Quando a professora finaliza o relato dizendo “I wish more of my colleagues agreed!” significa que

Para responder à questão, analise os dados e a Tabela, a seguir, que correspondem a um trecho da caderneta de campo de um levantamento taqueométrico efetuado com aparelho, estacionado em A, com constante aditiva igual a zero e constante multiplicativa (de Reichembach) igual a 100.

Tabela – Caderneta de campo de um levantamento taqueométrico

Estaca	Ponto visado	Leituras de mira			Ângulo Zenital	DH	DV	Cota
		inferior	média	superior
A/1,58								100,00
	1	1,156	1,572	1,988	80º00

ângulo	sen	cos	tan
10	0,174	0,985	0,176
20	0,342	0,940	0,364
30	0,500	0,866	0,577
40	0,643	0,766	0,839

Read the following excerpt from a seminal paper on matters of teaching and answer the question.

Read the following extract of a seminal article concerning teaching materials and answer questions 43, 44 and 45. In addition it seems necessary to take a preliminary look at two different approaches to the question of the role of teaching materials. On the one hand there is the DEFICIENCY view. According to this view, we need teaching materials to save learners from our deficiencies as teachers, to make sure, as far as possible, that the syllabus is properly covered and that exercises are well thought out, for example. This way of thinking might lead, at one extreme, to the idea that the ‘best’ teachers would neither want nor need published teaching materials. At the other extreme we would have ‘teacher-proof’ materials that no teacher, however deficient, would be able to teach badly with. On the other hand, there is the DIFFERENCE view, which holds that we need teaching materials as ‘carriers’ of decisions best made by someone other than the classroom teacher, not because the classroom teacher is deficient, as a classroom teacher, but because the expertise required of materials writers is importantly different from that required of classroom teachers - the people who have to have the interpersonal skills to make classrooms good places to learn in. For some this conception may seem to ‘reduce’ the teacher to the role of mere classroom manager. For others, it ‘frees’ the teacher to develop the expertise needed for dealing with practical and fundamental issues in the fostering of language learning in the classroom setting”.

ALLWRIGHT, Dick. What do we want teaching materials for? ELT Journal, vol. 36, n.1, October, 1981, p. 6.

The excerpt also suggests that