20111203 mis-ch06a

•Download as PPT, PDF•

0 likes•137 views

The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.

Education

Recently uploaded

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

microwave assisted reaction. General introduction

Maksud Ahmed

Micro-Scholarship, What it is, How can it help me.pdf

Poh-Sun Goh

Advanced Views - Calendar View in Odoo 17

Celine George

Seal of Good Local Governance (SGLG) 2024Final.pptx

negromaestrong

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.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

ICT role in 21st century education and it's challenges.

MaryamAhmad92

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

Application orientated numerical on hev.ppt

RamjanShidvankar

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Unit-IV; Professional Sales Representative (PSR).pptx