1st Epal of Trikala(GR) presentation

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1epaltrikala

This is a preentation of 1st EPAL of TRIKALA - GREECE

Education

1st EPAL of TRIKALA
1st Vocational School of Trikala

1st EPAL of TRIKALA
40 teachers
220 students

1st EPAL of TRIKALA
There are 4 sectors
in our school

1st EPAL – Mechanical Engineering
5
laboratories

1st EPAL of TRIKALA
Football court
Bascetball court

1st EPAL - Programs
Cultural and
Environmental
programs
National
programs for
Vocational
Schools

1st EPAL - Programs
Virtual
Enterprises
programs

1st EPAL - Programs
3 years
COMENIUS
“FAUNA & FLORA”
LEONARDO
-VETPRO
LEONARDO -
IVT (3)

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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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