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  mathematical knowledge
By using Mie's theory, the boundary conditions, and some advanced mathematical knowledge, the scattering problem of a plane-wave by bi-sphere groups and of cores-traversed coherent Gauss-beams by one sphere was addressed.
      
The core mathematical knowledge contained in our program is composed of rules that embody the results of mathematical theorems from nonlinear singular perturbation theory.
      
Neither absolutism nor aposteriorism have questioned the progressive elements associated with the applications and the social functions of mathematical knowledge.
      
This means that mathematical knowledge only gains its specific epistemological meaning within a social context and that the development and understanding of mathematical knowledge is strongly influenced by the social context.
      
A concept of teaching basic mathematical knowledge and skills related to the vocational training of master craftsmen in the field of electrical engineering and metal engineering is described.
      
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  mathematics knowledge
We start from the assumption that school mathematics knowledge could be better explained if social practices were considered to be generators of knowledge.
      
This perspective changes the way we look at what school mathematics knowledge is and what it takes to teach and learn it.
      
In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers' mathematics knowledge for teaching and connections among these dimensions.
      
Facilitating preservice teachers' development of mathematics knowledge for teaching arithmetic operations
      
The study also finds that the mathematics knowledge subscale scores best discriminate those passing from those failing the CBEST.
      
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This paper investigates and analyses the thinking capacity in maths of elementary school gracuates in the East Zhejiang Province from the three structures of the general thinking capacity, sub -capacities and the factors to compose the sub-capacities by using "the Measurement Form of Testing the Thinking Capacity in Maths for Elementary School Graduates" compiled by Liu Lanyin. The results show that the thinking capacity in maths of elementary school graduates on the sea islands, in general, lags behind the...

This paper investigates and analyses the thinking capacity in maths of elementary school gracuates in the East Zhejiang Province from the three structures of the general thinking capacity, sub -capacities and the factors to compose the sub-capacities by using "the Measurement Form of Testing the Thinking Capacity in Maths for Elementary School Graduates" compiled by Liu Lanyin. The results show that the thinking capacity in maths of elementary school graduates on the sea islands, in general, lags behind the mastery level of knowledge in maths; that the development between thinking capacities in maths and the factors to compose all the sub-capacities is fairly unbalanced, and that the gaps of the thinking capacity in maths between different types of pupils are rather distinct. This paper, finally,offers some strategies and suggestions to improve the teaching of thinking in maths for the elementary school on the sea island.

本文运用刘兰英编制的《小学毕业生数学思维能力测查量表》,从数学思维总能力、分能力及分能力的构成因素三个层次对浙东海岛小学毕业生数学思维能力进行了调查分析。结果表明,海岛小学毕业生数学思维能力总体滞后于数学知识的掌握水平,数学思维分能力及各分能力构成因素间的发展很不平衡,不同类型学生间的数学思维能力差异显著。文章最后对改进海岛小学数学思维教学提出了几点策略与建议。

This article discusses about the question of murturing pupils maths application ability in maths teaching and suggests the emphasis of gradual improvement of pupils practical maths application level in teaching throngh an all -rourd consideration and practice of the matter.

就小学数学运用能力的培养进行探讨.通过对学生运用能力培养的全方位思考与实践,提出了运用数学知识解决实际问题能力的培养应该注重层次性,要循序渐进,逐步提高.

The attitude to learning mathematics and the math pupils conceptions of 190 primary school pupils were investigated through a set of questionnaires. The results showed: 1) The primary school pupils liked mathematics and had self-efficacy for it; however, their attitude to mathematics went down graduallyas they moved to higher grades, and this change in attitude became evident between the 4th grade and the 6th grade. 2) Their conception of the nature of mathematics was basically constructivism-oriented, and was...

The attitude to learning mathematics and the math pupils conceptions of 190 primary school pupils were investigated through a set of questionnaires. The results showed: 1) The primary school pupils liked mathematics and had self-efficacy for it; however, their attitude to mathematics went down graduallyas they moved to higher grades, and this change in attitude became evident between the 4th grade and the 6th grade. 2) Their conception of the nature of mathematics was basically constructivism-oriented, and was more and more significantly higher as they moved to higher grades, but their conception was totally naive, intuitive, and superficial. 3) Their conception of the process of learning mathematics was unclear, and they emphasized both classroom learning and active mental involvement.

采用开放题、多选题与单选题相结合的问卷调查方法,调查190名二、四、六年级学生的数学学习态度和数学学习观,结果表明:1)小学生普遍喜欢数学,并对自身的数学能力有信心,但这种积极态度随年级升高而逐渐下降,尤其是在四、六年级之间达到了显著性;2)小学生的数学知识性质观是倾向于建构性的,并随年级升高而显著提高,但总体上还是比较素朴、直观和肤浅的;3)小学生的数学学习过程观总体上并不十分明确,同时注重表层上的接受学习和深层上的主观参与。

 
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