Challenging Students to View the Concept of Area in Triangles in a Broad Context: Exploiting the Features of Cabri-II

This study focuses on the constructions in terms of area and perimeter in equivalent triangles developed by students aged 12–15 years-old, using the tools provided by Cabri-Geometry II [Labore (1990). Cabri-Geometry (software), Université de Grenoble]. Twenty-five students participated in a learning experiment where they were asked to construct: (a) pairs of equivalent triangles “in as many ways as possible” and to study their area and their perimeter using any of the tools provided and (b) “any possible sequence of modifications of an original triangle into other equivalent ones”. As regards the concept of area and in contrast to a paper and pencil environment, Cabri provided students with different and potential opportunities in terms of: (a) means of construction, (b) control, (c) variety of representations and (d) linking representations, by exploiting its capability for continuous modifications. By exploiting these opportunities in the context of the given open tasks, students were helped by the tools provided to develop a broader view of the concept of area than the typical view they would construct in a typical paper and pencil environment.     

论大学物理实验体系建设与教学改革

传统的物理实验是按普通物理、电子线路和近代物理等内容进行划分，这种体系突出了学科的系统性，但忽视了学科之间的兼容互补性，各学科相互独立，限制了学生跨学科思维能力和创新能力的培养，建立现代物理实验教学新体系是大学物理实验教学改革的必然趋势．新的物理实验体系应依照训练层次，划分为引导性实验、基本实验、综合性实验、设计性实验、研究性实验．并需要注重时代性和先进性，改革和更新大学物理实验教学内容，改革实验教学与管理模式，形成新的运行机制，从而达到学生素质和能力的提高．     

两部美国大学物理教材对我们教学改革的启示

介绍了美国两部大学物理教材的特点，分析了美国教材在教学内容、教学方法、教学手段现代化方面的特色，为我们的教学改革提供一些可供借鉴的经验。     

剑桥中学证书国际物理实验考试介绍

介绍了剑桥大学地方考试联合会制定的普通水平学校证书国际考虑大纲对高中学生物理实验技能的要求。分析了剑桥国际物理实验考试和实验试题的特点。     

Expert systems as a tool for statistics: A review

The current state of using expert system (ES) techniques for statistics is expounded through the difficulties of defining the notion of statistical expert system (SES) and through several well-known examples. The main characteristics of statistical expertise, and particularly the important concept of strategy are emphasized. The current state of SESs is seen in the context of the global trend of the evolution of ES, i.e. within the growth of second generation expert system (SGESs). The knowledge base of these ESs represent an attempt to represent not only experts' knowledge but also the way experts acquire their expertise, thanks to the existence of an underlying model. We show through many examples how far SESs are and/or will be able to be SGESs.     

大学物理实验教学改革的实践与思索

本主要介绍了我校近年来在大学物理实验课程体系和教学内容改革的实践及下一步改革的思路。     

The function of graphs and gestures in algorithmatization

The purpose of this paper is to present evidence supporting the conjecture that graphs and gestures may function in different capacities depending on whether they are used to develop an algorithm or whether they extend or apply a previously developed algorithm in a new context. I illustrate these ideas using an example from undergraduate differential equations in which students move through a sequence of Realistic Mathematics Education (RME)-inspired instructional materials to create the Euler method algorithm for approximating solutions to differential equations. The function of graphs and gestures in the creation and subsequent use of the Euler method algorithm is explored. If students’ primary goal was algorithmatizing ‘from scratch’, they used imagery of graphing and gesturing as a tool for reasoning. However if students’ primary goal was to make predictions in a new context, they used their previously developed Euler algorithm to reason and used graphs and gestures to clarify their ideas.     

Jack van Lint (1932-2004): A survey of his scientific work

When Jack van Lint was appointed as full professor at the Eindhoven University of Technology at the age of 26 he combined a PhD in number theory with a very open scientific mind. It took a sabbatical visit to Bell Laboratories in 1966 to make him understand that a new and fascinating field of applied mathematics was emerging: discrete mathematics. It fascinated and inspired him for the rest of his life. When he passed away on September 28, 2004, he left behind a legacy of 18 books and 177 articles, covering many aspects of coding theory, combinatorics, and finite geometry.van Lint was also a strong international advocate of the role that discrete mathematics ought to play in modern applied mathematics curricula. Quite a few departments sought his advice. Years later, four different universities showed their appreciation by awarding him an honorary degree.This overview is an homage to van Lint's academic achievements and can serve as an introduction to his work for younger generations.     

动态规划在教学管理中的应用

本将动态规划理论应用于高校教学管理当中，得出了教学管理中重要的环一排课的最优策略。