浓缩
发表于 2025-3-28 15:00:37
http://reply.papertrans.cn/31/3008/300757/300757_41.png
CRUDE
发表于 2025-3-28 18:57:17
Introduction: (Mis)trusting Development, well-accepted content in early childhood education. Different ways of perception and determination of quantities of collections will be discussed because they shall contribute in different ways to the development of conceptual and procedural understanding of numbers. Firstly, different processes wi
波动
发表于 2025-3-29 02:08:29
Jiří Zounek,Oto Polouček,Michal Šimánětive whiteboard (IWB). Our study reports from a research project aiming at analysing in what ways digital tools may nurture children’s appropriation processes relative to mathematics. In adopting a sociocultural perspective on learning and development, observations together with video recordings hav
gimmick
发表于 2025-3-29 05:53:29
Evolution as Model for Business Growth,g (erStMaL) in the Individual Development and Adaptive Education of Children at Risk (IDeA) Research Center in Frankfurt am Main. In these mathematical conversation situations, impulses of the guiding adult and of the materials are the starting point of the interaction. In the area of tension betwee
ovation
发表于 2025-3-29 09:23:08
f numbers. We will have a special focus on the processes of internalization and externalization that constitute the construction of meaning. The children externalize their concepts of numbers through touching a multi-touch screen with their fingers and thus producing tokens. The visualization of the
胖人手艺好
发表于 2025-3-29 14:08:24
http://reply.papertrans.cn/31/3008/300757/300757_46.png
重力
发表于 2025-3-29 18:48:23
Book 2014tion of knowledge. The book includes research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers.
几何学家
发表于 2025-3-29 19:52:19
http://reply.papertrans.cn/31/3008/300757/300757_48.png
misshapen
发表于 2025-3-30 03:37:08
http://image.papertrans.cn/e/image/300757.jpg
affect
发表于 2025-3-30 06:00:12
https://doi.org/10.1007/978-1-4614-4678-1Construction of knowledge in mathematics education; Early childhood mathematics education; Instruction