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    Mathematics textbooks, their content, use and influences

    Mathematics textbooks, their content, use and influences

    Mathematics textbooks, their content, use and influences

    Mathematics textbooks, their content, use and influences (research in Nordic and Baltic countries)

    På lager - sendes nå ( 4 stk. )

    449,-

    ISBN:

    9788202566296

    Forlag:

    Cappelen Damm akademisk

    Trykkeår:

    2017

    Utgitt:

    2017

    Utgave:

    1

    Sider:

    514

    Vekt:

    1172 gr

    Alder:

    Voksen

    Språk:

    Bokmål og Engelsk

    Mathematics textbooks, their content, use and influences
    Cappelen Damm akademisk
    9788202566296

    Forlagets omtale:

    Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network for research on mathematics textbooks in the Nordic and LES MER Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils. LES MINDRE Forlagets omtale Teachers and students in the Nordic and Baltic countries more commonly use mathematics textbooks than elsewhere. Thus, studies on textbooks are highly important in order to find ways to improve the quality of mathematics textbooks. The network for research on mathematics textbooks in the Nordic and Baltic countries has produced a number of such studies and several of them are reported in this book. The conclusions of the studies are of value for teachers, policy makers, curriculum creators, teacher educators, student teachers and for improving of the learning of mathematics at all levels of study. The authors are well-established researchers and academic teachers and well acquainted with mathematics teaching in school. Their work and reports build on both empirical experiences and scientific studies. What they present clearly shows that there is a great potential to improve mathematics textbooks and thus ease the learning of mathematics for pupils.

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