Math Skills

With the development of mathematical skills of the students with the interaction of experience, education and maturity, the curricular emphasis moves from relatively simple to more complex tasks. In general, the cognitive complexity of tasks increases cognitive domain to the next. It is intended to allow a progression from the knowledge of a fact, procedure or concept to use that knowledge to solve a problem and from the use of that knowledge in uncomplicated situations the ability to engage in systematic reasoning (transit of Content different cognitive demands). The following sections continue to describe the behaviors, skills and abilities of the students used in the definition of each cognitive domain with respect to general skills expected of the students. I. KNOWLEDGE OF THE FACTS AND PROCEDURES The ease of use of mathematics or reasoning about mathematical situations depends primarily on mathematical knowledge. The more relevant knowledge that a school can remember, the greater its potential to address a wide range of situations posed a problem. Without access to a knowledge base that enables easily remember the language and basic facts and conventions of numbers, the symbolic representation and spatial relationships, the school would be impossible mathematical thinking endowed with purpose. The events encompass the factual knowledge which is the basic language of mathematics and the mathematical properties and essential facts that form the foundation of mathematical thinking. Procedures form a bridge between Basic knowledge and use of mathematics to solve common problems, especially those with which many people in their daily lives.