Sentence examples for to make conjectures from inspiring English sources

What perceptions of students do teachers draw upon while observing students working independently to make conjectures?

The teacher then says to the class 'I'll give you some time to make conjectures and then we will see if we can prove some of those conjectures'.

We ask the following research questions: What perceptions of students do teachers draw upon while observing students working independently to make conjectures?

In response to the first phase of work, working independently to make conjectures, teachers were concerned with the task resources that students use to make conjectures - in particular, teachers were concerned with how students misused task resources and what additional resources they might benefit from using.

Interestingly, we again see participants describing more students in terms of the resources that they use to make conjectures and less description of students in terms of the conjectures that are shared or students' strategies for making conjectures.

We first report on how the students were described with respect to working independently to make conjectures; then we report on how students were described with respect to sharing and discussing conjectures.

Mathematical cognition further extends beyond content knowledge to include a person's ability to reason and think mathematically to evaluate and synthesize information, make conjectures and draw logical conclusions, and apply knowledge to real-world problems and situations (Steen 2001; Wilkins 2000; National Council of Teachers of Mathematics 2000 , 1989.

Our ability to understand a sign in terms of its place in some pattern of reasoning and system of signs enables us to derive information from it (by deductive reasoning) or make conjectures about it (by inductive and abductive reasoning).

"Hippocratic medicine was based on responding carefully to the individual, so without Richard's medical records we can only make conjectures," Lund wrote.

The generalizability of our findings is limited by the fact that we only looked at making conjectures, we relied on responses from a small number of practitioners to a particular scenario, and we analyzed these data qualitatively.

Moreover, our experience of this effect is limited to small part or a "narrow corner" of it — from which we must make conjectures about the whole.