Técnicas y tipos de aprendizaje

•Download as PPTX, PDF•

0 likes•128 views

juanquirumbay1

Education

UNIVERSIDAD ESTATAL
PENÍNSULA DE SANTA ELENA
TIPOS Y TÉCNICAS DE APRENDIZAJE
DOCENTE
GREGORY NARANJO VACA, PhD

Recently uploaded

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

microwave assisted reaction. General introduction

Maksud Ahmed

Measures of Dispersion and Variability: Range, QD, AD and SD

Thiyagu K

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

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

MaryamAhmad92

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Celine George

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

Z Score,T Score, Percential Rank and Box Plot Graph

Thiyagu K

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

Nguyen Thanh Tu Collection

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

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

christianmathematics

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

The basics of sentences session 3pptx.pptx

heathfieldcps1

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

PROCESS RECORDING FORMAT.docx

PoojaSen20

psychiatric nursing HISTORY COLLECTION .docx