標(biāo)題: Titlebook: Exploiting Mental Imagery with Computers in Mathematics Education; Rosamund Sutherland,John Mason Conference proceedings 1995 Springer-Ver [打印本頁(yè)] 作者: 宣告無(wú)效 時(shí)間: 2025-3-21 16:32
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作者: 和平 時(shí)間: 2025-3-21 21:21
https://doi.org/10.1007/978-1-4615-6127-9ges. This is the view taken by Johnson [15] who claims that ,image schemata… play a central role in all meaning and understanding as well as in all reasoning - (p. ix). Presmeg [23] concludes from this that ,we are . visualizers in the sense that we all use imagery constantly - (p. 311). But are all作者: Bph773 時(shí)間: 2025-3-22 01:10
Vincent Zimmer,Michael Rothman,Robert Halecesses implied by terms such as ., etc. reported by researchers in mathematics education. It is clear that the objects of such processes are ., but the debate about the nature of mental images, though interesting, will not be considered here. Some statements on the role of graphical representations 作者: 吞沒(méi) 時(shí)間: 2025-3-22 07:39 作者: addict 時(shí)間: 2025-3-22 12:24 作者: heterodox 時(shí)間: 2025-3-22 14:13
Jean-Michel Bergé,Oz Levia,Jacques Rouillard. To do this it is necessary to analyse the discourse of pure mathematics and how it makes use of all kinds of representations. In my view, we will find that there is a rather wide gap between imagery and representation on the one hand and the usual talk in pure mathematics on the other. For bridgin作者: heterodox 時(shí)間: 2025-3-22 20:54 作者: 固定某物 時(shí)間: 2025-3-22 23:33
Robert S. Barrett,Louis Hugo Francescuttie practices involve the use of physical objects, verbal descriptions, diagrams and film. More recently, these have been augmented by computer software — sometimes devised in imitation of these practices, but also in new ways suggested by the medium. If we are to be clearer about how the computer mig作者: 閑逛 時(shí)間: 2025-3-23 01:57 作者: 修飾語(yǔ) 時(shí)間: 2025-3-23 09:27 作者: 竊喜 時(shí)間: 2025-3-23 13:18 作者: monogamy 時(shí)間: 2025-3-23 16:16 作者: terazosin 時(shí)間: 2025-3-23 19:47 作者: debunk 時(shí)間: 2025-3-24 02:07
Ravi P. Agarwal,Donal O’Regan,Samir H. Saker a topic. What is the best way to use images on a computer or video screen to achieve this? As a designer of screen images, how do you increase the chances that someone will acquire the mental images you wish to convey?作者: 歡笑 時(shí)間: 2025-3-24 04:30 作者: Hiatus 時(shí)間: 2025-3-24 06:48
Vincent Zimmer,Michael Rothman,Robert Halecesses implied by terms such as ., etc. reported by researchers in mathematics education. It is clear that the objects of such processes are ., but the debate about the nature of mental images, though interesting, will not be considered here. Some statements on the role of graphical representations in mathematics activities will also be reported.作者: heartburn 時(shí)間: 2025-3-24 12:09 作者: 座右銘 時(shí)間: 2025-3-24 16:16
https://doi.org/10.1007/978-3-031-45689-3 there is an important contrast which attracts less attention, between a drawing of a physical object (a house, for example, outlined by a square with a triangle at the top and rectangles for the door…) and a drawing of a geometrical figure (square, circle, triangle…).作者: 消音器 時(shí)間: 2025-3-24 21:33 作者: 剛開(kāi)始 時(shí)間: 2025-3-25 00:39 作者: Insatiable 時(shí)間: 2025-3-25 04:43
Between Drawing and Figurethe mouse. The user can move certain parts of a drawing, and the software maintains all existing geometrical relationships. For instance, Cabri-Géomètre provides this basic feature by its ‘drag mode’: Fig. 1 shows the cursor dragging the vertex of a square. While the vertex is being moved around, the computer continues to draw a square.作者: BIBLE 時(shí)間: 2025-3-25 09:15
Geometrical Pictures: Kinds of Representation and Specific Processings there is an important contrast which attracts less attention, between a drawing of a physical object (a house, for example, outlined by a square with a triangle at the top and rectangles for the door…) and a drawing of a geometrical figure (square, circle, triangle…).作者: Aerophagia 時(shí)間: 2025-3-25 15:42
On Designing Screen Images to Generate Mental Images a topic. What is the best way to use images on a computer or video screen to achieve this? As a designer of screen images, how do you increase the chances that someone will acquire the mental images you wish to convey?作者: 愉快么 時(shí)間: 2025-3-25 17:37
NATO ASI Subseries F:http://image.papertrans.cn/e/image/319379.jpg作者: PAGAN 時(shí)間: 2025-3-25 21:41 作者: aquatic 時(shí)間: 2025-3-26 00:36 作者: Subjugate 時(shí)間: 2025-3-26 06:32 作者: 迫擊炮 時(shí)間: 2025-3-26 08:32 作者: Rebate 時(shí)間: 2025-3-26 14:27 作者: placebo-effect 時(shí)間: 2025-3-26 20:25 作者: 推延 時(shí)間: 2025-3-26 22:33
