From 84b8dad38ce4e9b97a5aeb6fc6599fb8b7e35777 Mon Sep 17 00:00:00 2001 From: Claude Meny Date: Wed, 28 Apr 2021 14:27:58 +0200 Subject: [PATCH] Update 00.brainstorming-pedagogical-teams/45.synthesis-structuring/10.math-tools/10.n1/textbook.en.md --- .../10.math-tools/10.n1/textbook.en.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/00.brainstorming-pedagogical-teams/45.synthesis-structuring/10.math-tools/10.n1/textbook.en.md b/00.brainstorming-pedagogical-teams/45.synthesis-structuring/10.math-tools/10.n1/textbook.en.md index 53066c45d..6905a5393 100644 --- a/00.brainstorming-pedagogical-teams/45.synthesis-structuring/10.math-tools/10.n1/textbook.en.md +++ b/00.brainstorming-pedagogical-teams/45.synthesis-structuring/10.math-tools/10.n1/textbook.en.md @@ -80,9 +80,9 @@ _and sets. A first approach seems essential to me from this level 1 (with the id _not to be binary and to relativize). And it can be very visual and very fun, with_ _thousands of possible examples in everyday life._ -_It seems useful to understand: _ -_- base 10 numbering (and the others)._ -_- what is an equation (and therefore later a correlation or a physical law of cause and effect)._ +_It seems useful to understand: _ +_- base 10 numbering (and the others)._ +_- what is an equation (and therefore later a correlation or a physical law of cause and effect)._ RESPOND: ... (XXX-YY)