Sentences with phrase «mathematical problem solving abilities»

This question parallels previous research in teacher education that first focuses on internalizing prospective teachers» own mathematical problem solving abilities before creating these types of environments for students (see Cohen, 2011; Levasseur & Cuoco, 2003; Stevens et.

Not exact matches

He adds that Mirzakhani's achievements «combine superb problem - solving ability, ambitious mathematical vision and fluency in many disciplines, which is unusual in the modern era, when considerable specialization is often required to reach the frontier».

«Numeracy moments» was an instant success at the school, and Mathews was then met with the task of further developing the mathematical abilities of her students with more challenging problem solving tasks.

• Logico - mathematical: the ability to use logical methods and to solve mathematical problems (mathematician, scientist).

A former middle and high school math teacher, Star's research has explored the development of flexibility in mathematical problem solving, with flexibility defined as knowledge of multiple strategies for solving mathematics problems and the ability to adaptively choose among known strategies on a particular problem.

Assess your students» ability to apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole - number edge lengths in the context of solving real world and mathematical problems with this quiz.

Other tests intended to measure problem - solving ability and the competence to apply mathematical and scientific concepts in real - world settings (such as the Programme for International Student Assessment [PISA] administered by the Organization of Economic Cooperation and Development) might yield different results.

Logical - mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.

Tracing the implications of that discovery, psychologists have found that being a critical thinker in chess is even less likely to improve one's skills in areas that are still more remote from chess, like mathematical problem solving or the ability to think logically about politics.

The school decided to focus on helping students develop their ability to talk about their mathematical reasoning and on helping teachers increase student independence and engagement by making charts in the classroom showing student thinking and procedures for solving problems.

Building on previous research that documented the impact of DGS on student achievement and problem solving (Christou, Mousilides, Pittalis, & Pitta - Pantazi, 2005; Isiksal & Askar, 2005; Reimer & Moyer, 2005), the project team conjectured that the inclusion of DGS into VMT and the ability to generate and explore mathematical relationships, constructions, and dependencies would enhance students» mathematical activity within VMT.

For example, if a teacher were to use entrance cards to assess a student's ability to solve real - world and mathematical problems by writing and solving equations of the form x + p = q and px = q (Common Core math standard 6.

Such abilities include not only solving mathematical problems but also providing mathematical explanations and justifications.

Improving students» number sense, problem - solving abilities, and mathematical communication skills are the focus of our school math program.

Collaborative activities such as the «200 Point Challenge» help students strengthen their mathematical knowledge as well as their ability to solve problems, work as a team, and articulate their strategies and reasoning.

They learn from reliable research that ability grouping is a major contributor to such inequity because the low ability students get few opportunities to learn the skills of mathematical problem solving and they internalize the modest expectations their teachers have of them.

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.

Besides providing learning activities that parents can do with their children, Project EQUALS provides information on equity issues in mathematics education, builds awareness of the importance of problem - solving skills and the ability to talk about mathematics, and helps parents develop a positive attitude toward their role in their children's mathematical education.

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

Development of students» abilities to think, to reason, to solve problems and to communicate their understanding of mathematical concepts is a major focus of the program.

Our practice drills are designed to bring your mathematical skills, reading comprehension, and problem - solving abilities to new heights.

Therefore, recruiters usually look for traits like good written and verbal communication skills, problem - solving, customer service skills, exceptional mathematical abilities, bright intellectual and a resilient nature.

Answer: The usual necessary qualifications are problem solving abilities and mathematical aptitude.

February 2007 — Present Kipley High School — Eagle River, AK Math Teacher • Plan and carry out study programs appropriate to individual needs • Create classroom environment conducive to learning and discipline • Make engaging lessons that develop student critical thinking and problem - solving skills • Assess student progress regularly • Diagnose individual learning abilities of students about mathematical concepts and reporting to authorities • Plan and supervise purposeful assignments • Plan and execute student assessments on a monthly basis

Motivated individual seeking to obtain accountant position at (Company Name) which will benefit from strong (mathematical), (deductive reasoning), and (problem solving) abilities.

Include the most relevant skills, such as detail - oriented, organized, critical thinking, complex problem - solving, and mathematical abilities.