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03658aam a2200445 a 4500 001 0A5A815A5B9611EFABE9BE7952ECA4DB 003 SILO 005 20240816010336 008 911018s1992 enka b 001 0 eng 010 $a 91039854 020 $a 9780304325559 020 $a 0304325554 020 $a 9780304325535 020 $a 0304325538 035 $a (OCoLC)24791855 040 $a DLC $b eng $c DLC $d UKM $d BAKER $d BTCTA $d YDXCP $d DEBBG $d OCL $d BDX $d OCLCF $d DEBSZ $d OCLCO $d OCLCQ $d LTU $d OCLCQ $d OCLCO $d DHA $d OCLCQ $d OCLCA $d OL$ $d OCLCO $d SNK $d OCLCO $d OCLCQ $d SILO 050 00 $a QA11 $b .O77 1992 082 00 $a 510/.71 $2 20 084 $a SM 600 $2 rvk 100 1 $a Orton, Anthony. 245 10 $a Learning mathematics : $b issues, theory, and classroom practice / $c Anthony Orton. 250 $a 2nd ed. 260 $a London ; $b Cassell, $c 1992. 300 $a vi, 198 pages : $b illustrations ; $c 25 cm. 490 1 $a Cassell education series 504 $a Includes bibliographical references (pages 185-192) and indexes. 505 00 $g 10. $t How Should Mathematics Be Taught? $g 2. $t What Mathematics Can Children Learn? -- $t Investigating mathematical understanding -- $t Place-value -- $t Ratio and proportion -- $t Mechanics -- $g 3. $t What Cognitive Demands Are Made in Learning Mathematics? -- $t problem of classification -- $t Retention and recall -- $t Using algorithms -- $t Learning concepts -- $t Problem-solving -- $g 4. $t Could We Enhance Learning Through Optimum Sequencing? -- $t Behaviourism -- $t Objectives -- $t Programmed learning -- $t Learning hierarchies -- $g 5. $t Must We Wait Until Pupils Are Ready? -- $t Alternative views -- $t Piaget and readiness -- $t Accelerating learning -- $t Curriculum implementation -- $t Critical evaluation -- $t Cross-cultural issues -- $g 6. $t Can Pupils Discover Mathematics for Themselves? -- $t Learning by discovery -- $t Gestalt psychology -- $t Structural apparatus -- $t Problem-solving and investigating -- $t Obstacles and difficulties in problem-solving -- $t LOGO -- $g 7. $t Why Do Some Pupils Achieve More Than Others? -- $t Individual differences -- $t Convergent and divergent thinking -- $t Mathematical ability -- $t Spatial ability -- $t Gender-related differences -- $t Preferences and attitudes -- $g 8. $t Does Language Interfere with Mathematics-Learning? -- $t Issues of language -- $t vocabulary of mathematics -- $t Reading mathematics -- $t Mathematical symbols -- $t Communicating meaning -- $t Language, culture and mathematics -- $t Word problems -- $g 9. $t Is There a Theory of Mathematics-Learning? -- $t Mathematics and theories of learning -- $t theory of mathematics-learning -- $t Meaningful learning -- $t Superordinate and subordinate learning -- $t Conflicts and failures in learning -- $t Constructivism -- $t Information-processing -- $g 10. $t How Should Mathematics Be Taught? 650 0 $a Mathematics $x Study and teaching. 650 6 $a MatheÌmatiques $x EÌtude et enseignement. 650 7 $a Mathematics $x Study and teaching. $2 fast $0 (OCoLC)fst01012236 650 7 $a Mathematikunterricht $2 gnd 653 0 $a Mathematics $a Curriculum $a Mathematics 776 08 $i Online version: $a Orton, Anthony. $t Learning mathematics. $b 2nd ed. $d London ; New York : Cassell, 1992 $w (OCoLC)988397434 830 0 $a Cassell education. 856 41 $3 Table of contents $u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=006597649&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA 856 41 $3 Table of contents $u http://digitool.hbz-nrw.de:1801/webclient/DeliveryManager?pid=2356702&custom_att_2=simple_viewer 941 $a 1 952 $l OUAX845 $d 20240816031829.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=0A5A815A5B9611EFABE9BE7952ECA4DB 994 $a 92 $b IOTInitiate Another SILO Locator Search