- Olive oil has been an important part of Greek nutrition and culture since olive trees were first planted in Greece around 3500 BC.
- Today, Greek olive oil is considered the best in the world due to its low acidity and peroxides, which give it a premium quality with fruity, bitter, and pungent flavors.
- The document discusses a visit to a local Greek company that processes and exports marble domestically and internationally. The company has a 6,000 square meter factory with state-of-the-art machinery to produce and manufacture marble for demanding projects around the world.
The document outlines the schedule and activities for the second transnational meeting of the European Students' Collaborative Coop project held in Montechiarugolo, Italy from December 16-20, 2019. Five partner schools from Italy, Spain, Greece, Poland, and Romania participated in the exchange with the goals of enhancing students' entrepreneurial skills through experiential learning about different European cultures and developing key competencies. The week-long program included icebreaker games, workshops, visits to local dairy farms and factories, guided tours of the medieval castle and city of Parma, and collaborative work to evaluate the exchange and create a dictionary of partner languages.
This document contains stats for various mythological creatures from Welsh and Greek mythology. It lists their intelligence, speed, strength, weakness, special powers, and evil ratings. Some of the creatures included are Bran Medusa, Hydra Welsh dragon, branwen, Zeus, Athena Branwen, Poseidon Welsh Dragon, Gwenllian Cerberus, Welsh dragon CERBERUS, CERBERUS MARI LWYD, Minotaur, HYDRA, Welsh DRAGON, Cerberus, Athena Welsh dragon, Branwen poseidon, and Efnisien Centaur. For each creature there are two blocks of stats listed.
- Olive oil has been an important part of Greek nutrition and culture since olive trees were first planted in Greece around 3500 BC.
- Today, Greek olive oil is considered the best in the world due to its low acidity and peroxides, which give it a premium quality with fruity, bitter, and pungent flavors.
- The document discusses a visit to a local Greek company that processes and exports marble domestically and internationally. The company has a 6,000 square meter factory with state-of-the-art machinery to produce and manufacture marble for demanding projects around the world.
The document outlines the schedule and activities for the second transnational meeting of the European Students' Collaborative Coop project held in Montechiarugolo, Italy from December 16-20, 2019. Five partner schools from Italy, Spain, Greece, Poland, and Romania participated in the exchange with the goals of enhancing students' entrepreneurial skills through experiential learning about different European cultures and developing key competencies. The week-long program included icebreaker games, workshops, visits to local dairy farms and factories, guided tours of the medieval castle and city of Parma, and collaborative work to evaluate the exchange and create a dictionary of partner languages.
This document contains stats for various mythological creatures from Welsh and Greek mythology. It lists their intelligence, speed, strength, weakness, special powers, and evil ratings. Some of the creatures included are Bran Medusa, Hydra Welsh dragon, branwen, Zeus, Athena Branwen, Poseidon Welsh Dragon, Gwenllian Cerberus, Welsh dragon CERBERUS, CERBERUS MARI LWYD, Minotaur, HYDRA, Welsh DRAGON, Cerberus, Athena Welsh dragon, Branwen poseidon, and Efnisien Centaur. For each creature there are two blocks of stats listed.
The document instructs students to match names with numbers based on descriptions of clothing and positions in a photo. It provides 9 names and descriptions, asking students to correctly pair each name with a number from 1 to 9 based on the details given.
The students were asked to match their names with numbers based on photos. The document provides descriptions of 9 students and their corresponding numbers, including details of their clothing, hair, locations and facial expressions in the photos.
Immigrants choose to leave their home country for personal reasons like family reunification or economic opportunities, while refugees flee conflicts or persecution and cannot safely return home. Immigrants apply for authorization to enter another country before migrating, whereas refugees have a right to seek asylum under international law without authorization. The main difference is that immigrants make a voluntary choice to leave while refugees have no choice but to escape dangers or human rights violations in their home country.
