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The Gregorc Style Delineator is a self-scoring written instrument that elicits responses to a set of 40 specific words. [3] Scoring the responses will give values for a model with two axes: a "perceptual space duality," concrete vs. abstract, and an "ordering duality," sequential vs. random [4] The resulting quadrants are the "styles":
A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. [39] Their model interprets learning styles as a balance between pairs of extremes, and the four scores provided by a questionnaire describes these balances. [40]
Richard's paradox (Richard 1905) concerning certain 'definitions' of real numbers in the English language is an example of the sort of contradictions that can easily occur if one fails to distinguish between mathematics and metamathematics.
The Metamath program is the original program created to manipulate databases written using the Metamath language. It has a text (command line) interface and is written in C. It can read a Metamath database into memory, verify the proofs of a database, modify the database (in particular by adding proofs), and write them back out to storage.
For example, such a theory allows one to give a type to the Y-combinator; a detailed example of this can be found in Nordstöm and Petersson Programming in Martin-Löf's Type Theory. [3] However, this does not prevent extensional type theory from being a basis for a practical tool; for example, Nuprl is based on extensional type theory.
Pre-assessment is a test that can be administered at the beginning of the school year and before new units. The same test may also be used for the post-assessment. Pre-assessment also helps the teacher learn student's interests and individual learning styles of each student.
Cognitive styles analysis (CSA) was developed by Richard J. Riding and is the most frequently used computerized measure of cognitive styles. Although CSA is not well known in North American institutions, it is quite popular among European universities and organizations.
More than one style may be dominant (or a primary preference) at once in this model. [8] [9] For example, in Herrmann's presentation a person may have strong preferences in both analytical and sequential styles of thinking but lesser preferences in interpersonal or imaginative modes, though he asserts all people use all styles to varying degrees.