The author argues that the reason why children still 'fail' at maths at school - despite the shift to 'easier' and more 'approachable' maths teaching since the 1960s - is because of the textbooks in use.
The author argues that the reason why children still 'fail' at maths at school - despite the shift to 'easier' and more 'approachable' maths teaching since the 1960s - is because of the textbooks in use.
Chapter 1 Mathematical Myths Chapter 2 Juggling Pots and Texts Chapter 3 Sociology, Education and the Production of 'Ability' Chapter 4 The Analysis of School Texts: Some Empirical Antecedents Chapter 5 Towards a Language of Description: Some Theoretical Antecedents Chapter 6 Constructive Description and Social Activity Theory Chapter 7 An Introduction to the Empirical Text Chapter 8 The Textualizing of Algebra Chapter 9 Genres of Production Chapter 10 Setting and the Public Domain Chapter 11 Interpellating the Teacher Chapter 12 Disturbing and Re-establishing Equilibrium
Chapter 1 Mathematical Myths Chapter 2 Juggling Pots and Texts Chapter 3 Sociology, Education and the Production of 'Ability' Chapter 4 The Analysis of School Texts: Some Empirical Antecedents Chapter 5 Towards a Language of Description: Some Theoretical Antecedents Chapter 6 Constructive Description and Social Activity Theory Chapter 7 An Introduction to the Empirical Text Chapter 8 The Textualizing of Algebra Chapter 9 Genres of Production Chapter 10 Setting and the Public Domain Chapter 11 Interpellating the Teacher Chapter 12 Disturbing and Re-establishing Equilibrium
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