Why ask why? An analysis of teachers’ why-questions in elementary and middle grade mathematics classrooms Kathleen Melhuish Sharon K. Strickland M. Alejandra Sorto OriginalPaper25 June 2024 An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices ...
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I first came across theBirthday Problemin my first few days of my first year of secondary school in London [that would be 6th grade for my US readers]. My mathematics teacher at the time realized the need to discuss abstract problems in concrete terms, especially statistics and probability. ...
Based on scholarship, sound research, and effective practice, the Framework will enable teachers and administrators to strengthen curriculum and instruction from prekindergarten through grade 12. 被引量: 8 年份: 2000 收藏 引用 批量引用 报错 分享 ...
This study adopted a content-analysis method to examine the differences in how the topic of functions was handled by Finnish, Singaporean, and Taiwanese middle-grade mathematics textbooks for children aged 13–15 (seventh-ninth grade). The results showed that the three countries’ textbooks used di...
There was no formal guidance from the researcher at this stage and teachers were free to choose an algebra topic from the AL syllabus, preferably from Grade 12. Three out of four groups chose graphs of a quadratic function, whereas the fourth group chose domain and range of a function. The...
The q-rung orthopair fuzzy set is a powerful tool for depicting fuzziness and uncertainty, as compared to the Pythagorean fuzzy model. The aim of this paper is to present q-rung orthopair fuzzy competition graphs (q-ROFCGs) and their generalizations, inc
level, thus getting stalled at the second stage of one’s mathematical education. (Among other things, this can impact one’s ability to read mathematical papers; an overly literal mindset can lead to“compilation errors”when one encounters even a single typo or ambiguity in such a paper.) ...
grade students should learn how to add “a two-digit number and a one-digit number.” By second grade, students “add and subtract within 1000” and, in particular, “relate the strategy to a written method.” In third grade, multiplication by powers of 10 is introduced, and by fourth ...
For predicting students’ dropout, we calculated logistic regression analyses with interest facets and self-concept as well as their development as predictors while constantly controlling for students’ school qualification grade. Multi-collinearity was no problem for this analysis (tolerance > 0.4; ...