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ess
io
n
al
I
d
en
tit
y
,
3
)
co
n
s
is
t
s
o
f
in
d
i
v
i
d
u
al
Su
b
-
I
d
e
n
titi
e
s
,
s
o
m
e
o
f
w
h
ich
a
r
e
in
h
ar
m
o
n
y
w
it
h
ea
c
h
o
th
er
,
w
h
ile
o
t
h
er
s
i
n
co
n
f
lic
t
.
T
h
is
s
h
o
w
s
th
at
i
n
ca
r
r
y
in
g
o
u
t
lear
n
in
g
,
t
h
e
teac
h
er
m
u
s
t
i
n
teg
r
ate
th
e
c
u
lt
u
r
al
v
alu
e
s
an
d
s
o
cial
-
cu
l
tu
r
al
b
ac
k
g
r
o
u
n
d
o
f
t
h
e
s
t
u
d
en
ts
.
Sh
u
l
m
an
s
u
g
g
e
s
ts
th
at
th
e
s
e
s
o
u
r
ce
s
o
f
u
n
d
er
s
ta
n
d
in
g
m
a
k
e
p
o
s
s
ib
le
th
e
p
r
o
ce
s
s
o
f
p
ed
ag
o
g
ical
r
ea
s
o
n
i
n
g
an
d
ac
tio
n
[
1
1
]
.
T
h
e
m
o
d
el
d
escr
ib
es
h
o
w
a
teac
h
er
's
u
n
d
er
s
tan
d
in
g
o
f
s
u
b
j
ec
t
m
at
ter
is
tr
an
s
f
o
r
m
ed
to
m
a
k
e
it
'
teac
h
in
g
'
.
T
h
is
p
r
o
ce
s
s
o
f
tr
an
s
f
o
r
m
atio
n
tap
s
th
e
d
if
f
er
en
t
s
o
u
r
ce
s
o
f
k
n
o
w
led
g
e,
th
e
m
o
s
t
i
m
p
o
r
tan
t
b
ein
g
p
ed
ag
o
g
ical
co
n
te
n
t k
n
o
w
led
g
e
[
1
1
]
.
B
asicall
y
,
s
t
u
d
en
t
s
h
av
e
t
h
e
in
itial
k
n
o
w
led
g
e
th
at
co
m
es
f
r
o
m
t
h
e
en
v
ir
o
n
m
en
t
a
n
d
ex
p
er
ien
ce
.
A
cc
o
r
d
in
g
to
B
r
an
s
f
o
r
d
[
1
2
]
,
T
r
an
s
f
er
ca
n
b
e
im
p
r
o
v
e
d
b
y
h
elp
in
g
s
t
u
d
en
t
s
b
ec
o
m
e
m
o
r
e
a
w
ar
e
o
f
th
e
m
s
el
v
es
as
lear
n
er
s
w
h
o
a
ctiv
el
y
m
o
n
ito
r
th
eir
lear
n
in
g
s
tr
ateg
ies
an
d
r
eso
u
r
ce
s
f
o
r
p
ar
ticu
lar
test
s
an
d
p
er
f
o
r
m
a
n
ce
s
.
T
h
e
teac
h
er
h
as
th
e
tas
k
a
n
d
r
o
le
in
b
r
id
g
in
g
t
h
e
k
n
o
w
led
g
e
th
a
t
s
t
u
d
e
n
ts
h
a
v
e
w
it
h
n
e
w
k
n
o
w
led
g
e
to
b
e
lear
n
ed
.
C
o
n
s
id
er
in
g
t
h
e
k
n
o
w
led
g
e
a
n
d
co
n
ce
p
tio
n
o
f
s
t
u
d
en
t
s
is
p
ar
t
o
f
co
n
s
tr
u
ct
iv
i
s
m
.
T
h
e
p
r
i
o
r
s
tu
d
en
t
co
n
s
id
er
in
g
th
e
k
n
o
w
led
g
e
an
d
co
n
ce
p
tio
n
s
is
t
h
e
m
o
s
t
r
e
m
ar
k
ab
le
f
ea
t
u
r
es
o
f
th
e
v
ie
w
o
f
lear
n
in
g
[
1
3
]
.
T
h
e
teac
h
er
m
u
s
t
al
s
o
g
u
id
e
an
d
f
ac
ilit
ate
s
tu
d
e
n
ts
in
co
n
s
tr
u
cti
n
g
th
eir
k
n
o
w
led
g
e
.
C
o
n
s
tr
u
cti
n
g
s
t
u
d
en
t
s
'
k
n
o
w
le
d
g
e
ca
n
b
e
d
o
n
e
u
s
i
n
g
th
e
c
u
lt
u
r
al
v
al
u
es
o
f
s
t
u
d
en
t
s
.
T
h
e
f
ield
o
f
m
at
h
e
m
atics
ed
u
ca
tio
n
cu
r
r
en
tl
y
lack
s
m
o
d
els
f
o
r
th
e
d
esig
n
an
d
i
m
p
le
m
e
n
tatio
n
o
f
co
n
ten
t
co
u
r
s
es
ai
m
ed
at
d
e
v
elo
p
in
g
p
r
e
-
s
er
v
ice
teac
h
er
m
at
h
e
m
a
tics
k
n
o
w
led
g
e
f
o
r
teac
h
in
g
.
T
h
er
ef
o
r
e
,
th
e
r
esear
ch
er
ca
r
r
ies
th
e
lear
n
in
g
o
f
m
ath
e
m
at
ics
b
ased
o
n
eth
n
o
co
n
s
tr
u
cti
v
is
m
.
B
a
ll
an
d
co
lleag
u
e
s
[
1
4
]
id
en
ti
f
ied
s
ev
er
al
s
u
b
-
co
m
p
o
n
en
t
s
f
o
r
teac
h
er
s
’
d
is
cip
li
n
ar
y
k
n
o
w
led
g
e
o
f
m
at
h
e
m
at
ics,
d
is
tin
g
u
is
h
i
n
g
b
et
w
ee
n
,
f
o
r
e
x
a
m
p
le,
“sp
ec
ialize
d
co
n
ten
t
k
n
o
w
led
g
e”
an
d
“
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
w
led
g
e.
”
W
e
u
s
e
th
e
ter
m
s
p
ec
ialized
m
ath
e
m
atics
to
en
co
m
p
a
s
s
al
l
co
m
p
o
n
en
t
s
o
f
d
is
cip
li
n
ar
y
k
n
o
w
l
ed
g
e
p
er
tain
i
n
g
to
teac
h
i
n
g
,
ac
k
n
o
w
led
g
i
n
g
th
a
t
m
u
ch
o
f
t
h
e
s
u
b
tlet
y
o
f
t
h
eir
d
is
ti
n
ctio
n
s
i
s
o
m
i
tted
h
er
e
[
15]
.
On
e
o
f
th
e
cu
ltu
r
al
v
al
u
es
t
h
at
co
n
ta
in
a
lo
t
o
f
lear
n
in
g
v
alu
e
is
on
th
e
m
at
h
e
m
a
tical
asp
ec
ts
.
T
ea
ch
in
g
s
k
ille
d
m
at
h
e
m
a
tics
r
eq
u
ir
es
m
o
r
e
th
an
lear
n
i
n
g
h
o
w
to
ap
p
ly
ce
r
t
ain
p
ed
ag
o
g
ical
tas
k
s
[
1
6
]
.
T
h
er
ef
o
r
e,
lear
n
in
g
is
n
ee
d
ed
th
at
i
s
r
elate
d
to
l
o
c
al
cu
lt
u
r
e.
E
th
n
o
-
co
n
s
tr
u
c
tiv
i
s
m
v
al
u
es
in
th
e
f
ield
o
f
m
a
th
e
m
atic
s
i
s
an
ed
u
ca
tio
n
al
v
alu
e
th
at
i
n
teg
r
ate
s
b
et
w
ee
n
cu
l
tu
r
es
v
ie
w
ed
f
r
o
m
a
m
at
h
e
m
a
tic
al
p
o
in
t
o
f
v
ie
w
.
Ma
th
e
m
atics
is
t
h
e
s
cien
ce
o
f
th
i
n
k
i
n
g
an
d
it
is
im
p
o
r
tan
t
f
o
r
im
p
r
o
v
i
n
g
t
h
e
th
i
n
k
i
n
g
p
o
ten
tial
in
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
u
n
d
er
s
ta
n
d
in
g
th
e
ca
u
s
es
a
n
d
ef
f
ec
ts
[
1
7
]
.
E
t
h
n
o
m
at
h
e
m
a
tics
r
ef
er
s
to
f
o
r
m
s
o
f
m
at
h
e
m
atic
s
w
h
o
s
e
p
u
r
p
o
s
e
is
o
th
er
th
an
d
o
in
g
m
at
h
e
m
atics
[
1
8
]
.
So
eth
n
o
m
at
h
e
m
atics
r
ef
er
s
to
m
at
h
e
m
a
tical
v
al
u
es
p
r
ac
ticed
in
a
cu
ltu
r
al
g
r
o
u
p
.
