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tary
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L
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m
ath
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atics
Ma
th
em
atics tea
ch
er
Self
-
r
eg
u
lated
lear
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in
g
T
h
is i
s
a
n
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p
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a
c
c
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ss
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rticle
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n
d
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CC B
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C
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A
uth
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r
:
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is
tar
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M
a
t
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m
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E
d
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c
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P
r
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a
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n
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v
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s
T
a
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n
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p
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r
a
J
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Pro
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eso
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Do
k
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H.
Ha
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Naw
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B
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Po
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tian
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d
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m
ail: b
is
tar
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u
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tan
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ac
.
i
d
1.
I
NT
RO
D
UCT
I
O
N
A
less
o
n
s
h
o
u
ld
n
o
t
o
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ly
f
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s
o
n
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lts
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th
e
f
o
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m
o
f
k
n
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wled
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e
an
d
s
k
ills
b
u
t
also
o
n
s
tu
d
en
ts
'
p
o
s
itiv
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attitu
d
es
to
war
d
s
lear
n
in
g
.
T
w
o
o
f
th
e
p
o
s
itiv
e
attitu
d
es
in
q
u
esti
o
n
ar
e
s
elf
-
r
eg
u
lated
lear
n
in
g
an
d
cr
ea
tiv
ity
.
Self
-
r
eg
u
lated
lear
n
in
g
an
d
cr
ea
tiv
ity
a
r
e
two
p
o
s
itiv
e
attitu
d
es
in
lear
n
in
g
th
at
ar
e
in
ter
r
elate
d
an
d
in
f
lu
en
ce
o
n
e
an
o
th
er
.
A
r
ese
ar
ch
r
esu
lt
s
tates
th
at
3
7
.
6
%
o
f
s
tu
d
en
t
s
elf
-
r
eg
u
lated
lear
n
i
n
g
is
i
n
f
lu
en
ce
d
b
y
cr
ea
tiv
ity
an
d
lear
n
in
g
m
o
tiv
atio
n
[
1
]
.
On
th
e
o
th
er
h
a
n
d
,
in
f
o
r
m
atio
n
was
o
b
tain
e
d
th
at
th
e
lev
el
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
o
f
s
tu
d
en
ts
af
f
ec
ted
th
e
lev
el
o
f
a
b
ilit
y
to
th
in
k
cr
ea
tiv
ely
m
at
h
em
atica
lly
an
d
th
e
lev
el
o
f
s
elf
-
co
n
f
id
e
n
ce
o
f
s
tu
d
en
ts
[
2
]
.
L
ea
r
n
i
n
g
o
b
jectiv
es will
n
o
t
b
e
ac
h
ie
v
ed
if
th
ese
t
wo
attitu
d
es
ar
e
n
o
t
f
o
r
m
ed
in
s
tu
d
en
ts
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
L
ea
r
n
in
g
m
ath
em
atics
is
o
f
te
n
co
n
s
id
er
e
d
to
b
e
ce
n
tr
al
to
d
eter
m
in
in
g
o
n
e'
s
s
u
cc
ess
in
all
s
u
b
jects.
So
m
eo
n
e
wh
o
h
as
g
o
o
d
lear
n
in
g
o
u
tco
m
es
in
m
ath
em
atics
is
b
eliev
ed
to
h
av
e
g
o
o
d
lea
r
n
in
g
o
u
tco
m
es
in
o
th
er
s
u
b
jects
[
3
]
,
[
4
]
.
I
n
ad
d
i
tio
n
,
m
ath
em
atics
is
al
s
o
o
n
e
o
f
th
e
less
o
n
s
g
iv
en
at
ev
er
y
lev
el
o
f
ed
u
ca
tio
n
,
f
r
o
m
elem
en
tar
y
to
ter
tiar
y
i
n
s
titu
tio
n
s
[
5
]
.
Ma
th
em
atics
lear
n
in
g
also
f
ac
ilit
ates
s
tu
d
en
ts
to
h
av
e
th
e
ab
ilit
y
to
th
in
k
lo
g
ically
,
an
aly
tically
,
s
y
s
tem
atica
lly
,
cr
itically
,
cr
ea
tiv
ely
,
an
d
t
o
wo
r
k
to
g
eth
e
r
[
6
]
,
[
7
]
.
I
n
f
ac
t,
th
e
r
esu
lts
o
f
o
th
er
s
tu
d
ies
s
tate
th
at
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
m
ath
em
atics
lear
n
in
g
ac
h
iev
em
en
t
ar
e
s
elf
-
r
eg
u
lated
lear
n
i
n
g
an
d
le
ar
n
in
g
c
r
ea
tiv
ity
[
8
]
.
B
ased
o
n
th
is
ex
p
lan
atio
n
,
we
ca
n
c
o
n
clu
d
e
th
at
s
tu
d
e
n
ts
lear
n
in
d
ep
e
n
d
en
ce
an
d
c
r
ea
tiv
ity
f
o
r
th
e
f
ir
s
t tim
e
th
r
o
u
g
h
t
h
e
p
r
o
ce
s
s
o
f
lea
r
n
in
g
m
ath
em
atics.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
w
d
o
elem
en
ta
r
y
s
ch
o
o
l te
a
ch
ers
s
h
a
p
e
th
eir s
tu
d
en
ts
’
s
elf
-
r
eg
u
la
ted
a
n
d
crea
tivity
in
le
a
r
n
in
g
…
(
B
is
ta
r
i)
3361
So
f
ar
,
m
at
h
em
atics
lear
n
in
g
h
as
o
n
ly
f
o
cu
s
ed
o
n
a
cu
r
r
icu
lu
m
th
at
p
r
io
r
itizes
r
esu
lts
r
ath
er
th
an
p
r
o
ce
s
s
es,
s
o
attitu
d
es
ar
e
r
ar
ely
th
e
tar
g
et
o
f
lear
n
i
n
g
.
T
h
e
ten
d
en
cy
f
o
r
s
tu
d
en
ts
'
p
o
s
iti
v
e
attitu
d
es
to
war
d
lear
n
in
g
ca
n
lead
to
b
etter
ch
an
g
es
if
th
er
e
is
ex
em
p
lar
y
c
o
n
d
itio
n
in
g
b
y
teac
h
e
r
s
wh
o
h
av
e
p
er
s
is
ten
ce
an
d
m
ax
im
u
m
ef
f
o
r
t.
I
n
f
ac
t,
s
e
lf
-
r
eg
u
lated
lear
n
in
g
a
n
d
cr
ea
tiv
ity
s
h
o
u
ld
h
a
v
e
b
ec
o
m
e
im
p
o
r
tan
t
to
p
ics
d
is
cu
s
s
ed
b
y
ed
u
ca
tio
n
s
tak
e
h
o
ld
er
s
[
9
]
–
[
1
1
]
.
Ho
wev
er
,
th
e
r
esu
lts
o
f
a
p
r
elim
in
ar
y
s
tu
d
y
o
f
6
0
teac
h
er
s
teac
h
in
g
m
ath
e
m
atics
in
W
est
Kalim
an
tan
in
2
0
2
1
s
h
o
w
f
a
cts
th
at
ar
e
n
o
t
as
ex
p
ec
te
d
.
5
7
%
o
f
th
e
teac
h
er
s
wh
o
wer
e
r
esp
o
n
d
en
ts
r
e
v
ea
led
th
at
th
ey
p
u
t
m
o
r
e
em
p
h
as
is
o
n
th
e
tar
g
et
r
esu
lts
th
an
th
e
teac
h
in
g
p
r
o
ce
s
s
.
T
h
is
r
esu
lted
in
th
e
cr
ea
tiv
ity
o
f
s
tu
d
en
ts
in
lear
n
in
g
m
ath
e
m
atics
b
ein
g
class
if
ied
as
wea
k
,
as
s
ee
n
f
r
o
m
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
wh
o
f
aile
d
to
s
o
lv
e
p
r
o
b
lem
s
in
alter
n
ativ
e
way
s
an
d
wer
e
less
th
a
n
o
p
tim
al
in
s
o
lv
in
g
m
ath
p
r
o
b
lem
s
.
Stu
d
e
n
ts
also
ten
d
n
o
t
to
b
e
in
d
ep
en
d
en
t
in
lear
n
in
g
b
ec
au
s
e
th
e
y
ar
e
to
o
d
ep
en
d
e
n
t
o
n
wh
at
is
tau
g
h
t
b
y
th
e
teac
h
er
,
ar
e
n
o
t
co
n
f
id
en
t
en
o
u
g
h
to
e
x
p
l
o
r
e
th
e
in
s
ig
h
ts
th
ey
h
av
e,
an
d
ar
e
t
o
o
c
o
n
ce
r
n
ed
with
th
e
v
alu
e
o
f
th
e
r
esu
lt.
Self
-
r
eg
u
lated
lea
r
n
in
g
is
th
e
ab
ilit
y
to
m
o
n
ito
r
,
r
eg
u
late,
an
d
co
n
t
r
o
l
asp
ec
ts
o
f
co
g
n
itio
n
,
m
o
tiv
atio
n
,
an
d
o
n
e'
s
o
wn
b
eh
av
io
r
in
lear
n
i
n
g
[
1
2
]
.
I
n
d
i
ca
to
r
s
o
f
s
elf
-
r
eg
u
lated
lear
n
i
n
g
in
clu
d
e
s
ev
er
al
attitu
d
es,
n
am
ely
:
in
d
e
p
en
d
e
n
ce
f
r
o
m
o
th
er
s
,
h
a
v
in
g
s
elf
-
co
n
f
id
en
ce
,
b
eh
av
i
n
g
d
is
cip
lin
ed
,
b
eh
a
v
in
g
o
n
y
o
u
r
o
wn
in
itiativ
e,
an
d
ex
e
r
cisi
n
g
s
elf
-
co
n
tr
o
l
[
1
3
]
.
