| dc.creator |
Dorothy Wallace |
|
| dc.date |
2011-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:12:47Z |
|
| dc.date.available |
2015-07-20T22:12:47Z |
|
| dc.identifier |
1936-4660 |
|
| dc.identifier |
https://doaj.org/article/d93e528c9c6e40eea9b009859f66363b |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/15511 |
|
| dc.description |
Based loosely on ideas of Jean Piaget and Richard Skemp, this Parts of the Whole column considers the construction of knowledge in mathematics and quantitative reasoning. Examples are chosen that illustrate an important cognitive difference between quantitative numeracy and classical mathematics, and which illuminate the particular choices instructors must make in order to teach either or both of these. |
|
| dc.language |
English |
|
| dc.publisher |
University of South Florida Libraries |
|
| dc.relation |
http://dx.doi.org/10.5038/1936-4660.4.1.9 |
|
| dc.relation |
https://doaj.org/toc/1936-4660 |
|
| dc.rights |
CC BY-NC |
|
| dc.source |
Numeracy, Vol 4, Iss 1, p 9 (2011) |
|
| dc.subject |
cognition |
|
| dc.subject |
schema |
|
| dc.subject |
numeracy |
|
| dc.subject |
quantitative reasoning |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Parts of the Whole : Cognition, Schemas, and Quantitative Reasoning |
|
| dc.type |
article |
|