A
cc
o
r
d
in
g
to
C
i
m
e
n
[
1
9
]
,
eth
n
o
m
at
h
e
m
atics
i
s
th
e
m
at
h
e
m
a
tics
w
h
ic
h
is
p
r
ac
ticed
am
o
n
g
id
en
ti
f
iab
le
c
u
lt
u
r
al
g
r
o
u
p
s
s
u
c
h
as
n
atio
n
a
l
-
tr
ib
e
s
o
cietie
s
,
lab
o
r
g
r
o
u
p
s
,
ch
ild
r
en
o
f
ce
r
tai
n
ag
e
b
r
ac
k
ets
a
n
d
p
r
o
f
es
s
io
n
a
l
class
e
s
.
A
cc
o
r
d
in
g
to
A
r
is
e
t
y
a
w
a
n
i
n
2
0
1
4
s
tates
t
h
at:
E
th
n
o
m
at
h
e
m
atics,
b
r
o
ad
ly
d
ef
i
n
ed
t
h
at
et
h
n
o
m
at
h
e
m
a
tics
s
t
u
d
y
i
s
n
o
t
li
m
ited
to
s
m
a
ll
-
s
ca
le
g
r
o
u
p
s
,
b
u
t
th
e
p
r
ef
ix
“
et
h
n
o
”
ca
n
r
ef
er
to
an
y
g
r
o
u
p
s
u
ch
a
s
n
a
tio
n
,
lab
o
r
u
n
io
n
s
,
r
eli
g
io
u
s
t
r
ad
itio
n
s
,
an
d
s
o
o
n
[
2
0
]
.
I
t
i
n
clu
d
e
s
th
e
u
s
e
o
f
m
at
h
e
m
a
tical
s
y
m
b
o
ls
,
s
p
atial
d
esig
n
,
m
e
th
o
d
s
o
f
ca
lcu
la
tio
n
,
m
ea
s
u
r
e
m
en
t
i
n
s
p
ac
e
an
d
ti
m
e,
s
p
ec
if
ic
w
a
y
s
o
f
r
ea
s
o
n
in
g
,
an
d
o
th
er
h
u
m
a
n
ac
tiv
i
ties
t
h
at
ca
n
b
e
tr
an
s
la
ted
in
to
a
f
o
r
m
a
l
m
at
h
e
m
atica
l
r
ep
r
esen
tatio
n
an
d
also
in
t
h
is
f
i
eld
o
f
s
t
u
d
y
.
L
ea
r
n
i
n
g
o
b
j
ec
tiv
es
t
h
at
i
n
te
g
r
ate
cu
l
tu
r
al
v
al
u
es
a
n
d
lo
ca
l
w
is
d
o
m
ar
o
u
n
d
s
t
u
d
en
ts
ar
e
to
en
s
u
r
e
s
tu
d
e
n
ts
k
n
o
w
t
h
e
c
u
ltu
r
al
v
alu
es
a
n
d
lo
ca
l
w
is
d
o
m
t
h
at
ar
e
ar
o
u
n
d
th
e
m
a
n
d
s
t
u
d
en
t
s
ca
n
m
ai
n
t
ain
a
n
d
p
r
eser
v
e
th
o
s
e
v
al
u
es
f
r
o
m
t
h
e
o
n
s
lau
g
h
t
o
f
cu
l
tu
r
es
f
r
o
m
o
th
er
co
u
n
tr
ie
s
.
Stu
d
e
n
ts
ca
n
h
av
e
a
lo
v
e
f
o
r
th
eir
cu
lt
u
r
e
an
d
n
o
t
lo
s
e
t
h
eir
id
en
tit
y
a
s
a
n
atio
n
.
No
b
le
v
alu
e
s
,
cu
s
to
m
s
,
an
d
c
u
lt
u
r
e
ca
n
e
n
c
o
u
r
ag
e
s
tu
d
e
n
ts
to
h
av
e
a
s
en
s
e
o
f
p
r
id
e
an
d
b
ec
o
m
e
t
h
e
f
o
u
n
d
atio
n
f
o
r
s
t
u
d
en
ts
to
ac
t
in
th
eir
d
ail
y
liv
e
s
.
T
h
ese
v
er
y
d
iv
er
s
e
v
alu
e
s
m
u
s
t
b
e
u
tili
ze
d
b
y
t
h
e
teac
h
er
as
a
lear
n
in
g
r
eso
u
r
c
e.
A
cc
o
r
d
in
g
to
Fo
u
ze
,
eth
n
o
m
at
h
e
m
a
tics
is
r
ig
h
t
to
ch
o
o
s
e
th
eir
o
w
n
.
I
n
o
t
h
er
w
o
r
d
s
,
m
a
th
e
m
atic
s
ca
n
as
s
is
t
in
p
r
o
m
o
ti
n
g
to
ler
an
ce
i
n
a
n
er
a
o
f
ab
u
n
d
an
ce
th
at
lac
k
s
it
[
2
1
]
.
T
h
e
g
o
al
o
f
lear
n
in
g
m
u
s
t
b
e
th
e
d
is
co
v
er
y
o
f
n
e
w
f
ac
t
s
ab
o
u
t
th
e
s
el
f
,
s
o
ciet
y
,
an
d
cu
ltu
r
e
o
f
th
e
lear
n
er
,
w
h
o
m
u
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2
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[
2
2
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.
T
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
6
1
4
-
624
616
an
i
m
p
ac
t,
i
m
p
le
m
en
ta
tio
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co
n
s
tr
ain
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d
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n
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p
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m
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m
en
tar
y
s
c
h
o
o
l
teac
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i
n
J
a
m
b
i P
r
o
v
in
ce
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I
n
d
o
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2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
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y
e
m
p
lo
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ed
d
escr
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esear
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m
et
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s
.
Descr
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tiv
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ap
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b
ec
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th
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ch
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ti
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teac
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s
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d
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ica
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m
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at
h
e
m
atics
o
n
teac
h
er
p
ed
ag
o
g
ical
co
m
p
eten
cies.
T
h
e
p
o
p
u
latio
n
in
t
h
is
s
t
u
d
y
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n
cl
u
d
ed
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m
e
n
tar
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s
c
h
o
o
l
teac
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s
i
n
J
am
b
i
P
r
o
v
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ce
.
T
h
e
r
esear
ch
s
a
m
p
les
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s
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er
e
ele
m
e
n
tar
y
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ch
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o
l
teac
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s
i
n
B
atan
g
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ar
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R
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g
en
c
y
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Mu
ar
o
J
am
b
i
R
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g
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n
c
y
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a
n
d
J
am
b
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C
it
y
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I
n
d
o
n
esia
as
m
a
n
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as
6
9
1
teac
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s
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h
e
s
am
p
li
n
g
tech
n
iq
u
e
u
s
ed
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th
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C
l
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s
ter
Sa
m
p
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in
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tech
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q
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I
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clu
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ter
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th
e
s
a
m
p
le
at
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s
am
p
le
lo
ca
tio
n
[
2
3
]
.
T
h
e
in
clu
s
i
o
n
o
f
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w
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m
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llect
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ata
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h
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Di
v
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3
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b
ased
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ap
p
lied
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y
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h
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p
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it
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m
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i,
B
atan
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an
d
M
u
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b
i.
T
ea
ch
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h
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cit
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a
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ec
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h
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y
ar
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u
r
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an
,
a
n
d
B
atan
g
h
ar
i
an
d
Mu
ar
o
J
am
b
i
ar
e
tw
o
u
r
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an
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f
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er
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tr
ict
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b
ec
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i
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3
0
1
f
o
r
J
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2
0
5
f
o
r
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atan
g
h
ar
i
a
n
d
1
8
5
f
o
r
Mu
ar
o
J
am
b
i
.
Data
co
llectio
n
in
t
h
i
s
s
tu
d
y
u
s
e
s
q
u
est
io
n
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air
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tr
u
m
e
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lti
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le
c
h
o
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q
u
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tio
n
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,
in
ter
v
ie
w
s
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T
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e
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tio
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n
air
e
is
a
tech
n
iq
u
e
o
f
co
llectin
g
d
ata
w
h
er
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ar
ticip
an
ts
o
r
r
esp
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n
d
en
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ill
i
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a
q
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o
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s
tate
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later
,
af
ter
b
ein
g
f
illed
in
w
it
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a
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m
p
lete
r
etu
r
n
to
th
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ar
ch
er
[
2
4
]
.
T
h
e
p
u
r
p
o
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o
f
t
h
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q
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n
n
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m
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tar
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ch
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T
ab
le
1
s
h
o
w
s
ca
te
g
o
r
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n
o
f
v
alu
e
r
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n
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s
f
o
r
q
u
esti
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n
n
air
es
;
th
er
e
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f
o
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teg
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m
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y
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t g
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n
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Data
o
b
tain
ed
f
r
o
m
t
h
e
q
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tio
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n
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al
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SP
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w
ar
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d
th
en
p
r
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s
s
ed
in
to
d
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ip
tiv
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s
ta
t
is
tics
.
