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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?
Question: Let f be a quartic polynomial (ie. a polynomial of degree 4). Suppose that f has zeros at -2; 1; 3; 4 and that f(0) = 4. Sketch a graph of f. If f(x) is
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
Sample Space is the totality of all possible outcomes of an experiment. Hence if the experiment was inspecting a light bulb, the only possible outcomes
4856+12334
Solve the equation for x and check each solution. 2/(x+3) -3/(4-x) = 2x-2/(x 2 -x-12)
how do you find the average of a number
A comparison of the wearing out quality of two types of tyres was obtained by road testing. Samples of 100 tyres were collected. The miles traveled until wear out were recorded and
Solve for x: 4 log x = log (15 x 2 + 16) Solution: x 4 - 15 x 2 - 16 = 0 (x 2 + 1)(x 2 - 16) = 0 x = ± 4 But log x is
Explain The Decimal System in detail? A decimal, such as 1.23, is made up of two parts: a whole number and a decimal fraction. In 1.23, the whole number is 1 and the decimal fr
how to multply
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