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Questions to consider when planning the Summarize. How can I help the students make sense of and appreciate the variety of mathematical strategies that may occur? How can I orchestrate the discussion so students lead the summary of their thinking in the Problem? What mathematics and processes need to be drawn out? How will these ideas be recorded? Am i chasing him quiz
Socratic Circles specify three types of questions to prepare: Opening questions generate discussion at the beginning of the seminar in order to elicit dominant themes. Guiding questions help deepen and elaborate the discussion, keeping contributions on topic and encouraging a positive atmosphere and consideration for others.

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MATH 399N Discussion Questions with Answers Week 1 to 7. MATH 399N Homework Week 1 to 7 with Solutions. MATH 399N MyStatLab Quiz Week 3, 5, 7.

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A Project of The Internet TESL Journal This is a place were English teachers can share games and activities that they have found useful in the classroom. If you know a game or an activity that works well with ESL/EFL students and it is not yet listed here, please submit it.

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I. Choosing Between Objective and Subjective Test Items There are two general categories of test items: (1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and (2) subjective or essay items which permit the student to organize and present an original answer.

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Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.

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Discussing Undergraduate Mathematics Education on the Internet - Steve Weimar for MAA Online; The Math Forum. Descriptions of good math discussion groups: what kinds of conversations you will find, how to access them, etc. Teaching and learning mathematics: MATHEDU, AMTE, MATHEDCC, DEVELOPMENTAL MATH.

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There are 100 questions here, and they include easy and advanced topics. Some of them could be answered in one word or, if the mood takes everyone, could be an hour-long discussion. However, for most of the questions here, three to five minutes is recommended, plus another minute or two for the teacher to do a round-up.

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Chapter 6 Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable Author: Margaret S. Smith and Mary Kay Stein in 5 Practices for Orchestrating Productive Mathematics Discussions

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Most mathematics instructors expect their students to answer questions in class. The purpose of this teaching technique is to more actively engage the student. One of the drawbacks to this method is that many times a small group of students answers all of the questions before other students have a chance to process the material.

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