De
s
cr
ip
tiv
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d
ata
ar
e
i
n
th
e
f
o
r
m
o
f
m
ea
n
,
m
ed
ia
n
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m
o
d
e,
an
d
f
r
eq
u
en
c
y
.
T
h
en
th
e
r
esear
c
h
er
g
a
v
e
m
u
ltip
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c
h
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q
u
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tio
n
s
to
ele
m
e
n
tar
y
s
ch
o
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l
teac
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s
with
f
o
u
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c
h
o
ices
o
f
an
s
w
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o
p
tio
n
s
.
Mu
l
tip
le
ch
o
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ce
q
u
esti
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n
s
ai
m
to
lo
o
k
at
th
e
lev
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o
f
p
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ag
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co
m
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ce
o
f
ele
m
e
n
tar
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s
ch
o
o
l
class
teac
h
er
s
.
T
ab
le
2
s
h
o
w
s
ca
teg
o
r
izatio
n
o
f
r
an
g
es
o
f
v
alu
e
s
f
o
r
m
u
ltip
le
c
h
o
ice
test
s
;
th
er
e
ar
e
f
o
u
r
ca
te
g
o
r
ies,
n
a
m
el
y
v
er
y
g
o
o
d
,
g
o
o
d
,
n
o
t g
o
o
d
an
d
v
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y
n
o
t g
o
o
d
.
T
ab
le
1
.
C
ateg
o
r
izatio
n
o
f
th
e
q
u
esti
o
n
n
air
e
v
a
lu
e
r
a
n
g
e
s
C
a
t
e
g
o
r
y
V
a
l
u
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R
a
n
g
e
s
V
e
r
y
G
o
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d
47
-
57
G
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36
-
46
N
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o
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d
25
-
35
V
e
r
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G
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d
14
-
24
T
ab
le
2
.
C
ateg
o
r
izatio
n
o
f
th
e
r
an
g
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f
M
C
Qs
C
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r
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V
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R
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V
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76
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1
0
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25
Data
f
r
o
m
m
u
l
tip
le
ch
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tes
t
q
u
esti
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n
s
w
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an
al
y
ze
d
to
b
e
u
s
ed
as
d
escr
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tiv
e
s
ta
tis
tic
s
.
Mu
ltip
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ch
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test
q
u
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n
n
a
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I
t
h
as
6
in
d
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r
s
,
n
a
m
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b
ei
n
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a
b
le
to
u
n
d
er
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tan
d
th
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lear
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s
,
m
a
s
ter
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n
g
lear
n
in
g
th
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r
y
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d
p
r
in
cip
le
s
o
f
lear
n
in
g
th
at
ar
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u
ca
ted
,
b
ein
g
a
b
le
to
m
a
k
e
lear
n
in
g
d
esi
g
n
s
,
b
ein
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ab
le
to
ca
r
r
y
o
u
t
th
at
lear
n
i
n
g
is
ed
u
ca
tio
n
al
an
d
Dialo
g
ic
,
b
ein
g
ab
le
to
ev
alu
ate
lear
n
i
n
g
o
u
tco
m
e
s
an
d
b
ein
g
ab
le
to
d
ev
elo
p
s
tu
d
en
ts
to
ac
t
u
alize
t
h
eir
v
ar
io
u
s
co
m
p
ete
n
cie
s
.
T
h
en
t
h
e
r
esear
ch
er
co
n
t
in
u
ed
co
llectin
g
d
ata
u
s
i
n
g
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
in
s
tr
u
m
e
n
ts
.
I
n
ter
v
ie
w
s
w
er
e
co
n
d
u
ct
ed
f
o
r
lo
w
er
g
r
ad
e
teac
h
er
s
,
n
a
m
e
l
y
teac
h
er
s
i
n
g
r
ad
es
1
,
2
,
an
d
3
as
w
ell
as
h
ig
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-
clas
s
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h
er
s
,
n
a
m
el
y
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ch
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s
in
g
r
ad
es
4
,
5
,
an
d
6
.
T
h
e
p
u
r
p
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o
f
th
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i
n
ter
v
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w
ac
ti
v
ities
w
as
t
o
s
tr
en
g
t
h
e
n
t
h
e
q
u
es
tio
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n
air
e
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lt
s
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d
m
u
ltip
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ch
o
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q
u
esti
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n
s
.
I
n
ter
v
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w
d
ata
an
al
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d
u
s
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n
g
Mile
s
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d
Hu
b
er
m
a
n
w
it
h
its
s
tag
e
s
,
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ed
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cin
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,
d
is
p
la
y
in
g
,
an
d
t
h
en
co
n
clu
d
i
n
g
[
2
4
]
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
P
ed
ag
o
g
ic
co
m
p
eten
ce
i
s
a
c
o
m
p
ete
n
c
y
t
h
at
r
ef
er
s
to
th
e
ab
ilit
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.
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(
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.
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ab
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b
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tacle
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teac
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Fo
llo
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co
m
m
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s
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:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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s
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c
.
I
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N:
2252
-
8822
E
th
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tr
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lysi
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S
tu
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619
a.
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ased
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ased
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is
d
i
f
f
ic
u
lt
to
o
f
f
er
a
r
eso
lu
tio
n
t
h
at
ad
d
r
ess
es
th
e
r
o
le
o
f
teac
h
er
s
w
i
th
o
u
t
co
n
s
id
e
r
in
g
c
u
lt
u
r
al,
g
eo
g
r
ap
h
ical
an
d
s
o
cial
d
if
f
er
en
ce
s
[
2
5
,
26]
.
Hav
in
g
p
o
o
r
eth
n
o
co
n
s
tr
u
c
tiv
is
m
k
n
o
w
led
g
e
s
h
o
w
s
th
at
t
h
e
teac
h
er
h
a
s
n
o
t
m
aster
ed
p
ed
ag
o
g
ical
co
m
p
e
ten
ce
w
ell.
T
h
e
teac
h
er
h
as
n
o
t b
ee
n
ab
le
to
m
ak
e
th
e
c
u
lt
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r
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b
ac
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r
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th
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u
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en
t
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as p
ar
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lear
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g
in
t
h
e
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o
o
m
.
B
ased
o
n
6
9
1
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t
ar
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h
o
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l
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to
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p
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ical
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m
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eten
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ies,
3
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ile
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5
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o
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ale
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er
's
p
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o
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m
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ete
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ical
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l te
ac
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J
am
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p
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o
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p
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ete
n
cie
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
6
1
4
-
624
620
W
h
ile
f
o
r
f
e
m
ale
teac
h
er
s
w
h
o
teac
h
in
t
h
e
lo
w
er
clas
s
,
th
e
p
er
ce
n
tag
e
o
f
4
.
6
%
is
v
er
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o
d
,
1
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2
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in
th
e
g
o
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d
ca
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r
y
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8
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th
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t
g
o
o
d
ca
teg
o
r
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d
2
4
.
2
%
is
in
th
e
v
er
y
n
o
t
g
o
o
d
ca
teg
o
r
y
.
W
h
er
ea
s
th
e
f
e
m
ale
teac
h
er
s
w
h
o
ta
u
g
h
t
i
n
t
h
e
h
i
g
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s
o
b
tain
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p
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ce
n
tag
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f
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d
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cl
u
d
ed
in
th
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o
t
g
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o
d
ca
teg
o
r
y
.
B
ased
o
n
th
ese
d
ata,
it
s
h
o
w
s
t
h
at
p
ed
ag
o
g
ical
k
n
o
w
led
g
e
o
f
f
e
m
ale
ele
m
en
tar
y
s
c
h
o
o
l
teac
h
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s
w
h
o
teac
h
in
t
h
e
lo
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cla
s
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d
s
to
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r
less
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o
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o
m
i
n
an
t
at
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%.
W
h
ile
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e
m
ale
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s
w
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o
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th
e
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v
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ed
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o
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ical
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led
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t
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d
s
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g
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f
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0
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5
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B
ased
o
n
th
ese
d
ata
s
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o
w
s
th
at
m
ale
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d
f
e
m
ale
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h
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s
i
n
ele
m
en
tar
y
s
ch
o
o
ls
h
av
e
p
o
o
r
p
ed
ag
o
g
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k
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C
o
m
p
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ce
h
a
s
a
v
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y
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m
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o
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tan
t
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le.
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o
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ce
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o
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tain
s
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r
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cip
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ch
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cies
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r
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ir
e
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e
n
t
f
o
r
ac
h
iev
in
g
s
y
n
er
g
i
s
tic
e
f
f
ec
ts
:
t
ea
ch
er
co
m
p
eten
c
ies
f
o
r
co
g
n
i
tiv
e
p
r
o
ce
s
s
i
n
g
p
r
o
ce
s
s
es (
e.
g
.
