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Livros sobre o tema "Mathematics Study and teaching South Australia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 19 de fevereiro de 2022

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1

South-Western mathematics of money. Cincinnati, OH: South-Western Pub. Co., 1992.

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2

Carter, Claudia R. South-Western pre-algebra. Cincinnati, OH: South-Western Pub. Co., 1992.

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3

Reese, Clyde M. NAEP 1996 mathematics state report for South Carolina. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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4

Reese, Clyde M. NAEP 1996 mathematics state report for South Carolina. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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5

Laura, Jerry, Ballator Nada, Carr Peggy, National Center for Education Statistics., National Assessment of Educational Progress (Program) e Educational Testing Service, eds. NAEP 1996 mathematics state report for South Carolina. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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6

Reese, Clyde M. NAEP 1996 mathematics state report for South Carolina. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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7

Gerver, Robert K. South-Western geometry: An integrated approach. Cincinnati: South-Western Educational Pub., 1998.

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8

Gerver, Robert K. South-Western geometry: An integrated approach. Cincinnati: South-Western Educational Pub., 1998.

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9

Reddy, Vijay. Mathematics and science achievement at South African schools in TIMSS 2003. Cape Town: HSRC Press, 2006.

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10

Numeracy in early childhood: Shared contexts for teaching & learning. South Melbourne, Vic: Oxford University Press, 2009.

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11

Lynch, Chicha. South-Western mathmatters: An integrated approach. Cincinnati, Ohio: South-Western Pub. Co., 1992.

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12

Eugene, Olmstead, ed. South-Western mathmatters: An integrated approach. Cincinnati, Ohio: South-Western Pub. Co., 1998.

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13

Fleisch, Brahm. Primary education in crisis: Why South African schoolchildren underachieve in reading and mathematics. Cape Town: Juta, 2008.

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14

Logo and Mathematics Education Conference (5th 1991 Port Douglas, Qld.). Proceedings of Logo and Mathematics Education Conference: LME5 : Lake Tinaroo, Queensland, Australia, April 1-5, 1991. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1992.

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15

Ferreira, Mariana K. Leal. Com quantos paus se faz uma canoa!: A matemática na vida cotidiana e na experiência escolar indígena. Brasília, DF: Ministério da Educação e do Desporto, Secretaria de Educação Fundamental, Departamento de Política Educacional, Assessoria de Educação Escolar Indígena, 1994.

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16

Educação etnomatemática: Concepções e trajetórias. Goiânia, Goiás, Brasil: Gráfica e Editora América, 2010.

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17

Primary education in crisis: Why South African schoolchildren underachieve in reading and mathematics. Cape Town: Juta, 2008.

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18

Ryan, Joseph M. An evaluation of students' mathematics achievement in the South Carolina Basic Skills Assessment Program from 1981-1984. [Columbia, S.C.]: College of Education, University of South Carolina, 1985.

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19

Ferreira, Mariana K. Leal. Madikauku: Os dez dedos das mãos : matemática e povos indígenas no Brasil. Brasília, DF: MEC, 1998.

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20

Australian Academy of Science. National Committee for Mathematics. e Australian Research Council, eds. Mathematical sciences: Adding to Australia. Canberra: Australian Govt. Publ. Service, 1996.

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21

Shea, Julia, Derek Ward, William Pender e David Sadler. Cambridge 2 Unit Mathematics Year 12 (Cambridge Secondary Maths (Australia)). Cambridge University Press, 2000.

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22

Marks, Ted, Peter Cribb, Steve Lewis e David Cross. Mathsworks for the CSF Book 5 (Cambridge Primary Maths Australia). Cambridge University Press, 1999.

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23

Marks, Ted, Peter Cribb, Steve Lewis e David Cross. Mathsworks for the CSF Book 2 (Cambridge Primary Maths Australia). Cambridge University Press, 1999.

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24

Marks, Ted, Peter Cribb, Steve Lewis e David Cross. Mathsworks for the CSF Book 4 (Cambridge Primary Maths Australia). Cambridge University Press, 1999.

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25

Grant, Jim, Ted Marks, Ed Lewis e Steve Lewis. Mathsworks for the CSF Book 1 (Cambridge Primary Maths Australia). Cambridge University Press, 1999.

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26

Marks, Ted, Peter Cribb, Steve Lewis e David Cross. Mathsworks for the CSF Book 3 (Cambridge Primary Maths Australia). Cambridge University Press, 1999.

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27

Kim, Rina, e Lillie R. Albert. Mathematics Teaching and Learning: South Korean Elementary Teachers' Mathematical Knowledge for Teaching. Springer, 2015.

