MEAN
发表于 2025-3-27 00:41:30
http://reply.papertrans.cn/24/2347/234639/234639_31.png
hurricane
发表于 2025-3-27 02:01:28
Introduction: The Displaced Mirror,r understanding of the learning process. It provided us with input, in terms of specific “errors” to understand, and it also provided an engaging learning experience for the children. This paper reports evidence that the difficulties encountered by six year old children when describing movement usin
Finasteride
发表于 2025-3-27 07:50:48
http://reply.papertrans.cn/24/2347/234639/234639_33.png
Locale
发表于 2025-3-27 11:13:45
http://reply.papertrans.cn/24/2347/234639/234639_34.png
严峻考验
发表于 2025-3-27 17:19:30
NATO ASI Subseries F:http://image.papertrans.cn/c/image/234639.jpg
Melodrama
发表于 2025-3-27 21:41:37
Thematic Chapter: Epistemology and Systems Design of designing systems. Then I caricature six contrasting epistemological positions, both professional and “common sense” based, to show how differences of epistemological orientation may critically affect design.
conquer
发表于 2025-3-28 01:33:47
Computational Media to Support the Learning and Use of Functionsmay develop in students, and it outlines the various ways functions are used in mathematics. The analysis is accompanied with examples of mathematical topics and software environments that support the use of functions in the investigation of the topics.
大猩猩
发表于 2025-3-28 04:10:17
Thematic Chapter: Exploratory Software, Exploratory Cultures? 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 the history of Logo in three countries.
我不死扛
发表于 2025-3-28 09:45:31
Computers and Exploratory Learning978-3-642-57799-4Series ISSN 0258-1248
注意到
发表于 2025-3-28 13:27:32
https://doi.org/10.1007/978-3-8350-9543-4 of designing systems. Then I caricature six contrasting epistemological positions, both professional and “common sense” based, to show how differences of epistemological orientation may critically affect design.