Exploiting Mental Imagery with Computers in Mathematics Education作者: 把…比做 時(shí)間: 2025-3-27 05:01
Adaptive Low-Power Video Coding,scontinuities are exemplified by drawing a graph, the picture is often represented as a number of curved pieces with a ,jump - at the point under consideration. The result is a widespread belief that a typical function is given by a formula and is continuous except at occasional isolated points. In 作者: 蚊帳 時(shí)間: 2025-3-27 07:24
Jean-Michel Bergé,Oz Levia,Jacques Rouillardta as developed by Johnson and Lakoff (see [4,5]). The term . is used here in the standard way, e.g. as in the contributions in Janvier [3]. The main idea which I borrow (and use implicitly) from Wittgenstein [7] is his notion of .. Finally, Vaihinger [6] has developed a comprehensive theory of fict作者: aphasia 時(shí)間: 2025-3-27 10:55 作者: 感染 時(shí)間: 2025-3-27 17:10
Visual Organisers for Formal Mathematicsscontinuities are exemplified by drawing a graph, the picture is often represented as a number of curved pieces with a ,jump - at the point under consideration. The result is a widespread belief that a typical function is given by a formula and is continuous except at occasional isolated points. In 作者: 背叛者 時(shí)間: 2025-3-27 20:10
Mathematical Objects, Representations, and Imageryta as developed by Johnson and Lakoff (see [4,5]). The term . is used here in the standard way, e.g. as in the contributions in Janvier [3]. The main idea which I borrow (and use implicitly) from Wittgenstein [7] is his notion of .. Finally, Vaihinger [6] has developed a comprehensive theory of fict作者: 現(xiàn)暈光 時(shí)間: 2025-3-28 01:26 作者: 名義上 時(shí)間: 2025-3-28 03:21
Imagery for Diagramsges. This is the view taken by Johnson [15] who claims that ,image schemata… play a central role in all meaning and understanding as well as in all reasoning - (p. ix). Presmeg [23] concludes from this that ,we are . visualizers in the sense that we all use imagery constantly - (p. 311). But are all作者: 認(rèn)識(shí) 時(shí)間: 2025-3-28 08:32
Visualization in Mathematics and Graphical Mediators: An Experience with 11-12 Year Old Pupilscesses implied by terms such as ., etc. reported by researchers in mathematics education. It is clear that the objects of such processes are ., but the debate about the nature of mental images, though interesting, will not be considered here. Some statements on the role of graphical representations 作者: FLINT 時(shí)間: 2025-3-28 13:55 作者: Inferior 時(shí)間: 2025-3-28 15:45
Mediating Mathematical Action the person. If I think about a recent meeting with people I may imagine the language of the discussion. If I think about how to develop a part of my garden I may juxtapose the plant shapes and not the plant names. If I think about a mathematical problem I may imagine my recent work on paper or with作者: 期滿 時(shí)間: 2025-3-28 20:50
Mathematical Objects, Representations, and Imagery. To do this it is necessary to analyse the discourse of pure mathematics and how it makes use of all kinds of representations. In my view, we will find that there is a rather wide gap between imagery and representation on the one hand and the usual talk in pure mathematics on the other. For bridgin作者: 疾馳 時(shí)間: 2025-3-29 02:59 作者: GET 時(shí)間: 2025-3-29 04:43 作者: Ordnance 時(shí)間: 2025-3-29 08:06 作者: Measured 時(shí)間: 2025-3-29 11:56
Overcoming Physicality and the Eternal Present: Cybernetic Manipulativeshat their potentials and pitfalls may be, and how they fit into the larger evolution of technology use in support of mathematics learning. We will examine questions of ,physicality - of representations, dynamic connections between ,natural - and formal representations, and, especially, ways that new作者: 苦惱 時(shí)間: 2025-3-29 18:57 作者: Foment 時(shí)間: 2025-3-29 23:14 作者: 幾何學(xué)家 時(shí)間: 2025-3-30 02:56 作者: debacle 時(shí)間: 2025-3-30 07:58 作者: 高調(diào) 時(shí)間: 2025-3-30 11:45 作者: 我沒(méi)有強(qiáng)迫 時(shí)間: 2025-3-30 12:58
0258-1248 icians and mathematics teachers. This volume in the NATO Special Programme on Advanced Educational Technology takes a comprehensive and critical look at how the computer can support the use of visual images in mathematical problem solving. The contributions are written by researchers and teachers fr作者: 詢問(wèn) 時(shí)間: 2025-3-30 17:53 作者: RECUR 時(shí)間: 2025-3-31 00:45 作者: Inkling 時(shí)間: 2025-3-31 01:08 作者: Interferons 時(shí)間: 2025-3-31 06:55