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28

(Editor), Renuka Vithal, Jill Adler (Editor) e Christine Keitel (Editor), eds. Researching Mathematics Education in South Africa: Perspectives, Practices and Possibilities. Human Sciences Research Council, 2005.

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29

Mathematics and Its Teaching in the Southern Americas. World Scientific Publishing Co Pte Ltd, 2014.

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30

Teacher's Annotated Edition (South-Western Pre-Algebra). Southwestern, 1992.

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31

Powers, Greg. Cambridge Preliminary General Mathematics. University of Cambridge ESOL Examinations, 2009.

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32

Council, Australian Education, e Curriculum Corporation (Australia), eds. A national statement on mathematics for Australian schools: A joint project of the States, Territories and the Commonwealth of Australia. 1991.

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33

Educational Resources Information Center (U.S.), ed. First Eisenhower Focused Initiative K-12 Mathematics and Science Symposium conference proceedings, University of South Dakota, Vermillion, South Dakota: January 13 & 14, 1995. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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34

Being numerate: What counts? Hawthorn, Vic., Australia: ACER, 1990.

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35

Muir, Tracey, Penelope Serow e Rosemary Callingham. Primary Mathematics: Integrating Theory with Practice. Cambridge University Press, 2019.

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36

South-Western Geometry An Integrated Approach Teacher's Annotated Edition Part 2 Chapters 7-13. South-Western, 1998.

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37

Muir, Tracey, Penelope Serow e Rosemary Callingham. Primary Mathematics: Capitalising on ICT for Today and Tomorrow. Cambridge University Press, 2014.

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38

Muir, Tracey, Penelope Serow e Rosemary Callingham. Primary Mathematics: Capitalising on ICT for Today and Tomorrow. Cambridge University Press, 2016.

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39

Ken, Boston, Australian Education Council, Australian Education Council. Curriculum and Assessment Committee. e Curriculum Corporation (Australia), eds. Mathematics: A curriculum profile for Australian schools : a joint project of the states, territories and the Commonwealth of Australia. Carlton, Vic: Curriculum Corporation, 1994.

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40

Math Matters: An Intergrated Approach (Math Matters (South-Western)). National Textbook Company, 1997.

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41

Mathematics and Science Achievement at South African Schools in TIMSS 2003 (Human Sciences Research Council Publication Series). Human Sciences Research Council, 2007.

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42

Proceedings of Logo and Mathematics Education Conference: LME5 : Lake Tinaroo, Queensland, Australia, April 1-5, 1991. Australian Council for Educational Research, 1992.

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43

Brazil. Secretaria de Educação Fundamental., ed. Matemática. Brasília, DF: MEC/SEF/DPEF, Coordenação Geral de Apoio às Escolas Indígenas, 1997.

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44

Brazil. Secretaria de Educação Fundamental., ed. Matemática. Brasília, DF: MEC/SEF/DPEF, Coordenação Geral de Apoio às Escolas Indígenas, 1997.

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45

1943-, Booker Diane, e University of South Australia. Library., eds. Information literacy, the Australian agenda: Proceedings of a conference conducted by the University of South Australia Library, held at Adelaide College of TAFE 2-4 December 1992. Adelaide: University of South Australia Library, 1993.

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46

Myriam, Acevedo, e Jurado Valencia Fabio, eds. Culturas y escolaridad: Lenguaje y matemáticas : competencias y proyectos de aula. Santafé de Bogotá, D.C., Colombia: Plaza & Janés Editores Colombia, 1999.

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47

Spracher, William C. Teaching Intelligence in the United States, the United Kingdom, and Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.308.

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Resumo:

Intelligence studies, as taught by specialized departments or institutes and leading to degrees with the word “intelligence” in their titles, is a relatively new phenomenon. Intelligence is considered a profession, while intelligence studies can probably best be described as an emerging discipline that has yet to reach full maturity. Much of the more recent data on teaching intelligence is in the hands of professional associations, government agencies, and nongovernmental organizations dealing with the intelligence profession. Some of the government academic institutions which served as the wellspring for many of the nongovernmental programs that blossomed later are the Department of Defense institutions, the National Defense Intelligence College, and the National Defense University. There are also professional journals and other publications covering intelligence studies courses, as well as nongovernmental professional organizations that students of intelligence can join, such as the National Military Intelligence Association and the International Studies Association. At the international level, intelligence studies courses are offered in countries like the UK, Canada, Australia, South Africa, Israel, and Brazil. The next step is to determine what specifically is being taught, and how, among the growing number of colleges and universities getting into the business of teaching intelligence, especially in the wake of 9/11. A significant is the phenomenal growth of online programs, which allow deployed military and civilian personnel to study intelligence while practicing the theory they are learning.

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