Scottish Gaelic in Three Months (Hugo) by Robert O'Mullally, John MacInnes

By Robert O'Mullally, John MacInnes

Designed to supply the learner with a operating wisdom of Scottish Gaelic in 3 months, this publication explains the elemental grammar, with brief workouts and conversational drills placing it into context.

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Scottish Gaelic in Three Months (Hugo)

Designed to supply the learner with a operating wisdom of Scottish Gaelic in 3 months, this e-book explains the elemental grammar, with brief workouts and conversational drills placing it into context.

Extra resources for Scottish Gaelic in Three Months (Hugo)

Sample text

The problem, of course, with one-off activities that are different from the norm is that classroom environments can become set and a class may not value an activity too far outside what they have come to expect. â•‹is confronted with the problem of a child to be educated, he [sic] brings to it not the hypothetical fresh and empty mind, but a mind with a history, a mind filled and formed by his own up-bringing and by tradition and memories and hearsay. He clings to remembered scraps as to supporting planks in the ocean.

29 ACs So could H and L talk to each other about this one? ) H was offering that one [indicating 740 on the board] as what we call a counter-example to your conjecture (1) Do you want talk to H about what you saw in that example? One of the things I know I was trying to do was find opportunities to reflect back to the class aspects of what they did that had a mathematical label. In particular, I was sensitive to anything which might approach a conjecture or counter-example. 29, I can be seen providing the label ‘counter-example’ for what H suggested.

There is an assumption that students will be engaged by the ‘real’ or perhaps that students will value the subject when they see it has ‘real-world’ applications. However, it is not universally accepted that ‘real’ means ‘good’ in the context of teaching and learning mathematics. Anne Watson, in a 2008 plenary lecture, argues powerfully about the limits of the ‘real’, particularly when working with adolescents. It is worth quoting from this lecture at some length. Realistic tasks can provide contexts for enquiry and often enquiry methods of teaching and learning are recommended for adolescent learning.

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