Colonnade
发表于 2025-3-23 12:43:21
Building on Howe’s Three Pillars in Kindergarten to Grade 6 Classroomscussions that are at the heart of the CCSS–M and of the mathematical practices. They enable (Howe’s, 2014, Three pillars of first grade mathematics, and beyond. In: Li Y. & Lappan G. (eds), Mathematics curriculum in school education, Springer, Dordrecht, pp 183–207) three pillars to come to life in
Apraxia
发表于 2025-3-23 14:21:35
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亵渎
发表于 2025-3-23 19:15:25
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VOC
发表于 2025-3-23 23:15:11
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有帮助
发表于 2025-3-24 03:19:50
Zalman Usiskinerstand and use recent material constitutive and damage modeling methods in the context of structural analysis or multiscale material microstructure computations..978-94-007-3114-1978-90-481-3356-7Series ISSN 0925-0042 Series E-ISSN 2214-7764
micturition
发表于 2025-3-24 08:31:28
Al Cuoco,William McCallumerstand and use recent material constitutive and damage modeling methods in the context of structural analysis or multiscale material microstructure computations..978-94-007-3114-1978-90-481-3356-7Series ISSN 0925-0042 Series E-ISSN 2214-7764
修改
发表于 2025-3-24 12:41:00
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半导体
发表于 2025-3-24 17:28:51
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jettison
发表于 2025-3-24 22:21:50
Cultural Knowledge for Teaching Mathematicse CCSSM promises to improve on previous practice and offers suggestions for other possibilities for improvement. The main topics mentioned are place value, the concept of number, the notion of unit, linear measurement and the number line, and symmetry in geometry.
飞行员
发表于 2025-3-25 02:21:12
The Content Knowledge Mathematics Teachers Needn why content knowledge is essential for this purpose, how Textbook School Mathematics (TSM) stands in the way of providing teachers with this knowledge, and the relationship of this concept of content knowledge with pedagogical content knowledge (PCK).