Answer:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
Step-by-step explanation:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
Answer:
all real numbers greater than or equal to 2
which is [2, infinite)
Answer:
b) 7×8
c) 4×14
d) 2×28
Step-by-step explanation:
A factor pair of a number is a pair of numbers that, when multiplied will result in the given number.
The factors of 56 are: 1, 2, 4, 7, 8, 14, 28, and 56.
The factor pairs are:
Out of the options, only Option A is not a factor pair.
Answer:
2 2/5
Step-by-step explanation:
Answer:
0.625
Step-by-step explanation:
5/8 is the same as dividing so divide them both and it will equal 0.625
