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 cell-to-cell communication based on the distance between cells
Examples of Broken Drawings
Additional Disorders of the Skeletal System
Examples of specimen collection containers for stool, urine, and swabs for wounds or secretions.
Type of Interactions, Model, Examples and Dependence of Energy on Distance
Examples of Disease-Causes Bacteria