Reptiles 3

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ООО «Артек Авто» ИНН: 2635803195, в настоящее время носит название ООО «Артмотоспорт». Генеральным директором компании в 2011-2012гг. числился Гашимов Эмиль Исмаилович, а учредителем фигурировал его двоюродный брат Григорян Эрик Гаррьевич. Иски были поданы физическими лицами и касались взыскания неустойки, компенсации морального вреда и судебных расходов по договорам купли-продажи автомобилей в связи с нарушением сроков передачи приобретенных истцами автомобилей. Исковые требования удовлетворены частично, что выражалось в уменьшении суммы компенсаций. Один из исков касался признания договора недействительным и взыскания задолженности по договору, процентов за пользование чужими средствами и компенсации морального вреда. Стороны пришли к мировому соглашению.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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