Practica 3

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Sadamii Rap

Practica 3 software arena

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Se realizó la práctica en arena en la cual se pudo visualizar los datos reunidos conforme a los trabajadores en la cual se muestra un proceso llevado a cabo para el inicio de la aplicación de préstamos. Se introdujeron diferentes datos de acuerdo a los índices que nos mostraba la practica a realiza en primero lugar se realizó un diagrama en la cual consistía en agregar el inicio, el proceso, y si el proceso llamado completado este decidía si es aceptado o devuelto quedando la interfaz de la siguiente manera

PRACTICA

Sadamii Rap

PRACTICA

Sadamii Rap

Determinación de fronteras, restricciones y variables que definen el sistema a ser modelado Reducción o abstracción del sistema del fenómeno de estudio a un diagrama de flujo, que recoja el flujo de información, as estructuras condicionales Se identifican los datos requeridos por el modelo: tipos de datos, variables iniciales de variable clave Es la programación propiamente dicha (generación del código) Comprobación de que el modelo funciona. Se realiza a partir de datos en un caso real y se comparan con el sistema del fenómeno de estudio Se diseña un experimento para poder obtener la información seseada que supuestamente dará las claves para la compresión del fenómeno de estudio Se diseñan ejecuciones concretas de experimentos. Es decir se preparan diversos conjuntos de variable independientes sobre un mismo modelo para obtener distintos conjuntos de variable dependientes Ejecución de los diversos pases por los experimentos para obtener unos resultados concretos. Se hacen pruebas ajustando los parámetros Usualmente los resultados obtenidos están lejos de ser claros y explícitos por sí mismo Llevar acabo lo que ha ejecutado con la simulación dando principios de los hechos. Permite facilitas las pruebas realizadas y así dar paso a la extensión del modelo y el sistema.

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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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