With additional modeling and several more examples, Emma gradually developed an understanding of the process of adding fractions with unlike denominators and was then able to solve problems on her own. Of the following, how would a cognitive constructivist interpret Emma's development?
a. Emma's increased understanding was a direct result of the social interaction between her, Ava, and her classmates.
b. Emma's equilibrium was disrupted as a result of Ava's explanation and modeling, and, individually, she reestablished it when she learned the procedure for adding fractions with unlike denominators.
c. When Emma was eventually able to add fractions with unlike denominators, she received positive reinforcers for getting the correct answers, and as a result of the reinforcement, she continued to answer correctly.
d. Ava developed a community of learners in her classroom, and the influence of the learning community helped Emma learn the procedure for adding fractions with unlike denominators.
Question 2
Which of the following best describes the percentage of families below the poverty line in the United States compared to other industrialized nations?
a. Much greater in the United States than in other industrialized nations
b. About the same in the United States as in other industrialized nations
c. Slightly less in the United States than in other industrialized nations
d. Much less in the United States than in other industrialized nations
Examples of deep-sea corals found in the Sable Gully, 200 km off the coast of Nova Scotia.
Examples of progress notes written in different formats
Examples of characteristics measured by palpation
Worldwide Variations in Population and Income Levels Developed countries represent only 18% of the
Examples of ICD-10-CM Codes with Varying Numbers of Characters
Protein Evolution: Myoglobin and Hemoglobin as Examples