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1. |
Record Nr. |
UNINA9910786968503321 |
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Titolo |
Mathematical olympiad in China [[electronic resource] ] . 2009-2010 : problems and solutions / / Xiong Bin, Lee Peng Yee, editors |
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Pubbl/distr/stampa |
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Singapore, : World Scientific, 2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (204 p.) |
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Collana |
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Mathematical Olympiad Series ; ; v.9 |
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Altri autori (Persone) |
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BinXiong |
LeeP. Y <1938-> (Peng Yee) |
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Disciplina |
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Soggetti |
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Mathematics - Problems, exercises, etc |
Mathematics - Competitions |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Introduction; Preface; Early days; International Mathematical Olympiad; Winners of the IMO; Mathematical competition in China; Preparation for IMO; Contents; China Mathematical Competition; 2008 (Chongqing); Part I Multiple-choice Questions (Questions 1--6, six marks each); Part II Short-Answer Questions (Questions 7-12, nine marks each); Part III Word Problems (Questions 13-15, 20 marks each); 2009 (Heilongjiang); Part I Short-Amwa- Question (Question 1-8, seven marks each); Part II Word Problems (14 marks for Question 9, 15 marks each for Questions 10 and 11, 44 marks in total) |
China Mathematical Competition (Complementary Test)2008 (Chongqing); 2009 (Heilongjiang); China Mathematical Olympiad; 2009 (Qionghai, Hainan); First Day (0800 - 1230; January 9, 2009); Second Day (0800-1230; January 10, 2009); 2010 (Chongqing); First Day (0800 -1230; January 22, 2010); Second Day (0800 -1230; January 23, 2010); China National Team Selection Test; 2009 (Wuhan, Hubei); First Day (0800 -1230; March 31, 2009); Second Day (0800 -1230; April 1, 2009); 2010 (Yingtan, Jiangxi); First Day (0800 - 1230; March 27, 2010); Second Day (0800 -1230; March 28, 2010) |
China Girls' Mathematical Olympiad 2008 (Zhongshan, Guangdong); 2009 (Xiamen, Fujian); First Day (0800 - 1200; August 13, 2009); Second Day (0800 -1200; August 14, 2009); China Western Mathematical Olympiad; 2008 (Guiyang, Guizhou); First Day (0800 - |
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1200; November 1 , 2008); Second Day (0800 - 1200; November 2, 2008); 2009 (Kunming, Yunnan); First Day (0800- 1200; October 29, 2009); Second Day (0800 - 1200; October 30, 2009); China Southeastern Mathematical Olympiad; 2009 (Nanchang, Jiangxi); First Day (0800-1200; July 28, 2007); Second Day (0800-1200; July 29, 2009) |
2010 (Changhua, Taiwan)First Day (0080 -1200; August 17, 2010); Second Day (0080- 1200; August 18, 2010); International Mathematical Olympiad; 2009 (Bremen, Germany); First Day (0900-1330; July 15, 2010); Second Day (0900-1330; July 16, 2010); 2010 CAstana, Kazakhstan); First Day (0900-1330; July 7, 2010); Second Day (0900-1330; July 8, 2010) |
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Sommario/riassunto |
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The International Mathematical Olympiad (IMO) is a competition for high school students. China has taken part in the IMO 21 times since 1985 and has won the top ranking for countries 14 times, with a multitude of golds for individual students. The six students China has sent every year were selected from 20 to 30 students among approximately 130 students who took part in the annual China Mathematical Competition during the winter months. This volume of comprises a collection of original problems with solutions that China used to train their Olympiad team in the years from 2009 to 2010. Mathematics |
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2. |
Record Nr. |
UNINA9910821361603321 |
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Autore |
Casale-Giannola Diane |
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Titolo |
41 active learning strategies for the inclusive classroom, grades 6-12 / / Diane Casale-Giannola, Linda Schwartz Green |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif. : , : Corwin Press, , 2012 |
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ISBN |
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1-4522-8356-7 |
1-4522-7934-9 |
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Descrizione fisica |
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1 online resource (xvi, 207 pages) : illustrations |
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Collana |
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Disciplina |
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Soggetti |
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Active learning |
Education, Secondary |
Inclusive education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- Publisher's Acknowledgments -- ABOUT THE AUTHORS -- CHAPTER 1: INCLUSION AT THE SECONDARY LEVEL -- Definition and Research -- The Inclusive Classroom at the Secondary Level: Who Are We Teaching? -- The Adolescent Learner -- Helping Teachers Meet the Inclusion Challenge -- What Is Active Learning? -- Brain-Based Learning and the Adolescent Learner -- Information Processing -- Connections to Differentiated Instruction -- Supporting State Standards and Assessments -- Motivating Learners With Active Learning Strategies -- Access Is Not Enough: The Critical Need to Address Diverse Student Populations -- The Beginning -- Summary -- CHAPTER 2: ACTIVE LEARNING STRATEGIES IN THE MIDDLE SCHOOL AND HIGH SCHOOL: DEBUNKING THE MYTH -- Frequently Asked Questions -- Reflect on the Experience -- During the Lesson -- After the Lesson -- Final Thoughts -- CHAPTER 3: SELECTING AND IMPLEMENTING ACTIVE LEARNING STRATEGIES FOR THE INCLUSIVE CLASSROOM -- Classifications and Characteristics -- Other Diverse Populations -- Assessing Students and Indentifying Learning Characteristics -- Using Strategies: Before, During, and After -- How to Choose a Strategy to Meet Individual Student Needs -- Learner Characteristics Described -- Metacognitive Issues -- Auditory Processing Concerns -- Memory Issues -- Low |
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Experiential Base -- Attention Needs -- Higher-Aptitude Learners -- Interpersonal Preferences -- Language Needs -- Social Interaction Needs -- Visual Processing Concerns -- Learner Considerations -- How to Choose a Strategy to Meet Individual Teacher Needs -- Learning Communities -- And Now, the Next Step of Our Journey -- Summary -- CHAPTER 4: GROUPING FOR INSTRUCTION: WHO GOES WHERE WITH WHOM TO DO WHAT -- How Do I Manage Everyone? -- Whole Group Instruction -- Small Group Instruction -- Different Ways to Form Groups -- And Now (Drum Roll, Please) . . . The Strategies -- Summary -- CHAPTER 5: ACTIVE LEARNING STRATEGIES -- 1. ARTIFACT REVEAL (Students create artifacts related to learning concepts) -- 2. BALL TOSS (The game of catch facilitates Q&A) -- 3. BAROMETER (Students take stands on controversial issues by voting with their feet) -- 4. BOARD QUIZ (The whole class works collaboratively on quiz questions) -- 5. BODY LANGUAGE (Movement-based instruction involves using the body to represent the content students are learning about) -- 6. BUILDING AN EXPERIENCE (The teacher creates an occurrence so that students can experience the content in order to better facilitate understanding) -- 7. BULLETIN BLOG (The class uses a bulletin board to blog information, comments, and perspectives) -- 8. CONCEPT CLARIFICATION (The class works as a whole to describe and discuss abstract concepts within a teacher-directed structure). |
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Sommario/riassunto |
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Keys to engaging secondary students Research shows that all students-regardless of learning style, disability category, or language difference-learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include: A more engaged and interactive classroom Increased self-directed learning Development |
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