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Can you think of some more advantages of peer interaction and child-to child learning?
If you agree that children learn a lot from each other, then how can we maximise such opportunities? The important thing is that these interactions should be informal, joyful and non-threatening. Just telling a child to teach another, by such statements as "Why don't you teach your neighbour/friend/brother/sister this?", doesn't usually work. This is because the child-tutor then tries to ape the adult, and the learner becomes as defensive as with an adult.
To set up a child-to-child learning situation that natural, and therefor6v, productive, is not very easy. Maybe, one should watch children, without their knowing, and see how they naturally interact. This may give us an idea of how to simulate peer-learning in the formal classroom.
Differences of Squares (and other even powers) ? A square monomial is a monomial which is the square of another monomial. Here are some examples: 25 is the square of 5 x 2 i
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a bathroom measure 250 cm by 175 cm calculate the side of the largest square tile that can tile the floor
Ut=Uxx+A exp(-bx) u(x,0)=A/b^2(1-exp(-bx)) u(0,t)=0 u(1,t)=-A/b^2 exp(-b)
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E1) What is the difference between the two models listed above? Which is more difficult for children to understand? E2) List some activities and word problems that you would exp
Left-handed limit We say provided we can make f(x) as close to L as we desire for all x sufficiently close to a and x Note that the change in notation is extremely m
Q. What is Conditional Probability? Ans. What is the probability that George will pass his math test if he studies? We can assume that the probabilities of George passing
Learning geometric progression vis-á-vis arithmetic progression should make it easier. In geometric progression also we denote the first t
A seahorse layes about 200 eggs.How would you include this data on your pictograph.would you need to change anything.Explain the change.show your work.
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