Me
an
w
h
ile,
lear
n
in
g
cr
ea
tiv
ity
is
th
e
ab
ilit
y
p
o
s
s
ess
ed
b
y
s
tu
d
en
ts
to
d
is
co
v
er
n
ew
th
in
g
s
b
ased
o
n
d
ata,
in
f
o
r
m
atio
n
,
o
r
elem
en
ts
th
at
ca
n
b
e
u
s
ed
to
s
o
lv
e
p
r
o
b
lem
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
4
]
.
Stu
d
en
t
lear
n
i
n
g
c
r
ea
tiv
ity
is
m
e
asu
r
ed
b
ased
o
n
s
ev
er
al
i
n
d
ic
ato
r
s
,
n
am
ely
:
h
ig
h
cu
r
io
s
ity
,
n
o
t
ea
s
ily
b
o
r
e
d
an
d
d
ilig
en
t,
s
elf
-
co
n
f
id
en
t,
f
ee
l
in
g
ch
allen
g
e
d
b
y
p
l
u
r
alis
m
o
r
co
m
p
le
x
ity
,
an
d
d
iv
er
g
en
t t
h
in
k
in
g
[
1
5
]
.
A
p
o
s
itiv
e
attitu
d
e
to
war
d
lear
n
in
g
,
esp
ec
ially
in
d
e
p
en
d
e
n
ce
an
d
cr
ea
tiv
ity
,
m
u
s
t
b
e
f
o
r
m
e
d
as
ea
r
ly
as
p
o
s
s
ib
le,
n
am
ely
at
th
e
elem
en
tar
y
s
ch
o
o
l
lev
el,
s
o
th
at
it
ca
n
b
e
u
s
ef
u
l
an
d
e
v
en
d
ev
elo
p
ed
at
th
e
n
ex
t
lev
el
o
f
ed
u
ca
tio
n
.
T
h
is
s
h
o
ws
h
o
w
im
p
o
r
tan
t
in
d
ep
en
d
e
n
ce
an
d
cr
ea
tiv
ity
ar
e
f
o
r
s
tu
d
en
ts
to
h
av
e
a
n
d
im
p
r
o
v
e
in
lear
n
in
g
m
ath
e
m
atics.
T
h
er
ef
o
r
e,
th
is
r
esear
c
h
was
co
n
d
u
cted
with
th
e
ai
m
o
f
k
n
o
win
g
h
o
w
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
s
h
ap
e
th
eir
s
tu
d
en
ts
'
in
d
ep
en
d
en
ce
a
n
d
cr
ea
tiv
ity
in
lear
n
in
g
m
ath
em
atics
wh
ich
will
b
e
s
ee
n
f
r
o
m
h
o
w
th
eir
s
elf
-
r
e
g
u
lated
,
h
ig
h
cu
r
io
s
ity
,
p
er
s
ev
e
r
an
ce
,
co
n
f
id
en
ce
,
b
ein
g
ch
allen
g
e
d
b
y
p
lu
r
ality
o
r
co
m
p
le
x
ity
,
an
d
d
iv
er
g
e
n
t
th
in
k
in
g
.
I
t
is
h
o
p
ed
th
at
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
ca
n
b
ec
o
m
e
a
r
ef
er
en
c
e
as
well
as
ev
alu
atio
n
m
ater
ia
l
f
o
r
t
h
e
f
o
r
m
atio
n
o
f
m
o
r
e
o
p
tim
al
s
tu
d
e
n
t
s
elf
-
r
eg
u
lated
lear
n
i
n
g
an
d
cr
e
ativ
ity
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
a
pp
ro
a
ch,
s
ub
j
ec
t
s
,
a
nd
pro
ce
du
re
s
Qu
alitativ
e
d
escr
ip
tiv
e
r
esear
ch
was
u
s
ed
in
th
is
s
tu
d
y
wit
h
th
e
aim
o
f
d
escr
ib
in
g
th
e
p
h
en
o
m
e
n
a
th
at
o
cc
u
r
in
r
esear
ch
s
u
b
jects
b
ased
o
n
t
h
e
d
ata
co
llected
w
ith
o
u
t
in
ten
d
in
g
to
g
en
er
alize
[
1
6
]
.
T
h
e
s
u
b
jects
in
th
is
s
tu
d
y
wer
e
2
6
2
elem
e
n
tar
y
s
ch
o
o
l
teac
h
er
s
f
r
o
m
8
d
is
tr
icts
o
r
cities
in
W
est
K
alim
an
tan
.
Sam
p
le
s
elec
tio
n
was
b
ased
o
n
th
e
o
b
s
er
v
atio
n
o
f
a
v
er
ag
e
lear
n
in
g
o
u
tco
m
es
o
n
t
h
e
s
u
b
ject
o
f
m
ath
em
atics
in
ea
ch
d
is
tr
ict.
T
h
is
n
u
m
b
e
r
is
co
n
s
id
er
ed
s
u
f
f
icien
t f
o
r
u
s
e
b
ec
a
u
s
e
th
e
m
in
im
u
m
ad
e
q
u
ate
s
am
p
l
e
is
in
th
e
r
a
n
g
e
o
f
20
-
3
0
s
am
p
les o
r
m
o
r
e
[
1
7
]
.
T
h
er
e
ar
e
th
r
ee
s
tag
es
in
th
is
r
esear
ch
,
n
am
ely
th
e
p
r
ep
ar
atio
n
,
im
p
lem
e
n
tatio
n
,
an
d
f
i
n
al
s
tag
es.
Du
r
in
g
th
e
p
r
ep
a
r
ato
r
y
s
tag
e
,
a
f
ield
s
u
r
v
e
y
was
ca
r
r
ied
o
u
t,
an
a
n
aly
s
is
o
f
s
u
p
p
o
r
ti
n
g
co
n
d
itio
n
s
was
co
n
d
u
cte
d
,
an
d
a
r
esear
ch
p
e
r
m
it
was
p
r
o
ce
s
s
ed
.
At
th
e
i
m
p
lem
en
tatio
n
s
tag
e,
c
o
m
m
u
n
icatio
n
was
ca
r
r
ied
o
u
t
with
r
elate
d
p
a
r
ties
,
h
o
ld
i
n
g
wo
r
k
s
h
o
p
s
r
elate
d
to
th
e
f
o
r
m
atio
n
o
f
s
elf
-
r
eg
u
late
d
lea
r
n
in
g
an
d
cr
ea
tiv
ity
,
d
is
tr
ib
u
tin
g
,
an
d
f
illi
n
g
o
u
t
q
u
esti
o
n
n
air
es,
as
well
as
co
llec
t
in
g
an
d
p
r
o
ce
s
s
in
g
d
ata,
wh
il
e
at
th
e
f
in
al
s
tag
e,
th
e
p
r
ep
a
r
atio
n
o
f
r
ep
o
r
ts
was c
ar
r
ied
o
u
t.
2
.
2
.
Da
t
a
c
o
llect
io
n t
ec
hn
iqu
es a
nd
t
o
o
ls
T
h
e
d
ata
co
llectio
n
tech
n
iq
u
e
u
s
ed
is
a
n
o
n
-
test
tech
n
iq
u
e.
T
h
e
to
o
l
u
s
ed
is
in
th
e
f
o
r
m
o
f
a
q
u
esti
o
n
n
air
e
f
o
r
f
o
r
m
in
g
in
d
ep
en
d
en
t
an
d
cr
ea
tiv
e
attitu
d
e
s
b
y
teac
h
er
s
,
wh
ich
is
d
is
tr
ib
u
ted
to
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
th
r
o
u
g
h
o
u
t
W
est
Kalim
an
tan
,
b
o
th
in
p
r
in
t
an
d
v
ia
Go
o
g
le
Fo
r
m
.
B
ef
o
r
e
b
ein
g
d
is
tr
ib
u
ted
,
th
e
q
u
esti
o
n
n
air
e
h
as
g
o
n
e
th
r
o
u
g
h
t
h
e
v
alid
ity
an
d
r
eliab
ilit
y
test
s
tag
e
b
y
p
r
o
d
u
ci
n
g
with
>
at
a
s
ig
n
if
ican
t le
v
el
o
f
5
%
.
2
.
3
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
e
s
Data
an
aly
s
is
in
th
i
s
s
tu
d
y
u
s
ed
q
u
alitativ
e
d
ata
an
aly
s
is
te
ch
n
iq
u
es.
R
esp
o
n
d
en
ts
'
an
s
w
er
s
to
th
e
q
u
esti
o
n
n
air
e
we
r
e
p
r
o
ce
s
s
ed
u
s
in
g
a
L
ik
er
t
Scale.
E
ac
h
p
o
s
itiv
e
s
tatem
en
t
was
s
co
r
ed
4
f
o
r
alwa
y
s
,
3
f
o
r
o
f
ten
,
2
f
o
r
r
ar
ely
,
a
n
d
1
f
o
r
n
ev
er
.
Me
an
wh
ile,
n
eg
ativ
e
s
ta
tem
en
ts
wer
e
s
co
r
ed
1
f
o
r
al
way
s
,
2
f
o
r
o
f
ten
,
3
f
o
r
r
ar
ely
,
an
d
4
f
o
r
n
e
v
er
.
T
h
en
,
th
e
s
co
r
e
o
b
tain
e
d
is
ca
lcu
lated
u
s
in
g
th
e
f
o
r
m
u
la
b
elo
w
.
T
h
en
,
th
e
r
esu
lts
ar
e
class
if
ied
ac
co
r
d
in
g
t
o
th
e
lev
el
o
f
cr
iter
ia
in
T
ab
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
3
6
0
-
3368
3362
Sc
ore
=
to
t
a
l
s
co
r
e
o
b
tai
ne
d
ma
x
i
mu
m
to
tal
s
co
r
e
×
100
T
ab
le
1
.
