標題: Titlebook: Enabling Students in Mathematics; A Three-Dimensional Gordon Marshall Book 2016 Springer International Publishing Switzerland 2016 element [打印本頁] 作者: 聯(lián)系 時間: 2025-3-21 17:52
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作者: Hay-Fever 時間: 2025-3-21 22:22
development, social development, and personal development.InThis book?addresses the cognitive, social, and psychological dimensions that shape students’ mathematics experience to help students become more capable, cooperative, and confident in the process of engaging mathematics. In these ways they 作者: 燕麥 時間: 2025-3-22 02:41 作者: 使高興 時間: 2025-3-22 06:44 作者: 一小塊 時間: 2025-3-22 09:26 作者: 施舍 時間: 2025-3-22 14:09 作者: 施舍 時間: 2025-3-22 17:50
Developing Students’ Mathematical Intelligencest time. What is “right” about it? Can it not point in any direction, including being upside down? That the statement is visually confusing is compounded by the additional “matter-of-fact” offering that a right angle has 90°. Why 90? That it is half a straight angle begs the question. That it is a q作者: 葡萄糖 時間: 2025-3-22 23:02 作者: 賠償 時間: 2025-3-23 04:11 作者: 記成螞蟻 時間: 2025-3-23 06:18
Lessons from a Third-Grade Mathematics Classroommatical solutions. The shared interest meant students would have to listen carefully to each other and try to express themselves clearly. Such a collaborative environment would suggest the opportunity for students becoming more open-minded, more adept at recognizing essential information, and more s作者: synchronous 時間: 2025-3-23 11:22 作者: pessimism 時間: 2025-3-23 17:09 作者: 證明無罪 時間: 2025-3-23 21:54 作者: Density 時間: 2025-3-24 00:03
Including Students’ Goals challenging situations, and most especially their own behavior. To help make that happen, students are presented with a list of behaviors from which they choose one to work on. It becomes clear that to do so effectively requires not only having a goal but understanding what those practices are that作者: HAUNT 時間: 2025-3-24 03:51
Homeworkheir resilience, flexibility, and appreciation of what it takes to become more thoughtful. For it gives them personal time to uncover an insightful question or create a well-reasoned argument that everyone can appreciate, including themselves. What needs oversight is how much time it could take. To 作者: jungle 時間: 2025-3-24 08:44 作者: Dorsal 時間: 2025-3-24 12:31 作者: conjunctivitis 時間: 2025-3-24 15:27
John A. Elefteriades,Bulat A. Ziganshinst time. What is “right” about it? Can it not point in any direction, including being upside down? That the statement is visually confusing is compounded by the additional “matter-of-fact” offering that a right angle has 90°. Why 90? That it is half a straight angle begs the question. That it is a q作者: 過剩 時間: 2025-3-24 21:51
What Should Urologists Ask the Radiologist?s companion pieces—standard algorithms and practices lacking explanation are presented along with mathematical habits of mind, . strategies—a comparison that illustrates the opportunity for students’ thoughtful agency rather than their passive acceptance. The focus will begin with some of the earlie作者: Precursor 時間: 2025-3-25 00:15
Introduction to Youth Entrepreneurshipturally to mind, such as . or . perhaps even .. However, others that shed light on complex mathematical situations may need to be uncovered with the mathematics teacher helping take part in the question-asking. And as students come to see how . and other heuristics are critically valuable in making 作者: PACT 時間: 2025-3-25 04:14 作者: 激怒某人 時間: 2025-3-25 08:35 作者: 證實 時間: 2025-3-25 13:13 作者: Project 時間: 2025-3-25 17:31
https://doi.org/10.1007/978-3-031-14612-1r mathematics experience and naturally think poorly of whatever and whoever was directly involved, perhaps including themselves. How we can help them negotiate the tension in a constructive manner is essential, for the confusion is indeed a veritable storm for some students in mathematics, making th作者: 整體 時間: 2025-3-25 23:16
Lucia Mirabella,Cesare Gregoretti challenging situations, and most especially their own behavior. To help make that happen, students are presented with a list of behaviors from which they choose one to work on. It becomes clear that to do so effectively requires not only having a goal but understanding what those practices are that作者: 弄皺 時間: 2025-3-26 02:35 作者: Spirometry 時間: 2025-3-26 08:06 作者: jeopardize 時間: 2025-3-26 09:56 作者: 不如樂死去 時間: 2025-3-26 14:44
John A. Elefteriades,Bulat A. Ziganshinpt questions. It is best to make definitive statements and demonstrate procedures and leave the conversations to the mathematics teacher. Such an approach is aided by the belief that students’ na?ve view based on their limited experience suggests their need to be informed. That’s a problem we who ar作者: 出價 時間: 2025-3-26 18:45 作者: lanugo 時間: 2025-3-26 21:32
