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mathematics learning
The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective.
      
Result shows that this teaching model plays a vital role in arousing students' interest in mathematics, improving their ability to pose problems and upgrading their mathematics learning ability as well.
      
From formal standards to everyday practice of mathematics learning
      
The participation of students in processes of collective argumentation is seen as a fundamental condition for enabling mathematics learning in classroom settings.
      
Within this project a new mathematics learning software has been developed.
      
Twelve experienced mathematics teachers in Hong Kong were invited to face-to-face semi-structured interviews to express their views about mathematics, about mathematics learning and about the teacher and teaching.
      
In view of the abstract nature of the subject, the teachers took abstract thinking as the goal of mathematics learning.
      
An unexpected relationship between failure and subsequent mathematics learning
      
Problems and possibilities in the assessment and investigation of mathematics learning
      
Although the concept of risk has affected measurement methods for a long time, it seems not to be used generally in the evaluation of mathematics learning.
      
A second goal is the documentation of mathematics learning and instruction.
      
Outcomes of schooling: Mathematics achievement and attitudes towards mathematics learning in Hong Kong
      
According to different theoretical approaches, the text discusses some indirect relations between social interaction and mathematics learning.
      
We present some initial results of the application of this instrument in the domain of mathematics learning by students in the final year of primary education.
      
Mathematics learning and practice in and out of school: A framework for connecting these experiences
      
These researchers have found that mathematics learning and practice in and out of school differ in a number of ways.
      
The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning
      
Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning
      
Mathematical proficiency can serve as a focus for both research and practice, avoiding the extreme positions with respect to the goals of mathematics learning that are so often found in disputes over school mathematics.
      
Student self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience for students about monitoring their own mathematics learning.
      
 

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