C
r
iter
ia
f
o
r
f
o
r
m
in
g
i
n
d
ep
en
d
en
ce
a
n
d
cr
ea
tiv
ity
b
y
elem
en
tar
y
s
ch
o
o
l te
ac
h
er
s
in
lear
n
in
g
m
ath
em
atics
S
c
o
r
e
Le
v
e
l
8
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V
e
r
y
g
o
o
d
6
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.
5
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2
5
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o
o
d
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2
.
5
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o
t
g
o
o
d
e
n
o
u
g
h
25
-
4
3
.
7
5
N
o
t
g
o
o
d
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
t
h
e
q
u
esti
o
n
n
air
e
wer
e
an
aly
ze
d
in
ac
c
o
r
d
a
n
c
e
with
T
ab
le
1
.
I
n
g
en
e
r
al,
th
e
s
co
r
e
an
d
s
tan
d
ar
d
d
e
v
iatio
n
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
an
d
lea
r
n
in
g
cr
ea
tiv
ity
wer
e
ca
lcu
lated
.
Fu
r
th
er
m
o
r
e
,
b
ec
au
s
e
s
elf
-
r
eg
u
lated
lear
n
in
g
an
d
lear
n
in
g
cr
ea
tiv
ity
ea
c
h
co
n
s
is
t
o
f
s
ev
er
al
in
d
icato
r
s
,
ea
ch
in
d
icato
r
also
ca
lcu
lated
th
e
s
co
r
e
an
d
s
tan
d
ar
d
d
ev
iatio
n
,
p
r
esen
ted
in
T
a
b
le
2
.
T
ab
le
2
.
Sco
r
es a
n
d
s
tan
d
ar
d
d
ev
iatio
n
s
p
er
attitu
d
e
a
n
d
in
d
icato
r
s
A
t
t
i
t
u
d
e
I
n
d
i
c
a
t
o
r
S
c
o
r
e
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
S
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
(
sc
o
r
e
=
8
7
.
3
8
a
n
d
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
=
5
.
6
3
)
I
n
d
e
p
e
n
d
e
n
c
e
f
r
o
m
o
t
h
e
r
s
8
8
.
1
7
5
.
8
8
H
a
v
e
c
o
n
f
i
d
e
n
c
e
8
6
.
7
8
7
.
0
9
B
e
h
a
v
e
d
i
sci
p
l
i
n
e
8
9
.
8
2
3
.
8
6
H
a
v
e
a
s
e
n
se
o
f
r
e
s
p
o
n
s
i
b
i
l
i
t
y
f
o
r
c
o
mp
l
e
x
i
t
y
8
8
.
6
5
5
.
1
2
B
e
h
a
v
e
o
n
y
o
u
r
o
w
n
i
n
i
t
i
a
t
i
v
e
8
6
.
7
6
7
.
0
5
Ex
e
r
c
i
se
se
l
f
-
c
o
n
t
r
o
l
8
6
.
8
6
4
.
0
5
Le
a
r
n
i
n
g
c
r
e
a
t
i
v
i
t
y
(
s
c
o
r
e
=
8
4
.
4
0
a
n
d
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
=
7
.
4
7
)
H
a
v
e
g
r
e
a
t
c
u
r
i
o
si
t
y
8
8
.
5
9
4
.
8
1
C
o
n
f
i
d
e
n
t
a
n
d
i
n
d
e
p
e
n
d
e
n
t
8
5
.
6
9
5
.
7
2
D
i
l
i
g
e
n
t
a
n
d
n
o
t
e
a
si
l
y
b
o
r
e
d
8
1
.
1
8
8
.
3
6
F
e
e
l
i
n
g
c
h
a
l
l
e
n
g
e
d
b
y
p
l
u
r
a
l
i
t
y
o
r
c
o
mp
l
e
x
i
t
y
8
6
.
1
6
3
.
4
5
D
a
r
e
t
o
t
a
k
e
r
i
s
k
s
8
6
.
0
8
3
.
2
8
D
i
v
e
r
g
e
n
t
t
h
i
n
k
i
n
g
8
4
.
0
8
6
.
4
0
3
.
1
.
H
o
w
d
o
el
e
me
n
t
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
rs
in
W
e
s
t
K
a
l
i
ma
n
t
a
n
s
h
a
p
e
t
h
e
ir
s
t
u
d
en
t
s
’
s
el
f
-
r
e
g
u
l
a
t
e
d
l
e
a
rn
i
n
g
i
n
l
e
a
rn
in
g
ma
t
h
e
ma
t
i
c
s
?
B
ased
o
n
th
e
r
esu
lts
o
f
f
illi
n
g
o
u
t
th
e
q
u
esti
o
n
n
air
e
an
aly
ze
d
in
ac
co
r
d
a
n
ce
with
T
ab
le
1
,
it
was
f
o
u
n
d
th
at
th
e
f
o
r
m
atio
n
o
f
in
d
ep
en
d
en
t
lear
n
i
n
g
b
y
ele
m
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
in
lear
n
in
g
m
ath
em
atics
was
class
if
ied
as
v
er
y
g
o
o
d
with
a
s
co
r
e
o
f
8
7
.
3
8
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
5
.
6
3
(
s
m
aller
th
an
th
e
s
co
r
e
)
.
T
h
at
is
,
th
e
s
co
r
es
f
o
r
ea
c
h
s
tatem
en
t
co
n
tain
in
g
in
d
icato
r
s
o
f
in
d
ep
en
d
e
n
ce
d
o
n
o
t
v
ar
y
to
o
m
u
ch
an
d
ten
d
to
b
e
clo
s
e
to
th
e
av
er
ag
e
(
s
co
r
e)
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
f
o
r
m
atio
n
o
f
s
elf
-
r
elian
ce
in
elem
e
n
tar
y
s
ch
o
o
l
s
tu
d
en
ts
in
W
est
Kali
m
an
tan
in
m
at
h
em
atics
lear
n
in
g
b
y
th
eir
teac
h
er
s
ten
d
s
to
b
e
v
e
r
y
g
o
o
d
,
b
o
t
h
in
ter
m
s
o
f
ea
ch
s
tatem
en
t item
a
n
d
in
ter
m
s
o
f
ea
ch
i
n
d
icato
r
.
Of
th
e
s
ev
er
al
in
d
icato
r
s
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
,
t
h
e
o
r
d
e
r
o
f
in
d
icato
r
s
with
th
e
h
ig
h
est
to
lo
west
s
co
r
es
is
:
d
is
cip
lin
ed
b
eh
av
io
r
,
h
av
i
n
g
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
,
co
m
p
lex
ity
,
in
d
e
p
en
d
en
ce
f
r
o
m
o
th
er
s
,
ex
er
cisi
n
g
s
elf
-
co
n
tr
o
l,
h
a
v
in
g
s
elf
-
co
n
f
id
en
ce
,
an
d
b
eh
a
v
in
g
o
n
o
n
e'
s
o
wn
in
itiativ
e.
T
h
e
s
co
r
e
f
o
r
th
e
d
is
cip
lin
ar
y
b
eh
a
v
io
r
in
d
icato
r
is
8
9
.
8
2
,
with
a
s
tan
d
a
r
d
d
e
v
iatio
n
o
f
3
.
8
6
.
Dis
cip
lin
e
b
eh
av
io
r
is
f
o
r
m
ed
b
y
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
b
y
en
s
u
r
in
g
s
tu
d
en
ts
d
o
t
h
eir
o
wn
ass
ig
n
m
en
ts
,
co
n
d
itio
n
in
g
s
tu
d
en
ts
to
b
e
in
v
o
lv
ed
a
n
d
a
ctiv
ely
p
ar
ticip
atin
g
i
n
lear
n
i
n
g
,
an
d
tr
y
in
g
to
k
ee
p
th
e
ac
ad
em
ic
atm
o
s
p
h
er
e
co
n
d
u
ci
v
e.
T
h
is
is
in
ac
c
o
r
d
a
n
ce
with
t
h
e
o
p
in
io
n
th
at
d
is
cip
lin
e
in
lear
n
in
g
ca
n
b
e
s
ee
n
wh
en
s
tu
d
en
ts
ar
e
ab
le
to
o
r
g
a
n
ize
th
em
s
elv
es,
m
ain
tain
f
o
cu
s
,
an
d
f
o
llo
w
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
co
n
s
is
ten
tly
an
d
r
esp
o
n
s
ib
ly
[
1
8
]
.
W
ith
th
e
f
o
r
m
atio
n
ef
f
o
r
ts
ca
r
r
ied
o
u
t
b
y
elem
en
tar
y
s
ch
o
o
l
teac
h
e
r
s
in
W
est
Kalim
an
tan
,
s
tu
d
en
ts
s
h
o
u
ld
alr
ea
d
y
b
e
ac
tiv
ely
in
v
o
lv
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
f
o
llo
w
a
s
et
s
tu
d
y
s
ch
ed
u
le,
m
an
ag
e
th
eir
tim
e
wis
ely
,
m
an
ag
e
th
eir
o
wn
tas
k
s
,
b
e
ab
le
to
ig
n
o
r
e
th
in
g
s
lik
e
s
o
cial
m
ed
ia
o
r
g
a
m
es,
an
d
s
till
f
o
cu
s
o
n
th
eir
lear
n
in
g
g
o
als
[
1
9
]
,
[
2
0
]
.
T
h
e
s
co
r
e
f
o
r
th
e
in
d
icato
r
o
f
h
av
in
g
r
esp
o
n
s
ib
ilit
y
f
o
r
co
m
p
lex
ity
is
8
8
.
6
5
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
5
.
1
2
.
Fo
r
s
tu
d
e
n
ts
to
h
av
e
c
o
m
p
lex
r
esp
o
n
s
ib
ilit
ies,
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
s
h
ap
e
th
em
b
y
en
s
u
r
in
g
th
at
th
e
ass
ig
n
m
en
ts
g
i
v
en
ar
e
d
o
n
e
b
y
th
e
s
tu
d
e
n
ts
th
em
s
elv
es,
g
iv
in
g
f
r
ee
d
o
m
to
s
tu
d
en
ts
to
ex
p
l
o
r
e
ass
ig
n
m
en
ts
,
an
d
p
r
o
v
i
d
in
g
e
q
u
al
o
p
p
o
r
tu
n
ities
to
all
s
tu
d
e
n
ts
.
