Bucket
发表于 2025-3-25 03:55:30
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产生
发表于 2025-3-25 08:55:08
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Condyle
发表于 2025-3-25 11:43:44
https://doi.org/10.1007/978-3-8350-9543-4ical laboratory in Logo style, the authors show that in the process of searching for the solution one could gain deeper insight about some mathematical phenomena and understand the value of applying different methods of investigations. A case is made that the diversity of possible methods of investi
fidelity
发表于 2025-3-25 19:43:38
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FOLD
发表于 2025-3-25 21:09:21
Introduction: The Displaced Mirror,Rooting a system design on the analysis of the knowledge domain allows a clean internal design. Object-oriented methodology to represent the geometric knowledge and Petri nets formalism to represent geometric constructions helped us to solve the conceptual problem of formalizing the knowledge struct
烦人
发表于 2025-3-26 02:35:50
https://doi.org/10.1007/978-3-319-97178-0r is to review the various ways in which the term “microworld” has been used within the mathematics and science education communities, and to analyze a number of examples of computer microworlds. Two definitions or ways of describing microworlds are proposed: a “structural” definition which focuses
老巫婆
发表于 2025-3-26 05:18:52
https://doi.org/10.1007/978-3-319-97178-0ic techniques of spreadsheet use, namely creating formulas by visually pointing at their input values, can be conceptualized in a very graphical way, thereby helping to gain insight into the formal structure of many mathematical problems. The basic metaphor for representing structure in this framewo
Inveterate
发表于 2025-3-26 08:46:40
Introduction: The Displaced Mirror,in the world of professional software (i.e., commercial software aimed at adult professionals), it is no less true in educational software. Moreover, the trends visible in commercial application design—notably, an increase in interface complexity, and proliferation of narrowly domain-specific packag
Cupping
发表于 2025-3-26 12:49:49
https://doi.org/10.1007/978-3-319-97178-0 of the student and student-software interaction, five common categories of response are described and illustrated by reference to student work with Cabri Géomètre and with Logo. At a more global level, the shaping effect of the school system, termed the inertia cycle, is illustrated by reference to
Induction
发表于 2025-3-26 18:33:10
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