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BIBLIOGRAFÍA
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
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BIBLIOGRAFÍA
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
inspeccionmontevideoeste
ciclos
Planilla ciclos
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evaluación
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planificación
Circular nº 5
Circular nº 5
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SALIDAS
Salidas didácticas
Salidas didácticas
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ciclo
Ppt ciclo 2017
Ppt ciclo 2017
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UTE
Ppt inspecciones 2017 este
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BIBLIOGRAFÍA
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
inspeccionmontevideoeste
BIBLIOGRAFÍA
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
Comunicado nº 154 bibliografía sugerida porel ceip-concursos mtros.educ. com...
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ciclos
Planilla ciclos
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evaluación
Autoevaluación
Autoevaluación
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planificación
Circular nº 5
Circular nº 5
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SALIDAS
Salidas didácticas
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ciclo
Ppt ciclo 2017
Ppt ciclo 2017
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UTE
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Ppt inspecciones 2017 este
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Materiales
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PROPUESTA
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podes
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biblioteca
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primer ciclo
Circular2 17 tecnica
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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