- Home
- Education
- Teaching Methods & Materials
- Fractions, Percentages, Decimals and Proportions (A Learning-Teaching Trajectory for Grade 4, 5 and 6)
Fractions, Percentages, Decimals and Proportions (A Learning-Teaching Trajectory for Grade 4, 5 and 6)
List Price:
$65.00
- Availability: Confirm prior to ordering
- Branding: minimum 50 pieces (add’l costs below)
- Check Freight Rates (branded products only)
Branding Options (v), Availability & Lead Times
- 1-Color Imprint: $2.00 ea.
- Promo-Page Insert: $2.50 ea. (full-color printed, single-sided page)
- Belly-Band Wrap: $2.50 ea. (full-color printed)
- Set-Up Charge: $45 per decoration
- Availability: Product availability changes daily, so please confirm your quantity is available prior to placing an order.
- Branded Products: allow 10 business days from proof approval for production. Branding options may be limited or unavailable based on product design or cover artwork.
- Unbranded Products: allow 3-5 business days for shipping. All Unbranded items receive FREE ground shipping in the US. Inquire for international shipping.
- RETURNS/CANCELLATIONS: All orders, branded or unbranded, are NON-CANCELLABLE and NON-RETURNABLE once a purchase order has been received.
Product Details
Author:
Frans van Galen, Els Feijs, Nisa Figueiredo, Koeno Gravemeijer, Els van Herpen, Ronald Keijzer
Format:
Paperback
Pages:
230
Publisher:
Brill (January 1, 2008)
Imprint:
Brill
Language:
English
Audience:
Professional and scholarly
ISBN-13:
9789087905729
ISBN-10:
9087905726
Weight:
10.4oz
Dimensions:
7.52" x 9.25" x 0.51"
File:
TWO RIVERS-PERSEUS-Metadata_Only_Perseus_Distribution_Customer_Group_Metadata_20260327163342-20260327.xml
Folder:
TWO RIVERS
List Price:
$65.00
Country of Origin:
Netherlands
Series:
Dutch Design in Mathematics Education
As low as:
$50.05
Publisher Identifier:
P-PER
Discount Code:
A
Overview
This book describes the field of fractions, percentages, decimals and proportions. It shows the relations between these topics, and how they can be taught in a way that emphasizes these relations.
The book also describes the need for change in the way we teach mathematics. The authors argue for a shift in emphasis from “acquired skill” to “understanding”. First and foremost, students should grasp the underlying concepts. Placing less high demands on the skill level of students in the use of formal procedures can set free time that can be invested in in-depth understanding.
The book also describes the need for change in the way we teach mathematics. The authors argue for a shift in emphasis from “acquired skill” to “understanding”. First and foremost, students should grasp the underlying concepts. Placing less high demands on the skill level of students in the use of formal procedures can set free time that can be invested in in-depth understanding.
