Objective
发表于 2025-3-21 16:07:16
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PHIL
发表于 2025-3-21 23:25:02
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未开化
发表于 2025-3-22 00:55:37
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LANCE
发表于 2025-3-22 07:57:46
Aline Dorimana,Alphonse Uworwabayeho,Gabriel Nizeyimanae isvery far from being critical. A 1 As an example of a non-equilibrium phase transition, with striking practical c- sequences, consider the allotropic change of metallic ?-tin to brittle ?-tin. At o equ978-94-017-8372-9978-90-481-2869-3Series ISSN 1864-5879 Series E-ISSN 1864-5887
教义
发表于 2025-3-22 09:22:00
a that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR..Th978-3-031-13929-1978-3-031-13927-7
我们的面粉
发表于 2025-3-22 14:50:27
Is Africa Ready for the Fourth Industrial Revolution?,nent that shows the readiness for the 4IR in mathematics education, although it also faces some challenges. Therefore, human capital development, the increase of infrastructure, and policies that support the readiness for Africa to embrace the 4IR should be implemented.
猛击
发表于 2025-3-22 18:08:51
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传染
发表于 2025-3-23 00:01:31
Alignment and Gaps of the Competency-Based Mathematics Curriculum and the Fourth Industrial Revoluttries examined hold great capacity for preparing learners to contribute to the 4IR since, to a large extent, they have incorporated the requisite skills. However, that capacity can only be realized if teachers are clear on how to unpack and integrate the core competencies into their lessons.
itinerary
发表于 2025-3-23 03:49:26
,Mathematics Educators’ Readiness for Online Education in the Fourth Industrial Revolution: A Case oals that both 4IR and COVID-19 bring new teaching opportunities in education sectors known as e-learning. The Chapnick Readiness Model (2000) was used to determine the findings. The study found that while teachers’ are ready psychologically, sociologically, environmentally, and financially, and rega
Magnificent
发表于 2025-3-23 09:18:12
Mathematics Education and the Fourth Industrial Revolution: Are the High School Mathematics Teacherwere analysed using descriptive statistics, sample t-test, and one-way analysis of variance (ANOVA) at a 0.05 significance level. The finding showed that mathematics teachers are ready to embrace the 4IR skills and emerging technologies. In addition, there was no statistically significant difference