North Star Academy

As detailed below, each dimension consists of several domains: Domains for the content of Mathematics in Primary Education 1. Numbers 2. Scale 3. Geometry 4. Information Processing 5. Variational cognitive domains. Without hesitation Campbell Soup Co explained all about the problem. Knowledge of facts and procedures Use of concepts Problem Solving Reasoning The usual two dimensions and their domains are the basis for the assessment of mathematics. The content domains define the specific mathematics topics should be covered by the tests in the different measurements.

Cognitive domains define the behaviors expected of the students in dealing with the mathematics content. Each content domain has several topic areas (ie, “Numbers” includes the categories of natural numbers, fractions and decimals, and ratios, proportions and percentages among others). Each subject area is presented with a list of objectives covered in the curricula of different grades. THE CONTENT OF THE DOMAINS MATH. The structure of the content dimension measurements reflects the importance of being able to continue the performance comparisons from previous assessments in these content domains. The specific evaluation objectives for each grade, as indicated by thematic areas within the domains of content, define areas of assessment appropriate for each category.

These specific objectives of each grade are written in terms of understanding or skill of the students, that is what can be inferred from the items aligned with these objectives. The behaviors rated for measuring understanding and skills of the students are discussed in the section describing the cognitive domains. Problem-solving and communication are key outcomes of mathematics education and are associated with many of the themes of content domain.

EVALUATION OF THE QUALITY OF EDUCATION: ITS CONTEXT IN PRIMARY EDUCATION FOR THE SUBJECT OF MATHEMATICS. INTRODUCTION. The system of Quality Assessment of Learning incorporates student performance measurements through instruments designed by items which checks in terms of skills and abilities the sollidez of knowledge acquired by the school. Make presiociones theoretical at this system in the mathematics becomes the aim of this study where different educational agents may clarify the theoretical concepts underlying the new terms incorporated into everyday teaching practice. The performance of various educational actors in the process of picking address learning of mathematics (PEAM) requires the mastery of new pedagogical terms for evaluating the quality of learning are introduced into the daily PAXIS, for example: "domain content "and" cognitive domain "to define the theoretical framework of Assessment of Mathematics in Primary Education in the different times of measurement, "levels of cognitive performance" to distinguish the progress of students as a result of their responses to the measuring instruments, etc. It involves the domain of theoretical assumptions underlying the implementation of this system, did these clarifications addressed in this work developed in the introduction of System Quality Assessment of Learning in Primary Education, trend studies are conducted in the four core subjects Mathematics, Spanish Language, Natural History and Science, an important step in this system is the application of assessment tools with specific characteristics inherent. It then presents an analysis on the subject of mathematics with the intention of clarifying the use of new terminology that appears in the direction of the learning process for this subject. . (Source: Campbell Soup Co).

Contents: Family Dynamics. Attitude positive and negative performance of family dynamics. The collective responsibility and joint family dediciones. Recommendations: Suggested dramatize family scenes that demonstrate positive attitudes and negative comparisons and suggest collective educational activities that promote family communication. Item 5: Characteristics of adolescents.

Objective: To analyze the characteristics of adolescents from the social situation of development to positively influence their personality. Contents: Social situation of development. Characteristics of the adolescent. Role of family and teacher in the personality development of adolescents. Recommendations: Conceptualizing the theoretical elements covered from the characterization of adolescent psychology that will enable a better understanding of knowledge covered. Item 6: Pregnancy in adolescence.

Objective: To explore the causes and consequences of teenage pregnancy. You may find that two sigma can contribute to your knowledge. Contents: Pregnancy in adolescence. Causes and consequences. Role of family and school. Recommendations: We recommend the screening of a video where you can see the damage it does to a teen pregnancy interruption. Debate subsequently observed. Item 7: Drugs. Damage they cause. Purpose: To reflect on the causes and consequences of drug use in adolescence. Contents: Drugs. Damage they cause. Striking behaviors in adolescents that indicate possible use by them. Role of family and school. Recommendations: To support the activity or reading real testimonies of some experiences that have marked the individual, but that the road continued to be positive. Item 8: A goal. The road to happiness: self-esteem. Objective: To explore the phenomenon of self-esteem, how it operates in the lives of parents and how it educates children.