,
k
n
o
w
led
g
e
i
n
th
e
b
r
o
ad
est
m
eta
-
co
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n
it
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s
tr
at
eg
ies),
teac
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co
m
p
eten
c
ies
f
o
r
ef
f
ec
ti
v
e
p
r
o
m
o
tin
g
-
m
o
t
i
v
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al
p
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s
s
e
s
,
an
d
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m
p
ete
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cies
f
o
r
p
r
o
m
o
ti
n
g
s
o
cial
p
r
o
ce
s
s
es
i
n
s
tu
d
e
n
ts
[
2
7
]
.
T
h
is
m
ea
n
s
t
h
at
m
as
ter
y
o
f
g
o
o
d
co
m
p
ete
n
cie
s
f
o
r
teac
h
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s
is
v
er
y
i
m
p
o
r
tan
t.
T
ea
ch
er
s
w
h
o
h
av
e
g
o
o
d
p
ed
ag
o
g
ical
co
m
p
e
ten
cies
w
ill
s
u
p
p
o
r
t
teac
h
er
s
i
n
i
m
p
le
m
en
ti
n
g
g
o
o
d
lear
n
in
g
.
T
ea
ch
er
s
w
h
o
h
av
e
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o
o
r
c
o
m
p
eten
ce
s
h
o
w
th
at
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s
ar
e
less
p
r
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f
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io
n
al.
T
h
er
ef
o
r
e,
an
in
cr
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s
e
in
a
teac
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'
s
p
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ag
o
g
ic
co
m
p
eten
ce
is
ab
s
o
lu
tel
y
n
ec
e
s
s
ar
y
.
T
h
e
in
cr
ea
s
e
ca
n
b
e
d
o
n
e
in
v
ar
io
u
s
w
a
y
s
.
L
es
s
o
n
s
t
u
d
y
i
s
a
s
y
s
te
m
atic
i
n
v
esti
g
atio
n
o
f
class
r
o
o
m
p
ed
ag
o
g
y
co
n
d
u
cted
b
y
a
g
r
o
u
p
o
f
teac
h
er
s
r
ath
er
t
h
an
i
n
d
i
v
id
u
al
s
,
w
it
h
t
h
e
ai
m
o
f
i
m
p
r
o
v
in
g
t
h
e
q
u
alit
y
o
f
teac
h
i
n
g
an
d
lear
n
i
n
g
[
2
2
]
.
W
h
er
ea
s
w
h
en
v
ie
w
ed
f
r
o
m
an
eth
n
o
co
n
s
tr
u
cti
v
is
t
k
n
o
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led
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o
f
th
e
m
at
h
e
m
atica
l
f
ield
o
f
teac
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er
s
b
ased
o
n
ag
e,
it
ca
n
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e
co
n
cl
u
d
ed
th
at
th
e
o
ld
er
th
e
teac
h
er
,
th
e
lo
w
er
eth
n
o
co
n
s
tu
ct
iv
i
s
tic
k
n
o
w
led
g
e
o
r
in
th
e
b
ad
ca
teg
o
r
y
.
I
t
ca
n
b
e
s
ee
n
th
at
m
ale
teac
h
er
s
i
n
th
e
a
g
e
r
an
g
e
o
f
3
1
-
4
0
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ea
r
s
ten
d
to
b
e
in
th
e
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o
d
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teg
o
r
y
.
Ma
le
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er
s
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t
h
e
4
1
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5
0
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ea
r
ag
e
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an
g
e
ten
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t
o
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e
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o
m
in
a
n
t
i
n
th
e
w
o
r
s
t
ca
teg
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r
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ile
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ale
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er
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n
th
e
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g
e
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g
e
o
f
5
1
-
6
0
y
ea
r
s
ar
e
also
d
o
m
in
a
n
tl
y
ca
teg
o
r
ized
as n
o
t g
o
o
d
.
W
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ile
f
o
r
f
e
m
ale
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h
er
s
,
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ea
ch
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s
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t
h
e
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e
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an
g
e
o
f
3
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e
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th
e
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o
d
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o
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er
s
w
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o
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e
i
n
t
h
e
4
1
-
5
0
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r
ag
e
r
a
n
g
e
ten
d
to
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e
d
o
m
in
an
t
o
r
n
o
t
i
n
t
h
e
g
o
o
d
ca
teg
o
r
y
.
W
h
ile
teac
h
er
s
w
it
h
a
g
es
r
an
g
i
n
g
f
r
o
m
5
1
to
6
0
y
ea
r
s
ar
e
also
d
o
m
i
n
an
t
in
t
h
e
ca
te
g
o
r
y
th
at
i
s
n
o
t
g
o
o
d
.
A
g
e
h
as
a
s
ig
n
i
f
ica
n
t i
n
f
l
u
en
ce
o
n
teac
h
er
k
n
o
w
led
g
e
ab
o
u
t e
t
h
n
o
co
n
s
ti
v
i
s
m
.
T
ea
ch
er
s
o
f
a
n
a
g
e
w
h
o
ar
e
o
ld
er
s
h
o
u
ld
n
o
t
u
n
d
er
s
ta
n
d
n
e
w
t
h
i
n
g
s
in
t
h
e
d
ev
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
.
Yo
u
n
g
teac
h
er
s
s
h
o
u
ld
h
av
e
g
o
o
d
k
n
o
w
led
g
e
o
f
r
en
e
w
ab
le
an
d
m
o
r
e
cr
ea
ti
v
e
k
n
o
w
led
g
e.
T
h
e
ad
v
an
ta
g
e
o
f
s
en
io
r
teac
h
er
s
is
h
a
v
in
g
m
o
r
e
ex
p
er
ien
ce
th
a
n
y
o
u
n
g
er
teac
h
er
s
.
Ma
n
y
p
o
s
i
ti
v
e
an
d
n
eg
ati
v
e
v
ie
w
s
h
a
v
e
b
ee
n
p
u
t
f
o
r
w
ar
d
r
eg
ar
d
in
g
ag
e
an
d
teac
h
in
g
.
I
t
is
a
g
en
er
al
th
o
u
g
h
t
th
at
is
a
s
a
d
v
an
ce
d
an
d
d
es
ig
n
atio
n
is
p
r
o
m
o
ted
,
teac
h
er
s
lo
s
e
t
h
e
e
n
th
u
s
ia
s
m
to
teac
h
.
An
o
th
er
t
h
o
u
g
h
t is t
h
e
ag
e
a
n
d
ex
p
er
ien
ce
g
o
h
a
n
d
in
h
an
d
.
Ag
e
is
a
n
ass
e
t
[
2
8
]
.
Ma
th
e
m
atics
les
s
o
n
s
ar
e
o
f
ten
co
n
s
id
er
ed
a
s
ca
r
y
less
o
n
f
o
r
s
tu
d
en
t
s
.
T
h
is
h
as
b
ec
o
m
e
a
ch
alle
n
g
e
f
o
r
teac
h
er
s
to
d
o
th
e
in
te
n
s
e
m
at
h
e
m
at
ics
lear
n
in
g
f
o
r
s
tu
d
en
ts
.
On
e
o
f
th
e
c
h
alle
n
g
es
cu
r
r
en
tl
y
f
ac
ed
b
y
s
tu
d
e
n
ts
i
s
th
e
r
u
les
a
n
d
co
n
ten
ts
o
f
m
at
h
e
m
atics
i
n
a
m
o
r
e
e
f
f
ec
ti
v
e,
f
u
n
,
a
n
d
s
u
c
ce
s
s
f
u
l
w
a
y
[
2
1
]
.
T
h
e
ar
g
u
m
e
n
t
f
o
r
th
e
p
ast
f
e
w
y
ea
r
s
h
as
r
ev
o
l
v
ed
ar
o
u
n
d
th
e
cu
ltu
r
al
co
n
tr
ib
u
tio
n
to
th
e
p
r
o
m
o
tio
n
o
f
m
at
h
e
m
a
tics
tau
g
h
t
i
n
s
ch
o
o
ls
.
L
ea
r
n
i
n
g
m
ath
e
m
at
ics
ca
n
b
e
d
o
n
e
t
h
r
o
u
g
h
a
co
n
s
tr
u
ctiv
i
s
t
ap
p
r
o
ac
h
b
y
as
s
i
m
ilati
n
g
n
e
w
k
n
o
w
led
g
e
an
d
p
ast
ex
p
er
ien
ce
s
o
f
s
t
u
d
en
t
s
ac
tiv
el
y
f
o
r
m
in
g
t
h
e
ir
o
w
n
m
ea
n
i
n
g
s
.
C
o
n
s
tr
u
cti
v
is
m
ca
n
b
e
u
n
d
er
s
to
o
d
as
an
ep
is
te
m
o
lo
g
ical
p
ar
ad
ig
m
,
in
s
id
e
o
f
w
h
ic
h
t
h
e
af
o
r
e
m
en
t
io
n
ed
p
o
s
t
m
o
d
er
n
is
t
r
elati
v
is
m
is
p
er
h
ap
s
m
o
s
t
clea
r
l
y
m
an
i
f
e
s
t
ed
.
