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将珠心算与数学整合教学,既可通过数学课加深学生对珠心算的理解.又可通过“珠心算”提高学生的计算能力,将珠心算与数学合为一个整体,使珠心算教学成为数学教材补充和延伸。二者整合教学后,构建了“1+1≥2”的教学模式.有了“1+1≥2”教学效果,学生每次质量检测数学平均分都在90分以上,优秀率达90%以上,及格率为100%;珠心算与数学教学整合,学生可学会高位算起的珠心算(口算)方法,又可熟练掌握低位算起的方法,可以说是事半功倍。 相似文献
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随着新课程改革的实施,教学理念的不断更新,中考试题越来越关注数学与生活游戏的结合.一些能够考查动手及探究的好题不断出现,这些试题既体现了新课标中“数学教学要注重培养学生的动手实践能力”的要求,又注重引导同学们从身边熟悉的生活中学习数学.本文从2005年课改实验区中考试卷中撷取几例与“游戏是否公平”有关的新题,以飨读者. 相似文献
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<正> 高等数学是工科院校各专业学生必修的基础理论课,它的内容多、难度大、进度快、与后继课程的联系紧密,是最重要的基础理论课之一。如何通过高等数学的教学使学生既获得较丰富的基础理论知识,又提高他们的学习能力,这不仅对他们学好高等数学是极为重要的,而且对他们今后的学习和工作也将大有裨益。近年来,作者在高等数学教学中,就提高学生学习能力的问题作了一些探索,取得了一定的效果, 相似文献
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中学数学建模的教学构想与实践 总被引:4,自引:0,他引:4
为适应21世纪数学课程改革中加强应用性、创新性,重视联系学生生活实际和社会实践的要求,我们开展了中学数学建模教学与应用的研究和实践,目的是培养学生的创造能力和应用能力,把学生从纯理论解题的题海中解放出来,把学生应用数学的意识的培养贯穿于教学的始终,让学生学得生动活泼,使数学素质教育跃上一个新的高度.现将我们在教学中的构想和实践作一个简介,并求教于广大同行.1 中学数学建模教学的基本理念1.1 使学生体会数学与自然及人类社会的密切联系,体会数学的应用价值,培养数学的应用意识,增进对数学的理解和应用数学的信心.1.2 学… 相似文献
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V. V. Makeev 《Journal of Mathematical Sciences》1998,91(6):3518-3525
Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are
proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ3, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved
that every compact convex set in ℝ3 (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints
of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder
with directrix P. Bibliography: 29 titles.
Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298.
Translated by B. M. Bekker. 相似文献
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Neil Hindman 《Journal of Combinatorial Theory, Series A》1984,37(1):46-60
A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions. 相似文献
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We study birth and death processes with linear rates λn = n + α + c + 1, μn + 1 = n + c, n 0 and μ0 is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ0 = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations. 相似文献
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We study rings in which every ideal is a finitely generated multiplication right ideal. 相似文献
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The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education. 相似文献
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The Ritz and harmonic Ritz values are approximate eigenvalues, which can be computed cheaply within the FOM and GMRES Krylov subspace iterative methods for solving non‐symmetric linear systems. They are also the zeros of the residual polynomials of FOM and GMRES, respectively. In this paper we show that the Walker–Zhou interpretation of GMRES enables us to formulate the relation between the harmonic Ritz values and GMRES in the same way as the relation between the Ritz values and FOM. We present an upper bound for the norm of the difference between the matrices from which the Ritz and harmonic Ritz values are computed. The differences between the Ritz and harmonic Ritz values enable us to describe the breakdown of FOM and stagnation of GMRES. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献