What are the competencies and cognitive and socioemotional skills defined in the Paulista Curriculum for the teaching of Mathematics? a. Comprehe...
What are the competencies and cognitive and socioemotional skills defined in the Paulista Curriculum for the teaching of Mathematics?
a. Comprehend the relationships between concepts and procedures from different fields of Mathematics and other areas of knowledge, feeling confident in their ability to construct and apply mathematical knowledge, developing self-esteem and perseverance in the search for solutions.
b. Make systematic observations of quantitative and qualitative aspects present in social and cultural practices, in order to investigate, organize, represent, and communicate relevant information, to interpret and evaluate them critically and ethically, producing convincing arguments.
c. Use mathematical processes and tools, including available digital technologies, to model and solve everyday, social, and other areas of knowledge problems, validating strategies and results.
d. All of the above.
a. Comprehend the relationships between concepts and procedures from different fields of Mathematics and other areas of knowledge, feeling confident in their ability to construct and apply mathematical knowledge, developing self-esteem and perseverance in the search for solutions.
b. Make systematic observations of quantitative and qualitative aspects present in social and cultural practices, in order to investigate, organize, represent, and communicate relevant information, to interpret and evaluate them critically and ethically, producing convincing arguments.
c. Use mathematical processes and tools, including available digital technologies, to model and solve everyday, social, and other areas of knowledge problems, validating strategies and results.
d. All of the above.
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Ed 
A resposta correta é a alternativa d. Todas as opções mencionadas estão definidas no Currículo Paulista para o ensino de Matemática. Essas competências e habilidades incluem compreender as relações entre conceitos e procedimentos de diferentes áreas da Matemática e de outras áreas do conhecimento, fazer observações sistemáticas de aspectos quantitativos e qualitativos presentes em práticas sociais e culturais, utilizar processos e ferramentas matemáticas para modelar e resolver problemas do cotidiano e de outras áreas do conhecimento, além de validar estratégias e resultados.
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