B
y
in
teg
r
ati
n
g
cu
lt
u
r
al
v
alu
es
i
n
to
lear
n
in
g
m
at
h
e
m
a
tics
w
il
l
m
a
k
e
s
t
u
d
en
ts
f
ee
l
clo
s
e
to
th
eir
e
n
v
ir
o
n
m
e
n
t
[
2
9
]
.
Stu
d
en
ts
al
s
o
b
ec
o
m
e
ea
s
y
to
u
n
d
er
s
ta
n
d
lear
n
in
g
m
ater
ial
b
ec
au
s
e
lear
n
in
g
is
n
o
t
i
m
a
g
in
ed
b
u
t
m
o
r
e
co
n
cr
ete
an
d
r
ea
l.
L
ea
r
n
er
s
ca
n
co
m
b
i
n
e
m
a
t
h
e
m
atica
l
co
n
ce
p
ts
w
it
h
t
h
eir
e
x
p
er
ien
ce
s
.
I
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
co
n
s
tr
u
cti
v
e
l
ea
r
n
in
g
,
esp
ec
iall
y
in
t
h
e
f
ield
o
f
m
at
h
e
m
atics,
s
tu
d
e
n
ts
ar
e
en
co
u
r
ag
ed
to
ac
tiv
el
y
p
r
o
m
o
te
th
e
d
ev
elo
p
m
en
t
o
f
t
h
eir
o
w
n
ef
f
ec
tiv
e
lear
n
i
n
g
co
n
ce
p
t
s
an
d
ca
n
s
u
g
g
e
s
t id
ea
s
to
i
m
p
r
o
v
e
f
u
t
u
r
e
lear
n
i
n
g
[
3
0
]
.
T
h
e
eth
n
o
co
n
s
tr
u
ct
io
n
i
s
t
ter
m
i
n
t
h
e
f
ield
o
f
m
at
h
e
m
a
ti
cs
is
s
til
l
v
er
y
f
o
r
eig
n
to
t
h
e
teac
h
er
s
.
Ho
w
e
v
er
,
a
s
m
all
n
u
m
b
er
o
f
t
ea
ch
er
s
h
av
e
i
m
p
le
m
e
n
ted
m
a
th
e
m
atics
lear
n
i
n
g
w
it
h
lo
ca
l
cu
lt
u
r
al
v
al
u
es
an
d
w
i
s
d
o
m
in
a
v
er
y
s
i
m
p
le
w
a
y
o
r
s
tr
ateg
y
.
T
h
e
teac
h
er
u
s
es
l
ea
r
n
in
g
m
ed
ia
i
n
th
e
f
o
r
m
o
f
p
ictu
r
es
o
r
p
h
o
to
s
.
So
m
e
o
th
er
teac
h
er
s
i
m
p
le
m
en
t
it
b
y
d
o
in
g
tr
ad
itio
n
al
g
a
m
es
o
u
ts
id
e
t
h
e
cla
s
s
r
o
o
m
.
C
u
l
tu
r
al
v
al
u
es
,
f
o
r
ex
a
m
p
le,
tr
ad
itio
n
a
l
h
o
u
s
e
d
r
a
w
i
n
g
s
a
n
d
tr
ad
itio
n
al
g
a
m
e
s
ar
e
u
s
ef
u
l
f
o
r
d
eliv
er
i
n
g
s
t
u
d
en
ts
to
f
o
r
m
th
e
ir
o
w
n
k
n
o
w
led
g
e.
T
h
e
th
eo
r
y
o
f
co
n
s
tr
u
cti
v
is
m
is
all
ab
o
u
t
p
ar
ad
ig
m
,
b
eliev
i
n
g
th
at
lear
n
i
n
g
is
a
n
ac
tiv
e
an
d
co
n
s
tr
u
ct
iv
e
p
r
o
ce
s
s
.
C
o
n
s
tr
u
ctiv
i
s
m
is
ab
o
u
t
t
h
e
n
at
u
r
e
o
f
k
n
o
w
i
n
g
,
lear
n
i
n
g
an
d
teac
h
i
n
g
.
I
t
is
a
c
h
a
n
g
e
i
n
me
an
in
g
th
r
o
u
g
h
ex
p
er
ie
n
ce
[
3
1
]
.
C
u
ltu
r
al
v
al
u
es
a
n
d
lo
ca
l
w
i
s
d
o
m
s
u
ch
a
s
tr
ad
itio
n
al
g
a
m
es
m
ak
e
lear
n
in
g
m
ea
n
in
g
f
u
l th
r
o
u
g
h
r
ea
l a
ctiv
i
ties
in
ac
co
r
d
an
ce
w
it
h
co
n
s
tr
u
cti
v
is
t t
h
eo
r
y
.
T
h
e
th
eo
r
ies o
f
co
n
s
tr
u
cti
v
i
s
m
ar
e
all
ab
o
u
t
p
ar
ad
ig
m
,
b
eliev
in
g
th
at
lear
n
in
g
is
a
n
ac
ti
v
e,
c
o
n
s
tr
u
ct
iv
e
p
r
o
ce
s
s
t
h
at
ta
k
es
p
lace
in
a
s
o
cial
-
cu
lt
u
r
al
s
it
u
atio
n
.
L
ea
r
n
er
s
a
r
e
d
esig
n
ed
to
b
e
ac
ti
v
e
to
ch
an
g
e
i
n
m
ea
n
i
n
g
t
h
r
o
u
g
h
r
ea
l
ac
tiv
itie
s
[
3
1
]
.
C
o
n
s
tr
u
cti
v
is
m
e
n
co
u
r
a
g
es
s
o
cial
in
ter
ac
tio
n
a
m
o
n
g
s
t
u
d
en
ts
.
T
h
is
is
a
w
a
y
to
d
ev
e
lo
p
t
h
e
s
k
ill
s
n
ee
d
ed
to
lear
n
ab
o
u
t
p
eo
p
le'
s
s
k
il
ls
an
d
s
k
ills
to
d
ev
elo
p
th
eir
co
m
m
u
n
icat
io
n
s
k
ill
s
[
3
2
]
.
I
n
teg
r
atin
g
cu
lt
u
r
al
v
al
u
e
s
an
d
lo
ca
l
w
is
d
o
m
a
s
p
ar
t
o
f
s
tu
d
e
n
t
ex
p
er
ien
ce
ca
n
in
cr
ea
s
e
s
tu
d
e
n
t
m
o
ti
v
atio
n
.
A
cc
o
r
d
in
g
to
[
3
3
]
,
t
h
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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.
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2252
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621
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lear
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lear
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s
h
o
w
s
p
r
o
f
e
s
s
io
n
al
teac
h
er
s
.
C
u
lt
u
r
al
v
a
lu
e
s
an
d
lo
ca
l
w
is
d
o
m
co
n
tai
n
ed
u
ca
tio
n
al
v
a
lu
e
s
.
L
o
ca
l
w
i
s
d
o
m
w
h
ic
h
is
s
ca
tter
ed
th
r
o
u
g
h
o
u
t
I
n
d
o
n
esia
h
as
o
n
e
th
i
n
g
i
n
co
m
m
o
n
,
it c
u
lti
v
ate
s
attitu
d
es,
b
eh
a
v
io
r
s
,
an
d
m
o
r
a
lit
y
[
3
4
]
.
W
h
ile
th
e
o
b
s
tacle
s
ex
p
er
i
en
c
ed
b
y
teac
h
er
s
in
th
e
p
r
o
ce
s
s
o
f
i
m
p
le
m
e
n
ti
n
g
eth
n
o
co
n
s
ti
v
is
m
-
b
ased
lear
n
in
g
in
m
a
th
e
m
atic
s
lear
n
in
g
ar
e
th
e
lack
o
f
m
ed
ia
a
n
d
lear
n
i
n
g
r
eso
u
r
ce
s
.
T
h
o
u
g
h
t
h
e
e
x
is
ten
ce
o
f
m
ed
ia
an
d
lear
n
i
n
g
r
e
s
o
u
r
ce
s
f
ac
ilit
a
te
t
h
e
p
r
o
ce
s
s
o
f
tr
a
n
s
f
er
r
i
n
g
k
n
o
w
led
g
e
to
s
tu
d
e
n
ts
i
n
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
3
5
]
.
L
ea
r
n
in
g
is
a
p
r
o
ce
s
s
o
f
tr
an
s
f
er
r
i
n
g
k
n
o
wled
g
e
to
s
tu
d
en
t
s
th
r
o
u
g
h
tea
ch
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
es.
I
n
ad
d
itio
n
,
t
h
e
c
h
ar
ac
ter
is
tic
s
o
f
d
i
f
f
er
en
t
s
t
u
d
en
ts
m
a
k
e
it
d
i
f
f
icu
lt
f
o
r
teac
h
er
s
to
ca
r
r
y
o
u
t
eth
n
o
co
n
s
t
u
cti
v
i
st
-
b
ased
lear
n
in
g
i
n
m
at
h
e
m
atic
s
.
