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By such interactions children learn to articulate reasons and construct arguments. When a child is exposed to several interactions of this kind, she gradually develops the ability to think mathematically.
How often do you have such interactions with children? This is what the following exercise is about.
E1) Give an example of a good adult-child conversation of the kind mentioned above, aimed at developing the understanding of a concept.
As you know, formal mathematics depends very heavily on the use of symbols and algorithms. How comfortable are primary school children with them?
In the adjoining figure ABCD is a square with sides of length 6 units points P & Q are the mid points of the sides BC & CD respectively. If a point is selected at random from the i
f(x)=sin(x),All x belongs to [p/6, p]
briefly explain how the famous equation for the loss of heat in a cylindrical pipe is derived
Explain Introduction to Non-Euclidean Geometry? Up to this point, the type of geometry we have been studying is known as Euclidean geometry. It is based on the studies of the a
1. Let M be the PDA with states Q = {q0, q1, and q2}, final states F = {q1, q2} and transition function δ(q0, a, λ) = {[q0, A]} δ(q0, λ , λ) = {[q1, λ]} δ(q0, b, A) = {[q2
i needed help with algebra
5 2 ----- - ----- x-1 x+1 -------------------- x 1 ----- + ----- x-1 x+1
Sherman took his pulse for 10 seconds and counted 11 beats. What is Sherman's pulse rate in beats per minute? A 10 second count is 1/6 of a minute. To find out the number of be
The temperature at midnight was 4°F. Through 2 A.M. it had dropped 9°F. What was the temperature at 2 A.M.? If the temperature is only 4° and drops 9°, it goes below zero. It d
-1+5-100=?
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