![]() Often researchers visit the National Archives without undertaking any secondary research on the individual or family they are looking for. Have you undertaken any background research? A number of our collections, including Commissioners of National Education, the Ordnance Survey and Valuation Office, are particularly useful for local history research as they contain archives relating to practically every part of Ireland. Our collections are particularly useful for anyone interested in researching the political, social and economic development of Ireland from the 18th century to the present day. The National Archives also holds a number of private collections, including business records, some landed estate collections and private donations. These include archives of the British administration in Ireland from the 18th, 19th and 20th centuries, the largest collection of which is the Registered Papers of the Chief Secretary’s Office. ![]() The National Archives hold records of the modern Irish state from its foundation to approximately 1987, as well as a number of other major collections acquired as a result to the amalgamation of the Public Record Office of Ireland and the State Paper Office in 1986 when the National Archives was established. Where appropriate, examples have been provided in brackets following an indicator.Researching family history What are you hoping to discover?Īre you interested in finding out more about your family history or are you looking for a very specific document relating to an individual, such as a will? Why do you think a visit to the National Archives is necessary? Subheadings have been included to group related indicators. The listing of indicators within each level is non-hierarchical. The abbreviation for this sub-element is MuS. ![]() 3–17.Įach sub-element level has been identified by upper-case initials and in some cases lower-case letters of the sub-element name followed by ascending numbers. Fischbein, E, Deri, M, Nello, MS & Merino, MS 1985, ‘The role of implicit models in solving verbal problems in multiplication and division’, Journal for Research in Mathematics Education, 16, pp. This may include digital technologies, sign language, braille, real objects, photographs and pictographs. Some students will communicate using augmentative and alternative communication strategies to demonstrate their numeracy skills. Multiplicative strategies are used in the sub-elements Operating with decimals, Operating with percentages and Interpreting fractions. The measurement division model is sometimes described as quotitive division. For 12 ÷ 3 = 4, 12 is divided into groups of 3, and 4 is the number of groups of 3. In the measurement division model, the divisor indicates the size of the subset (number in each group) and the quotient is the number of equal-sized subsets. This model is inadequate when the division has a divisor that is less than one. An over-reliance on the sharing model of division can contribute to misconceptions about division with decimals. In 12 ÷ 3 = 4, twelve is shared into 3 equal groups and there are 4 in each group. In the sharing model of division, the divisor indicates a whole number of equal groups and the quotient, the result of division, is the size of each part. This same understanding relates to seeing the two forms of division as being equivalent. Recognising that 100 lots of 2 is the same as 2 lots of 100 is an important multiplicative strategy. Coordinating ‘100’ as one unit as well as ‘2’ as a unit leads to appreciating a multiplicative relationship between the quantities. To determine how many shoes are in 100 pairs of shoes it is possible (but not practical) to add 100 lots of 2. This process of coordinating units is equally relevant to problems of division.Īlthough multiplication of whole numbers can be achieved by repeated addition, this isn’t necessarily the best way to think of multiplication. The coordination of units multiplicatively involves using the values of one unit applied to each of the units of the other, the multiplier. This sub-element describes how a student becomes increasingly able to use multiplicative strategies in computation. National Literacy and Numeracy Learning Progressions.General capabilities and career education.Framework for Aboriginal Languages and Torres Strait Islander Languages.Supporting gifted and talented students.Asia and Australia’s Engagement with Asia.Aboriginal and Torres Strait Islander Histories and Cultures.
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