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In mathematics education, a representation is a way of encoding an idea or a relationship, and can be both internal (e.g., mental construct) and external (e.g., graph). Thus multiple representations are ways to symbolize, to describe and to refer to the same mathematical entity. They are used to understand, to develop, and to communicate ...
The difference is that tiles cannot be locked together. They remain as separate pieces, which in many teaching scenarios, may be more ideal. These three types of mathematical manipulatives can be used to teach the same concepts. It is critical that students learn math concepts using a variety of tools.
Synthetic phonics refers to a family of programmes which aim to teach reading and writing through the following methods: [2] Teaching students the correspondence between written letters and speech sounds (), known as “grapheme/phoneme correspondences” or “GPCs” or simply “letter-sounds”.
The look-and-say sequence was analyzed by John Conway [1] after he was introduced to it by one of his students at a party. [2] [3] The idea of the look-and-say sequence is similar to that of run-length encoding. If started with any digit d from 0 to 9 then d will remain indefinitely as the last digit of the sequence.
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]
In addition, application of Per-C based method to educational assessment, for cooperative learning of students has been reported. [ 4 ] In summary, the Per-C (whose development has taken more than a decade) is the first complete implementation of Zadeh's CWW paradigm, as applied to assisting people to make subjective judgments.
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