Sentences with phrase «develop mathematical understanding»

Students develop mathematical understanding as they use what they have learned to solve problems with real - life applications.

They acknowledged that in some situations black box use was detrimental to helping students develop mathematical understanding, but also gave examples of classroom situations where students can use graphing calculators to make sense of mathematical concepts before doing hand computations.

Albert Einstein did not actually invent the laser, but he developed the mathematical understanding that made lasers possible.

«However, I see too many teachers spending too much time on preparation for the test and not enough time on developing mathematical understanding.

This evidence shows that infants have a basic capacity to process numbers, not as a fixed capacity for developing mathematical understanding, but as an early foundation that may provide some direction for children as they grow and develop their numerical skills.

Not exact matches

■ Bishop Nicholas of Oresme (1323 - 1382), Bishop of Lisieux who as a mathematician discovered how to combine exponents and developed graphs of mathematical functions and as a physicist explained the motion of the Sun by the rotation of the Earth and developed a more rigorous understanding of acceleration and inertia.

Back in 1992, a group of researchers at WashingtonUniversity in St. Louis, Missouri, formed the Computational Neuroscience Research Group (CNRG) with the ambitious goal of developing a unifying mathematical framework for understanding complex neurobiological systems.

The mathematical model developed for the latest work determines how termite mounds affect plant growth by applying various tools from physics and mathematical and numerical analysis to understand a biological phenomenon, said first author Juan Bonachela, a former postdoctoral researcher in the research group of co-author Simon Levin, Princeton's George M. Moffett Professor of Biology.

A new mathematical analysis tool developed by researchers from the Theoretical Biology Group at the Cavanilles Institute of Biodiversity and Evolutionary Biology of the University of Valencia has allowed a deeper understanding of the anatomy of the human head thanks to describing the skull as an extended network structured in ten modules.

They provide a rigorous development of the mathematical tools and apply them to understand the pricing models developed for use in the financial markets.

Encourages applications for developing and testing innovative theories and computational, mathematical, or engineering approaches to deepen understanding of complex social behavior.

To address this question, Waring and a team of researchers from the National Institute for Mathematical and Biological Synthesis (NIMBioS), developed a mathematical model to understand how societies with different social structures and institutions manage natural resources to identity the key factors of successful resource management.

So we first developed a mathematical model to understand how resistant parasites respond to ARTs in patients.»

Over the course of a semester, they developed a mathematical representation of their term, created a graphic interpretation through a linoleum block print, and researched, wrote and edited an article about a contemporary issue that could be better understood by using their economic term.

10 higher level thinking questions for deepening understanding and developing mathematical language Having studied in a course based on AFL strategies, I have a new found love (so to speak) for asking higher level questions during lessons to evoke discussion between students.

10 higher level thinking questions for deepening understanding and developing mathematical language

(Slightly harder than Set 2) These problems provide students the opportunity to apply known mathematics, create new mathematics and develop a deeper understanding of mathematical concepts.

(Bossé and Faulconer 2008) This packet includes four activities that target foundational components for developing understandings and building fluency with key mathematical topics: Exponential Functions.

(Bossé and Faulconer 2008) This packet includes four activities that target foundational components for developing understandings and building fluency with key mathematical topics: Functions Exponential Functions Linear Functions Quadratic Functions Modeling Probability Right Triangles in Trigonometry Statistics Vocabulary and writing are targeted and facilitation notes are provided to support making mathematics content accessible to all learners.

These problems provide students the opportunity to apply known mathematics, create new mathematics and develop a deeper understanding of mathematical concepts.

This activity gives students the opportunity to learn through this process, the importance of applying relevant scientific and mathematical understanding when refining and developing an idea.

This planning is easy to use and full of creative, investigative and practical activities and ideas to develop real mathematical thinking and understanding.

Techniques include strategies such as: developing strong mathematical content knowledge and positive attitudes towards mathematics; encouraging their students to use critical thinking and active learning; placing more emphasis on understanding rather than rules and procedures; using concrete materials and technology; and providing support and encouragement for all students.

