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mathematical concepts
Piaget taught that in order to help elementary school children develop mathematical concepts, concrete objects and concrete reflection-enhancing-activities are needed.
      
These interviews revealed evidence indicating initial actual development of the desired mathematical concepts.
      
This paper examines the effect of applying symbolic computation and graphics to enhance students' ability to move from a visual interpretation of mathematical concepts to formal reasoning.
      
We trace this process through the students' construction of two mathematical concepts that arose in their activities, the "n-star" and "common denominators".
      
For example, he reformed his teaching to emphasize important mathematical concepts.
      
The spiral approach has long been used by curriculum designers to deepen students' knowledge of scientific and mathematical concepts and to bring students to higher levels of abstraction.
      
Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes.
      
A new graph-theoretic cyclicity index C(G) is defined, being motivated in terms of mathematical concepts from the theory of electrical networks.
      
They also learn about the many mathematical concepts that underlie image processing, such as coordinate systems, slope and intercept, pixels, binary arithmetic, along with many others.
      
On the Referential Indeterminacy of Logical and Mathematical Concepts
      
Hartry Field has recently examined the question whether our logical and mathematical concepts are referentially indeterminate.
      
Commercial problem solving situations both directed and reinforced the mathematical concepts presented.
      
Therefore, philosophically comprehended accounts of historical developments are relevant means of conveying to learners the rationale of mathematical concepts and precepts.
      
Mathematical Concepts and Proofs from Nicole Oresme
      
In this paper, the quipus are introduced, their structure is explained, and some results on mathematical concepts of the Incas are presented based on a comparison of mathematical and anthropological literature on the subject.
      
Some fundamental mathematical concepts used in cybernetics are examined.
      
In particular, interesting and natural generalizations of such fundamental mathematical concepts as continuous and uniformly continuous mappings are proposed.
      
While the necessary statistical skills depend on difficult and abstract mathematical concepts, middle school students have been successful in applying them to their own research projects.
      
An example illustrates the mathematical concepts, and an application compares mapped vegetation indices in Africa to illustrate the usefulness of the proposed approach vis-à-vis a conventional approach.
      
It is shown that these methods employ a wide range of important mathematical concepts like, e.g., Fourier transforms, Galois fields and rings, finite, and related projective geometries, and entanglement, to mention a few.
      
 

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