Seminar, Temas491-494R. Thapar, 2000 |
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Página 15
... learning experi- ences to learners . ' It is of course an indisputable truth that learning expe- riences need to be adequate and app- ropriate . But one is no wiser at the end as to what adequacy or appropri- ateness entail . Other ...
... learning experi- ences to learners . ' It is of course an indisputable truth that learning expe- riences need to be adequate and app- ropriate . But one is no wiser at the end as to what adequacy or appropri- ateness entail . Other ...
Página 16
... learning as exhibiting ' observable behaviour ' according to a narrowly defined timetable . Compare ompare the two objectives given above to ' national standards ' defined by the NCTM *** for the same area , numeracy , from kindergarten ...
... learning as exhibiting ' observable behaviour ' according to a narrowly defined timetable . Compare ompare the two objectives given above to ' national standards ' defined by the NCTM *** for the same area , numeracy , from kindergarten ...
Página 42
... learning . From rom the cognitive point of view as well , these texts are problematic . Learning of subskills and then wait- ing to add it all together to read mean- ingful texts is hardly a sensible model of learning how to read . A ...
... learning . From rom the cognitive point of view as well , these texts are problematic . Learning of subskills and then wait- ing to add it all together to read mean- ingful texts is hardly a sensible model of learning how to read . A ...
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