This document discusses migration patterns in several European countries like Greece, Sweden, Spain, and the Netherlands. It also defines different types of migration like internal, international, immigration, and emigration. Key push factors for migration include war, environmental disasters, unemployment, and poor living conditions, while pull factors are safety, employment opportunities, and good living standards. However, the document claims that refugees pose threats such as taking jobs, terrorism, high costs, and not accepting the local culture, so they are not welcome.
Worksheet instructions - activity a7 - migration vs. refugeeismD K
The document describes an activity that compares and contrasts refugees and immigrants. It involves students creating spider diagrams with words associated with each term, watching a video that discusses the difference between the two words, and answering questions about what causes people to become refugees or migrants and the challenges they face. The activity then has students decorate paper cutouts of "humans" with words that represent either becoming a refugee due to armed conflict, persecution, or natural disasters, or becoming an immigrant for reasons like career, education, or family reunification opportunities.
This document outlines the stages of a collaborative poetry activity about refugees and home. In stage 1, students will discuss what refugees are, reasons for becoming a refugee, and obstacles faced in reaching safety. They will create a word web about the concept of "home".
In stage 2, students will read an excerpt from the poem "Home" by Warsan Shire and discuss the purpose of the poem and imagery used. They analyze lines depicting home as the mouth of a shark and water being safer than land.
In stage 3, students will collaborate to translate the poem into their own language, record a video recitation, and upload it along with the translated poem text to Prezi.
The document summarizes Dutch migration history from former colonies in the mid-20th century like the Dutch-Indies, Surinam and Dutch-Antillean due to trading. Labour migration increased after World War 2 from South Europe, Turkey and Morocco due to unemployment and shortages. The 1970s oil crisis caused prices and an embargo to rise, leading to a law on family reunification for Moroccan and Turkish migrants. Emigration was stimulated after World War 2 including to South Africa where Dutch farmers used African slaves and laborers.
Sweden experienced low levels of labor immigration after World War II until 1970 as the economy expanded rapidly. Labor immigrants mainly came from Nordic countries and other parts of Europe. A common Nordic labor market agreement in 1954 increased immigration from Finland. Push factors that drove emigration from Sweden included persecution, poverty and unemployment, while pull factors attracting immigrants included freedom, safety, and new opportunities in Sweden. Today, immigration has contributed to a more culturally diverse Sweden with a variety of foods, religions, languages, and traditions. Without immigration, Sweden would likely be more homogeneous with only Swedish traditions and culture.
The document instructs students to match names with numbers based on descriptions of clothing and positions in a photo. It provides 9 names and descriptions, asking students to correctly pair each name with a number from 1 to 9 based on the details given.
The students were asked to match their names with numbers based on photos. The document provides descriptions of 9 students and their corresponding numbers, including details of their clothing, hair, locations and facial expressions in the photos.
Immigrants choose to leave their home country for personal reasons like family reunification or economic opportunities, while refugees flee conflicts or persecution and cannot safely return home. Immigrants apply for authorization to enter another country before migrating, whereas refugees have a right to seek asylum under international law without authorization. The main difference is that immigrants make a voluntary choice to leave while refugees have no choice but to escape dangers or human rights violations in their home country.
This document discusses migration patterns in several European countries like Greece, Sweden, Spain, and the Netherlands. It also defines different types of migration like internal, international, immigration, and emigration. Key push factors for migration include war, environmental disasters, unemployment, and poor living conditions, while pull factors are safety, employment opportunities, and good living standards. However, the document claims that refugees pose threats such as taking jobs, terrorism, high costs, and not accepting the local culture, so they are not welcome.
Worksheet instructions - activity a7 - migration vs. refugeeismD K
The document describes an activity that compares and contrasts refugees and immigrants. It involves students creating spider diagrams with words associated with each term, watching a video that discusses the difference between the two words, and answering questions about what causes people to become refugees or migrants and the challenges they face. The activity then has students decorate paper cutouts of "humans" with words that represent either becoming a refugee due to armed conflict, persecution, or natural disasters, or becoming an immigrant for reasons like career, education, or family reunification opportunities.
