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Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
She is known for her work with differentiated instruction, a means of meeting students' individual needs in education. [1] Tomlinson is a reviewer for eight journals and has authored over 300 articles and books including The Differentiated Classroom: Responding to the Needs of All Learners , [ 2 ] which has been described as a seminal work in ...
Consider the following second-order problem, ′ + + = () =, where = {,, <is the Heaviside step function.The Laplace transform is defined by, = {()} = ().Upon taking term-by-term Laplace transforms, and utilising the rules for derivatives and integrals, the integro-differential equation is converted into the following algebraic equation,
During tracking, students are differentiated in the different sets, with those put in higher sets getting the message that the school regards them as better students, and those in lower sets getting the message that the school regards them as worse students. They therefore polarise into separate and differing student subcultures.
Isaac Newton's notation for differentiation (also called the dot notation, fluxions, or sometimes, crudely, the flyspeck notation [12] for differentiation) places a dot over the dependent variable. That is, if y is a function of t, then the derivative of y with respect to t is
In the calculus of variations, a field of mathematical analysis, the functional derivative (or variational derivative) [1] relates a change in a functional (a functional in this sense is a function that acts on functions) to a change in a function on which the functional depends.
Fractional calculus was introduced in one of Niels Henrik Abel's early papers [3] where all the elements can be found: the idea of fractional-order integration and differentiation, the mutually inverse relationship between them, the understanding that fractional-order differentiation and integration can be considered as the same generalized ...
When student activists campaigned to stop weapons and counterinsurgency research at MIT, Chomsky was sympathetic but felt that the research should remain under MIT's oversight and limited to systems of deterrence and defense. [88]