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192.168.6.56/handle/123456789/43636Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.editor | Kaiser, Gabriele | - |
| dc.date.accessioned | 2019-02-14T06:59:16Z | - |
| dc.date.available | 2019-02-14T06:59:16Z | - |
| dc.date.issued | 2016 | - |
| dc.identifier.isbn | 978-3-319-31621-5 | - |
| dc.identifier.uri | http://10.6.20.12:80/handle/123456789/43636 | - |
| dc.description | “Transition” from one state to another (e.g., from childhood to adulthood) is a process of change. Within an educational context change happens everywhere (or at least it should do so); thus transitions are similarly everywhere. Learning can be described as a process of transition (i.e., “the process of transition from a novice’s state to that of an expert,” Nesher and Peled 1986). Moreover, any change or transition process can be (or seem) either continuous (or discrete but composed of successive steps to be accomplished) or discontinuous, with identified ruptures or gaps. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Springer | en_US |
| dc.subject | Transitions in MathematicsEducation | en_US |
| dc.title | Ghislaine Gueudet · Marianna BoschAndrea A. diSessa · Oh Nam KwonLieven Verschaffel | en_US |
| dc.type | Book | en_US |
| Appears in Collections: | Education Planning & Management(EDPM) | |
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