This document outlines the stages of a collaborative poetry activity about refugees and home. In stage 1, students will discuss what refugees are, reasons for becoming a refugee, and obstacles faced in reaching safety. They will create a word web about the concept of "home".
In stage 2, students will read an excerpt from the poem "Home" by Warsan Shire and discuss the purpose of the poem and imagery used. They analyze lines depicting home as the mouth of a shark and water being safer than land.
In stage 3, students will collaborate to translate the poem into their own language, record a video recitation, and upload it along with the translated poem text to Prezi.
The document summarizes Dutch migration history from former colonies in the mid-20th century like the Dutch-Indies, Surinam and Dutch-Antillean due to trading. Labour migration increased after World War 2 from South Europe, Turkey and Morocco due to unemployment and shortages. The 1970s oil crisis caused prices and an embargo to rise, leading to a law on family reunification for Moroccan and Turkish migrants. Emigration was stimulated after World War 2 including to South Africa where Dutch farmers used African slaves and laborers.
Sweden experienced low levels of labor immigration after World War II until 1970 as the economy expanded rapidly. Labor immigrants mainly came from Nordic countries and other parts of Europe. A common Nordic labor market agreement in 1954 increased immigration from Finland. Push factors that drove emigration from Sweden included persecution, poverty and unemployment, while pull factors attracting immigrants included freedom, safety, and new opportunities in Sweden. Today, immigration has contributed to a more culturally diverse Sweden with a variety of foods, religions, languages, and traditions. Without immigration, Sweden would likely be more homogeneous with only Swedish traditions and culture.
1. «Η διδακτική αξιοποίηση της Ιστορίας των
Μαθηματικών»
στο πλαίσιο της Διημερίδας
«Τα Μαθηματικά στην Πρωτοβάθμια και την
Δευτεροβάθμια Εκπαίδευση»
Παράρτημα Ροδόπης της Ε.Μ.Ε.
1 & 2 Απριλίου 2017
Εισηγήτρια
Σαατσόγλου Ελένη
(Σχολική Σύμβουλος Α΄/θμιας Εκπαίδευσης,
Μαθηματικός, M. Sc. Διδακτική Θ. Ε.)
«Το Δεκαδικό Σύστημα Αρίθμησης σε αντιστοιχία με τη
Ρωμαϊκή Γραφή Αριθμών: Ανακάλυψη του Ψηφίου “μηδέν”»
2. ΙΣΤΟΡΙΚΟ ΣΗΜΕΙΩΜΑ – Βιβλίο Μαθητή της
Γ΄ Δημοτικού, 3η Ενότητα «Αριθμοί μέχρι το
3000», σελίδα 41
I V X L C D Μ
(1) (5) (10) (50) (100) (500) (1000)
3. Στόχοι (Βιβλίο Δασκάλου – ΑΠΣ)
αναγνώριση, γραφή, κατανόηση και χρήση
«αριθμών μέχρι το 3000»
διάκριση μονάδων, δεκάδων, εκατοντάδων,
χιλιάδων
αξία θέσης ψηφίων
δεκαδικό ανάπτυγμα των αριθμών
4. Διδακτική Προσέγγιση
Κατανόηση της δομής του Δεκαδικού
Συστήματος αναλογικά με το Ρωμαϊκό Σύστημα
Αρίθμησης
δυσκολίες χρήσης Ρωμαϊκού Συστήματος
ανακάλυψη του ψηφίου {0}
σημασία του δεκαδικού Συστήματος Αρίθμησης
5. Ερωτήματα
Ποιες οι ομοιότητες-διαφορές των συγκεκριμένων
Αριθμητικών Συστημάτων;
Ποιες οι δυσκολίες χρήσης του Ρωμαϊκού
Συστήματος Αρίθμησης;
Ποιες ανάγκες ώθησαν την ανθρωπότητα στην
ανακάλυψη του {0}
Γιατί καθιερώθηκε επίσημα το Δεκαδικό Σύστημα
Αρίθμησης;
Με ποιον τρόπο η αντιστοιχία του Ρωμαϊκού με το
Δεκαδικό Σύστημα Αρίθμησης οικοδομεί τη γνώση
«Αριθμοί μέχρι 3000»;
6. Η Ιστορία των Μαθηματικών στην
Εκπαιδευτική Πράξη (1)
Η ιστορία και η φιλοσοφία των Μαθηματικών
αποτελούν κομμάτι της διδασκαλίας, εξαιτίας του
ότι αναδύουν με αιτιολογία εναλλακτικές
μαθηματικές θεωρίες, παρωθούν τους μαθητές να
υιοθετήσουν ιστορική συναίσθηση, αναφέρονται
στην ανακάλυψη - χρήση μαθηματικών οργάνων
και συντελούν στον «αναστοχασμό» (Γαγάτσης,
Ηλία & Μακρίδης, 2002).
