intrigue
发表于 2025-3-26 23:38:42
Maria H. Penedo,E. Don Stuckley introducing different quantities of interest without which we cannot proceed with survival data analysis. We also introduce different statistical distributions, including a family of distributions, that can be very useful in modeling survival data. Since censoring is prevalent in any survival data
Outmoded
发表于 2025-3-27 03:47:02
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–FER
发表于 2025-3-27 05:18:42
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镇痛剂
发表于 2025-3-27 09:40:12
Izhar Shy,Richard Taylor,Leon Osterweilment, as well as the improvement of Mathematics Education in general. Education Reform has expanded the coverage and access to school; students are staying in school longer. However, the preparation and professional development of new competent teachers has not been guaranteed. This failure to guara
体贴
发表于 2025-3-27 15:41:59
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Feckless
发表于 2025-3-27 19:59:59
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creatine-kinase
发表于 2025-3-27 23:13:41
Anthony I. Wassermanfferent types of knowledge for teaching mathematics.IncludesThe purpose of this research is to identify the categories of South Korean elementary teachers’ knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary
Spangle
发表于 2025-3-28 04:27:31
Christian Bremeaufferent types of knowledge for teaching mathematics.IncludesThe purpose of this research is to identify the categories of South Korean elementary teachers’ knowledge for teaching mathematics. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary
衣服
发表于 2025-3-28 08:09:41
Robert Gabriel,Stefan Jähnichenn (Frankenstein, 1995; Gutstein, 2006). One way to support mathematics teachers in developing mathematics pedagogies for social justice may be to use lesson study, a powerful form of professional development in Japan that is increasingly used in the United States (Lewis & Tsuchida, 1998), to engage
富饶
发表于 2025-3-28 12:38:20
Roger Isonit started with building a cognitive framework of the development of children’s thinking and carried this cognitive perspective into work with teachers (Carpenter, Fennema, & Franke, 1996). Over the years, some scholars have shifted toward a more situated perspective in working with teachers (Franke