How humans learn to think mathematically : (Record no. 84944)
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| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 7a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180806b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781107668546 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 510.1 |
| Cutter | Tal |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tall, David |
| 245 10 - TITLE STATEMENT | |
| Title | How humans learn to think mathematically : |
| Remainder of title | exploring the three worlds of mathematics |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | New York |
| Name of publisher, distributor, etc | Cambridge University Press |
| Date of publication, distribution, etc | 2013 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | xix, 457p. |
| Dimensions | 9x6 |
| Other physical details | pb |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Learning in doing : social, cognitive and computational perspectives |
| 520 ## - Remark | |
| Summary, etc | How Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics- Philosophy |
| Topical term or geographic name as entry element | Mathematics- Psychological aspects |
| Topical term or geographic name as entry element | Mathematics- Study and teaching |
| Topical term or geographic name as entry element | Thought and thinking |
| Topical term or geographic name as entry element | Knowledge, Theory of |
| Topical term or geographic name as entry element | Cognition |
| Topical term or geographic name as entry element | Cognition in children |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Item type | Book |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Date last borrowed | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Book | HBCSE | HBCSE | Mathematics | 2016-09-09 | 510.1/Tal | 23413 | 2025-03-12 | 2025-02-10 | Book |