It is easy to regard the school as a venue for learning, in the cognitive sense, and to forget that pupils are also learning a great deal about social life, social interactions and friendships, in school time. Indeed school will provide the major source of these experiences for most children, and this volume is devoted to these issues, and to aspects of differences between children (sex, ethnicity) which impact on these. The readings chosen are summarised in the series introduction. Here, we mention specific alternative works, books or book chapters, which can usefully supplement or update the readings chosen here.
Modelling with Words can be defined in terms of the trilogy, learning, fusion and reasoning as carried out within a formal linguistic representation framework. As such this new paradigm gives rise to a number of interesting and distinct challenges within each of these three areas.
I wrote this book to share my revolutionary approach with you; it is filled with time management tips as flexible as your ever-changing schedule. I’ve simply given you the best of the best tips and ideas that really work in the real world. These are the same tips I’ve taught for years and the ones I use myself, so they are proven to work wonders.
This book shows how creative math can really work. Exploring the ways in which math skills can be learned through cross-curicular activities based on visual arts and music, the book presents math as a meaningful and exciting subject which holds no fear for children. The authors recognize that while math-phobia prevails, attitudes and approaches to teaching the subject need to be reviewed, and issues such as gender stereotyping need to be tackled at an early stage. These classroom-based stories include detailed examples of integrative mathematic projects.
This book is the result of a joint project on lexical and semantic typology which gathered together field linguists, semanticists, cognitivists, typologists, and an NLP specialist. These cross-linguistic studies concern semantic shifts at large, both synchronic and diachronic: the outcome of polysemy, heterosemy, or semantic change at the lexical level. The first part presents a comprehensive state of the art of a domain typologists have long been reluctant to deal with. Part two focuses on theoretical and methodological approaches: cognition, construction grammar, graph theory, semantic maps, and data bases. These studies deal with universals and variation across languages ...
