compel
发表于 2025-3-23 13:27:00
https://doi.org/10.1007/978-3-319-73924-3HPM domain; history and pedagogy of mathematics; cultures & mathematics; reflective learning environmen
MINT
发表于 2025-3-23 14:01:52
http://reply.papertrans.cn/63/6270/626992/626992_12.png
唤醒
发表于 2025-3-23 19:29:48
http://reply.papertrans.cn/63/6270/626992/626992_13.png
注视
发表于 2025-3-23 23:50:02
http://reply.papertrans.cn/63/6270/626992/626992_14.png
颂扬本人
发表于 2025-3-24 06:01:08
Geometry and Visual Reasoningeasoning (second-degree algebraic expressions) to reasoning with visual diagrams (figures with squares and rectangles) that are the geometric interpretation of the second-degree algebraic expressions. The research is therefore focused on students’ learning process, and specifically, the results they achieve by the use of these diagrams.
QUAIL
发表于 2025-3-24 07:37:26
Liu Hui Shares His Views with Young Studentsactivities accompanied by dialogues from the actual teaching. I present relevant results from the post-questionnaire and, in the discussion, I include reasons for the integration of original sources in elementary school with references to benefits and obstacles from the intervention.
Defiance
发表于 2025-3-24 13:49:16
http://reply.papertrans.cn/63/6270/626992/626992_17.png
EXALT
发表于 2025-3-24 15:54:23
Primary Historical Sources in the Classroomides an alternate proof of “Cayley’s formula” by counting all railway networks connecting . towns that contain the least number of segments. Borůvka develops one of the first algorithms for finding a minimal spanning tree by considering how best to connect . towns to an electrical network.
Picks-Disease
发表于 2025-3-24 22:08:24
http://reply.papertrans.cn/63/6270/626992/626992_19.png
使残废
发表于 2025-3-25 00:57:58
Algebra Without Context Is Empty, Visualizations Without Concepts Are Blindshows how reflecting on posing a problem in ancient Greek mathematics, engineering mathematics (19th century) and paper folding (beginning of the 20th century) can help to develop geometrical concepts, language and intuition stemming from an algebraic context.