Multiple views and perspectives

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Laura Johnson

Examples of Drawing objects or a still life from multiple views or perspectives

Education Health & Medicine Technology

Multiple Views and Perspectives Advanced Drawing

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profmedina

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Cool and Warm colors

Dara Cepeda, M. Ed.

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Sekolah Dasar

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Anuradha Kachare

9TH, PPP land art. BIM2, 2012

Artistic Education

fashion

Rena Ramona Snoufisious

Art1 enlarging a picture with a grid

cequinn1

Portraitdrawing

cjoyce104

Reserch work on Madhubani painting

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Embroidery stitch

PRINTDESK by Dan

Madhubani Paintings

Purnaabh Shandilya

Enlarging and reducing design_Dr.ash

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Elements of design

Kenzie Ancheta

Defining & Identifying Foreground, Middle Ground, & Background

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Dr.S.Aishwariya

Negative Space

Marysue Hartz-Holtz

Extended Essay Visual Arts 2012

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The art of fashion illustration

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Top 10 Indian Fashion Designers

Indian Institute of Art and Design

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...