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1.
艾斯卡尔·阿布力米提 《新疆教育学院学报》2003,19(4):92-94
现行教村各给予数列上、下极限的简单性质，本通过研究数列上、下极限和函数之间的关系，推出数列上、下极限的新性质，并且介绍性质的应用。 相似文献
2.
This research describes an intensive study undertaken to determine children's representational strategies for relational numbers
(e.g. proportions, ratios, fractions). Relational numbers have three quantities associated with them: a whole and two parts.
Given these three quantities, children can form a representation based on a part-whole relationship or on a part-part relationship.
Fifteen children (6th, 7th, and 8th graders) solved fifteen probability problems which varied information content and quantitative
relationships between the quantities expressed in the problems. A quantitative and qualitative analysis revealed that children
prefer a part-part representation to solve problems with relational quantities. 相似文献
3.
Kim A. Cheek 《International Journal of Science and Mathematics Education》2012,10(5):1047-1069
An understanding of geologic time is comprised of 2 facets. Events in Earth’s history can be placed in relative and absolute temporal succession on a vast timescale. Rates of geologic processes vary widely, and some occur over time periods well outside human experience. Several factors likely contribute to an understanding of geologic time, one of which is an individual’s ability to perceive the relative size of large time periods and to move multiplicatively through quantities that differ by many orders of magnitude. Thirty-five US students aged 13–24?years participated in task-based interviews to assess their understanding of large temporal periods. Fewer than half of the students performed well enough to indicate that their knowledge of large numbers was robust enough to enable them to understand processes in geologic time. Some students were confused about relationships between quantities in the thousands and millions, while others had difficulty showing proportional relationships among relatively small temporal units (up to 100?years). Students differed in their ability to perceive the entire scale upon which numbers were to be placed as well as broader problem-solving strategies. Spatial mapping of numbers was evident. Implications for future research are discussed. 相似文献
4.
David Tall 《Educational Studies in Mathematics》2001,48(2-3):199-238
Concepts of infinity usually arise by reflecting on finite experiences and imagining them extended to the infinite. This paper
will refer to such personal conception as natural infinities.Research has shown that individuals' natural conceptions of infinity are `labile and self-contradictory' (Fischbein et al.,1979,
p. 31). The formal approach to mathematics in the twentieth century attempted to rationalize these inconsistencies by selecting
a finite list of specific properties (or axioms) from which the conception of a formal infinity is built by formal deduction. By beginning with different properties of finite numbers, such as counting,ordering or arithmetic,different formal systems may be developed. Counting and ordering lead to cardinal and ordinal number theory and the properties of arithmetic lead to ordered fields that may contain infinite and infinitesimalquantities. Cardinal and ordinal numbers can be added and multiplied but not divided or subtracted. The operations of cardinals
are commutative, but the operations of ordinals are not. Meanwhile an ordered field has a full system of arithmetic in which
the reciprocals of infinite elements are infinitesimals. Thus, while natural concepts of infinity may contain built-in contradictions,
there are several different kinds of formal infinity, each with its own coherent properties, yet each system having properties
that differ from the others. The construction of both natural and formal infinities are products of human thought and so may
be considered in terms of embodied cognition' (Lakoff and Nunez,2000). The viewpoint forwarded here, however, is that formal
deduction focuses as far as possible on formal logic in preference to perceptual imagery, developing a network of formal properties
that do not depend on specific embodiments. Indeed, I shall show that formal theory can lead to structure theorems, whose formal properties may then be re-interpreted as a more subtle form of embodied imagery. Not only can natural embodied
theory inspire theorems to be proved formally, but formal theory can also feed back into human embodiment, now subtly enhanced
by the underlying network of formal relationships.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
5.
将非交换剩余格的（α,β]-模糊滤子、模糊布尔滤子、模糊蕴涵滤子、模糊奇异滤子等概念相结合,进一步在非交换剩余格中引入了（α,β]-模糊布尔滤子、（α,β]-模糊蕴涵滤子和（α,β]-模糊奇异滤子的概念,对它们的性质及其它们三者之间的相互关系进行了较为详细的讨论,并分别给出了它们的等价刻画.本文的结果对不同逻辑代数中各种滤子性质的研究具有积极的参考价值. 相似文献
6.
7.
M.C. O'Connor 《Educational Studies in Mathematics》2001,46(1-3):143-185
This case study examines two days of teacher-led large group discussion in a fifth grade about a mathematical question intended
to support student exploration of relationships among fraction and decimal representations and rational numbers. The purpose
of the analysis is to illuminate the teacher’s work in supporting student thinking through the use of a mathematical question
embedded in a position-driven discussion. The focus is an examination of the ways that the emergence of mathematical ideas
is partially shaped by complex interactions among the mathematical contents of the question, the inherent properties of the
discourse format and participant structure, and the available computational methods. The teacher’s work is conceptualized
in terms of actions and practices that coordinate these diverse tools, in constant response to students’ concurrent use of
them.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
如果正整数n的所有真因子的乘积不超过n,则称n为简单数．文章利用初等方法研究了简单数序列关于函数s（n）的均值性质,并给出了两个有趣的渐近公式． 相似文献
9.
