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Промоушен Июль 2015

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Objetivos: Presentar el panorama actual de la gestión de metadatos bibliográficos en nuestro país. Identificar las oportunidades existentes para trabajar de forma cooperativa en torno a los metadatos bibliográficos. Establecer las bases necesarias para el desarrollo de un proyecto de catálogo colectivo. Alinear a los principales agentes en el ámbito de la gestión de metadatos bibliográficos para el desarrollo de un proyecto de catálogo colectivo.

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Промоушен Июль 2015

Catálogos colectivos y agregación de contenidos: proyectos de la S.G. de Coor...

Bhojpuri world beats introduction

Consumer Behavior

Differentiation and Positioning

Geometry of Curling

Diplomadoii isrpfypm 120214

Limerik

Enseñanza situada frida diaz barriga arceo

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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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