初次登台
发表于 2025-3-25 04:02:35
Apolodor Aristotel Radutaays of articulating principles and practices, there was considerable agreement. The main difference lay in the degree of formality and explicitness of the underlying theories and principles that guide different teachers’ practices.
DRAFT
发表于 2025-3-25 11:01:59
Apolodor Aristotel Radutaays of articulating principles and practices, there was considerable agreement. The main difference lay in the degree of formality and explicitness of the underlying theories and principles that guide different teachers’ practices.
PRO
发表于 2025-3-25 13:42:46
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NICE
发表于 2025-3-25 19:34:42
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conquer
发表于 2025-3-25 22:24:15
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notice
发表于 2025-3-26 00:12:09
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HEPA-filter
发表于 2025-3-26 07:17:33
Apolodor Aristotel Radutastudents have changed..Reactions to changes include: bridging courses, more interaction with secondary teachers, changes in curriculum at first year tertiary level, and support for students with difficulties. Perhaps it is time to stop reacting and being more proactive in the transition to mathematics curriculum at tertiary level.
得体
发表于 2025-3-26 11:15:32
Apolodor Aristotel Radutastudents have changed..Reactions to changes include: bridging courses, more interaction with secondary teachers, changes in curriculum at first year tertiary level, and support for students with difficulties. Perhaps it is time to stop reacting and being more proactive in the transition to mathematics curriculum at tertiary level.
arterioles
发表于 2025-3-26 14:36:29
Apolodor Aristotel Radutastudents have changed..Reactions to changes include: bridging courses, more interaction with secondary teachers, changes in curriculum at first year tertiary level, and support for students with difficulties. Perhaps it is time to stop reacting and being more proactive in the transition to mathematics curriculum at tertiary level.
CHECK
发表于 2025-3-26 18:08:52
Apolodor Aristotel Radutastudents have changed..Reactions to changes include: bridging courses, more interaction with secondary teachers, changes in curriculum at first year tertiary level, and support for students with difficulties. Perhaps it is time to stop reacting and being more proactive in the transition to mathematics curriculum at tertiary level.