Learning mathematics and Logo / (Record no. 73148)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03349nam a2200517 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 6267494 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20220712204721.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 151223s1992 maua ob 001 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| -- | |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9780262290883 |
| -- | electronic |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| -- | |
| 082 00 - CLASSIFICATION NUMBER | |
| Call Number | 510/.285/5262 |
| 245 00 - TITLE STATEMENT | |
| Title | Learning mathematics and Logo / |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1 PDF (xxi, 483 pages) : |
| 490 1# - SERIES STATEMENT | |
| Series statement | Exploring with Logo |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | These original essays summarize a decade of fruitful research and curriculum development using the LISP-derived language Logo. They discuss a range of issues in the areas of curriculum, learning, and mathematics, illustrating the ways in which Logo continues to provide a rich learning environment, one that allows pupil autonomy within challenging mathematical settings.Essays in the first section discuss the link between Logo and the school mathematics curriculum, focusing on the ways in which pupils' Logo activities relate to and are influenced by the ideas they encounter in the context of school algebra and geometry.In the second section the contributions take up pedagogical styles and strategies. They tackle such cognitive and metacognitive questions as, What range of learning styles can the Logo setting accommodate? How can teachers make sense of pupils' preferred strategies? And how can teachers help students to reflect on the strategies they are using?Returning to the mathematical structures, essays in the third section consider a variety of mathematical ideas, drawing connections between mathematics and computing and showing the ways in which constructing Logo programs helps or does not help to illuminate the underlying mathematics.Celia Hoyles; is Professor of Mathematics Education at the Institute of Education, University of London, where Richard Noss is Chair of the Department of Mathematics, Statistics, and Computing. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| General subdivision | Computer-assisted instruction. |
| 700 1# - AUTHOR 2 | |
| Author 2 | Hoyles, Celia, |
| 700 1# - AUTHOR 2 | |
| Author 2 | Noss, Richard |
| 856 42 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6267494 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | eBooks |
| 264 #1 - | |
| -- | Cambridge, Massachusetts : |
| -- | MIT Press, |
| -- | c1992. |
| 264 #2 - | |
| -- | [Piscataqay, New Jersey] : |
| -- | IEEE Xplore, |
| -- | [1992] |
| 336 ## - | |
| -- | text |
| -- | rdacontent |
| 337 ## - | |
| -- | electronic |
| -- | isbdmedia |
| 338 ## - | |
| -- | online resource |
| -- | rdacarrier |
| 588 ## - | |
| -- | Description based on PDF viewed 12/23/2015. |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | Mathematics |
| 650 #0 - SUBJECT ADDED ENTRY--SUBJECT 1 | |
| -- | LOGO (Computer program language) |
No items available.