Stu
d
en
ts
h
av
e
v
ar
ied
en
th
u
s
ia
s
m
a
n
d
lear
n
in
g
m
o
ti
v
atio
n
.
Mo
s
t
s
t
u
d
en
ts
f
u
s
s
an
d
j
o
k
e
w
it
h
o
t
h
er
s
tu
d
e
n
ts
.
T
h
e
t
ea
ch
er
b
ec
o
m
e
s
a
d
if
f
ic
u
lt
y
in
r
eg
u
lati
n
g
an
d
co
n
d
itio
n
i
n
g
s
tu
d
e
n
ts
i
n
t
h
e
cl
ass
r
o
o
m
.
T
h
er
ef
o
r
e,
teac
h
er
s
n
ee
d
to
u
n
d
er
s
ta
n
d
th
e
c
h
ar
ac
ter
is
tics
o
f
s
t
u
d
en
t
s
w
ell
[
3
6
]
.
T
ea
ch
er
s
n
ee
d
to
u
n
d
er
s
ta
n
d
th
e
lear
n
er
th
r
o
u
g
h
lear
n
er
s
'
ch
ar
ac
ter
i
s
tics
,
p
r
i
m
ar
il
y
o
n
th
i
n
g
s
r
elate
d
to
asp
ec
ts
o
f
i
n
tellect
u
al,
e
m
o
t
io
n
al,
m
o
r
al
a
n
d
b
ac
k
g
r
o
u
n
d
o
f
lear
n
er
s
.
I
t
i
s
i
n
te
n
d
ed
to
b
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sm
o
o
th
,
so
th
at
th
e
lear
n
i
n
g
o
b
j
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tiv
es
ca
n
b
e
ac
h
iev
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th
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le
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h
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m
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ted
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led
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e
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d
ex
p
er
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e
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h
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s
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o
u
t
eth
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o
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n
s
tu
ct
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s
m
ar
e
also
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b
s
tacle
s
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h
e
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h
as
in
-
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n
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led
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e
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d
ex
p
er
ie
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o
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th
e
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l
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ltu
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e
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o
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ar
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d
.
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ac
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ar
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ak
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er
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m
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n
ce
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ec
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r
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atic
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ased
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t
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u
cti
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le
ar
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in
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[
3
7
]
.
B
ased
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th
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s
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atica
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s
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r
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lear
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p
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s
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at
691
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esp
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2
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a
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m
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v
a
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1
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le
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ch
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ile
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6.
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f
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p
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Fro
m
th
e
T
ab
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6
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s
ee
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at
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is
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eth
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o
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co
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s
tr
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cti
v
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m
i
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f
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en
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n
m
at
h
e
m
atics
P
ed
ag
o
g
ic
C
o
m
p
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n
ce
in
t
h
e
lo
w
e
r
class
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f
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r
m
ale
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s
.
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tio
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f
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t
i
s
7
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le
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ath
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atic
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P
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atics
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&
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Vo
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9
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3
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Sep
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b
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2
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2
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:
6
1
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624
622
th
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ati
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[
3
8
,
39]
.
I
n
ad
d
itio
n
,
t
h
e
f
ac
to
r
s
th
a
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f
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d
m
a
n
ag
e
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
E
le
m
e
n
t
ar
y
s
ch
o
o
l
teac
h
er
s
m
u
s
t
m
a
s
ter
b
r
o
ad
ly
an
d
d
ee
p
l
y
th
e
m
ath
e
m
atics
s
u
b
j
ec
t
m
atter
w
h
ich
is
s
p
ec
i
f
icall
y
ta
u
g
h
t
b
y
ap
p
l
y
in
g
et
h
n
o
co
n
s
ti
v
is
m
i
n
m
ath
e
m
at
ics
lear
n
in
g
[
4
0
]
.
Ma
th
em
at
ical
k
n
o
w
led
g
e
i
n
teac
h
i
n
g
is
th
e
c
en
ter
o
f
th
e
in
d
i
v
id
u
a
l te
ac
h
er
o
r
s
o
cial
ass
et,
m
ea
n
i
n
g
f
u
l o
n
l
y
i
n
t
h
e
co
n
te
x
t
o
f
m
at
h
e
m
a
tical
ap
p
licatio
n
s
.
P
r
im
ar
y
s
c
h
o
o
l
teac
h
er
s
in
o
r
d
er
to
g
u
id
e
th
eir
s
t
u
d
en
t
s
in
o
b
tain
in
g
co
m
p
ete
n
cie
s
th
at
h
av
e
b
ee
n
d
eter
m
i
n
ed
ac
co
r
d
in
g
to
th
e
la
w
m
u
s
t
b
e
in
n
o
v
ati
v
e
b
ased
o
n
et
h
n
o
co
n
s
t
iv
is
m
.
P
ed
ag
o
g
ica
l
co
m
p
ete
n
ce
b
ec
o
m
e
s
v
er
y
i
m
p
o
r
tan
t
in
d
eter
m
in
in
g
t
h
e
s
u
c
ce
s
s
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
t
h
at
d
ir
ec
tl
y
to
u
c
h
e
s
lear
n
in
g
ab
ilit
ies
w
h
ic
h
i
n
clu
d
e
m
an
a
g
e
m
en
t
o
f
s
tu
d
e
n
ts
,
p
lan
n
i
n
g
,
p
r
o
ce
s
s
d
esig
n
lear
n
in
g
,
e
v
al
u
atio
n
o
f
lear
n
in
g
o
u
tco
m
es,
a
n
d
d
ev
elo
p
m
e
n
t o
f
s
t
u
d
en
t
s
.
T
ea
ch
er
w
h
o
h
as
a
n
d
co
n
tr
o
ls
h
i
g
h
eth
n
o
co
n
tr
u
cti
v
is
m
s
k
i
lls
,
th
e
teac
h
er
ca
n
teac
h
s
t
u
d
en
ts
w
e
ll
.
Ma
s
ter
in
g
eth
n
o
-
co
n
s
tr
u
c
tiv
is
m
ca
n
m
a
k
e
it
ea
s
ier
f
o
r
teac
h
er
s
to
m
a
k
e
lear
n
i
n
g
in
t
h
e
class
r
o
o
m
.
S
tu
d
e
n
ts
w
il
l
ea
s
il
y
u
n
d
er
s
ta
n
d
m
at
h
e
m
atic
s
lear
n
in
g
m
ater
ial
b
ec
au
s
e
lear
n
i
n
g
b
ec
o
m
e
s
co
n
t
ex
tu
a
l
an
d
clo
s
e
to
th
e
liv
e
s
o
f
s
tu
d
en
t
s
.
So
th
at
it
is
v
er
y
h
elp
f
u
l
f
o
r
s
tu
d
en
t
s
in
f
ac
i
n
g
m
ath
e
m
ati
cs
lear
n
in
g
th
at
i
s
co
n
s
id
er
ed
s
ca
r
y
.
C
u
lt
u
r
al
p
r
o
ce
s
s
es
ar
e
v
er
y
clo
s
el
y
r
elate
d
to
v
alu
es
an
d
p
r
o
b
lem
s
in
th
e
co
m
m
u
n
it
y
.
T
ea
ch
er
s
’
cr
ea
tiv
e
attit
u
d
es
h
av
e
b
ec
o
m
e
a
n
ess
e
n
tial
ele
m
en
t
o
f
th
e
ed
u
ca
tio
n
al
i
n
itiati
v
es.
T
h
is
is
lar
g
el
y
b
ec
au
s
e
cu
lt
u
r
al
an
d
s
o
cial
tr
an
s
f
o
r
m
atio
n
s
d
e
m
a
n
d
a
m
o
r
e
in
n
o
v
a
tiv
e
teac
h
i
n
g
p
r
o
ce
s
s
an
d
a
f
aster
,
m
o
r
e
co
m
p
lete
d
ev
elo
p
m
e
n
t
o
f
te
ac
h
er
s
’
an
d
s
t
u
d
en
t
s
’
cr
ea
t
i
v
e
ab
ilit
ie
s
[
4
1
]
.
I
f
th
e
teac
h
er
d
o
es
n
o
t
h
a
v
e
eth
n
o
n
o
n
s
tr
u
cti
v
i
s
m
s
k
ill
s
an
d
is
u
n
ab
le
to
i
m
p
le
m
e
n
t
it
i
n
to
lear
n
in
g
it
w
i
ll
h
av
e
a
n
i
m
p
ac
t
o
n
th
e
s
tu
d
e
n
ts
'
lo
v
e
f
o
r
th
eir
o
w
n
c
u
lt
u
r
e
w
h
i
ch
w
ill
f
ad
e.
T
h
en
th
e
lear
n
i
n
g
w
ill
b
ec
o
m
e
s
t
u
d
en
t
s
w
ill
f
a
n
tasi
ze
i
n
lear
n
i
n
g
.
