Examples of Productive disposition in a sentence
Productive disposition and strategic competence relate to emotion, as they deal with developing experience of identifying problem solutions and justifying conjectures.
Dr Constable thanked the contributions of the Members in WG-SAM, indicating that the diversity of participants enabled great progress in the development and review of new methods.
Productive disposition is the ability to see mathematics as the knowledge that is useful and meaningful.
Productive disposition is the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s efficacy.MP requires the students not only be able to recall conceptual knowledge but also use this knowledge to engage in practices such as developing inquiries, creating explanations and interpreting data (OECD, 2016).
The five strands used for the categorisation of the transcript were: ❑ Procedural fluency (PF)❑ Strategic competence (SC)❑ Adaptive reasoning (AR)❑ Conceptual understanding (CU)❑ Productive disposition (PD) The sub-categories and the codes thereof, for the above categories, were developed in order to establish how interactions between learners and me and among learnersthemselves occurred as we interacted with the mathematics task set in multiple languages.
The multi-generational notices contained in each kinship statement facilitate reconstruction of successive generations of family trees.
Productive disposition (PD) is the ability “habitual inclination to see mathematics as sensible, useful and worthwhile coupled with a belief in diligence and one’s own efficacy” (p.
Productive disposition is one of Kilpatrick’s strands that is not possible to be observed in the lessons presented.
Productive disposition" means the attitude of a student who sees mathematics as useful and worthwhile while exercising a steady effort to learn mathematics.
Their definition is as follows: Productive disposition for teaching mathematics is mathematics teachers’ malleable orientation toward – and concomitant beliefs, attitudes and emotions about – their own professional growth, the subject of mathematics, and its teaching and learning that influences their own and their students’ successful mathematics learning.