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This paper relates two mathematical concepts of long-range order of a set of atoms Λ, each of which is based on restrictions on the set of interatomic distances Λ-Λ.
      
A nice picture emerges providing a physical interpretation, in terms of quantised fluxes and wave-functions, of mathematical concepts such as spin structures, spinC structures, the Stiefel-Whitney class and Wu's formula.
      
Our novel application of mathematical concepts of internal states and internal velocity allows us to begin to study this unique immunological structure.
      
This paper gives an exposition of the topological framework for social choice theory developed by Chichilnisky, and reviews the mathematical concepts needed for understanding this framework.
      
Few mathematical visualization tools support integrated, flexible interaction with complex, 4D mathematical concepts.
      
The increase in computer power and the development of new mathematical concepts implemented in software have allowed computational chemistry to emerge as a new research field.
      
The mathematical concepts and methods to be used are not expected to be substantially different from those used in traditional applied mathematics.
      
From Celsius to Chaos to Cyclones: Using Temperature-Conversion Equations to Introduce Advanced Mathematical Concepts in Earth S
      
Sneaking Mathematical Concepts Through the Back Door of the Introductory Geology Classroom
      
Any overt introduction of mathematical concepts, therefore, is likely to be met with widespread resistance.
      
Mathematical concepts must be slipped in covertly, as geologically based steps in the problem-solving process, in such a way that a geologically relevant answer may be obtained without students ever realizing that they were working a math problem.
      
The key to successfully integrating mathematical concepts into geology courses, without alienating students, is to emphasize deriving geologically significant results as opposed to calculating them.
      
Using Computer Algebra Systems (CAS)-such as MAPLE-in teaching and learning mathematical concepts is a great challenge both from a didactical and a scientific point of view.
      
The results of this basic research are especially used to explain the pupils' understanding of mathematical concepts and their problem solving behaviour in regular mathematics lessons.
      
In this paper, the development of mathematical concepts over time is considered.
      
This paper proposes an approach to mathematical concepts from the angle of hands-on acting.
      
Mathematical concepts are jointly developed with the learners, trying to address shortcomings from own experiences.
      
This is accompanied by reflection processes that make conscious to learners the rationale of mathematical approaches and the creation of mathematical concepts.
      
Symbols are introduced to denote mathematical processes (such as addition) that can be compressed as mathematical concepts (such as sum) to give symbols that operate flexibly as process and concept (procept).
      
Also presented are the consequences of the mathematical concepts in terms of measurement, giving particular consideration to the case where the energy density as the measured variable matches the integral energy density.
      
 

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