共查询到20条相似文献，搜索用时 93 毫秒
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孙娜 《读与写:教育教学刊》2009,6(6)
本文对一类比较积分大小的问题进行了探讨,利用定积分的关于比较积分大小的相关结论推导出一类积分（定积分,二重积分,三重积分,第一类曲线积分和第一类曲面积分）关于比较积分大小的相应结论,并给出了详细的推导过程。明确了比较积分大小问题中等号成立的奈件。 相似文献
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冯少玲 《中国科教创新导刊》2011,(26):97-97
本文论证了一型曲线积分,一型曲面积分是Stieltjes积分,并验证了一型曲线积分和一型曲面积分的计算公式就是Stieltjes积分化为Riemann积分的公式。 相似文献
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针对积分认识的特点,将重积分、曲线积分和曲面积分的认识统一到一元函数的定积分,归纳为定义在上的“点函数”(P)的统一积分形式:lim∑(Pi)△Vi=(P)dV。对积分定义、性质、计算和应用等方面的统一性作了系统的论述,给出了应用上较方便的积分微元法定义,并运用实例对积分认识的统一性进行佐证。 相似文献
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根据广义积分和积分的概念,给出了广义积分与RiemannLebesgueRiemann积分的几个性质。Lebesgue 相似文献
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从Riemann积分与Lebesgue积分的定义、性质、积分与极限交换次序及微积分基本定理等方面进行比较,并给出Lebesgue积分下的积分中值定理及证明,讨论了Lebesgue积分和Riemann积分二者之间的关系。最后,通过二者在广义积分方面的比较,说明Lebesgue积分在广义积分方面并不是Riemann积分的推广。 相似文献
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在一元实函数无穷积分定义的基础上,定义了含参量Fuzzy区间值函数的正常积分和无穷积分,给出了含参量无穷积分一致收敛的定义和判定定理. 相似文献
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吕鲲 《牡丹江教育学院学报》2010,(6):117-118
Lebesgue积分与Riemann积分都是数学分析研究的核心内容,并占有很重要的地位。本文主要研究了在Rn上Lebesgue积分与Riemann积分性质和计算方面的比较,进而发现Lebesgue积分与Riemann积分之间的联系和区别。 相似文献
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辛恕良 《中国教育发展研究杂志》2007,4(5):51
本文从概念的引入，定义概念的基本思想及应用三方面对定积分，二重积分和三重积分以及曲线积分和曲面积分的概念进行分析，阐述了积分概念的一致性。 相似文献
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薛怀玉 《咸阳师范学院学报》1996,(3)
在曲线积分与曲面积分理论的基础上，引入了多元函数全微分的不定积分概念，给出了多元函数微积分学基本定理和牛顿──莱布尼兹公式，导出了二重积分、三重积分及第二型曲面积分的分部积分公式。 相似文献
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This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed. 相似文献
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This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
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The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed in this study. This same factorial structure is achieved at both between- and within-country levels. This study also reveals some country specific information, including country-level mean differences and within-country importance of these three math self-constructs in predicting math performance. For instance, Asian countries such as Korea, and Japan, demonstrate low math self-concept and math self-efficacy and high math anxiety in spite of their high scores on math performance. On the other hand, some of the Western European countries such as Finland, Netherlands, Liechtenstein, and Switzerland show “balanced” outcomes, with high math performance and low levels of math anxiety. 相似文献
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通过对233名彝族农村小学4～6年级学生进行数学问题解决观念问卷的抽样调查,结果发现:学生数学问题解决观念归为数学问题、常规和非常规数学问题解决、数学问题解决动机和数学问题解决能力五方面的自我认识和看法;凉山彝族农村4～6年级学生数学问题解决观念总体上不理想,在数学教学中应给予充分重视;民族和性别因素在方差分析中主效应明显,可能与彝族学生思维方式、语言习惯等文化背景差异及当地小学数学教学现状有关;数学问题、常规和非常规数学问题解决、数学问题解决动机等观念显著影响数学问题解决观念。 相似文献
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Molly M. Jameson 《Journal of Experimental Education》2013,81(4):518-536
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students’ poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The author aimed to close the gap in knowledge about math anxiety in children by examining contextual factors related to math anxiety in second-grade children. The author used the theory of triadic reciprocity as the theoretical model in this study in which children (n = 91) and their parents (n = 81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second-grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount of variance explained in math anxiety. 相似文献