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Teachers can further set assignment-analysis options so that students can review the system's "originality reports" before they finalize their submission. A peer-review option is also available. Some virtual learning environments can be configured to support Turnitin, so that student assignments can be automatically submitted for analysis.
SSMCIS did represent a productive exercise in thinking about mathematics curriculum, and the mathematics education literature would cite it in subsequent years, including references to it as a distinct, [30] and the most radical, [31] approach to teaching geometry; as using functions as a unifying element of teaching mathematics; [32] and as ...
In the war years, algebra had one understood purpose: to help the military and industries with the war effort. Math educators hoped to help their students see the need for algebra in the life of an everyday citizen. [3] The report outlined three strategies that helped math educators emphasize the everyday usage of algebra.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Universities, schools, and professional researchers and writers submit documents to Turnitin's websites, which check the writing for originality against a comprehensive internet crawler, a database of proprietary content, and prior submissions. Managing copyrighted content is a major focus and problem for Wikipedia.
Systems for text similarity detection implement one of two generic detection approaches, one being external, the other being intrinsic. [5] External detection systems compare a suspicious document with a reference collection, which is a set of documents assumed to be genuine. [6]
Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
The committee provided its recommendations in a report published in 1894 that answered an initial set of eleven questions, and outlined important curricular knowledge within each major instructional specialty including Latin, Greek, English, "Other Modern Languages", mathematics, and the sciences (physics, chemistry, and astronomy).