F. J. Van Den Brink 《Educational Studies in Mathematics》1984,15(3):239-257
This contribution consists of a report on research into the use of the bus context (boarding and leaving the bus) for introducing addition and subtraction in the first grade. Other contexts are taken into account as well, such as skittles, magic number tricks, birthday candles, rides in a ‘cart’, distribution of passengers on a double-decker bus, number-cards, and ages. These contexts influence the use of numbers and operations, which implies that numbers used within the bus context, for instance, will have different properties from numbers used to describe skittles. Important questions treated in this article include: “What is the role of contexts in different periods of education? Which contexts can be considered as realistic for children? Does it matter whether we give children a verbal problem about bus passengers or the same problem about skittles?” Apart from the sound, bus-numbers are not the same thing as skittles-numbers. Therefore, it makes sense to speak of numbers in a contextual framework. It is suggested that these contexts first be offered to the children separately before making comparisons between them. Play-acting plays a large part in this type of education. Finally, misconceptions which can arise regarding the bus-numbers, or because of a lack of context, are outlined. 相似文献
10.
Nelli Piattoeva 《教育政策杂志》2015,30(3):316-334
This article is motivated by interest in the deployment of massive numerical information produced by national examinations in the practices of control and steering. It examines how data generated in the compulsory school graduation examination in the Russian Federation connect together different actors within the education system and beyond, and the nature of the relationships so formed. These questions take as their unit of analysis the relations and relationships created and/or re-ordered through numbers, and they unmask who utilizes the numerical data, and for what purpose. The article brings together two major arguments in the existing literature on quantification, and develops them further into a coherent research framework which is then applied to capture and interpret the circulation and application of the examinations data. The first argument suggests that governance by numbers, characteristic of contemporary regulation practices, relies on and promotes the parallel existence of soft and hard regimes of regulation. The second addresses the increasingly public nature of social statistics, that is, its circulation on both official and popular levels. The article illustrates that it is by means of analysing the overlappings and interdependencies between the soft and hard regimes, and the two levels of data entry, that we can best understand how numbers exercise power and how they become rooted and gain more power in the process. 相似文献
11.
强化科学过程管理，提高硕士研究生学位论文质量 总被引：1，自引：0，他引：1
如何在有限时间内出高水平硕士学位论文是目前公认迫切需要解决的一个难题。实际中影响硕士生学位论文的因素很多,且这些影响因素之间具有复杂的交互关系,简单的过程管理方法作用有限,更需要强调过程管理的科学性。本文结合我校实际,对硕士学位论文科学过程管理内涵、模型和过程进行了探讨,希望能抛砖引玉,引起更多的思考。 相似文献
12.
钱钟书曾言研究文词语言,常可得人之思想或心理。本论文在对希腊字“amartia(罪)”以及中国文字“正”、“回”等作文字学分析的基础上,结合传世文献,指出中国传统文化中以儒家之“正”和“中庸”为基础的道德观与西方文化中以基督教之“罪(amartia)”为核心的价值观在结构上的相似之处,即二者都是偏离目标与指向目标的二元对立关系,并进一步阐明:儒家和基督教对这种二元对立关系的着眼点不同,因此描述这一关系的立场也不同;而正是这种不同造就了中西文化的某种不同特质。 相似文献
13.
Teacher–student relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Findings indicate that guided reflection and discussion were helpful in the negotiation process. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed. 相似文献
14.
有界闭模糊复数是一类应用最为广泛的模糊数,它具有良好的结构和性质.本文重点研究了有界闭模糊复数集上的映射的一些性质,得到了一些新结论,为后继研究工作奠定了一定的基础. 相似文献
15.
Zoe O’Riordan 《Emotional and Behavioural Difficulties》2013,18(4):415-431
This article reports a study of the experiences of school leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as key elements in young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed at two levels: institutional and individual. This article focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school leavers built productive relationships and thrived, whilst many failed to do so, and struggled. These findings have implications for policy, practice and theory. 相似文献
16.
多电子原子形成共价分子时,其最外层电子达到八电子稳定结构,故形成共价分子的多电子原子总的价电子数与形成的共价键数以及未成键的孤电子对数具有一定的关系,根据这个关系,运用一些简单的数学知识进行推导得出两个结论:第一,得出满足形成双原子分子的条件,并解释了双原子分子出现在一、五、六、七主族,且第五主族会出现磷(P4),砷(As4)、锑(Sb4,气态)分子的情况。第二,烷、烯、炔同系物的通式,用推导出的一个公式就可表示,同时还推导出稠环芳烃的通式。 相似文献
17.
Previous research on children with cochlear implants has focused mostly on their speech perception and production. With the growing numbers of children who use the implant, it is important to assess other aspects of these children's functioning. This article offers a qualitative and quantitative analysis of interviews with parents who described their children's communication skills and peer relationships before they had the implant and afterward. Results show that the implant has the potential to improve deaf children's relationships with hearing peers. Nonetheless, children with implants still face communication obstacles, which impede their social relationships with hearing peers. Results are discussed in light of the different points of view of various "stake holders" regarding cochlear implants in children. 相似文献
18.
《Teaching and Teacher Education》1995,11(2):173-188
The purpose of this qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program. We analyzed interview data from 29 mentors and interns using within- and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and interns interpreted and adapted their roles. Findings of the study indicate that mentors and interns jointly construct their relationships; these relationships are undergirded by the respect and trust the two individuals have for each other. Furthermore, interns appear to need mentors who first, and foremost, support them as fledgling teachers. Interns also need mentors who assume flexible roles and who adapt their roles based on interns' needs. 相似文献
19.
徐开晴 《宁夏师范学院学报》2000,21(3):41-44
为丰富固原地区花卉栽培品种,我园于１９９７年,１９９８年作了大花型大丽花在固原地区的引种栽培试验,筛出经高达３４ｃｍ的紫狮子,花期长达８４天的玉人醉,单朵花可持续盛开２５天的云锁莲峰等１９个性状优宜,观赏价值极高,适宜在固原地区大量推广的品种,本文对这１９个品种作了物候期观察,花朵特性分析。 相似文献
20.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献