Not exact matches
Students realise that proficiencies such as understanding, fluency, reasoning and problem - solving are not culture - or
language -
specific, but that
mathematical reasoning and understanding can find different expression in different cultures and
languages.
At the other end of the continuum, 27.3 % of LLMT participants received the highest score of 9, demonstrating the ability to identify evidence of effectiveness directly linked to students»
specific mathematical content understandings and difficulties or to student engagement in math practices or to the use of
specific mathematics academic
language.
Some words may have uses in everyday
language as well as some uses that are
specific to
mathematical contexts.