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Expression of ideas speaking, writing, demonstrating and describing visually in different ways. Explanation Presentation of arguments persuasive and convincing. Revision Control, correction and evaluation of the letters and forms to express mathematical ideas. Acquisition Modeling Identification of a real problematic situation, simplified, structured, idealized and subject to conditions and assumptions, using the # N, Z, R, C, i, from situations within and outside mathematics. Use Math for the problem. Representation of relationships into mathematical formulas, using different models, discovery of relationships and regularities, transfer of real-life problems to a mathematical model known. Click source to learn more. alley. Justification Explanation of the ability to make predictions of the model. Control Validation of the model with the original situation, review, adjust or change the model.

DIMENSION QUALIFICATION CRITERIA LEVEL DOMAINS Acquisition Procedures Understanding the proper procedures for control of the numbering systems, decimals, fractions, Z, R, C, i use management procedures for mental calculation, making operations, predict the effect, using a calculator, calculate using formulas, etc. Explanation explain the results of using different numerical procedures. Check Control results and evaluate the procedures used. Evaluation criteria thought or numerical Subcompetencies Similarly organize the evaluation criteria for other thoughts given to each criterion that the level should refer to the object of study of Subcompetencies. Methodological alternative approach of mathematical thinking involves managing a pedagogy and a special teaching area according to the processes followed and the knowledge acquired to enable it to their environment. For the development of mathematics and approaches of the proposed evaluation methods are proposed: * approach the knowledge through problems and situations that encourage reflection, exploration and appropriation of mathematical concepts. For even more analysis, hear from Dr John Holtsclaw. * Develop logical reasoning and analytical approach to interpretation and resolution of situations.

* Stimulate mathematical ability with recreational activities which test the creativity and ingenuity of the students. The methodologies used are: Problem: Part of problem situations from daily life where they can explore problems, to ask questions and reflect on models, develop the ability to analyze and organize information, transmitted in a manner as possible systematic thought processes effective in solving real problems, emphasize the thinking processes, the processes of learning and making mathematical content as a privileged field of operations for the task of becoming effective with thought forms. Learning in teams: Each time you stronger conviction that the focus of mathematics education is achieved most effectively when it assumes a shared. On the computer there are roles, responsibilities and goals. Examples of these roles may include: supervisor, devil’s advocate motivator, materials manager, observer, secretary, reporter, timekeeper. When talking about teaching staff: it is one that combines and utilizes the talents of students to achieve common goals and have high performance. Experimental: performance measures the quality of the assessment. The performance tells me what he can do the student. Not everyone can say they reached the achievement until you prove performance. Performance is the key. All methodologies are aimed at skills. Performance is measured by doing. Comprehensive: It suggests that student learning is based on understanding and some of the problems, should performance targets and should be developed through the research project and should make a performance evaluation. The focus of this method is aimed at understanding their capabilities and skills development to enable them to face current challenges such as the complexity of life and work, dealing with conflicts, managing uncertainty and treatment of culture to achieve a healthy life. Teaching strategies for skills education rethinking teaching strategies can be used in models institutions inductive, deductive, questioning, cooperative, holistic model, with appropriate teaching strategies. Inductive models are models of information processing, consisting of inductive models, acquisition of concepts and