T
h
is
ef
f
o
r
t
is
i
n
lin
e
with
th
e
o
p
in
io
n
th
at
th
e
r
esp
o
n
s
ib
ilit
y
f
o
r
co
m
p
lex
ity
i
n
lear
n
in
g
m
ath
em
atics
r
ef
er
s
to
s
tu
d
en
ts
'
ab
ilit
y
to
s
o
lv
e
c
o
m
p
lex
m
ath
e
m
atica
l
p
r
o
b
lem
s
b
y
b
r
ea
k
in
g
d
o
w
n
th
ese
p
r
o
b
le
m
s
in
to
s
m
aller
p
ar
ts
,
r
ec
o
g
n
izin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
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c
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SS
N:
2252
-
8
8
2
2
Ho
w
d
o
elem
en
ta
r
y
s
ch
o
o
l te
a
ch
ers
s
h
a
p
e
th
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tu
d
en
ts
’
s
elf
-
r
eg
u
la
ted
a
n
d
crea
tivity
in
le
a
r
n
in
g
…
(
B
is
ta
r
i)
3363
p
atter
n
s
an
d
r
elatio
n
s
h
ip
s
b
et
wee
n
m
ath
em
atica
l
co
n
ce
p
ts
,
an
d
u
s
in
g
ap
p
r
o
p
r
iate
p
r
o
b
le
m
-
s
o
lv
in
g
s
tr
ateg
ies
[
2
1
]
.
W
ith
th
e
e
f
f
o
r
ts
m
a
d
e,
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
in
W
est
Kalim
an
tan
ar
e
e
x
p
ec
ted
to
b
e
a
b
le
to
an
aly
ze
p
r
o
b
lem
s
b
y
ass
o
ciat
in
g
r
elev
a
n
t
in
f
o
r
m
atio
n
,
u
n
d
er
s
tan
d
q
u
ite
co
m
p
le
x
co
n
ce
p
ts
,
b
e
a
b
le
to
u
s
e
v
ar
io
u
s
ap
p
r
o
ac
h
es
as
s
tr
ateg
ies
to
s
o
lv
e
p
r
o
b
lem
s
,
an
d
n
o
t
g
iv
e
u
p
ea
s
ily
wh
en
f
ac
i
n
g
d
if
f
icu
lties
[
2
2
]
,
[
2
3
]
.
T
h
e
p
r
o
b
lem
s
an
d
lev
el
o
f
co
m
p
lex
ity
r
ef
er
r
ed
to
ar
e
,
o
f
c
o
u
r
s
e,
s
till
in
ac
co
r
d
an
ce
with
th
e
lev
el
o
f
s
tu
d
en
t
ed
u
ca
tio
n
.
H
o
wev
er
,
th
er
e
a
r
e
s
till
ef
f
o
r
ts
to
f
o
r
m
c
o
m
p
lex
r
esp
o
n
s
ib
ilit
ies
th
at
m
u
s
t
b
e
in
cr
ea
s
ed
b
y
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
b
ec
au
s
e
th
e
im
p
lem
en
tatio
n
is
s
till
n
o
t
o
p
tim
al,
n
am
el
y
g
iv
in
g
s
tu
d
en
ts
f
r
ee
d
o
m
to
e
x
p
lo
r
e
ass
ig
n
m
en
ts
.
T
h
er
e
wer
e
s
till
5
6
.
5
%
o
f
elem
e
n
tar
y
s
ch
o
o
l
teac
h
er
s
wh
o
wer
e
r
esp
o
n
d
en
ts
in
th
is
s
tu
d
y
wh
o
s
aid
th
ey
d
id
n
o
t
alwa
y
s
g
iv
e
s
tu
d
en
ts
th
e
f
r
ee
d
o
m
to
e
x
p
lo
r
e
ass
ig
n
m
en
ts
.
T
h
is
ca
n
lim
it st
u
d
en
ts
’
ab
ilit
y
to
f
in
d
th
ei
r
o
w
n
s
tr
ateg
ies f
o
r
s
o
lv
in
g
m
ath
p
r
o
b
lem
s
.
T
h
e
s
co
r
e
o
f
in
d
ep
en
d
en
ce
f
r
o
m
o
th
er
s
is
8
8
.
1
7
,
with
a
s
t
an
d
ar
d
d
e
v
iatio
n
o
f
5
.
8
8
.
T
h
e
ef
f
o
r
ts
o
f
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
to
en
s
u
r
e
t
h
at
th
eir
s
tu
d
en
ts
d
o
n
o
t
d
ep
e
n
d
o
n
o
th
e
r
p
eo
p
le
in
clu
d
e
en
s
u
r
in
g
th
at
th
e
ass
ig
n
m
en
ts
g
iv
en
ar
e
d
o
n
e
b
y
th
e
s
tu
d
en
ts
th
em
s
elv
es,
co
n
d
itio
n
in
g
s
tu
d
en
ts
to
b
e
ac
tiv
ely
in
v
o
lv
ed
in
lear
n
i
n
g
,
an
d
n
o
t k
ee
p
in
g
th
eir
d
is
tan
ce
f
r
o
m
s
tu
d
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
wh
ich
is
in
lin
e
with
th
e
in
d
ep
en
d
en
ce
cr
iter
ia
ac
co
r
d
in
g
to
Z
im
m
e
r
m
an
,
n
am
ely
th
at
s
tu
d
en
ts
ar
e
ab
le
to
wo
r
k
in
d
ep
en
d
en
tly
a
n
d
n
o
t
d
ep
e
n
d
o
n
h
elp
o
r
d
ir
ec
tio
n
f
r
o
m
o
th
er
s
[
2
4
]
.
Stu
d
e
n
ts
wh
o
ca
n
n
o
t
d
ep
e
n
d
o
n
o
th
er
s
d
o
n
o
t
n
ee
d
an
y
h
elp
at
all.
Ho
wev
er
,
th
ey
ca
n
tak
e
ad
v
an
ta
g
e
o
f
r
eso
u
r
ce
s
an
d
ass
is
tan
ce
wh
en
n
ee
d
ed
a
n
d
s
till
h
av
e
th
e
m
ain
r
esp
o
n
s
ib
ilit
y
f
o
r
lear
n
in
g
b
y
tak
i
n
g
i
n
d
ep
en
d
en
t
s
tep
s
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
m
ath
em
atics
[
2
5
]
.
Ho
wev
e
r
,
t
h
er
e
ar
e
s
till
m
an
y
teac
h
er
s
wh
o
k
ee
p
th
eir
d
is
tan
ce
f
r
o
m
s
tu
d
en
ts
s
o
th
at
th
e
co
n
ce
p
t o
f
in
d
e
p
en
d
e
n
ce
f
r
o
m
o
th
er
s
ca
n
n
o
t b
e
m
a
x
im
ally
i
n
s
till
ed
in
th
eir
s
tu
d
en
ts
.
T
h
e
s
co
r
e
o
n
th
e
s
elf
-
co
n
tr
o
l
in
d
icato
r
was
8
6
.
8
6
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
4
.
0
5
.
Fo
r
s
tu
d
en
ts
'
s
elf
-
co
n
tr
o
l
to
d
ev
elo
p
p
r
o
p
e
r
ly
,
elem
en
tar
y
s
ch
o
o
l
teac
h
e
r
s
in
W
e
s
t
Kal
im
an
tan
ca
r
r
y
o
u
t
v
ar
io
u
s
ef
f
o
r
ts
s
u
ch
as
en
c
o
u
r
a
g
in
g
an
d
s
tr
en
g
th
en
in
g
s
tu
d
en
ts
t
o
ask
q
u
est
io
n
s
,
n
o
t
k
ee
p
in
g
a
d
is
tan
ce
f
r
o
m
s
tu
d
e
n
ts
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
c
o
n
d
itio
n
in
g
th
e
ac
a
d
em
ic
atm
o
s
p
h
er
e
to
r
em
ain
co
n
d
u
ci
v
e.
W
h
en
s
tu
d
en
ts
ar
e
tr
ain
ed
to
b
e
r
ea
d
y
to
ask
q
u
e
s
tio
n
s
,
th
ey
m
u
s
t
also
lear
n
to
co
n
tr
o
l
th
em
s
elv
es
s
o
th
at
th
ey
r
em
ain
p
o
lite
in
ask
in
g
q
u
esti
o
n
s
,
ask
in
g
o
n
ly
f
o
r
th
i
n
g
s
th
at
a
r
e
u
s
ef
u
l
an
d
n
o
t
d
etr
im
e
n
tal
to
o
th
er
s
,
a
n
d
m
an
y
o
th
er
th
in
g
s
to
m
ain
tain
a
c
o
n
d
u
civ
e
lear
n
in
g
atm
o
s
p
h
er
e.
T
ea
c
h
er
s
w
h
o
d
o
n
o
t
k
ee
p
t
h
eir
d
is
tan
ce
f
r
o
m
s
tu
d
en
ts
also
s
h
ap
e
s
tu
d
en
ts
to
b
e
m
o
r
e
ab
l
e
to
co
n
tr
o
l
th
e
m
s
elv
es,
s
o
th
ey
d
o
n
o
t
in
ter
ac
t
with
teac
h
er
s
b
ey
o
n
d
r
ea
s
o
n
a
b
le
lim
its
.
T
h
is
is
in
ac
co
r
d
an
ce
with
Du
ck
wo
r
t'
s
o
p
in
io
n
th
at
s
tu
d
en
t
s
elf
-
co
n
tr
o
l
r
ef
er
s
to
s
tu
d
en
ts
'
ab
ilit
y
t
o
o
r
g
an
ize
an
d
co
n
tr
o
l
th
em
s
elv
es
in
lear
n
in
g
m
ath
em
atics
[
2
6
]
.