E
d
u
ca
tio
n
al
v
al
u
es
co
n
ta
in
e
d
in
lo
ca
l
w
i
s
d
o
m
ca
n
b
e
u
s
ed
as
p
ar
t
o
f
im
p
r
o
v
i
n
g
n
atio
n
al
c
h
ar
ac
ter
.
L
o
ca
l
w
i
s
d
o
m
i
s
p
o
s
s
e
s
s
ed
b
y
I
n
d
o
n
esia
n
p
eo
p
le
h
a
s
a
r
o
le
to
b
u
ild
t
h
e
c
h
ar
ac
ter
o
f
a
n
ati
o
n
,
s
u
ch
as
m
u
t
u
al
ass
is
tan
ce
,
r
elig
io
u
s
to
ler
an
c
e
an
d
s
o
f
o
r
th
[
4
2
]
.
B
all
[
1
4
]
,
W
ar
d
[
4
3
]
,
W
ar
d
[
4
4
]
h
av
e
d
if
f
er
en
tiated
b
et
w
ee
n
t
w
o
f
o
r
m
s
o
f
r
elate
d
,
y
et
d
i
f
f
er
e
n
t,
co
n
ten
t
k
n
o
w
l
ed
g
e.
T
h
e
lo
w
p
ed
ag
o
g
ical
a
b
ilit
y
o
f
teac
h
er
s
i
s
d
u
e
to
th
e
s
till
lo
w
n
u
m
b
er
o
f
teac
h
er
s
i
n
ap
p
l
y
in
g
et
h
n
o
co
n
s
tr
u
ct
i
v
i
s
m
to
m
ath
e
m
ati
cs
lear
n
i
n
g
d
u
e
t
o
th
e
ag
e
o
f
t
h
e
teac
h
er
.
T
ea
c
h
er
s
w
h
o
h
a
v
e
ag
ed
4
5
y
ea
r
s
an
d
ab
o
v
e
w
h
o
u
s
u
all
y
u
s
e
tr
ad
itio
n
al
m
ed
ia,
m
o
d
el
s
an
d
lear
n
i
n
g
s
tr
ateg
ie
s
,
n
o
w
w
it
h
t
h
e
d
ev
elo
p
m
en
t
o
f
th
e
in
d
u
s
tr
ial
r
e
v
o
lu
tio
n
4
.
0
er
a;
teac
h
er
s
ar
e
r
eq
u
ir
ed
to
u
p
g
r
ad
e
o
r
d
ev
elo
p
m
ed
ia,
m
o
d
els
an
d
s
tr
ateg
ies
in
teac
h
in
g
.
I
t
is
b
ec
au
s
e
teac
h
er
s
w
h
o
h
a
v
e
ag
ed
4
5
y
ea
r
s
a
n
d
o
v
er
ar
e
s
tu
tter
in
g
w
it
h
tech
n
o
lo
g
y
.
4.
CO
NCLU
SI
O
N
C
u
l
tu
r
al
v
al
u
es
an
d
lo
ca
l
w
i
s
d
o
m
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
h
u
m
a
n
lif
e.
C
u
lt
u
r
al
v
al
u
e
s
an
d
lo
ca
l
w
i
s
d
o
m
as
a
r
esu
lt
o
f
li
f
e
p
r
o
ce
s
s
es
co
n
tai
n
m
a
n
y
v
al
u
es
o
f
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e
th
e
teac
h
er
m
u
s
t
in
teg
r
at
e
cu
lt
u
r
al
v
al
u
es
a
n
d
lo
ca
l
w
is
d
o
m
i
n
to
lear
n
i
n
g
.
E
th
n
o
co
n
s
tiv
is
m
i
n
th
e
f
ield
o
f
m
at
h
e
m
atic
s
en
co
u
r
a
g
es
th
e
i
n
te
g
r
atio
n
o
f
c
u
lt
u
r
al
v
alu
es
a
n
d
lo
ca
l
w
i
s
d
o
m
in
to
m
at
h
e
m
atics
lear
n
i
n
g
.
T
h
e
i
m
p
le
m
en
ta
tio
n
o
f
eth
n
o
-
co
n
s
tr
u
ct
iv
i
s
m
-
b
ased
le
ar
n
in
g
in
m
at
h
e
m
atic
s
is
clo
s
el
y
r
elate
d
to
p
ed
ag
o
g
ical
co
m
p
e
ten
ce
.
B
ased
o
n
th
e
r
es
u
lts
o
f
t
h
e
r
esear
ch
,
p
e
d
ag
o
g
ic
co
m
p
ete
n
cies
in
m
al
e
teac
h
er
s
as
a
w
h
o
le
te
n
d
to
b
e
d
o
m
i
n
an
tl
y
n
o
t
g
o
o
d
.
Me
an
w
h
ile,
f
e
m
a
le
teac
h
er
s
also
te
n
d
to
b
e
d
o
m
in
a
n
t
n
o
t g
o
o
d
.
W
h
ile
th
e
lev
el
o
f
eth
n
o
co
n
s
tr
u
cti
v
is
m
k
n
o
w
led
g
e
o
f
m
al
e
teac
h
er
s
as
a
w
h
o
le
also
ten
d
s
to
b
e
d
o
m
i
n
ated
n
o
t g
o
o
d
.
I
n
teac
h
i
n
g
teac
h
er
s
also
ten
d
to
b
e
le
s
s
d
o
m
i
n
an
t.
W
h
er
ea
s
if
s
ee
n
b
y
a
g
e
r
an
g
e,
o
v
er
all
m
ale
an
d
f
e
m
ale
teac
h
er
s
w
it
h
a
r
an
g
e
o
f
3
1
-
4
0
y
ea
r
s
ar
e
in
t
h
e
g
o
o
d
an
d
th
e
v
er
y
g
o
o
d
ca
teg
o
r
y
.
W
h
ile
i
n
th
e
r
an
g
e
o
f
4
1
-
50
y
ea
r
s
,
it
ten
d
s
to
b
e
in
th
e
ca
teg
o
r
y
o
f
b
a
d
an
d
n
o
t
g
o
o
d
.
I
n
th
e
ag
e
r
an
g
e
o
f
5
1
-
6
0
y
ea
r
s
,
th
e
m
a
le
an
d
f
e
m
ale
teac
h
er
s
ar
e
in
a
b
ad
ca
teg
o
r
y
.
T
h
i
s
s
h
o
w
s
th
at
t
h
e
o
ld
er
th
e
a
g
e
o
f
a
teac
h
er
h
as
a
ten
d
en
c
y
to
lo
w
et
h
n
o
co
n
s
tr
u
cti
v
is
m
k
n
o
w
led
g
e
.
So
m
e
teac
h
er
s
h
av
e
i
m
p
le
m
en
ted
eth
n
o
co
n
s
ti
v
i
s
m
-
b
ased
lear
n
in
g
in
m
a
th
e
m
atic
s
lear
n
in
g
i
n
v
ar
io
u
s
w
a
y
s
,
s
u
ch
a
s
u
s
i
n
g
lear
n
in
g
m
et
h
o
d
s
an
d
s
tr
at
eg
ies,
u
s
i
n
g
s
i
m
p
le
lear
n
in
g
m
ed
ia
an
d
u
s
i
n
g
th
e
s
u
r
r
o
u
n
d
in
g
e
n
v
ir
o
n
m
e
n
t
as
a
lear
n
i
n
g
r
eso
u
r
ce
.
B
u
t
th
e
teac
h
er
s
t
ill
h
as
c
o
n
s
tr
ai
n
ts
s
u
c
h
as
th
e
lack
o
f
m
ed
ia
an
d
lear
n
i
n
g
r
eso
u
r
ce
s
ab
o
u
t
eth
n
o
co
n
s
ti
v
is
m
i
n
m
a
t
h
e
m
a
tics
lear
n
in
g
a
n
d
th
e
v
ar
i
ed
ch
ar
ac
ter
is
tics
o
f
s
tu
d
e
n
ts
.
I
n
ad
d
itio
n
,
t
h
e
teac
h
er
f
elt
t
h
at
h
is
e
x
p
er
ien
ce
a
n
d
k
n
o
w
led
g
e
o
f
et
h
n
o
co
n
s
ti
v
is
m
w
a
s
s
til
l
v
er
y
lo
w
.
E
s
p
ec
iall
y
f
o
r
teac
h
er
s
in
ele
m
e
n
tar
y
s
c
h
o
o
ls
to
b
u
il
d
a
n
atio
n
al
id
en
tit
y
.
T
h
e
s
ig
n
i
f
ican
t
p
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RE
F
E
R
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NC
E
S
[1
]
C.
Ka
e
n
d
ler,
e
t
a
l.
,
“
T
e
a
c
h
e
r
c
o
m
p
e
ten
c
ies
f
o
r
th
e
i
m
p
le
m
e
n
ta
ti
o
n
o
f
c
o
ll
a
b
o
ra
ti
v
e
lea
rn
in
g
in
th
e
c
las
sro
o
m
:
A
f
ra
m
e
w
o
rk
a
n
d
re
se
a
rc
h
re
v
ie
w,”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
Rev
iew
,
v
o
l.