7. Η Ιστορία των Μαθηματικών στην
Εκπαιδευτική Πράξη (2)
Αποτελούν επίσης, μέθοδο που συντελεί στην
κατάκτηση από τους μαθητές, μεταγνωστικών κανόνων
στα Μαθηματικά Αυτό επιτυγχάνεται, εφόσον ως
διδάσκοντες προσεγγίσουμε αυθεντικά την επιστήμη των
Μαθηματικών.
(Kjeldsen & Blomboj, 2009).
βιωματικό μαθησιακό περιβάλλον
δραστηριότητες προσομοίωσης
Στόχοι
πρωτότυπες λύσεις
αυτονομία μαθητών
8. Συστήματα Αρίθμησης (1)
Ρωμαϊκό Σύστημα Αρίθμησης
I II III IIII ή IV V VI VII VIII VIIII ή IX X
Διαφορετικά σύμβολα για το πέντε, πενήντα,
πεντακόσια
X XX XXX XXXX ή XL L LX …LXXXX ή XC C
C CC CCC CCCC ή CD D DC…DCCCC ή CM M
9. Συστήματα Αρίθμησης (2)
Δεκαδικό Σύστημα Αρίθμησης
0, 1, 2, 3, 4, 5, 6, 7, 8 και 9
κάθε ψηφίο έχει διαφορετική αξία σε διαφορετική
θέση μέσα στον αριθμό που είναι γραμμένο.
13888: MMMMMMMMMMMMMDCCCLXXXVIII
10. Ομοιότητες Ρωμαϊκού και Δεκαδικού
Συστήματος Αρίθμησης (1)
• περιγράφουν ποσότητες ή πλήθος αντικειμένων
• έχουν ως βάση συγκεκριμένο αριθμό
(πέντε & δέκα αντίστοιχα τα παραπάνω Συστήματα
Αρίθμησης)
• παρόμοιος συλλογισμός κατά τον σχηματισμό των
αριθμών και στα δυο Συστήματα Αρίθμησης
11. Ομοιότητες Ρωμαϊκού και Δεκαδικού
Συστήματος Αρίθμησης (2)
όπως XX CC MMMCCIII
► 2 φορές «δέκα» (2? =2*10) / κενό θέσης;
(20=2*10+0*1) / δεκαδικό ανάπτυγμα
► 2 φορές «εκατό»(2?? =2*100) / πόσα κενά θέσης;
(200=2*100+0*10+0*1) / δεκαδικό
ανάπτυγμα
► 3 φορές «χίλια» και 2 φορές «εκατό» και 3 φορές
«ένα»
(32?3=3*1000+2*100+3*1) / κενό θέσης;
(3203=3*1000+2*100+0*10+3*1 / δεκαδικό ανάπτυγμα)
12. Διαφορές Ρωμαϊκού και Δεκαδικού
Συστήματος Αρίθμησης
Το Ρωμαϊκό Σύστημα Αρίθμησης
συμβολισμός / γράμματα της Λατινικής
απουσία του {0}
δυσκολία γραφής - αυτοματισμού
χωρίς μονοσήμαντη παράσταση αριθμού
δυσκολία διατύπωσης κανόνων/γρήγορων πράξεων
13. Ανακάλυψη του {0}
κενό θέσης:
συμπλήρωση κάθε κενού με το σύμβολο «0»
Σημασία Δεκαδικού Συστήματος Αρίθμησης
