PPT-Introduction and Mathematical Concepts

Chapter 1 12 Units Physics experiments involve the measurement of a variety of quantities These measurements should be accurate and reproducible The first step in ensuring accuracy and reproducibility is defining the . By: Erica Wetzel. Teaching Math has to Change. Skill and Drill Practice. Math Comprehension Strategies. Does teaching mathematical skills in a skill and drill way hurt students?.  . Does teaching mathematical skills in a skill and drill way hurt students?. Grades 3-8 Common Core . Mathematics . Rubric and Scoring Turnkey Training. Video 9. : . 3-Point . Holistic Rubric. 2. Mathematics . 3-point. Holistic Rubric. Score Point. Description. 3 Points. A three-point response answers the question correctly.. Grades 3-8 Common Core . Mathematics . Rubric and Scoring Turnkey Training. Video 4: 2-Point Holistic Rubric. 2. Mathematics . 2-point. Holistic Rubric (pg. 1). Score Point. Description. 2 . Points. x-x). Objectives. Tick. Date. • List Objectives as detailed in the. textbook. Fortnight . x. Resources. List resources to be used for activities here. Assessment. • List how the students will be assessed. Review of the concepts of determinate and indeterminate structures. Unstable systems. Degree of static indeterminacy : - External and internal.1.5 Static Indeterminacy of StructuresIf the number of in Anne Watson. Oxford 2013. Plan. Examples of school mathematical concepts to illustrate the endeavour. Examples of how processes of mathematical conceptualisation are described. Consideration of whether these are pedagogically useful. Choosing Learning and Teaching Approaches and Strategies. Guiding Principles for Workshop . 10: . a rationale . for the effective learning and teaching of . mathematics. Knowledge. : . can be procedural and conceptual. extension of neural networks and psychology to “hard” science. Dr. Leonid Perlovsky. Northeastern University, lperl@rcn.com. Tutorial, IJCNN 2016. 24July 2016. OUTLINE. The fundamental principles . Presented by. Derrick W. Smith, Ed.D., COMS. University of Alabama in Huntsville. Recommendations Based on Research. Students can learn both concepts and skills by solving problems.. Giving students both an opportunity to discover and invent new knowledge and an opportunity to . Dr. Leonid Perlovsky. Northeastern . University, lperl@rcn.com. Tutorial, IJCNN 2015. 12 July 2015. OUTLINE. The fundamental principles . of the mind-brain . The mind is more powerful than standard algorithms. Anne Watson. University of Oxford. PME 2010. Dillon’s University Bookshop. London, UK. Ivan . Illich. the fact that a great deal of learning […] seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. through the actions of numbers on objects . (including numbers themselves). The Place of Generality. A lesson without the opportunity for learners to generalise mathematically, is not a mathematics lesson. PURPOSE. Describe what . PRECISION . means for the purpose of these modules. Make an . IMPRECISE ITEM. . MORE. . PRECISE. KEY CONCEPTS. pre. cision. . when an assessment and/or item is . accurate and clear. Describe . what . BIAS . means for the purpose of these modules. Detect . POTENTIAL BIAS . in assessment items. KEY CONCEPTS. KEY CONCEPTS. b. i. as. when . an assessment provides . an advantage . or disadvantage to groups of students because of their personal characteristics, such as race, gender, socioeconomic status or religion.