Stu
d
en
ts
with
v
er
y
g
o
o
d
s
elf
-
co
n
tr
o
l
will
h
av
e
th
e
ab
ilit
y
to
m
an
ag
e
tim
e
wel
l,
m
ain
tain
f
o
cu
s
o
n
th
e
task
s
at
h
an
d
,
an
d
co
n
t
r
o
l
em
o
tio
n
s
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
)
[
2
7
]
,
[
2
8
]
.
Ho
wev
er
,
th
er
e
wer
e
s
till
ar
o
u
n
d
4
9
.
6
%
o
f
t
h
e
teac
h
e
r
r
esp
o
n
d
e
n
ts
wh
o
s
tated
th
at
th
ey
k
ep
t
th
eir
d
is
tan
ce
f
r
o
m
s
tu
d
e
n
ts
ca
n
m
ak
e
s
tu
d
en
ts
'
s
elf
-
co
n
tr
o
l
d
ec
r
ea
s
e,
s
o
th
at
th
is
ca
n
b
e
an
ev
alu
atio
n
to
in
cr
ea
s
e
s
elf
-
co
n
tr
o
l in
th
e
f
u
t
u
r
e.
T
h
e
s
co
r
e
f
o
r
th
e
in
d
icato
r
o
f
h
av
in
g
co
n
f
id
en
ce
is
8
6
.
7
8
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
7
.
0
9
.
T
h
e
f
o
r
m
atio
n
o
f
s
elf
-
co
n
f
id
en
ce
b
y
th
e
teac
h
er
in
clu
d
es
co
n
d
i
tio
n
in
g
i
n
lear
n
in
g
s
o
th
at
s
tu
d
en
ts
ca
n
alwa
y
s
p
ar
ticip
ate,
ac
tiv
ely
ask
q
u
est
io
n
s
,
an
d
h
av
e
th
e
f
r
ee
d
o
m
t
o
tak
e
alter
n
ativ
e
r
o
u
tes
o
r
e
x
p
lo
r
e
ass
ig
n
m
e
n
ts
.
W
h
en
th
e
f
o
r
m
atio
n
ef
f
o
r
t
is
s
u
cc
es
s
f
u
l,
s
tu
d
en
ts
will
h
av
e
h
ig
h
s
elf
-
co
n
f
id
en
ce
.
T
h
e
ch
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
wh
o
h
av
e
h
ig
h
s
elf
-
c
o
n
f
id
en
ce
in
clu
d
e:
b
eliev
in
g
th
at
th
ey
h
a
v
e
ef
f
ec
tiv
e
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
an
d
s
tr
ateg
ies
[
2
1
]
;
b
eliev
in
g
th
at
th
ey
ca
n
lear
n
in
d
e
p
en
d
e
n
tly
an
d
ar
e
ab
le
to
o
v
er
c
o
m
e
d
if
f
i
cu
lties
an
d
g
ain
th
e
n
ec
ess
ar
y
u
n
d
e
r
s
tan
d
in
g
b
y
t
h
eir
o
wn
e
f
f
o
r
ts
[
2
3
]
;
an
d
n
o
t
g
iv
in
g
u
p
ea
s
ily
wh
en
f
ac
in
g
f
ailu
r
e
in
lear
n
in
g
m
ath
em
atics
an
d
b
ein
g
ab
le
to
lear
n
f
r
o
m
m
is
tak
es
to
ac
h
iev
e
th
e
ex
p
ec
ted
p
r
o
g
r
ess
[
2
9
]
.
On
e
way
to
in
cr
ea
s
e
s
elf
-
co
n
f
id
e
n
ce
is
to
ac
cu
s
to
m
s
tu
d
en
ts
to
h
a
v
in
g
alter
n
ativ
e
way
s
o
th
er
th
an
th
o
s
e
tau
g
h
t
wh
e
n
s
o
lv
in
g
m
ath
p
r
o
b
lem
s
.
Ho
we
v
er
,
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
6
8
.
3
% o
f
r
esp
o
n
d
e
n
ts
s
aid
th
ey
d
id
n
o
t
alwa
y
s
g
iv
e
s
tu
d
e
n
ts
th
e
o
p
p
o
r
tu
n
ity
to
tak
e
alter
n
ativ
e
r
o
u
tes.
I
n
a
d
d
itio
n
to
th
e
le
v
el
o
f
s
tu
d
en
t
s
elf
-
co
n
f
id
en
ce
,
teac
h
er
s
w
h
o
d
o
n
o
t
f
r
ee
s
tu
d
en
ts
to
tak
e
alter
n
a
tiv
e
way
s
also
m
ak
e
in
d
icato
r
s
o
f
b
e
h
av
io
r
b
ased
o
n
th
eir
o
wn
in
itiativ
e
g
et
th
e
lo
west sco
r
es wh
en
co
m
p
ar
e
d
to
o
th
er
in
d
icato
r
s
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
.
T
h
e
in
d
icato
r
s
co
r
e
f
o
r
s
elf
-
i
n
itiativ
e
b
eh
av
io
r
is
8
6
.
7
6
,
with
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
7
.
0
5
.
T
h
is
in
d
icato
r
is
f
o
r
m
ed
b
y
th
e
teac
h
er
b
y
en
c
o
u
r
ag
i
n
g
an
d
s
tr
en
g
th
en
in
g
s
tu
d
e
n
ts
to
as
k
q
u
esti
o
n
s
,
g
iv
in
g
f
r
ee
d
o
m
t
o
s
tu
d
en
ts
to
ex
p
lo
r
e
ass
ig
n
m
en
ts
an
d
tak
e
alter
n
ativ
e
way
s
,
an
d
p
r
o
v
id
in
g
eq
u
al
o
p
p
o
r
tu
n
ities
to
all
s
tu
d
en
ts
.
I
f
th
e
s
tu
d
en
t's
in
itiativ
e
is
v
er
y
g
o
o
d
,
th
en
th
e
s
tu
d
en
t
will
h
av
e
a
will
in
g
n
ess
to
lear
n
,
in
cr
ea
s
e
k
n
o
wled
g
e,
f
i
n
d
s
o
lu
tio
n
s
to
u
n
d
er
s
tan
d
th
e
m
ater
ial,
s
et
p
r
io
r
ities
,
b
e
r
esp
o
n
s
ib
le,
b
e
ab
le
t
o
id
e
n
tify
p
r
o
b
lem
s
an
d
s
o
lv
e
th
em
in
cr
ea
tiv
e
an
d
in
n
o
v
ati
v
e
way
s
,
n
o
t
b
e
af
r
aid
t
o
tak
e
r
is
k
s
,
tr
y
n
ew
id
ea
s
,
an
d
o
v
er
co
m
e
ch
allen
g
es
co
n
f
id
en
tly
[
3
0
]
,
[
3
1
]
.
Stu
d
e
n
ts
wh
o
a
r
e
n
o
t
g
iv
en
th
e
f
r
ee
d
o
m
to
tak
e
alter
n
ativ
e
way
s
o
f
s
o
lv
in
g
m
ath
p
r
o
b
lem
s
b
ec
o
m
e
less
s
k
illed
at
tak
in
g
r
is
k
s
,
s
o
th
is
m
u
s
t b
e
co
r
r
ec
ted
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
r
esear
ch
th
at
h
as
b
ee
n
d
o
n
e,
th
e
f
o
r
m
atio
n
o
f
in
d
ep
en
d
en
ce
f
o
r
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
i
n
W
est
Kalim
an
tan
in
lear
n
i
n
g
m
ath
e
m
atics
h
as
b
ee
n
v
er
y
g
o
o
d
,
with
th
r
e
e
in
d
icato
r
s
th
at
g
et
t
h
e
h
i
g
h
e
s
t
s
co
r
es
b
ein
g
d
is
cip
lin
ed
b
eh
av
io
r
,
h
av
in
g
co
m
p
lex
r
esp
o
n
s
ib
ilit
ies,
an
d
in
d
ep
en
d
en
ce
f
r
o
m
o
th
e
r
s
.
T
h
ese
r
esu
lts
ar
e
also
s
u
p
p
o
r
ted
b
y
s
ev
er
al
r
esear
ch
r
esu
lts
th
a
t
s
tate
th
at
s
tu
d
en
ts
wh
o
ar
e
m
o
r
e
d
is
cip
lin
ed
i
n
l
ea
r
n
in
g
ten
d
to
b
e
m
o
r
e
in
d
e
p
en
d
en
t
a
n
d
o
r
g
an
ize
d
in
lear
n
in
g
m
ath
e
m
atics,
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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&
R
es E
d
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c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
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s
tu
d
en
ts
wh
o
h
av
e
co
m
p
le
x
r
esp
o
n
s
ib
ilit
ies
ten
d
to
tak
e
in
itiativ
e
an
d
o
v
er
co
m
e
o
b
s
tacle
s
in
lear
n
in
g
m
ath
em
atics,
an
d
s
tu
d
en
ts
wh
o
d
o
n
o
t
d
ep
en
d
o
n
o
th
er
s
ten
d
to
b
e
ab
le
to
s
o
lv
e
p
r
o
b
lem
s
with
o
u
t
r
ely
in
g
o
n
ex
ter
n
al
ass
is
tan
ce
[
3
2
]
–
[
3
4
]
.
R
eg
u
lar
ity
,
in
itiativ
e,
an
d
i
n
d
ep
en
d
en
ce
will
b
e
th
e
m
a
in
f
o
u
n
d
atio
n
s
f
o
r
f
o
r
m
in
g
s
tu
d
en
t in
d
ep
en
d
en
ce
.
3
.
2
.
