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This presentation consists of pictures we took in our 1st mobility to Joensuu (Finland) from 22nd to 27th november 2015 within our Erasmus + project "Building Bridges through games".
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This presentation consists of pictures we took in our 1st mobility to Joensuu (Finland) from 22nd to 27th november 2015 within our Erasmus + project "Building Bridges through games".
Mobility 1 presentation 22 28 nov
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lovinglondon
Pictures and verbs to make sentences in the present continuous
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Proceso de admisión del alumnado curso 14-15
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Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
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Reflexive and reciprocal pronouns
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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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