A day at westside high school!

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jloterop6

what a day is like at westside

Education Spiritual

A Day at Westside High School! Juliana Lotero Digital Media 6 th Period

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Лекція 1

Максим Павленко

A day at westside high school!

Mi bebe

Лекція 6

Лекція 3

Університет: Бердянський державний педагогічний університет Кафедра: Комп’ютерних технологій в управлінні та навчанні й інформатики Дисципліна: Сучасні інформаційні технології Автор: Павленко Лілія Василівна Лекція 1. Інформатика. Інформація як основа інформатики План 1. Інформатика. Предмет і завдання сучасної інформатики 2. Інформація як основа інформатики 2.1. Поняття про інформацію 2.2. Одиниці вимірювання інформації 2.3. Види та основні властивості інформації 3. Реєстрація та операції з даними 4. Кодування даних. Двійкові коди 5. Кодування текстових даних 6. Одиниці подання і вимірювання даних 7. Одиниці зберігання даних

Сучасні інформаційні технології. Лекція 1. Інформатика. Інформація як основа ...

Максим Павленко

Fisika bab 7

Nardi Mardiwiyono

A day at westside high school!

jloterop6

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Лекція 2

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A day at westside high school!

jloterop6

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Лекція 1

A day at westside high school!

Mi bebe

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Лекція 3

Сучасні інформаційні технології. Лекція 1. Інформатика. Інформація як основа ...

Fisika bab 7

A day at westside high school!

Dayanna

Лекція 2

A day at westside high school!

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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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