H
o
w
do
el
e
m
en
t
a
r
y
s
ch
o
o
l t
e
a
c
hers
in
Wes
t
K
a
li
ma
nta
n
s
h
a
pe
t
h
ei
r
s
t
ud
en
t
s
’
c
r
ea
t
i
v
i
t
y
in
le
a
rnin
g
ma
t
h
e
ma
t
ics
?
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
,
th
e
f
o
r
m
atio
n
o
f
cr
ea
t
iv
e
attitu
d
es
ca
r
r
ied
o
u
t
b
y
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
in
lear
n
in
g
m
ath
em
atics
is
v
er
y
g
o
o
d
,
with
a
s
co
r
e
o
f
8
4
.
4
0
.
T
h
e
s
co
r
e
is
th
e
av
er
ag
e
s
co
r
e
o
f
th
e
1
3
s
tatem
en
t
item
s
th
at
co
n
tain
in
d
i
ca
to
r
s
o
f
th
e
f
o
r
m
atio
n
o
f
c
r
ea
tiv
e
attitu
d
es
in
th
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
.
T
h
e
s
tan
d
ar
d
d
ev
iatio
n
is
7
.
4
6
(
s
m
aller
th
an
th
e
av
er
ag
e
o
f
8
4
.
4
0
)
.
T
h
at
is
,
th
e
s
co
r
es
f
o
r
ea
c
h
s
tatem
en
t
co
n
tain
in
g
in
d
icato
r
s
o
f
t
h
e
f
o
r
m
atio
n
o
f
cr
ea
tiv
e
attitu
d
es
d
o
n
o
t
v
ar
y
to
o
m
u
c
h
an
d
ten
d
t
o
b
e
clo
s
e
to
t
h
e
a
v
er
ag
e.
I
f
we
lo
o
k
at
th
e
s
co
r
es
p
er
in
d
icato
r
(
s
ee
T
ab
le
2
)
,
we
g
et
v
er
y
g
o
o
d
cr
iter
ia
f
o
r
f
iv
e
i
n
d
icato
r
s
a
n
d
g
o
o
d
cr
iter
ia
f
o
r
o
n
e
i
n
d
icato
r
.
All
in
d
icato
r
s
h
av
e
a
s
m
aller
s
tan
d
ar
d
d
ev
iatio
n
th
an
th
e
av
e
r
ag
e
s
co
r
e.
C
r
ea
tiv
ity
will
em
er
g
e
wh
en
a
p
er
s
o
n
h
as
s
u
f
f
icien
t
in
d
ep
e
n
d
en
ce
.
I
n
d
ep
en
d
en
ce
g
iv
es
in
d
iv
id
u
als
th
e
f
r
ee
d
o
m
to
f
o
llo
w
th
eir
p
e
r
s
o
n
al
in
ter
ests
an
d
in
s
p
ir
atio
n
s
,
en
ab
lin
g
t
h
em
t
o
e
x
p
er
im
en
t,
th
in
k
c
r
itically
,
an
d
ex
p
lo
r
e
n
ew
id
ea
s
with
o
u
t
d
ep
en
d
in
g
o
n
e
x
ter
n
al
d
ir
e
ctio
n
s
o
r
lim
itatio
n
s
[
3
5
]
.
T
h
er
ef
o
r
e,
it
is
n
atu
r
al
th
at
a
p
er
s
o
n
'
s
cr
ea
tiv
ity
is
n
o
t
as
h
ig
h
as
h
is
in
d
e
p
en
d
e
n
ce
,
b
ec
au
s
e
in
d
ep
en
d
en
ce
i
s
o
n
e
o
f
th
e
i
n
itial
co
n
d
itio
n
s
f
o
r
th
e
e
m
er
g
e
n
ce
o
f
cr
ea
tiv
ity
.
So
m
eo
n
e
wh
o
is
in
d
ep
e
n
d
en
t
is
n
o
t
n
ec
es
s
ar
ily
cr
ea
tiv
e,
b
u
t
s
o
m
eo
n
e
wh
o
is
cr
ea
tiv
e
is
u
s
u
ally
d
ef
i
n
itely
in
d
ep
en
d
en
t.
Ho
wev
er
,
k
ee
p
i
n
m
in
d
th
at
i
n
d
ep
en
d
en
ce
is
o
n
ly
o
n
e
o
f
th
e
f
ac
to
r
s
th
at
c
an
in
f
lu
en
ce
cr
ea
tiv
ity
,
n
o
t
th
e
o
n
ly
f
ac
to
r
t
h
at
is
r
elev
an
t
in
th
e
f
o
r
m
atio
n
o
f
o
n
e'
s
cr
ea
tiv
ity
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
f
o
r
m
atio
n
o
f
cr
ea
tiv
e
attitu
d
es
ca
r
r
ied
o
u
t
b
y
2
6
2
elem
e
n
tar
y
s
ch
o
o
l
teac
h
er
s
wh
o
we
r
e
th
e
s
u
b
jec
t
o
f
t
h
e
s
tu
d
y
h
a
d
th
e
lo
west
s
co
r
e
o
n
th
e
i
n
d
icato
r
o
f
b
ein
g
d
ilig
en
t
an
d
n
o
t
ea
s
ily
b
o
r
ed
,
with
a
s
co
r
e
o
f
8
1
.
1
8
an
d
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
8
.
3
6
,
a
n
d
g
o
o
d
cr
iter
ia.
Per
s
ev
er
an
ce
a
n
d
n
o
t
g
ettin
g
b
o
r
ed
ea
s
ily
ca
n
b
e
f
o
r
m
ed
b
y
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
iti
es
f
o
r
s
tu
d
en
ts
to
ta
k
e
a
d
if
f
er
en
t
way
f
r
o
m
wh
at
th
e
teac
h
er
teac
h
es
in
d
o
in
g
th
e
q
u
esti
o
n
s
,
p
ay
in
g
s
p
ec
ial
atten
tio
n
to
s
tu
d
e
n
ts
wh
o
h
av
e
s
tr
en
g
th
s
,
an
d
u
tili
zin
g
v
ar
io
u
s
m
eth
o
d
s
o
r
m
ed
ia
s
u
ch
as
s
o
n
g
s
an
d
o
th
e
r
ar
ts
.
I
f
all
s
tu
d
en
ts
ar
e
g
iv
en
th
e
s
am
e
tr
ea
tm
en
t
in
lear
n
in
g
with
o
u
t
c
o
n
s
id
er
in
g
th
eir
p
o
ten
tial,
th
en
t
h
ese
s
t
u
d
en
ts
ten
d
to
g
et
b
o
r
ed
ea
s
ily
b
ec
au
s
e
th
ey
f
ee
l
th
at
th
e
lear
n
in
g
is
n
o
t
in
ac
co
r
d
an
ce
with
th
eir
ab
ilit
ies
o
r
i
n
ter
ests
.
W
h
en
lear
n
in
g
d
o
es
n
o
t
p
ay
atten
tio
n
to
th
e
n
ee
d
s
,
in
ter
ests
,
an
d
lear
n
in
g
s
ty
les
o
f
s
tu
d
en
ts
,
s
tu
d
en
ts
will
lo
s
e
m
o
tiv
atio
n
,
s
h
o
w
d
is
in
ter
est,
an
d
b
ec
o
m
e
b
o
r
e
d
.
Stu
d
en
ts
wh
o
ar
e
d
ilig
en
t
an
d
n
o
t
ea
s
ily
b
o
r
ed
ca
n
b
e
s
ee
n
f
r
o
m
th
eir
b
e
h
av
io
r
[
3
6
]
;
th
e
y
d
o
n
o
t
g
iv
e
u
p
ea
s
ily
wh
en
f
ac
i
n
g
o
b
s
tacle
s
[
3
7
]
;
th
ey
ac
tiv
el
y
s
ee
k
n
ew
in
f
o
r
m
atio
n
,
ex
p
l
o
r
e
to
p
ics
in
d
ep
th
,
an
d
c
o
n
tin
u
o
u
s
ly
s
ee
k
n
ew
ch
allen
g
es
to
b
r
o
ad
en
th
eir
u
n
d
er
s
tan
d
i
n
g
[
3
8
]
;
th
e
y
d
ar
e
to
t
r
y
d
if
f
er
e
n
t
ap
p
r
o
ac
h
es
to
g
e
n
er
atin
g
n
e
w
id
ea
s
in
th
e
lear
n
in
g
p
r
o
c
ess
[
3
9
]
;
an
d
th
ey
ar
e
r
esp
o
n
s
ib
le
f
o
r
t
h
eir
o
w
n
lear
n
in
g
p
r
o
g
r
ess
[
4
0
]
.
Un
f
o
r
t
u
n
ately
,
t
h
e
r
esu
lts
o
f
th
e
q
u
e
s
tio
n
n
air
e
s
h
o
w
th
at
t
h
e
teac
h
er
'
s
ef
f
o
r
ts
to
p
ay
s
p
ec
ial
atten
tio
n
to
ce
r
tain
s
tu
d
en
ts
an
d
u
tili
ze
a
v
ar
iety
o
f
m
eth
o
d
s
o
r
m
e
d
ia
ar
e
q
u
ite
g
o
o
d
,
s
o
th
ey
m
u
s
t
b
e
im
p
r
o
v
e
d
s
o
th
at
th
e
y
ca
n
f
o
r
m
a
d
ilig
en
t a
ttit
u
d
e
a
n
d
n
o
t g
et
b
o
r
ed
ea
s
ily
b
y
s
tu
d
en
ts
m
o
r
e
o
p
tim
ally
.
T
h
e
cr
ea
tiv
e
attitu
d
e
in
d
icato
r
th
at
h
as
th
e
h
ig
h
est
s
co
r
e
i
s
h
av
in
g
g
r
ea
t
cu
r
io
s
ity
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
,
it
was
f
o
u
n
d
th
at
th
e
cu
r
io
s
ity
f
o
r
m
ati
o
n
ca
r
r
ie
d
o
u
t
b
y
elem
en
ta
r
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
o
n
th
eir
s
tu
d
en
ts
was
v
er
y
g
o
o
d
,
with
a
s
co
r
e
o
f
8
8
.
