滔滔不绝地说
发表于 2025-3-23 10:49:44
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键琴
发表于 2025-3-23 14:28:08
Coromoto León,Gara Miranda,Carlos Segurand reflection—and considers specific performance indicators at each of the three levels based on ability. Therefore, we include three dimensions in the core mathematics competencies framework: mathematical content, core competencies, and ability levels.
Deject
发表于 2025-3-23 21:48:05
https://doi.org/10.1007/978-3-319-39768-9elementary school level and on the operation transformation function at the middle school level, but the model application function does not receive much attention at the elementary and middle school levels. Therefore, future curricula should pay more attention to the balance of the three functions
Fretful
发表于 2025-3-23 22:11:58
https://doi.org/10.1007/978-3-319-39768-9e two were highly correlated; (3) the average level of mathematical representational competencies was lower for boys than for girls and varied considerably; and (4) there was greater variability in the performance of different regions on some items than on others.
yohimbine
发表于 2025-3-24 04:24:15
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眉毛
发表于 2025-3-24 10:15:23
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厌食症
发表于 2025-3-24 14:14:35
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CHANT
发表于 2025-3-24 16:53:46
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神圣不可
发表于 2025-3-24 19:10:17
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伪善
发表于 2025-3-25 02:29:41
Book 2021 investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achiev