Zobrazeno 1 - 10
of 416
pro vyhledávání: '"Chinese mathematics"'
Autor:
Henle, Jim1 jhenle@smith.edu
Publikováno v:
Mathematical Intelligencer. Mar2017, Vol. 39 Issue 1, p66-69. 4p.
Autor:
Yang, Xiujie1,2, McBride, Catherine2 cmcbride@psy.cuhk.edu.hk
Publikováno v:
Educational Psychology. Aug2020, Vol. 40 Issue 7, p893-911. 19p.
Autor:
VOLKOV, ALEXEI1
Publikováno v:
Educação Matemática Pesquisa. 2012, Vol. 14 Issue 3, p348-362. 15p.
Autor:
Ji-Huan He1 hejihuan@suda.edu.cn
Publikováno v:
Abstract & Applied Analysis. 2012, p1-130. 130p. 4 Diagrams, 5 Graphs.
Autor:
Tianzhuo Jiang, Shuwen Li
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Students’ use of textbooks is the key link of students engaged and learned curriculum and has received much attention recently. However, existing studies were mainly case studies or small-scale investigations and few addressed the context of China.
Externí odkaz:
https://doaj.org/article/54c9ed0dbe124ab3af9c24eb4252e938
Publikováno v:
Historia Mathematica. Feb2019, Vol. 46, p104-130. 27p.
Publikováno v:
Mathematical Modelling and Control, Vol 1, Iss 4, Pp 172-176 (2021)
Taylor series method is simple, and an infinite series converges to the exact solution for initial condition problems. For the two-point boundary problems, the infinite series has to be truncated to incorporate the boundary conditions, making it rest
Externí odkaz:
https://doaj.org/article/04b49860d55140d9b6404492fec1c31b
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from
Externí odkaz:
https://doaj.org/article/1a55144545634bda91bd162a8b69c4f5
Autor:
Choi, G.‐E.1,2, Lee, K.‐W.3 leekw@cu.ac.kr, Mihn, B.‐H.1,2, Li, L.4, Ryu, Y.‐H.5, Ahn, Y. S.6
Publikováno v:
Astronomische Nachrichten. Jul2018, Vol. 339 Issue 6, p520-532. 13p.
Autor:
Lianghuo Fan, Na Li
Publikováno v:
Inovacije u Nastavi, Vol 33, Iss 1, Pp 107-122 (2020)
As part of our efforts to understand how history and culture are manifested in mathematics textbooks, we investigated particularly in this study how mathematicians are represented across three different series of contemporary school mathematics textb
Externí odkaz:
https://doaj.org/article/7b3c16a697b54b2e9ba58a383ed078b6