5
9
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
4
.
8
1
.
Fo
r
m
atio
n
ef
f
o
r
ts
ar
e
ca
r
r
ied
o
u
t
in
t
h
e
f
o
r
m
o
f
co
n
d
itio
n
in
g
s
tu
d
en
ts
to
ac
tiv
el
y
p
ar
ticip
ate
in
lear
n
in
g
an
d
b
e
r
ea
d
y
t
o
ask
q
u
esti
o
n
s
,
a
n
d
c
o
n
d
itio
n
i
n
g
an
d
m
o
d
if
y
i
n
g
lear
n
in
g
s
o
t
h
at
s
tu
d
en
t
cr
ea
tiv
ity
em
er
g
es.
Stu
d
en
ts
wh
o
ar
e
u
s
ed
to
b
e
in
g
ac
tiv
e
in
lear
n
i
n
g
an
d
r
e
ad
y
to
ask
q
u
esti
o
n
s
will
h
av
e
g
r
ea
t
cu
r
io
s
ity
,
b
ec
au
s
e
in
v
o
lv
em
e
n
t
will
g
en
er
ate
cu
r
io
s
ity
,
an
d
th
at
cu
r
i
o
s
ity
will
tr
ig
g
er
q
u
esti
o
n
s
.
C
u
r
io
s
ity
is
clo
s
e
ly
r
elate
d
to
g
r
ea
t
cu
r
io
s
ity
.
C
u
r
io
s
ity
ca
n
also
ar
is
e
f
r
o
m
lear
n
in
g
th
at
is
m
o
r
e
cr
ea
tiv
e
an
d
n
o
t
m
o
n
o
t
o
n
o
u
s
b
ec
au
s
e
it
ca
u
s
es
th
e
em
er
g
e
n
ce
o
f
n
ew
i
d
ea
s
th
at
ca
n
b
e
e
x
p
lo
r
ed
.
T
h
is
is
in
lin
e
with
s
ev
er
al
o
p
i
n
io
n
s
th
at
s
tate
th
at
cu
r
io
s
ity
ca
n
b
e
f
o
r
m
ed
f
r
o
m
ch
allen
g
in
g
q
u
esti
o
n
s
an
d
tr
ig
g
er
s
s
tu
d
en
ts
to
s
ee
k
d
ee
p
e
r
u
n
d
er
s
tan
d
i
n
g
[
4
1
]
an
d
in
ter
a
ctiv
e
an
d
co
llab
o
r
ativ
e
lear
n
in
g
[
4
2
]
.
Stu
d
en
ts
wh
o
h
a
v
e
g
r
e
at
cu
r
io
s
ity
ten
d
to
ask
lo
ts
o
f
q
u
esti
o
n
s
an
d
ex
p
l
o
r
e
n
ew
id
ea
s
ab
o
u
t
th
e
to
p
ics
b
ein
g
s
tu
d
ied
,
ar
e
o
p
en
to
tr
y
in
g
n
ew
th
in
g
s
,
ar
e
cr
itical
o
f
th
e
in
f
o
r
m
atio
n
th
ey
r
ec
eiv
e,
an
d
ar
e
e
n
th
u
s
iast
ic
ab
o
u
t th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
3
]
–
[
4
5
]
.
Un
d
er
th
e
in
d
icato
r
o
f
g
r
ea
t
cu
r
io
s
ity
,
th
er
e
is
an
in
d
icato
r
o
f
f
ee
lin
g
ch
allen
g
ed
b
y
p
l
u
r
ality
o
r
co
m
p
lex
ity
with
a
s
co
r
e
o
f
8
6
.
1
6
an
d
a
s
tan
d
ar
d
d
ev
iati
o
n
o
f
3
.
4
5
.
E
lem
e
n
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
s
h
ap
e
th
ese
f
ee
lin
g
s
b
y
cr
ea
tin
g
lear
n
i
n
g
th
at
f
its
s
tu
d
en
ts
'
co
n
d
itio
n
s
,
g
iv
in
g
s
tu
d
en
ts
th
e
f
r
ee
d
o
m
to
ex
p
l
o
r
e
ass
ig
n
m
en
ts
,
an
d
m
o
d
if
y
in
g
lear
n
i
n
g
th
at
lead
s
to
s
tu
d
en
t
cr
ea
tiv
ity
.
T
h
is
is
in
lin
e
with
th
e
o
p
in
io
n
th
at
p
lu
r
alis
m
in
lear
n
in
g
r
e
f
er
s
to
th
e
lev
el
o
f
d
if
f
icu
lty
,
d
iv
er
s
ity
,
an
d
d
ep
th
o
f
lear
n
in
g
m
ater
ial
p
r
esen
ted
to
s
tu
d
en
ts
.
L
ea
r
n
i
n
g
th
at
h
as
th
e
r
ig
h
t
lev
el
o
f
p
lu
r
ality
o
r
co
m
p
lex
ity
ca
n
s
tim
u
late
cr
itical
th
in
k
in
g
,
en
co
u
r
ag
e
d
ee
p
e
r
ex
p
lo
r
atio
n
,
an
d
d
ev
el
o
p
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
[
4
6
]
.
B
ased
o
n
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
w
d
o
elem
en
ta
r
y
s
ch
o
o
l te
a
ch
ers
s
h
a
p
e
th
eir s
tu
d
en
ts
’
s
elf
-
r
eg
u
la
ted
a
n
d
crea
tivity
in
le
a
r
n
in
g
…
(
B
is
ta
r
i)
3365
r
esu
lts
o
f
th
e
s
tu
d
y
,
th
e
ef
f
o
r
ts
m
ad
e
b
y
th
e
teac
h
er
wer
e
v
er
y
g
o
o
d
.
Stu
d
en
ts
w
h
o
alr
ea
d
y
f
ee
l
ch
allen
g
e
d
b
y
p
lu
r
alis
m
o
r
co
m
p
lex
ity
will
s
h
o
w
p
er
s
is
ten
ce
in
d
ea
lin
g
with
d
if
f
icu
lties
ca
u
s
ed
b
y
th
e
co
m
p
lex
ity
o
f
lear
n
in
g
an
d
will a
lway
s
b
e
ac
tiv
ely
in
v
o
lv
e
d
in
c
o
m
p
lex
lea
r
n
in
g
p
r
o
ce
s
s
es
[
4
7
]
.
T
h
e
r
is
k
-
tak
in
g
in
d
icat
o
r
h
as
a
s
co
r
e
o
f
8
6
.
0
8
with
a
s
tan
d
a
r
d
d
e
v
iatio
n
o
f
3
.
2
8
,
wh
ich
is
v
er
y
g
o
o
d
.
E
lem
en
tar
y
teac
h
e
r
s
in
W
est
Kalim
an
tan
f
o
r
m
e
d
th
e
attitu
d
e
o
f
s
tu
d
e
n
ts
wh
o
d
ar
e
to
ta
k
e
r
is
k
s
,
in
clu
d
in
g
co
n
d
itio
n
in
g
s
tu
d
en
ts
to
b
e
a
ctiv
ely
in
v
o
l
v
ed
i
n
lear
n
i
n
g
,
g
iv
in
g
t
h
em
th
e
f
r
ee
d
o
m
t
o
e
x
p
lo
r
e
ass
ig
n
m
e
n
ts
an
d
u
s
in
g
alter
n
ativ
e
m
et
h
o
d
s
,
an
d
ac
ce
p
tin
g
n
ew
id
ea
s
to
d
ev
elo
p
c
r
ea
tiv
e
id
ea
s
in
lear
n
in
g
.
W
ith
th
ese
ef
f
o
r
ts
,
it
is
ex
p
ec
te
d
to
m
ak
e
s
tu
d
en
ts
d
ar
e
t
o
tak
e
r
is
k
s
f
o
r
all
th
e
n
ew
th
i
n
g
s
th
ey
d
o
d
u
r
in
g
lea
r
n
in
g
.
Stu
d
en
ts
wh
o
d
ar
e
to
tak
e
r
is
k
s
ten
d
n
o
t
to
b
e
a
f
r
aid
t
o
leav
e
th
eir
co
m
f
o
r
t
zo
n
e
,
d
a
r
e
to
ex
p
r
ess
o
p
in
io
n
s
,
s
ee
f
ailu
r
e
as a
n
o
p
p
o
r
tu
n
ity
to
lear
n
,
ar
e
f
lex
ib
le
in
d
ea
lin
g
with
n
ew
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
ateg
ies,
an
d
d
o
n
o
t g
iv
e
u
p
ea
s
ily
[
4
7
]
.
T
h
e
in
d
icato
r
s
o
f
s
elf
-
c
o
n
f
id
e
n
ce
an
d
in
d
e
p
en
d
e
n
ce
also
s
c
o
r
ed
v
er
y
well,
with
a
s
co
r
e
o
f
8
5
.
6
9
a
n
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
5
.
7
2
.
E
f
f
o
r
ts
to
f
o
r
m
it
in
clu
d
e
e
n
s
u
r
in
g
th
at
th
e
ass
ig
n
m
en
ts
g
iv
en
ar
e
ca
r
r
ied
o
u
t
b
y
s
tu
d
en
ts
th
em
s
elv
es,
co
n
d
itio
n
in
g
s
tu
d
e
n
ts
to
alwa
y
s
b
e
ac
tiv
e
in
lear
n
in
g
,
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
ex
p
lo
r
e
ass
ig
n
m
en
ts
in
alter
n
ativ
e
way
s
,
a
n
d
ex
p
lo
r
in
g
lear
n
i
n
g
with
m
o
r
e
cr
ea
tiv
e
g
o
als,
m
eth
o
d
s
,
a
n
d
m
ed
ia.
