5.3.31 |
5t" |
τ~ |
Pupils feel secure when they feel able to deal with mathematics |
5.3.32 |
ɪ- |
T- |
Pupils feel secure when they feel involved in mathematics classes |
5.3.33 |
8th |
ɪ- |
Doing work alone makes me feel secure, rather than relying on others. |
5.3.34 |
8th |
τ |
Pupils are interested in challenging new things. This is also the case |
5.3.35 |
8th |
^P~ |
I feel secure in learning mathematics through using a computer, |
5.3.36 |
8th |
ψ^~ |
I feel secure in learning mathematics with this method, because it is |
5.3.37 |
8th |
-p- |
I sometimes get nervous when I listen to my teacher’s explanation. But |
5.3.38 |
8th |
^p" |
I feel secure in individual sessions, because I can concentrate on my |
5.3.39 |
8th |
~P~ |
1 feel secure in learning mathematics with the methods which I am |
5.3.40 |
8th |
^p~ |
I feel secure in learning mathematics with these methods, because I |
5.3.41 |
^5*r^ |
T~ |
Practical work can promote pupils’ interest and autonomy in learning |
5.3.42 |
~5*fγ~ |
Adopting discussions and individualised teaching methods in | |
5.3.43 |
8th |
~p~ |
1 can deepen my understanding of the curriculum through doing |
5.4.1 |
~5w~ |
__ |
Pupils can have a sense of progress in individual sessions, because |
5.4.2 |
8th |
-T- |
Wide individual differences exist in pupils’ current attainment in the |
5.4.3 |
8th |
^p~ |
I can learn mathematics at my own pace in individual sessions, so I |
5.4.4 |
8th |
-p— |
I feel progress when I learn mathematics individually, because I can |
More intriguing information
1. Ultrametric Distance in Syntax2. The name is absent
3. The name is absent
4. THE AUTONOMOUS SYSTEMS LABORATORY
5. Job quality and labour market performance
6. Tastes, castes, and culture: The influence of society on preferences
7. Modelling Transport in an Interregional General Equilibrium Model with Externalities
8. The name is absent
9. The name is absent
10. The Importance of Global Shocks for National Policymakers: Rising Challenges for Central Banks