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121.
On difficulties with fractions 总被引:1,自引:0,他引:1
Klaus Hasemann 《Educational Studies in Mathematics》1981,12(1):71-87
A sample of less successful students (aged 12–15) was tested on the topic of fractions. The test paper presented diagrams, word problems, and computational questions. The analysis was designed to find out the specific difficulties and deficiencies of these children. It is shown that most of them are only able to apply remembered rules to the solution of the problems without knowing whether the rule works, i.e., their understanding is at most instrumental, but not relational. 相似文献
122.
University and Sustainability: compatible agendas? 总被引:2,自引:0,他引:2
123.
R. S. Adams H. S. Bhola Arthur J. Cropley Max A. Eckstein Peter W. Kahl R. Murray Thomas T. N. Postlethwaite Klaus Schleicher Ray Sumner Colin Titmus Gareth Williams 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(1):109-125
124.
Ohne Zusammenfassung 相似文献
125.
Georg Stummvoll Iris-Melanie N?bauer-Huhmann Klaus Machold und Marcus K?ller 《Wiener klinische Wochenschrift Education》2008,3(3):135-147
Ohne Zusammenfassung 相似文献
126.
Klaus Bung 《Educational Media International》2013,50(4):24-31
Introductory remarks In the following discussion, the term language instruction is used in the sense of teaching the manipulation of language mechanics. This enables the student to produce grammatically correct sentences and strings of sentences in response to any given sentence meaning or string of sentence meanings and to understand the cognitive meaning of any given sentence formulations. The skills he practises during foreign language instruction thus correspond to the content of those rules in a transformational grammar which are not contained in the base (Chomsky 1984) and to their inverse. 相似文献
127.
128.
Klaus V. Meier 《Quest (Human Kinetics)》2013,65(4):494-509
The question of the relationship between amateurism and the essential nature of sport has long been the focus of significant debate within the sports studies literature. This commentary paper reflects critically upon the contributions to be found within four scholarly studies concerned with this issue—one historical, one largely journalistic, and two philosophical. Particular attention is paid to differentiations between those who participate in sports activities largely for the love of the game or other internal reasons and those who engage predominantly for external rewards. Following an extended analysis of points of both agreement and discord among the various authors, an exposition is presented of some important questions remaining to be addressed before the issue can be said to be resolved. 相似文献
129.
130.
Daniel E Schiefer D Möllering A Benish-Weisman M Boehnke K Knafo A 《Child development》2012,83(1):322-336
Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures. 相似文献