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भारत को विश्वगुरु बनाने वाली हमारी महान गौरवशाली संस्कृति की सफलता प्रदायक विचारधारा सर्वश्रेष्ठ है। मानवमात्र की भलाई के लिए इस विचारधारा को जन साधारण तक पहुचना अनिवार्य है। इसी दृष्टिकोण से दर्शन योग महाविद्यालय के द्वारा इस कल्याणकारी विचारधारा को सरल-सुबोध भाषा और नवीनतम-आधुनिक मनोरंजक शैली में प्रस्तुत करने के लिए अभिनव परियोजना 'सफलता विज्ञान' का संचालन किया जा रहा है। इस आशा के साथ कि, ज्ञान को सहज-सुलभ बना कर, उसे घर-घर पहुँचाने वाली यह हमारी पारम्परिक पद्धति, आमजन के अन्दर जीवन का उद्धार करने वाले गुणों का विकास करने में सहायक सिद्ध होगी। अत: महाविद्यालय के निदेशक और आचार्य की प्रेरणा, मार्गदर्शन व निर्देशन में महाविद्यालय के सेवा एवं साहित्य प्रचार विभाग द्वारा पढ़ाई-नौकरी, व्यापार-साधना आदि जीवन के सभी महत्त्वपूर्ण क्षेत्रों में सफल बनाने वाले वास्तविक-व्यावहारिक विधि-विधानों का पथ-प्रदर्शन करने वाली इस वैचारिक परियोजना का क्रियान्वयन किया जा रहा है। इस वृहत् परियोजना में अनेक विभाग हैं, यथा :- 1. सफलता विज्ञान पुस्तक श्रृंखला (Series) - जनसामान्य के बौद्धिक स्तर के दृष्टिगत रची गईं 'सफलता विज्ञान पुस्तक श्रृंखला की 20 से अधिक बहुरंगी आकर्षक पुस्तकों के प्रकाशन की योजना है। जिसके तहत प्रथम पुस्तक 'सफलता का संसार" प्रक
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भारत को विश्वगुरु बनाने वाली हमारी महान गौरवशाली संस्कृति की सफलता प्रदायक विचारधारा सर्वश्रेष्ठ है। मानवमात्र की भलाई के लिए इस विचारधारा को जन साधारण तक पहुचना अनिवार्य है। इसी दृष्टिकोण से दर्शन योग महाविद्यालय के द्वारा इस कल्याणकारी विचारधारा को सरल-सुबोध भाषा और नवीनतम-आधुनिक मनोरंजक शैली में प्रस्तुत करने के लिए अभिनव परियोजना 'सफलता विज्ञान' का संचालन किया जा रहा है। इस आशा के साथ कि, ज्ञान को सहज-सुलभ बना कर, उसे घर-घर पहुँचाने वाली यह हमारी पारम्परिक पद्धति, आमजन के अन्दर जीवन का उद्धार करने वाले गुणों का विकास करने में सहायक सिद्ध होगी। अत: महाविद्यालय के निदेशक और आचार्य की प्रेरणा, मार्गदर्शन व निर्देशन में महाविद्यालय के सेवा एवं साहित्य प्रचार विभाग द्वारा पढ़ाई-नौकरी, व्यापार-साधना आदि जीवन के सभी महत्त्वपूर्ण क्षेत्रों में सफल बनाने वाले वास्तविक-व्यावहारिक विधि-विधानों का पथ-प्रदर्शन करने वाली इस वैचारिक परियोजना का क्रियान्वयन किया जा रहा है। इस वृहत् परियोजना में अनेक विभाग हैं, यथा :- 1. सफलता विज्ञान पुस्तक श्रृंखला (Series) - जनसामान्य के बौद्धिक स्तर के दृष्टिगत रची गईं 'सफलता विज्ञान पुस्तक श्रृंखला की 20 से अधिक बहुरंगी आकर्षक पुस्तकों के प्रकाशन की योजना है। जिसके तहत प्रथम पुस्तक 'सफलता का संसार" प्रक
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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.
Making and Justifying Mathematical Decisions.pdf
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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.
Making and Justifying Mathematical Decisions.pdf
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