ανακάλυψη του {0}
ευκολία γραφής – αυτοματισμού
μονοσήμαντη παράσταση αριθμού
απλοί κανόνες – ταχεία εκτέλεση πράξεων
14. Διδακτική Αξιοποίηση του Ιστορικού
Σημειώματος (1)
Σχέση μαθηματικής γνώσης –κοινωνικοπολιτισμικού πλαισίου
Χρήση Η/Υ – Διαδίκτυο – αναγνώριση – γραφή - χρηστική αξία
των αριθμών / ανάγκες του «ιστορικού γίγνεσθαι» (1ος στόχος)
Κατανόηση δομής Ρωμαϊκής Γραφής αριθμών και Δεκαδικού
Συστήματος Αρίθμησης(1ος στόχος)
► ΡωμαΪκοί αριθμοί: πρόσθεση συμβόλων – ομαδοποίηση ανά
πέντε σύμβολα
► Δεκαδικό Σύστημα: Παρόμοιος συλλογισμός κατά το δεκαδικό
ανάπτυγμα – ομαδοποίηση ανά δέκα σύμβολα (2ος & 4ος στόχος)
15. Διδακτική Αξιοποίηση του Ιστορικού
Σημειώματος (2)
Παρατήρηση ύπαρξης του «0» στο Δεκαδικό
Σύστημα – χρηστικότητα (1ος στόχος)
Αξία θέσης ψηφίου στο Δεκαδικό Σύστημα
(3ος στόχος)
► MCCCII ή MCIICC ή MCICIC: χίλια τριακόσια δύο
► 1302: χίλια τριακόσια δύο αλλά
► 1230: χίλια διακόσια τριάντα αλλά
► 1023: χίλια είκοσι τρία
............ ……………………………
■ Πράξεις στα δύο Συστήματα Αρίθμησης
16. Η διδακτική αξιοποίηση της ιστορίας
των Μαθηματικών
Συμβάλλει στην κατανόηση των μαθηματικών εννοιών:
ο μαθητής γνωρίζει το «γιατί»
συνειδητοποιεί τις ανάγκες της εξελικτικής πορείας
και τις ταυτίζει με τα δικά του ερωτηματικά
γίνεται ο ίδιος ερευνητής καθοδηγούμενος από τον
εκπαιδευτικό
ενασχολείται στοχευμένα
αναδεικνύει την εφευρετικότητά του
αναπτύσσει μεταγνωστικές ικανότητες οικοδομώντας
μεταγνωστικούς κανόνες
17. Γαγάτσης, Α., Ηλία, Ι. & Μακρίδης, Γρ. (2002). «Σχέσεις ανάμεσα στην
Ιστορία των Μαθηματικών και στη Διδακτική των Μαθηματικών».
Πρακτικά 19ου Πανελλήνιου Συνεδρίου Μαθηματικής Παιδείας
Kjeldsen, T. H. & Blomboj, M. (2009).”Integrating history and
philosophy in Mathematics education at university level through
problemoriented project work”. ZDM Mathematics Education Zentralblat
fur Didaktik der Mathematik, 41, 87-104
ΕΥΧΑΡΙΣΤΩ ΓΙΑ ΤΟΝ ΧΡΟΝΟ ΣΑΣ
