數學符號表示 的英文怎麼說

中文拼音 [shǔxuéfúháobiǎoshì]
數學符號表示 英文
mathematical symbolism
  • 數 : 數副詞（屢次） frequently; repeatedly
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 符 : Ⅰ名詞1 （符節） tally （with two halves made of wood bamboo jade metal issued by a ruler to gener...
  • 號 : 號Ⅰ名1 （名稱） name 2 （別號; 字） assumed name; alternative name3 （商店） business house 4 （...
  • 表 : Ⅰ名詞1 （外面;外表） outside; surface; external 2 （中表親戚） the relationship between the child...
  • 示 : Ⅰ動詞（擺出或指出使人知道; 表明） show; indicate; signify; instruct; notify Ⅱ名詞1 [書面語] （給...
  • 數學 : mathematics
  • 符號 : 1 （記號; 標記） character; sign; symbol; mark; code; notation; expression; denotation; sentinel ...
  • 表示 : show; express; mean; indicate; expression; presentation; signifying; remark; representation
  1. Where a is the mass number equal to the numbers of protons plus the number of neutrons in the nucleus, z is the atomic number equal to the number of protons in the nucleus, x is the chemical symbol of the atom

    表示， a是質量數，是原子核內的質子及中子數目總和。 z是原子序數，等於質子的數目。 x是原子的化學符號。
  2. Letter symbols and abbreviations for quantities used in acoustics

    聲學中數量表示用的字母符號和縮略語
  3. Unicode uses the remaining code points 256 - 65535 for a wide variety of symbols, including worldwide textual characters, diacritics, and mathematical and technical symbols

    Unicode將其餘的碼位（ 256 - 65535 ）用於表示不同種類的符號，包括世界范圍的各種文本字元、音調符號以及數學和技術符號。
  4. Common pd in signal language learning mainly showed in the following : ca n ' t understand the objects the mathematics signals represent ; scare of extensive cognition to the mathematics objects which mathematics signals represent. do n ' t understand the meaning expressed by signal language. the same signal forms can express different meanings, and different signal forms can express the same meaning, if student separate signal language from its maths meaning contained in it, the ml they mastered is a kind of signal game without any meaning ; not mastering various forms of signal language ( signal language has many equal forms ) or only mastering one kind or several kinds forms, the cognition to signals are not enough

    符號語言學習的常見心理偏差主要表現存不能理解數學符號代表的對象，缺乏對數學符號所表示的數學對象的廣泛性的認識；不明白符號語言表達的含義，如果將符號語言與所表達的數學含義相脫離，學生所掌握的數學語言就是毫無意義的符號游戲；掌握不了符號語言的各種變化形式，符號語言有許多的等價形式，如果只是掌握其中的一種或幾種形式，對它的認識將不夠充分。
  5. Dna sequence can be seen as a character string including a, g, c and t which are like binary code " 0 " and " 1 " in computer science. hence, strands of dna are just sequences over the alphabet

    Dna鏈可看作由四個不同符號、 、和組成的串，它在數學上就像計算機中的編碼「 0 」和「 1 」一樣，可表示成四個字母的集合來譯碼信息。
  6. With the aid of some theories " the dual character of maths conception " by sfard, the theory of " expression - contact " by james hibert and thomas p. carpenter, and the theory in constructirism and psychology, i have, in this thesis, carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1. during the language understanding period, they lack of actively building the constructure of the symbolic language

    藉助sfard的「數學概念的二重性」理論、 jameshibert和thomasp . carpenter的「表示?聯系」的理論以及認知心理學和社會建構主義等理論，分析了部分高中學生對符號語言不理解的主要原因： 1 、在語言理解階段缺乏對符號語言意義的主動建構。
  7. Although subjects easily answered simple problems expressed in mathematical symbols, words continued to stump them

    雖然受試者可以輕松回答用數學符號表示的簡單問題，但文字仍然使他們困惑。
  8. According to the theory of input - output analysis and the features of coal industry, the coal resources input - output table filled by mathematical marks is constructed and the coal resources input - output mathematical model is built on the base of the table in the article. then the matrix of all demand coefficients ", that is the extended leontief converse matrix, is introduced under the condition of including coal resources department and pollution department and the general model of demand prediction of coal resources was concluded

    本文主要運用投入產出分析理論以及根據煤炭工業本身的特點，編制出以數學符號表示的煤炭資源投入產出表，並根據此投入產出表建立煤炭資源的投入產出數學模型，推導出包含煤炭資源部門及污染處理部門情況下的完全需要系數矩陣，從而得出煤炭資源需求預測的一般模型。
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