Sentence examples similar to to making conjectures from inspiring English sources

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

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.

As teachers frame conjecturing tasks as primarily about the resources that students use, we see that the operations that students use to make conjectures and the conjectures that students arrive at could be underspecified and undervalued in classrooms.

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.

Each description was coded with respect to the dimension of the task (resource, operation, or goal) and the phase of 'making conjectures;' working independently to make conjectures, or sharing and discussing students' conjectures, that the description related to.

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 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.

Additionally, teachers were concerned with the difficulties that students might encounter while working to make conjectures, such as not using the full range of resources and operations that they had available to them.

Rather than attempting to make conjectures about such difficult exegetical topics, this entry focuses primarily on contributions made by authors who explicitly address themselves at length to some of the aforementioned questions pertaining to the ontology of works of art, either in general or with reference to such major art forms as music, literature, painting, architecture, and sculpture.

They are out to characterize a very rich mathematical universe, to be sure one in which there are so many things, and of such great variety of structure(s), that one should be able to find, therein, a set-theoretic 'surrogate' for virtually any kind of mathematical object or structure about which one may wish to make conjectures and prove theorems.