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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Qby9c714i6","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","endOffset":874°Ӻ,"quote":"Teachers may be predominantly interested in the progress of the individual children they are teaching; but their assessment of progress and, indeed, their very job as teachers would become practically impossible if their method of teaching mathematics had to be adapted in all details to each individual child. Teachers, therefore, need an at least partially generalized theory and a model of the learner that is general enough to serve as a basis for the establishment of more than one individual model. Ideally, then, the teachers’ models of individual students will be instantiations of the educational scientists’ more general model of mathematics learning; and conversely, the individual models the teachers construct for individual students will be a continuous testing ground for the theoretical assumptions the scientists have incorporated in the more general model.","highlights":Ӷ^"jQuery3210198867490764852772":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1560273641103°
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