schematyzowanie (konkretnych sytuacji zadaniowych)
English translation: visual/graphical representation of the problem at hand
| 12:55 May 6, 2023 |
| Polish to English translations [PRO] Art/Literary - Certificates, Diplomas, Licenses, CVs / Educational assessement | |||||||
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|  Selected response from: geopiet | ||||||
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| 2 | patrz ponizej: |
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| 1 | visual/graphical representation of the problem at hand |
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| Schematization |
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Answers
19 mins confidence: 
visual/graphical representation of the problem at hand Explanation: schematyzowanie i matematyzowanie (przedstawienie rysunkowe zadania, tworzenie modelu matematycznego sytuacji przedstawionej w zadaniu), - https://sbc.org.pl/Content/321468/Nauczyciel-dziecko.pdf - page 188 -------------------------------------------------- Note added at 23 mins (2023-05-06 13:18:27 GMT) -------------------------------------------------- The "draw a picture" strategy is a problem-solving technique in which students make a visual representation of the problem. - https://www.teachervision.com/mathematics/problem-solving-dr... -- How does drawing a picture help you solve a math problem? - https://www.youtube.com/watch?v=aIRh_15O2S0&ab_channel=Miaca... -------------------------------------------------- Note added at 27 mins (2023-05-06 13:22:44 GMT) -------------------------------------------------- Natomiast przez schematyzowanie będziemy rozumieć proces polegający na wyborze z otaczającej rzeczywistości pewnych jej cech i dołączeniu takich konwencji, aby łącznic odzwierciedlały rzeczywistość. Czynności schematyzowania zalicza Z. Krygowska do ważnych składników aktywności matematycznej (1977, cz. 2, 1986, t VI), wyznaczając tej ostatniej wiodącą funkcję w kształceniu matematycznym. W nauczaniu matematyki różne przedstawienia graficzne (rysunki) występują jako: — schemat rysunkowy — w geometrii płaskiej; — grafy, drzewa, tabele, pętle (schematy Venna), koła Eulera; — schematy czynności (sposobów postępowania). - https://bazhum.muzhp.pl/media/files/Nauczyciel_i_Szkola/Nauc... - page 3 („Graficzne przedstawienie pojęć matematycznych i ich rola w kształceniu matematycznym na szczeblu początkowym”) |
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18 hrs confidence:
patrz ponizej: Explanation: 3 propozycje: - unable to use schemes to solve problems - unable to behave schematically - unable to use schematic patterns [in order to solve problems] "unable" to replace alternatively with: "blocked" or "having difficulty in" |
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Reference comments
1 day 6 hrs |
| Reference: Schematization Reference information: Math Classroom: Putting Numeracy Research to Work MathLearning154.5 Chair: • Helena Osana, Concordia University Presenters: • Martha W. Alibali, University of Wisconsin—Madison • Sarah Powell, University of Texas at Austin • Nancy C. Jordan, University of Delaware • Tracy Solomon, Hospital for Sick Children Abstract: Teachers often wonder what instructional strategies "work best" for children learning mathematics. Although there is no single approach that is effective for all children, productive learning environments are created when teachers adhere to instructional strategies and principles that have been empirically validated. With a focuson translating scientific findings for practitioners, the papers in this symposium will describe the positive effects of specific pedagogical strategies (e.g., gestures, visual representations, formative assessment) that have been shown to support children's mathematics learning. In the first paper by Martha W. Alibali and Anna Bartel (University of Wisconsin-Madison), the authors focus on two instructional practices-visual representations and teacher gesture-that can support students' encoding of mathematics problem structure. They present evidence that these practices can (1) guide students' attention to key elements and structural relations within problems, and (2) highlight shared elements and structures across problems. Alibali and Bartel argue that these instructional practices are beneficial because they help students schematize relevant aspects of problem structure. https://www.the-mcls.org/fileadmin/user_upload/MCLS_Full_program_.pdf |
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