A Study Of Major Concepts In Mathematics At Secondary Level. Volume-2 » książka
A Study Of Major Concepts In Mathematics At Secondary Level. Volume-2
ISBN-13: 9783659527777 / Angielski / Miękka / 2014 / 372 str.
A Study Of Major Concepts In Mathematics At Secondary Level. Volume-2
ISBN-13: 9783659527777 / Angielski / Miękka / 2014 / 372 str.
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To this day and age, mathematics, aptly named "the language of science," continues to play the central role in the development of science and technology, which, in turn, continue to be the main guiding forces behind our economic growth. However, although mathematics is, quite understandably, a compulsory school subject all over the globe, its inherent logical nature as well as the sophisticated abstractions of its concepts make the teaching-learning process of mathematics an extremely important matter to consider. In the present volume, the author attempts to develop a systematic and gapless syllabus for mathematics from classes I to IV by applying various scientific methods such as text book scanning, task analysing, comparative studies of diverse syllabi, etc. A comparison between various prevailing curricula of mathematics and the proposed syllabus has also been presented. The author sincerely hopes that this opus will be beneficial to all the interested teachers, students, researchers, policy-makers, syllabus-framers involved with mathematics and mathematical education anywhere.
To this day and age, mathematics, aptly named "the language of science", continues to play the central role in the development of science and technology, which, in turn, continue to be the main guiding forces behind our economic growth. However, although mathematics is, quite understandably, a compulsory school subject all over the globe, its inherent logical nature as well as the sophisticated abstractions of its concepts make the teaching-learning process of mathematics an extremely important matter to consider. In the present volume, the author attempts to develop a systematic and gapless syllabus for mathematics from classes I to IV by applying various scientific methods such as text book scanning, task analysing, comparative studies of diverse syllabi, etc. A comparison between various prevailing curricula of mathematics and the proposed syllabus has also been presented. The author sincerely hopes that this opus will be beneficial to all the interested teachers, students, researchers, policy-makers, syllabus-framers involved with mathematics and mathematical education anywhere.
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