000			03799nam a22005415i 4500
001			u374076
003			SIRSI
005			20160812084216.0
007			cr nn 008mamaa
008			100405s2010 gw | s |||| 0|eng d
020			_a9783642116803 _9978-3-642-11680-3
040			_cMX-MeUAM
050		4	_aQ342
082	0	4	_a006.3 _223
100	1		_aSpagnolo, Filippo. _eauthor.
245	1	0	_aEuropean and Chinese Cognitive Styles and Their Impact on Teaching Mathematics _h[recurso electrónico] / _cby Filippo Spagnolo, Benedetto Paola.
264		1	_aBerlin, Heidelberg : _bSpringer Berlin Heidelberg, _c2010.
300			_a300p. 51 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aStudies in Computational Intelligence, _x1860-949X ; _v277
505	0		_aA General Framework and Theoretical References -- The Chinese Written Language as Tool for a Possible Historical and Epistemological Reflections on the Mathematics and the Impact of Teaching/Learning of Mathematics -- The Meta-rules between Natural Language and History of Mathematics -- Common Sense and Fuzzy Logic -- The Experimental Epistemology as a Tool to Observe and Preview Teaching/Learning Phenomena -- Strategy and Tactics in the Chinese and European Culture: Chess and Weich’i -- Rhythm and Natural Language in the Chinese and European Culture -- Conclusions.
520			_aThe book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers. I really enjoyed reading this book and learned a lot from its compelling analysis. Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach
650		0	_aEngineering.
650		0	_aArtificial intelligence.
650		0	_aMathematics.
650		0	_aChinese language.
650		0	_aPsycholinguistics.
650		0	_aScience _xStudy and teaching.
650	1	4	_aEngineering.
650	2	4	_aComputational Intelligence.
650	2	4	_aPsycholinguistics.
650	2	4	_aApplications of Mathematics.
650	2	4	_aArtificial Intelligence (incl. Robotics).
650	2	4	_aScience Education.
650	2	4	_aChinese.
700	1		_aPaola, Benedetto. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783642116797
830		0	_aStudies in Computational Intelligence, _x1860-949X ; _v277
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-3-642-11680-3
596			_a19
942			_cLIBRO_ELEC
999			_c201956 _d201956