27
,
n
o
.
3,
pp.
5
0
5
-
5
3
6
,
2
0
1
5
.
[2
]
L
.
S
h
u
lm
a
n
,
“
Kn
o
w
led
g
e
a
n
d
te
a
c
h
in
g
:
F
o
u
n
d
a
ti
o
n
s
o
f
th
e
n
e
w
re
f
o
r
m
,
”
Ha
rv
a
rd
e
d
u
c
a
ti
o
n
a
l
re
v
iew
,
v
o
l.
57
,
n
o
.
1,
p
p
.
1
-
2
3
,
1
9
8
7
.
[3
]
M
.
B.
Ne
m
e
t
,
“
A
Co
rre
latio
n
b
e
t
w
e
e
n
T
e
a
c
h
e
rs’
S
o
c
ial
a
n
d
P
e
d
a
g
o
g
ica
l
Co
m
p
e
ten
c
e
s
a
n
d
S
c
h
o
o
l
Cu
lt
u
re
.
S
o
d
o
b
n
a
p
e
d
a
g
o
g
ik
a
,
”
J
o
u
rn
a
l
o
f
C
o
n
tem
p
o
ra
ry
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l.
69
,
n
o
.
3,
p
p
.
1
4
2
-
1
5
5
,
2
0
1
8
.
[4
]
L
.
S
,
S
h
u
lm
a
n
a
n
d
J.
H,
S
h
u
lm
a
n
,
“
Ho
w
a
n
d
w
h
a
t
tea
c
h
e
r
s
lea
rn
:
a
sh
if
ti
n
g
p
e
rsp
e
c
ti
v
e
,
”
J
o
u
rn
a
l
o
f
Cu
rr
icu
l
u
m
S
tu
d
ies
,
v
o
l.
36
,
n
o
.
2,
p
p
.
2
5
7
–
2
7
1
,
2
0
0
4
.
[5
]
L
.
S
.
S
h
u
lm
a
n
,
“
T
h
o
se
w
h
o
u
n
d
e
rsta
n
d
:
Kn
o
w
led
g
e
g
ro
w
th
in
te
a
c
h
in
g
,
”
Ed
u
c
a
ti
o
n
a
l
R
e
se
a
rc
h
e
r
,
v
o
l.
15
,
n
o
.
2,
pp.
4
-
14,
1
9
8
6
.
[6
]
L
.
S
h
u
lm
a
n
a
n
d
D.
S
p
a
rk
s,
“
M
e
rg
in
g
Co
n
ten
t
Kn
o
w
led
g
e
a
n
d
P
e
d
a
g
o
g
y
:
A
n
In
terv
ie
w
w
it
h
Lee
S
h
u
lm
a
n
,
”
J
o
u
rn
a
l
o
f
S
ta
ff
De
v
e
lo
p
me
n
t
,
v
o
l.
13
,
n
o
.
1,
pp.
14
-
1
6
,
1
9
9
2
.
[7
]
J.
H.
L
Ko
h
.
,
e
t
a
l.
,
“
Ex
a
m
in
in
g
th
e
tec
h
n
o
lo
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ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
w
led
g
e
o
f
S
in
g
a
p
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re
p
re
-
se
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ice
te
a
c
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e
rs
w
it
h
a
larg
e
-
s
c
a
le su
rv
e
y
,
”
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
Assiste
d
L
e
a
rn
i
n
g
,
v
o
l.
26
,
n
o
.
6,
pp.
5
6
3
–
5
7
3
.
2
0
1
0
.
[8
]
J.
M
a
k
si
m
o
v
ic,
e
t
a
l.
,
“
T
e
a
c
h
e
rs
a
s
re
f
lec
ti
v
e
p
ra
c
ti
ti
o
n
e
rs
w
it
h
th
e
f
u
n
c
ti
o
n
o
f
im
p
ro
v
in
g
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
in
p
rim
a
r
y
s
c
h
o
o
ls i
n
S
e
rb
ia,”
J
o
u
r
n
a
l
o
f
Co
n
tem
p
o
r
a
ry
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l.
69
,
n
o
.
4
,
p
p
.
3
0
6
-
3
2
4
,
2
0
1
8
.
[9
]
A
.
A
k
m
a
l,
“
L
o
c
a
l
Cu
lt
u
re
a
n
d
M
o
ra
li
ty
A
tt
a
c
h
m
e
n
t
T
o
T
p
a
c
k
F
ra
m
e
w
o
rk
o
f
P
re
-
S
e
rv
ice
En
g
li
sh
T
e
a
c
h
e
rs
W
it
h
in
T
h
e
Ch
a
ll
e
n
g
e
Of
T
h
e
2
1
st Cen
t
u
ry
S
k
il
ls,”
In
ter
n
a
ti
o
n
a
l
J
u
o
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l
.
9
,
n
o
.
2,
pp.
113
-
1
2
0
,
2
0
1
7
.
[1
0
]
L
o
w
n
o
.
1
6
o
f
2
0
0
7
, C
o
n
c
e
rin
g
tea
c
h
e
r
c
o
m
p
e
ten
c
y
a
n
d
q
u
a
li
f
ica
ti
o
n
sta
n
d
a
rts
.
[1
1
]
M
.
K
o
u
t
o
u
z
is
a
n
d
K.
S
p
iri
a
d
o
u
,
“
T
h
e
In
tera
c
ti
o
n
b
e
tw
e
e
n
P
ro
f
e
ss
io
n
a
l
a
n
d
S
o
c
ial
Id
e
n
ti
ty
o
f
G
re
e
k
P
rim
a
r
y
S
c
h
o
o
l
Ed
u
c
a
to
rs,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
4,
p
p
.
1
9
0
-
2
0
9
,
2
0
1
7
.
[1
2
]
D.
Bra
n
sf
o
rd
,
e
t
a
l.
,
Ho
w
Peo
p
le
L
e
a
rn
:
Bra
i
n
,
M
i
n
d
,
Exp
e
rie
n
c
e
,
a
n
d
S
c
h
o
o
l
.
W
a
sh
in
g
to
n
D.C:
Na
ti
o
n
a
l
A
c
a
d
e
m
y
P
re
ss
,
2
0
0
0
.
[1
3
]
Da
r
m
a
ji
,
A
st
a
li
n
i,
D.
A
.
Ku
rn
ia
w
a
n
,
N.
S
a
ri,
O.
H.
W
iza
,
a
n
d
Y
.
E.
P
u
tri
,
“
I
n
v
e
stig
a
ti
o
n
o
f
S
t
u
d
e
n
ts'
P
sy
c
h
o
lo
g
y
:
T
h
e
Re
latio
n
sh
ip
a
m
o
n
g
S
tu
d
e
n
ts'
A
tt
it
u
d
e
s,
P
e
rsiste
n
c
e
,
Cre
a
ti
v
it
y
,
a
n
d
T
o
lera
n
c
e
to
w
a
rd
Na
tu
ra
l
S
c
ien
c
e
S
u
b
jec
ts
,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
1
1
5
5
-
1
1
6
6
,
2
0
2
0
.
[1
4
]
D.
L
Ba
ll
,
M
.
H.
T
h
a
m
e
s
,
a
n
d
G
.
P
h
e
lp
s,
“
Co
n
te
n
t
k
n
o
w
led
g
e
f
o
r
t
e
a
c
h
in
g
:
W
h
a
t
m
a
k
e
s
it
sp
e
c
ial?
”
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
59
,
n
o
.
5,
p
p
.
3
8
9
–
4
0
7
,
2
0
0
8
.
[1
5
]
J.
M
a
so
n
a
n
d
B.
Da
v
is,
“
T
h
e
I
m
p
o
rtan
c
e
o
f
T
e
a
c
h
e
rs’
M
a
th
e
m
a
ti
c
a
l
Aw
a
re
n
e
s
s
f
o
r
In
-
th
e
-
M
o
m
e
n
t
P
e
d
a
g
o
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y
,
”
Ca
n
a
d
i
a
n
J
o
u
rn
a
l
o
f
S
c
ien
c
e
,
M
a
th
e
ma
ti
c
s a
n
d
T
e
c
h
n
o
lo
g
y
E
d
u
c
a
t
io
n
,
v
o
l.
13
,
n
o
.
2,
p
p
.
1
8
2
–
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9
7
,
2
0
1
3
.
[1
6
]
D.
L
B
a
ll
,
L
.
S
lee
p
,
T
.
A
.
Bo
e
rst
,
a
n
d
H.
B
a
ss
,
“
Co
m
b
in
in
g
th
e
De
v
e
lo
p
m
e
n
t
o
f
P
ra
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P
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u
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ti
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El
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me
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ry
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J
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5,
p
p
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4
5
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[1
7
]
A
.
S
ri
w
o
n
g
c
h
a
i
,
e
t
a
l.
,
“
De
v
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M
a
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