Learning Abstract Algebra with ISETL. Macintosh™ Diskette Provided
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| Schnitt | € 66,23 | € 35,59 | € 49,99 | € 49,99 |
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1
Learning Abstract Algebra with ISETL
DE NWISBN: 9783540941521 bzw. 3540941525, in Deutsch, Springer, Berlin/Heidelberg, Deutschland, neu.
Lieferung aus: Schweiz, zzgl. Versandkosten, Versandfertig innert 6 - 9 Tagen.
Each topic ist first introduced through computer activities, which are followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture. This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the math-like programming language ISETL; the main tool for reflection is work in teams of two to four students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture.
Each topic ist first introduced through computer activities, which are followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture. This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the math-like programming language ISETL; the main tool for reflection is work in teams of two to four students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture.
2
Learning Abstract Algebra with ISETL. Inkl. Macintosh Diskette
DE USISBN: 9783540941521 bzw. 3540941525, in Deutsch, Springer, Berlin/Heidelberg, Deutschland, gebraucht.
Lieferung aus: Deutschland, 3.
This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer co, This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the math-like programming language ISETL; the main tool for reflection is work in teams of two to four students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture.
This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer co, This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies, as well as on the substantial experience of the authors in teaching Abstract Algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the math-like programming language ISETL; the main tool for reflection is work in teams of two to four students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. The text section is written in an informal, discursive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are presented in a lecture.
3
Symbolbild
Learning Abstract Algebra with ISETL. Macintosh™ Diskette Provided (1994)
DE PB NWISBN: 9783540941521 bzw. 3540941525, in Deutsch, Springer, Taschenbuch, neu.
Von Händler/Antiquariat, Herb Tandree Philosophy Books [17426], Stroud, GLOS, United Kingdom.
9783540941521 Paperback, This listing is a new book, a title currently in-print which we order directly and immediately from the publisher.
9783540941521 Paperback, This listing is a new book, a title currently in-print which we order directly and immediately from the publisher.
4
Symbolbild
Learning Abstract Algebra with ISETL: Macintosh™ Diskette Provided (1994)
DE HC NWISBN: 9783540941521 bzw. 3540941525, in Deutsch, Springer-Verlag Berlin and Heidelberg GmbH & Co. K, gebundenes Buch, neu.
Von Händler/Antiquariat, Revaluation Books [2134736], Exeter, United Kingdom.
har/dskt r edition. German language. 9.26x6.11 inches. In Stock.
har/dskt r edition. German language. 9.26x6.11 inches. In Stock.
5
Learning Abstract Algebra with ISETL: Macintosh Diskette Provided
EN PB USISBN: 9783540941521 bzw. 3540941525, in Englisch, Springer Berlin Heidelberg, Springer Berlin Heidelberg, Springer Berlin Heidelberg, Taschenbuch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, zzgl. Versandkosten, Free Shipping on eligible orders over $25, in-stock.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
6
Learning Abstract Algebra with ISETL (1994)
~EN PB NW RP AB DLISBN: 3540941525 bzw. 9783540941521, vermutlich in Englisch, Springer, Berlin/Heidelberg, Deutschland, Taschenbuch, neu, Nachdruck, Hörbuch, elektronischer Download.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
7
Learning Abstract Algebra with ISETL (1994)
~EN PB NW RP AB DLISBN: 3540941525 bzw. 9783540941521, vermutlich in Englisch, Springer Berlin Heidelberg, Taschenbuch, neu, Nachdruck, Hörbuch, elektronischer Download.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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