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EBX01000000000000000698148 |
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141202 ||| eng |
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|a 9783319024639
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| 100 |
1 |
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|a Owens, Kay
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| 245 |
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0 |
|a Visuospatial Reasoning
|h Elektronische Ressource
|b An Ecocultural Perspective for Space, Geometry and Measurement Education
|c by Kay Owens
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| 250 |
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|a 1st ed. 2015
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2015, 2015
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| 300 |
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|a XXXI, 377 p. 114 illus., 29 illus. in color
|b online resource
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| 505 |
0 |
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|a Introduction: Visuospatial reasoning in context -- Visuospatial reasoning in 20th century psychology-based studies -- Changing Perspective: sociocultural elaboration -- Place, culture, language, and visuospatial reasoning -- Visuospatial reasoning in cultural activities in Papua New Guinea -- Visuospatial reasoning in other cultures -- The impact of an ecocultural perspective of visuospatial reasoning on mathematics education -- The importance of an ecocultural perspective for Indigenous and transcultural education -- Visuospatial reasoning in contexts with digital technology -- An ecocultural perspective on visuospatial reasoning in geometry and measurement education -- Appendices -- Index -- References
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| 653 |
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|a Mathematics—Study and teaching
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| 653 |
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|a Mathematics Education
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a Mathematics Education Library
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| 856 |
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|u https://doi.org/10.1007/978-3-319-02463-9?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 370
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| 520 |
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|a This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context. For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas. In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics. With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature on the topic
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