
650 7 $aMathematical ability.$2fast$0(OCoLC)fst01012053
650 7 $aMathematical ability in children.$2fast$0(OCoLC)fst01201298
650 7 $aNumber concept in children.$2fast$0(OCoLC)fst01041211
655 4 $aElectronic books.
655 7 $aCross-cultural studies.$2fast$0(OCoLC)fst01423769
700 1 $aBen-Zeev, Talia.
776 08 $iPrint version:$aSternberg, Robert J.$tNature of Mathematical Thinking.$dHoboken : Taylor and Francis, ©2012$z9780805817980
830 0 $aStudies in mathematical thinking and learning.
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio16072056$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS