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Additional info for Aphraates and the Jews. A Study of the Controversial Homilies of the Persian Sage in their Relation to Jewish Thought

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The children’s play does not set out to be ‘about’ anything in particular, expect in the broadest terms of being about ‘mummies-and-daddies’ as opposed to, say, ‘princesses-and-princes’. It is this playful, performatory, improvisational practice of method, that Holtzman and Newman argue can help classrooms become developmental In ‘playing’ the roles of helping the shopkeeper solve her problem, through cooperations the children were able to perform ‘beyond’ themselves, “performing a head taller than they are” (Vygotsky, 1978 p.

Developmental learning involves learning act as a mathematician and the realisation that the choice to continue to act as mathematicians is available. Developmental learning is thus generative rather than aquisitional. As Holtman (1997) problematises it: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create for growth? This is a key question for mathematics education. In England, and elsewhere, policy makers are specifying the content and expected learning outcomes of mathematics education in finer and finer detail.

A mad dictator of the country has decided that he wants to introduce a strict law about visiting other people. He calls this 'the visiting law'. A visiting-city of the city, which you are in, is: A city where you are allowed to visit other people. A visiting law must obey two conditions to satisfy the mad dictator: 1. When you are in a particular city, you are allowed to visit other people in that city. 2. For each pair of cities, either their visiting-cities are identical or they mustn’t have any visiting-cities in common.

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