伴随而来
发表于 2025-3-28 17:21:55
Jien-Wei Yehramework to organize an empirical analysis of a single classroom community over the 19-lesson sequence. We illustrate empirical techniques for capturing the reproduction and alteration of a common ground with shifting lesson topics. The chapter concludes with an analysis of the way the analytic appr
PET-scan
发表于 2025-3-28 19:17:51
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贸易
发表于 2025-3-29 01:45:28
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机密
发表于 2025-3-29 03:47:44
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纵欲
发表于 2025-3-29 07:47:56
Jien-Wei Yeh,Swe-Kai Chen,Han C. Shih,Yong Zhang,Ting Ting Zuoramework to organize an empirical analysis of a single classroom community over the 19-lesson sequence. We illustrate empirical techniques for capturing the reproduction and alteration of a common ground with shifting lesson topics. The chapter concludes with an analysis of the way the analytic appr
Halfhearted
发表于 2025-3-29 12:19:44
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Decibel
发表于 2025-3-29 18:56:39
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conference
发表于 2025-3-29 23:40:42
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自由职业者
发表于 2025-3-30 02:50:45
Michael C. Gaoattern generalization. This example constituted an important step in developing the semiotic approach under consideration. The example is about the role of words, gestures, and rhythm in the students’ process of objectifying (i.e., noticing or becoming aware of) mathematical relationships. We discus
贿赂
发表于 2025-3-30 08:00:40
Chuan Zhang,Michael C. Gaoand...,with 0 <..ord M; here.denotes., MO) denotes.,etc. We generate these algebras, including their symbol hierarchies, by iterating so—called “edgifications” and “conifications” of algebras that have already been constructed, and we study ellipticity, parametrices, and Fredholm property within the