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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?
Example of line - Common Polar Coordinate Graphs Example: Graph θ = 3Π, r cos θ = 4 and r sin θ = -3 on similar axis system. Solution There actually isn't too much to
What other activities can you suggest to help a child understand the terms 'quotient' and 'remainder'? Once children understand the concept and process of division, with enough
1) Find the are length of r(t) = ( 1/2t^2, 1/3t^3, 1/3t^3) where t is between 1 and 3 (greater than or equal less than or equal) 2) Sketch the level curves of f(x,y) = x^2-2y^2
Draw the typical profile(s) of Shoppers'' Stop customers segments.
An apartment complex contains 250 apartments to rent. If they rent x apartments then their monthly profit is specified by, in dollars,, P ( x
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If a pair of dice is thrown and X denotes the sum of the numbers on them. Find the probability distribution of X.Also find the expectation of X. SOLUTION: In a singl
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