symbolic mathematics 中文意思是什麼
symbolic mathematics
解釋
符號數學- symbolic : adj. 記號的，符號的；象徵的。
- mathematics : n 數學。 ★通常作單數用，帶有「計算能力」意義時，作復數用，如： His mathematics are not good 他不...
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George boole was an english mathematician who helped establish the field of mathematics called symbolic logic
喬治布爾是一名曾幫助建立數學鄰域中邏輯符號的英國數學家。 -
The difference in the symbolic science did make the mode and the level of thinking in both of the nations, the logic course of mathematics did not finished in ancient china and this had resulted in the lagging of the logic course of the political though in ancient china
古代中國與希臘各不相同的數理科學背景決定了思想家的思想方式和思維水平，中國古代數學沒有完成邏輯化的過程，相應地導致了中國傳統政治思想哲理化過程的滯后。 -
According to the constituting of mathematics language ability, and the level of structure, and expressing differently, the mathematics language can be divided into the mathematics language identifying barrier, the comprehending barrier, transforming barrier, structuring barrier, organizing and expressing barrier etc. through the test and survey of students, and the interview to teachers in wuhan, xiantao and xiaogan, we have understand that the senior high school students are not good at exploring hidden factor of symbolic language and solving a mathematics problem by image, and mathematics language expression barrier is outstanding, and the transforming barrier in solid geometry is prominent
根據數學語言能力的組成成分，按照層次、表現的不同，可分為數學語言識別障礙、理解障礙、轉譯（或轉換）障礙、構造障礙、組織、表達障礙等。針對這些問題，分析成因。通過對湖北省武漢、仙桃、孝感等地部分學生的測試、調查和教師的訪談，了解到高中生數學語言學習方面存在不善於發掘符號語言的隱含條件，不善於利用圖式解題，數學語言表達障礙突出，立體幾何中數學語言的轉換障礙等問題。 -
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。
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