Introduction to Youth Entrepreneurship situation and those that are task-specific. Yet, there are those behaviors that provide valuable, actually essential, means for making headway toward gaining clarity when none is evident. In the amorphous “middle ground,” where we are not at the point of resolving the difficulty with an explicit mo作者: 紀念 時間: 2025-3-27 01:34 作者: 揉雜 時間: 2025-3-27 05:20
Giulia Frasacco,Luigi Tritapepeons that we ask that gives shape to our thinking, our effort at making sense of things. Were students increasingly able to consider and share thoughtful questions, they would be more able to build on each other’s thinking, and in essence establish more consistently productive collaborative inquiry. 作者: 不法行為 時間: 2025-3-27 11:40
The New Oral Anticoagulants and Anesthesiaent learning, and grouping represents in microcosm what will extend to students’ lives as adults working together. With sufficient opportunities for group investigations, mathematics educators can promote students’ personal, social, and intellectual development. In that direction, four investigation作者: 迫擊炮 時間: 2025-3-27 14:23
https://doi.org/10.1007/978-3-031-14612-1rd a strategic research and development program in mathematics education, p.?9, 2003), they need a classroom environment that helps them secure positive control over their actions and their emotions. Otherwise, there is little, if any, reason to think the mathematics classroom would be a satisfying 作者: Coeval 時間: 2025-3-27 17:52
Lucia Mirabella,Cesare Gregorettiired to do things well, the way mathematics is made available should enable students to grow as self-reflective, cooperative, and resilient individuals. How to promote this psychological dimension is explored in this chapter. Students are presented with the opportunity to choose some personal/profes作者: Kidney-Failure 時間: 2025-3-27 23:55
Ultrasonic Diagnosis of Fetal Heart,enging endeavor. That we can claim that we capture months and a year of such a rich and varied engagement with a number or letter grade does not add up. Indeed, to collapse their educational experience into the “efficient” expression of a symbol representing an obscure measure would seem a travesty 作者: 下級 時間: 2025-3-28 02:08
Sherry S. Ross M.D.,John S. Wiener M.D. and are capable of dealing with and, as importantly, can be appreciated by the students themselves. Work done outside the confines of the classroom with respect to the daily considerations gives students the opportunity to experience their own thinking without the competing voices and arbitrary tim作者: dowagers-hump 時間: 2025-3-28 08:28 作者: 結合 時間: 2025-3-28 11:00 作者: 歸功于 時間: 2025-3-28 16:26
Gordon MarshallEmphasizes mathematics education amongst sixth to twelfth graders.Approaches mathematics education from three perspectives: their cognitive development, social development, and personal development.In作者: Reservation 時間: 2025-3-28 22:02
http://image.papertrans.cn/e/image/309167.jpg作者: meritorious 時間: 2025-3-29 02:51
https://doi.org/10.1007/978-3-319-25406-7elementary education; elementary mathematics education; grades 6-12 education; high school mathematics 作者: habile 時間: 2025-3-29 03:18
978-3-319-36678-4Springer International Publishing Switzerland 2016作者: 步履蹣跚 時間: 2025-3-29 10:50
Developing Students’ Mathematical Intelligencept questions. It is best to make definitive statements and demonstrate procedures and leave the conversations to the mathematics teacher. Such an approach is aided by the belief that students’ na?ve view based on their limited experience suggests their need to be informed. That’s a problem we who ar作者: Efflorescent 時間: 2025-3-29 14:44 作者: 有罪 時間: 2025-3-29 16:36 作者: 聯(lián)合 時間: 2025-3-29 19:50
Lessons from a Third-Grade Mathematics Classroom along with the thinking of some readers who reacted to the article written about that class experience. How their values and concerns connect or not to those of ours as mathematics teachers give us an opportunity to reflect further on what values shape the mathematics experience we provide and hope作者: 惡名聲 時間: 2025-3-30 02:54 作者: Lumbar-Stenosis 時間: 2025-3-30 06:35
Collaborative Mathematics Investigationsent learning, and grouping represents in microcosm what will extend to students’ lives as adults working together. With sufficient opportunities for group investigations, mathematics educators can promote students’ personal, social, and intellectual development. In that direction, four investigation
