Therefore, in this paper, we opt for the term ‘mathematics didactic knowledge’ as a more precise translation of ‘mathematikdidaktisches Wissen’, ensuring the nature of the concept is more accurately conveyed. Despite the prominence of the constructs of ‘mathematical knowledge for teaching’ and...
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Coefficient: A letter or number representing a numerical quantity attached to a term (usually at the beginning). For example,xis the coefficient in the expressionx(a + b) and 3 is the coefficient in the term 3y. Common Factors: A factor shared by two or more numbers, common factors are...
The Red Collection (Grade 9–College) is the most challenging set, involving distance, vectors, transformations, systems of equations, series, powers, and number theory. Problems are solved with compass and straightedge constructions, trigonometry, the Pythagorean theorem, synthetic division, and a gr...
The content standards incorporate guidelines for curricula which are expanded upon throughout the four grade bands of prekindergarten-grade 2, grades 3–5, grades 6–8 and grades 9–12. As an example for the number and operations standard, all students should have an understanding of number sen...
In this chapter, we address the need for research focusing on the mathematics education of children with critical and terminal illness. Aside from making it more transparent why these learners deserve particular attention within research and practice, this chapter uses Amartya Sen’s capability approach...
Pascal滑铁卢数学竞赛(Grade 9)-数学Mathematics-2013-试题 exam
( 3) Negative-low and negative-high arousal emotions of the male students are significantly lower than those of the female students( p≤. 01);( 4) Both positive-high and positive-low arousal emotions of the 7thgrade students are significantly higher than those of grades 8 and 9 students( ...
in the long term and take ownership of learning. The teachers changed from curriculum implementer (received curriculum) to curricu- lum transformer. Curriculum knowledge changed in two ways: (a) adapting tasks that meet curriculum intentions and (b) augmenting curriculum intentions to enrich learning...
The term 'model' in the research on teacher collaboration may be used for those that "embody a theory of objects and relations among them" (Schoenfeld, 1998, p. 9) like in scientific fields (e.g. a model of the solar system), and also for those that describe or conceptualise the ...