mathematical knowledge 中文意思是什麼

mathematical knowledge 解釋
數學知識
  • mathematical : adj 數學（上）的，數理的；嚴正的，精確的。 mathematical instruments 制圖儀器。 mathematical logic...
  • knowledge : n. 1. 知識；學識，學問。2. 了解，理解；消息。3. 認識。4. 〈古語〉學科。5. 〈古語〉性關系。
  1. Mathematical knowledge was certain and offered a secure foothold in a morass.

    數學知識是確定無疑的，它給人們在沼澤地上提供了一個穩妥的立足點。
  2. Mathematical knowledge was certain.

    數學知識是確定無疑的。
  3. In the higher mathematics category, routine methods to work out the proof of an inequation are a flexible use of mathematical knowledge like monotonicity of functions, extremum values, maximum and minimum values, convexity function, medium value theorem, taylor equation, holder inequation, schwarz inequation, and the analysis, formation and transformation of inequation problems as well

    摘要在高等數學?疇中，靈活運用函數的單調性、極值、最值、凸性函數、以及中值定理與泰勒公式、赫爾德不等式、施瓦茲不等式等數學知識，對不等式問題進行分析、構造與轉化，是解決不等式的證明問題的常用方法。
  4. But long times since then, for what is the knowledge, what is mathematical knowledge, and what is the standard of mathematical knowledge are still in a mess

    但是長期以來，我們對什麼是理解，什麼是數學理解，以及理解的標準一直都處于混沌狀態。
  5. ( 3 ) to summarize the knowledge and examine the effectiveness of learning by a test the teacher and the students summarize and set up the constructive network of the mathematical knowledge together to reach the teaching aims

    教師在討論中進行點撥調控，激勵創新，對學生進行情意培養。 （ 3 ）總結檢測。師生共同總結、構建數學知識結構網路，並檢測教學目標的達成情況。
  6. Generally, mathematical theory and deduction are used to explore the weakness of cryptographic algorithms, so that the complicated mathematical knowledge and enormous consumption are needed. at the same time, as a result of the design scientifically, there is no practical significance to conquer the cryptographic algorithm by mathematical methods

    長期以來，人們一直專注于使用數學方法尋找密碼演算法的漏洞，這不僅需要極高的數學造詣而且會耗費巨大的資源;同時，由於密碼演算法的科學設計，從數學角度破譯密碼演算法基本不具有現實意義。
  7. Cai, 1998 ; bikai nie, & bingying wang, 2000 ) provided evidence that, while our students outperformed on problem - solving tasks, the result was not the same on problem - posing tasks. because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity. however, in the circles of mathematics education, there was a universal sense, that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns, frame and solve problem, etc.

    課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： 「中國數學教育脫離實際」 （張奠宙， 1994 ） ； 「在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式」 ， 「學生的數學學習仍然是一種『復制型』的『消極』學習」 ， 「學生幾乎沒有獨立思考、探索發現的機會」 （季素月， 1996 ） ；我國數學課程在「探究」和「背景」上「較薄弱」 ，在「運算」和「推理」等方面「要求過高」 （鮑建生，博士學位論文， 2002 ） 。
  8. E de france in paris. he added that the earlier study of the piraha " totally underestimated " the amount of " proto - mathematical " knowledge that is shared by people who lack the language to express these ideas

    研究人員就此指出，研究結果就像眾多數學家一直認為的那樣，人腦中復雜的空間時間和數字等數學基本概念是獨立於人類的語言的，即思維不由語言決定。
  9. The discussion of the fourth kind of quadratic equation, the use of " rule of three ", the calculation of number r and some terms algebra can be found in indian classics introduced to arab and some of these mathematical knowledge maybe comes from china ( such as " rule of three " )

    花拉子米對第四種二次方程的討論，使用的「三率法」 ，對圓周率的計算以及某些術語可以在早期傳入阿拉伯的印度典籍中找到出處，而在這些數學知識中有一些可能是遠源於中國的（比如「三率法」 ） 。
  10. In fact, there were some factors such as mathematical knowledge, mathematical tactics, schema, metacognition, attitude and so on, which jointly influenced the system of internal psychological mechanism in mathematical problem solving