T
h
e
c
h
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
wit
h
v
er
y
g
o
o
d
s
elf
-
co
n
f
id
en
ce
an
d
in
d
ep
en
d
e
n
ce
in
clu
d
e
h
av
in
g
co
n
f
id
en
ce
i
n
th
eir
o
wn
a
b
ilit
ies,
in
d
ep
en
d
en
ce
i
n
lear
n
in
g
,
h
ig
h
i
n
tr
in
s
ic
m
o
tiv
atio
n
,
r
esil
ien
ce
in
th
e
f
ac
e
o
f
f
ailu
r
e
,
an
d
g
o
o
d
ad
ap
ta
b
ilit
y
.
T
h
e
in
d
icato
r
th
at
g
ets
th
e
s
ec
o
n
d
-
lo
west
s
co
r
e
is
d
iv
er
g
en
t
th
in
k
in
g
.
E
v
e
n
s
o
,
th
e
cr
iter
ia
ar
e
s
till
v
er
y
g
o
o
d
.
Div
er
g
en
t
th
in
k
i
n
g
is
a
f
o
r
m
o
f
cr
ea
tiv
e
th
in
k
i
n
g
th
at
p
r
o
d
u
ce
s
d
if
f
er
e
n
t
s
o
lu
tio
n
s
o
r
id
ea
s
f
o
r
d
ea
lin
g
with
a
p
r
o
b
lem
o
r
task
.
I
n
d
iv
er
g
en
t
th
in
k
in
g
,
in
d
i
v
id
u
als
d
ev
elo
p
b
r
o
ad
th
in
k
in
g
,
s
ee
k
in
n
o
v
ativ
e
alter
n
ativ
es,
an
d
in
v
o
lv
e
f
r
ee
,
f
lex
ib
le,
an
d
ass
o
ciativ
e
th
in
k
in
g
[
4
8
]
.
E
f
f
o
r
ts
th
at
h
av
e
b
ee
n
m
ad
e
b
y
W
est
Kalim
an
tan
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
to
s
h
ap
e
th
is
attitu
d
e
in
clu
d
e
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
ex
p
lo
r
e
ass
ig
n
m
en
ts
an
d
u
s
e
alter
n
ativ
e
way
s
o
f
an
s
wer
in
g
q
u
esti
o
n
s
,
as
well
a
s
m
o
d
if
y
in
g
o
b
jectiv
es
f
o
r
lear
n
in
g
m
e
d
ia
s
o
th
at
th
ey
s
e
em
m
o
r
e
cr
ea
tiv
e
a
n
d
v
ar
ied
.
Div
er
g
en
t
th
in
k
in
g
will
g
iv
e
s
tu
d
en
ts
th
e
ab
ilit
y
to
g
en
er
ate
v
ar
io
u
s
id
ea
s
,
o
p
e
n
n
ess
to
d
if
f
e
r
en
t
p
e
r
s
p
ec
tiv
e
s
,
th
e
co
u
r
ag
e
to
tak
e
r
is
k
s
,
th
e
ab
ilit
y
to
e
x
p
lo
r
e
v
ar
io
u
s
s
o
lu
tio
n
s
,
an
d
f
le
x
ib
ilit
y
in
th
i
n
k
in
g
.
T
h
is
allo
ws
th
em
to
t
h
in
k
o
u
ts
id
e
c
o
n
v
e
n
tio
n
al
b
o
u
n
d
a
r
ies
an
d
g
en
er
ate
o
r
ig
in
al
an
d
in
n
o
v
ati
v
e
id
ea
s
[
4
9
]
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
r
e
s
ea
r
ch
th
at
h
as
b
ee
n
d
o
n
e,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
c
r
e
ativ
ity
o
f
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
in
lear
n
in
g
m
ath
em
atics
h
as
b
ee
n
v
er
y
g
o
o
d
,
with
th
e
th
r
e
e
in
d
icato
r
s
th
at
g
et
th
e
h
ig
h
e
s
t
s
co
r
e
b
ein
g
h
av
i
n
g
g
r
ea
t
cu
r
io
s
ity
,
f
ee
lin
g
c
h
allen
g
ed
b
y
p
lu
r
alis
m
an
d
co
m
p
lex
ity
,
a
n
d
b
ein
g
willin
g
to
tak
e
r
is
k
s
.
W
h
ile
th
e
in
d
icato
r
with
th
e
lo
west
s
co
r
e
is
d
ilig
en
t
an
d
n
o
t
ea
s
ily
b
o
r
ed
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
r
esear
ch
th
at
h
as
b
ee
n
d
o
n
e,
s
ev
er
al
co
n
c
lu
s
io
n
s
ca
n
b
e
d
r
awn
,
n
am
e
ly
:
(
i
)
th
e
f
o
r
m
atio
n
o
f
in
d
e
p
en
d
e
n
ce
o
f
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
in
W
est
Kalim
an
tan
in
lear
n
in
g
m
ath
e
m
atics
is
alr
ea
d
y
v
e
r
y
g
o
o
d
,
with
th
r
e
e
in
d
icato
r
s
th
at
g
et
th
e
h
ig
h
est
s
co
r
es
b
ein
g
d
is
cip
lin
ed
b
eh
av
io
r
,
h
a
v
in
g
co
m
p
lex
r
esp
o
n
s
ib
ilit
ies,
an
d
in
d
ep
en
d
en
ce
f
r
o
m
o
th
er
s
.
W
h
ile
th
e
in
d
icato
r
th
at
g
ets
th
e
lo
west
s
co
r
e
is
b
eh
av
in
g
b
ased
o
n
o
n
e'
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1
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2
3
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D
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[
2
4
]
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.
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H
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[
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5
]
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.
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l
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,
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I
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[
2
6
]
A
.
T.
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Ja
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.
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c
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f
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,
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o
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4.
[
2
7
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S
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B
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AUTH
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Bista
r
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t
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M
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m
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Ed
u
c
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S
tu
d
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P
ro
g
ra
m
m
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,
Un
iv
e
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s
Tan
ju
n
g
p
u
ra
.
He
re
c
e
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e
d
Ba
c
h
e
lo
r’s
De
g
re
e
in
M
a
th
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m
a
ti
c
s
E
d
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Tan
ju
n
g
p
u
ra
,
in
1
9
9
0
.
Also
re
c
e
iv
e
d
M
a
g
ister
De
g
re
e
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Tan
ju
n
g
p
u
ra
,
in
1
9
9
8
.
Re
c
e
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e
d
D
o
c
to
ra
l
De
g
re
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n
Va
lu
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/Ch
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ra
c
ter
Ed
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
P
e
n
d
id
i
k
a
n
In
d
o
n
e
sia
,
in
2
0
1
2
.
His
re
se
a
rc
h
fo
c
u
se
d
o
n
th
e
iss
u
e
s
o
f
m
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th
e
m
a
ti
c
s
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d
u
c
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ti
o
n
st
u
d
ied
fr
o
m
stu
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n
ts’
v
a
lu
e
/ch
a
ra
c
ter.
His
re
se
a
r
c
h
fo
c
u
se
d
o
n
t
h
e
issu
e
s
o
f
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
stu
d
ied
fro
m
stu
d
e
n
ts’
v
a
lu
e
/ch
a
ra
c
ter.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
b
istari@fk
i
p
.
u
n
tan
.
a
c
.
i
d
.
H
a
m
d
a
n
i
a
lec
tu
re
r
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n
t
h
e
M
a
t
h
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Tan
ju
n
g
p
u
ra
.
He
re
c
e
iv
e
d
Ba
c
h
e
lo
r’s
De
g
re
e
in
M
a
th
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m
a
ti
c
s
E
d
u
c
a
ti
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n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
iv
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Tan
ju
n
g
p
u
ra
,
i
n
1
9
8
9
.
Re
c
e
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e
d
M
a
g
ister
De
g
re
e
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Ne
g
e
ri
S
u
ra
b
a
y
a
,
i
n
1
9
9
9
.
Re
c
e
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d
Do
c
to
ra
l
De
g
re
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in
G
e
n
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l/
Va
lu
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Ed
u
c
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ti
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n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
i
v
e
rsitas
P
e
n
d
i
d
i
k
a
n
In
d
o
n
e
sia
.
His
re
se
a
rc
h
fo
c
u
se
d
o
n
th
e
issu
e
s
o
f
d
isc
o
u
rs
e
s
a
n
d
v
a
lu
e
s
in
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
a
m
d
a
n
i.
m
ik
ra
j@f
k
ip
.
u
n
tan
.
a
c
.
id
.
Rusta
m
is a l
e
c
tu
re
r
in
th
e
M
a
th
e
m
a
ti
c
s E
d
u
c
a
ti
o
n
S
tu
d
y
P
r
o
g
r
a
m
m
e
,
Un
iv
e
rsita
s
Tan
ju
n
g
p
u
ra
.
He
re
c
e
iv
e
d
Ba
c
h
e
lo
r’s
De
g
re
e
in
M
a
th
e
m
a
ti
c
s
E
d
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Tan
ju
n
g
p
u
ra
,
i
n
1
9
8
8
.
Re
c
e
iv
e
d
M
a
g
ister
De
g
re
e
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
m
e
,
IKIP
M
a
lan
g
,
in
1
9
9
5
.
Re
c
e
iv
e
d
D
o
c
to
ra
l
De
g
re
e
in
Hu
m
a
n
Re
so
u
rc
e
M
a
n
a
g
e
m
e
n
t
S
t
u
d
y
P
ro
g
ra
m
m
e
,
Un
iv
e
rsitas
Ne
g
e
ri
Ja
k
a
rta,
i
n
2
0
1
4
.
His
re
se
a
rc
h
f
o
c
u
se
d
o
n
th
e
issu
e
s
o
f
a
p
p
li
e
d
m
a
th
e
m
a
ti
c
s,
e
sp
e
c
ially
in
e
c
o
n
o
m
ics
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
ru
sta
m
@fk
ip
.
u
n
ta
n
.
a
c
.
id
.
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