微积分现代形式的确立与文化意义     

张晔 《天津职业院校联合学报》2011,13(1):113-116

微积分是人类智慧的伟大成就之一,是微分学和积分学的合称,概述了微积分这一重要数学思想从萌芽到酝酿,从诞生到发展的过程。微积分给数学注入了旺盛的生命力,它不但成为自然科学和工程技术的基础,它的产生也对其他人文学科也有着重要作用。  相似文献   

Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability     

《Contemporary educational psychology》2015

This study used a large-scale cluster randomized longitudinal experiment (N = 719; 35 schools) to investigate the effects of online mathematics mini-games on primary school students’ multiplicative reasoning ability. The experiment included four conditions: playing at school, integrated in a lesson (E_school), playing at home without attention at school (E_home), playing at home with debriefing at school (E_home-school) and, in the control group, playing at school mini-games on other mathematics topics (C). The mini-games were played in Grade 2 and Grade 3 (32 mini-games in total). Using tests at the end of each grade, effects on three aspects of multiplicative reasoning ability were measured: knowledge of multiplicative number facts, skills in multiplicative operations, and insight in multiplicative number relations and properties of multiplicative operations. Through path analyses it was found that the mini-games were most effective in the E_home-school condition, where both students’ skills and their insight were positively affected as compared to the control group (significant ds ranging from 0.22 to 0.29). In the E_school condition, an effect was only found for insight in Grade 2 (d = 0.35), while in the E_home condition no significant effects were found. Students’ gameplay behavior (time and effort put in the games) was in some cases, but not always, related to their learning outcomes.  相似文献   

The representation of fraction magnitudes and the whole number bias reconsidered     

《Learning and Instruction》2015

Two experiments investigated the whole number bias in the representation of fraction magnitudes with adults. A fraction magnitude comparison task was used where half of the comparisons were consistent with whole number ordering and the other half were not. Distance effects were found in Experiment 1 indicating that participants were comparing the magnitude of the whole fraction rather than just the parts. However, accuracy and response time also depended on the comparisons' consistency with whole number ordering. Experiment 2 manipulated the distance between the fraction pairs and showed that the whole number effect was strongest when the distance between the fraction pairs was very small. The results suggest that even skilled adults do not always have direct access to a fraction's magnitude on the number line. When the magnitudes are especially close together, adults may rely on alternative implicit or explicit strategies, such as examining the whole number parts, to evaluate the comparison.  相似文献   

数学是一种“脑具”     

陈晓江 《九江职业技术学院学报》2015,(1)

数学是大脑思考的工具,发挥数学的文化价值,帮助学生学会数学地思维,甚至通过数学学会思维,是高职数学课程的重要功能取向。  相似文献   

衬垫与箱壁间空隙对苹果预冷效果的影响     

宫亚芳  曹玉会 《中国科学院大学学报》2021,38(2):198-206

为确保果蔬品质、延长储存期和货架期,采收后快速预冷去除田间热是冷链物流的关键环节。装有内部衬垫和产品的包装箱内部结构复杂,导致严重的冷却异质性。着眼于内部衬垫设计对苹果预冷效果的影响,尝试给出衬垫与箱壁间空隙的最佳宽度。以目前市场上广泛使用的瓦楞双层苹果包装箱为研究对象,建立三维模型,采用直接计算流体力学方法研究苹果的预冷过程。研究结果表明：增大空隙宽度是缩短预冷时间,提高预冷均匀性的有效方法;但是,空隙宽度不能无限增大;综合考虑空隙宽度增量对预冷时间和预冷均匀性的影响,衬垫与箱壁间空隙宽度的最佳增量为7.5 mm;此时能获得较短的预冷时间和较好的预冷均匀性。  相似文献   

M in CoMputational thinking: How long does it take to read a book?     

Kym Fry  Katie Makar  Judith Hillman 《Teaching Statistics》2023,45(Z1):S30-S39

Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching.  相似文献   

A framework of literacy development and how AI can transform theory and practice     

John Sabatini  Arthur C. Graesser  John Hollander  Tenaha O'Reilly 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1174-1203

  相似文献   

How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis     

Haozhe Jiang  A. Y. M. Atiquil Islam  Xiaoqing Gu  Jia Guan 《科学教学研究杂志》2024,61(3):645-673

Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education.  相似文献   

大脑是如何处理信息的——神经元及其模型的计算阐释     

尤洋  崔帅 《科学技术与辩证法》2014,(5):20-26

神经元作为神经系统的基本单元,提供了人类认知的基本信息功能处理机制。文章通过对神经元及其模型进行计算分析,指出了神经元内离子对刺激信息的反应,在此基础上阐释了误差驱动任务学习与BP学习法,最后文章对神经元的计算启示给出了解读。文章表明,脑认知是动态的表征,其非线性地处理认知现象,并指出计算神经科学在解读大脑处理信息上正在尝试突破,具有重要的研究意义和价值。  相似文献   

以“计算思维”为核心的计算机课程体系研究     

韦良芬  张健 《科教文汇》2014,(11):34-34,36

如何培养大学生的“计算思维”能力是当前研究的热点。根据计算思维的核心概念与计算机相关课程的对应关系,构建了以计算思维为核心的计算机课程体系。该课程体系通过多门课程的逐渐渗透和引导的方法强化计算思维,对培养大学生的计算思维能力将起到积极的作用。  相似文献