Transfer Skills

His estimate is 1,300 square meters. Can be a good estimate? Explain. IV. REASONING The mathematical reasoning involves the ability of logical thinking and systematic. It includes intuitive and inductive reasoning based on patterns and regularities that can be used to find solutions to unusual problems. Unusual problems are problems that will most likely not familiar to schoolchildren. Pose a cognitive demands that exceed what is necessary to solve common problems, even when knowledge and skills required for their solution have learned. Unusual problems may be purely mathematical or can be framed in real life.

Both types of items involve the transfer of knowledge and skills to new situations, one of its features is that there are often interactions between thinking skills. Most of the other behaviors listed in the domain of reasoning are those which can be exploited to think about these problems and solve them, but each of them alone is a valuable outcome of mathematics education, with the potential to influence one way More generally in the thinking of learners. For example, the reasoning involves the ability to observe and speculate. It also involves making logical deductions based on rules and specific assumptions and justify the results. Formulate hypotheses, make appropriate assumptions to investigate patterns, discuss ideas, propose models to examine data sets, specify a result (number, pattern, quantity, processing, etc.) That will result from a operation or experiment before it is carried out. Identify and describe or analyze use relationships between variables or objects in mathematical situations, analyze statistical data invariants; decomposing geometric shapes to simplify the resolution of a problem, draw, make valid inferences from given information.