Problem-solving in mathematics is seen by many students as a struggle. Since the capacity to count and understand basic arithmetical concepts (adding, taking away, etc.) is innate and emerges effortlessly in childhood, why does this negative perception and fear of problem-solving exist? This book counteracts this perception by providing a semiotic analysis of problem-solving and, from this analysis, constructing a pedagogical framework for teaching problem-solving that is consistent with the psychology of how humans learn ...
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Problem-solving in mathematics is seen by many students as a struggle. Since the capacity to count and understand basic arithmetical concepts (adding, taking away, etc.) is innate and emerges effortlessly in childhood, why does this negative perception and fear of problem-solving exist? This book counteracts this perception by providing a semiotic analysis of problem-solving and, from this analysis, constructing a pedagogical framework for teaching problem-solving that is consistent with the psychology of how humans learn to use signs and symbols. It is based on an experimental math course designed to impart fluency in problem-solving through semiotic training. The positive results of that course inspired the writing of this book.
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Add this copy of Problem-Solving in Mathematics: a Semiotic Perspective to cart. $121.21, like new condition, Sold by ThriftBooks-Baltimore rated 4.0 out of 5 stars, ships from Halethorpe, MD, UNITED STATES, published 2008 by Peter Lang Inc., International Academic Publi.
Edition:
2008, Peter Lang Inc., International Academic Publishers
Add this copy of Problem-Solving in Mathematics: a Semiotic Perspective to cart. $121.22, very good condition, Sold by Websters Bookstore Cafe rated 4.0 out of 5 stars, ships from State College, PA, UNITED STATES, published 2008 by Peter Lang Publishing Inc.
Edition:
2008, Peter Lang Inc., International Academic Publishers
