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Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
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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.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
Mixin classes are helpful for developers to extend the models. Using these classes helps to modify fields, methods and other functionalities of models without directly changing the base models. This slide will show how to extend models using mixin classes in odoo 17.
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In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.
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Advanced Views - Calendar View in Odoo 17
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TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
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Unit-IV- Pharma. Marketing Channels.pptx
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Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
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Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
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Key note speaker Neum_Admir Softic_ENG.pdf
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2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
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ICT role in 21st century education and it's challenges.
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Role Of Transgenic Animal In Target Validation-1.pptx
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Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
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Unit-V; Pricing (Pharma Marketing Management).pptx
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Seal of Good Local Governance (SGLG) 2024Final.pptx
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Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
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Advanced Views - Calendar View in Odoo 17
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TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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General Principles of Intellectual Property: Concepts of Intellectual Proper...
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