Carbon-Monoxide
发表于 2025-3-26 20:58:34
https://doi.org/10.1007/978-3-642-91684-7s a cornerstone of their encounter with university mathematics. In this and the next chapter M and RME explore how the students experience this encounter: here the focus is more explicitly on the students’ ., as evident in their writing / speaking etc; in Chapter 4 the focus is more explicitly on th
STING
发表于 2025-3-27 02:05:31
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Concerto
发表于 2025-3-27 08:28:48
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Delirium
发表于 2025-3-27 12:21:27
,Anweisung zum Pflanzen von Würzkräutern,ng. It is then of no surprise that a considerable portion of studies in the area focus on students’ first encounters with it. In most studies (e.g. Ferrini–Mundy & Graham, 1991) students appear to be in difficulty with the delta–epsilon mathematical formalism as well as with assigning meaning to the
哀悼
发表于 2025-3-27 13:38:48
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加强防卫
发表于 2025-3-27 18:02:03
https://doi.org/10.1007/978-3-642-48580-0ral matters of teaching, learning and research rather than a scrutiny of the type of data M and RME have been discussing in the preceding chapters – is not new. Anna Sfard (1998a), for example, discussed such matters with mathematician Shimshon A. Amitsur.
弄脏
发表于 2025-3-28 01:50:19
Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation, re-thought in his later work (in which he attempted to be more inclusive of perceptions that he admitted as perhaps unutterable). However it is an apt introduction to the theme M and RME discuss in this chapter: students’ attempts to mediate mathematical meaning through words, symbols and diagrams.
牛的细微差别
发表于 2025-3-28 05:16:06
The Encounter With the Concept Of Limit,ng. It is then of no surprise that a considerable portion of studies in the area focus on students’ first encounters with it. In most studies (e.g. Ferrini–Mundy & Graham, 1991) students appear to be in difficulty with the delta–epsilon mathematical formalism as well as with assigning meaning to the formal definition.
植物茂盛
发表于 2025-3-28 09:46:54
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Perennial长期的
发表于 2025-3-28 10:45:58
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