    通過比較分析，筆者認為陳述性知識、程序性知識、圖式知識、元認知及態度、興趣等因素影響數學問題解決的內在心理機制，而且各影響因素之間相互作用、相互制約共同影響數學問題解決內在心理機制系統。
  11. In the view of system theory, it should embody mathematical knowledge system, mathematical cognitive operation system and mathematical meta - cognitive system

    從系統論的觀點來看，數學認知結構應包含三個子系統：數學知識經驗系統、數學認知操作系統和數學元認知系統。
  12. He added that the earlier study of the piraha " totally underestimated " the amount of " proto - mathematical " knowledge that is shared by people who lack the language to express these ideas

    研究指出，由於沒有具體表達數字的詞匯，所以毗拉哈部落人的數字認知能力缺失，即語言能決定思維。
  13. We must pass traditional mathematical knowledge on to our heirs intact

    我們一定要把傳統的數學知識傳遞給我們的後代。
  14. Two forms of mathematical knowledge and mathematics teaching

    數學知識的兩種形態與數學教學
  15. In the last couple of decades there has been an explosion in new mathematical knowledge

    最近二十年，新數學知識的爆炸有目共睹。
  16. Being aware of the existence of these difficulties and obstacles, knowing their source of producing, different expressional forms and its detrimental influence to mastering mathematical knowledge, are not only necessary premise of selecting scientific instruction method and performing instruction of mathematical knowledge and realizing instruction purpose propitiously, but also one of the basic instruction demands for teachers

    意識到這些困難和障礙的存在，深入了解其產生根源、不同的表現形式及其對學生掌握數學知識產生的不利影響，是數學教育工作者選用科學、合理的教學策略、順利實施數學知識教學並實現數學教學目標的必要前提，也是分數應用題教學工作對數學教師的基本要求之一。
  17. The concept of reflective abstraction plays a very important role in the piaget ' s genetic episteraology. it is viewed as the individual genetic mechanism of logico - mathematical knowledge that forms the general aspect of human knowledge

    反省抽象概念在皮亞傑的發生認識論中佔有舉足輕重的地位，它被看作是對人類認識構成具有普遍意義的邏輯?數學知識的個體發生機制。
  18. This paper analyzes security problems in computer networks and the main characteristics of current cryptography. and it discusses mathematical knowledge and main conception required by construction of elliptic curve crypsosystem. on this basis the paper presents a scheme of cryptographic system based on ecc ( elliptic curve cryptography )

    本文分析了計算機網路所存在的安全問題以及現有密碼體制的主要特點，論述了構造橢圓曲線密碼系統所需的數學知識和主要概念，在此基礎上提出了一個基於ecc （橢圓曲線密碼體制）的密碼系統方案。
  19. According to mathematical knowledge structure in teaching, she probes instructional strategies and instructional pattern on mathematical overall - plan teaching in middle school, and has made an experiment about it. she thinks the instructional pattern practicable and effective through the experiment. the instruction in class on overall - plan teaching consults elaboration theory, constructivism theory, and landamatics

    本文以數學學科的特點和結構為線索探討中學數學整體性教學的教學組織策略、教學傳遞策略和教學管理策略，提出了中學數學整體性教學的課堂教學模式，並對模式的教學效果進行了實驗驗證和結果分析，認為整體性教學的課堂教學模式切實可行、行之有效。
  20. This article investigates the general rule of children ' s cognitive development at the degrees of number, space and narrative, and analy / es the synchronization and un - synchronization of cognitive development. it validates and develops case ' s theory from the factors such as nationalities, regions, nations, ages, gender, and tries to enrich the theory of children ' s cognitive development. to attain the aim, the author reforms case ' s experimental design in chinese thinking and unifying qualities, and comes up with four experimental designs, such as " the children ' s daily mathematical knowledge - the skill about dealing with money ", " the children ' s spatial structure - mapping ", " the children ' s senses of parental role " and " the children ' s understanding capabilities about society "

    因此，凱斯等人的兒童認知發展的「結構一過程」理論，它是以皮亞傑的一般性理論為基礎，從研究兒童執行控制結構和工作記憶開始，進一步拓寬到研究知識領域、標準組件理論，把兒童認知過程分解為一系列基本領域，對數、社會性和空間等中心概念結構進行了廣泛的研究;在對兒童認知發展的每一個領域進行單獨研究的過程中，發現了不同領域任務之間的同步現象，從而溝通了信息加工的組件理論和一般性理論，建立了新的兒童認知結構理論。
分享友人
分享到 Line

分享到臉書