Titlebook: Manual der OSTEOSYNTHESE; AO-Technik M. E. Müller,M. Allgöwer,H. Willenegger Book 1992Latest edition Springer-Verlag Berlin Heidelberg 1992

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过于平凡

R. Ganz,N. J. R. Canha,F. Gonzalo-Vivar,E. Trojan,Ch. Piccoa mathematical concept and the corresponding real life situation is not made clear, sometimes students may not be able to completely grasp the mathematical concept. By contrast, the East Asian textbooks may succeed in conveying ideas in an economical way, but they often fail to motivate students to

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H. Tscherne,E. Beck,B. A. Mallin,Ch. Piccopears to be misunderstood, even among educational authorities, as if it can be realized merely by a levelling-down of content or reduction of difficulties; especially in mathematics, they seem to believe that all pupils can learn the same mathematics by doing this. It may also be a reaction against

tolerance

R. Szyszkowitz,M. Allgöwer,H.-B. Burch,R. A. Teitge,H. Vasey,G.-A. Melcher: Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools & ZHAO DA-CHENG; JOANNE MULLIGAN MICHAEL MITCHELMORE 26 1 Chapter 2-8: Philippine Perspective on the ICMI Comparative Study BIENVENIDO F. NEBRES, S. J. 277 Section 3: Teaching and Learning - Introduction COL

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B. G. Weber,Ch. Colton,J. Hughes,K. H. Jungbluth,G. Skarvanpears to be misunderstood, even among educational authorities, as if it can be realized merely by a levelling-down of content or reduction of difficulties; especially in mathematics, they seem to believe that all pupils can learn the same mathematics by doing this. It may also be a reaction against

CRP743

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Ch. Colton,R. K. Marti,P. Optecam,E. Sander,Ph. G. Spiegel,F. Degondas far. In addition, examples of ongoing works on metacognitive approaches, which have made some inroads in some local schools, were shared to give the reader a glimpse of how research in this area has impacted school practices locally. The chapter concludes with implications for addressing metacogni

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H. Rosen,B. Friedrich,E. Kuner,F. Vrevc,H. Büchels far. In addition, examples of ongoing works on metacognitive approaches, which have made some inroads in some local schools, were shared to give the reader a glimpse of how research in this area has impacted school practices locally. The chapter concludes with implications for addressing metacogni