This planning is easy to use and full of practical activities and ideas to develop real mathematical thinking and understanding.

This is an adaptable, easy to use plan for practical, investigative, engaging maths that develops real mathematical thinking and understanding for children.

Developing rich mathematical discourse in the classroom is important for building mathematical reasoning and conceptual understanding; yet it is a challenge for many educators.

The three principal elements of the Protocol stress that Mathematics is more than covering content, that if we design tasks well, everyone can be part of a rich mathematical experience, and that classrooms are learning environments focused on developing deep understanding.

Use open and true / false number sentences to develop students» understanding of mathematical concepts and skills.

The overall instructional goal for this course was to support teachers in developing particular mathematical insights, understandings, and skills needed to teach algebra from a functions - based perspective (Chazan, 2000) through analysis and extension of tasks and concepts from the school mathematics curriculum.

In Shanghai, teachers develop and use carefully thought - out mathematical models to develop deep understanding, often involving multiple ways of thinking about the same mathematical concept.

«People with highly developed logical - mathematical intelligence understand the underlying principles of some kind of a causal system, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does.»

This is tackled in Recommendation 4 (Ensure that pupils develop fluent recall of facts, Teach pupils to understand procedures, and Teach pupils to consciously choose between mathematical strategies).

These new teachers also attend a monthly workshop designed to deepen their mathematical understandings and provide pedagogical training to develop effective classroom procedures and strategies.

In this session we will look at many of these ideas and work together to develop a list of questions needed to help students reach a deeper understanding of mathematical concepts.

Representation and structure emphasises how representations should be used to expose mathematical structure and develop independent understanding, which is the focus of Recommendation 2 (Use manipulatives and representations) and Recommendation 4 (Teach pupils to recognize and use mathematical structure).

This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

use formative assessment data in order to inform groupings, track student progress, develop an inquiry - based curriculum that builds mathematical understanding and procedural skills based in meaningful tasks, and deliver targeted instruction to students in large - group, small - group, or individual settings.

The scheme aims to provide opportunities for mathematics teachers to attend training which is specifically mathematical, intended solely to facilitate mathematical professional development, including enhancing subject knowledge, mastering the use of technology and understanding how to develop mathematical thinking.

Students will develop an understanding of Virginia animals and their habitats through active research, investigation and data collection, mathematical analysis, and communication.

Teaching maths for mastery involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning, so that by the end of every school year or Key Stage, pupils will have acquired mastery of the mathematical facts and concepts they've been exposed to, equipping them to move on confidently and securely to more advanced material.

Vitally, because maths continually builds on itself, it will mean they will have developed secure, lasting mathematical understanding on which they can build more advanced mathematical ideas at the next stage in their learning.

3rd Grade Math Journals contains 90 problem solving tasks aligned with the Common Core State Standards to develop key mathematical skills, concepts and understandings.

The curriculum focuses on developing students» deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel

They will evaluate the supporting and readiness standards, given the opportunity to work cooperatively in developing mathematical concepts concretely to build understanding and then abstractly to apply information for problem solving.

Based on a new learning model developed by Stanford that reframes the process of learning math for digital natives: Understand - Apply - Create, Redbird Mathematics systematically progresses students to mathematical mastery.

is built on «learning progressions» that include a meaningful flow of classroom learning tasks that prompt students» mathematical thinking, develop understanding, and foster intuitive approaches to problem solving.

Colored chips with values imprinted on them allow students to develop strategies based on properties, reinforce traditional algorithms, and build understanding of the meanings of mathematical operations and other topics such as rounding to the nearest.

The Bridges program encourages students to develop deep understanding of mathematical concepts, proficiency with key skills, and an ability to solve complex and novel problems.

Identify mathematics content standards students must learn in a unit and the appropriate math activities and tasks needed to develop understanding, application, and fluency progressions of mathematical concepts.

The challenge is to balance the requirement and opportunity to further develop reading, writing and mathematical skills through other subjects across the curriculum whilst also teaching the skills, knowledge and understanding of those subjects.