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:
X = 119, Y = 61, Z = 119
Step-by-step explanation:
These are supplementary angles and equal 180.
180 - 61 = 119
Opposite angles are congruent
Answer:
y = -1/2x - 11/2
Step-by-step explanation:
y2 - y1 / x2 - x1
-4 - (-5) / -3 - (-1)
1/ -2
= -1/2
y = -1/2x + b
-5 = -1/2(-1) + b
-5 = 1/2 + b
-11/2 = b
Step-by-step explanation:
1. y--7=-2(x-0)
y+7=-2x
y=-2x-7
2. y--3=-2(x-1)
y+3=-2x+2
y=-2x+2-3
y=-2x-1
