標(biāo)題: Titlebook: M-Structure and the Banach-Stone Theorem; Ehrhard Behrends Book 1979 Springer-Verlag Berlin Heidelberg 1979 Banach-Stonescher Satz.M-Struk [打印本頁] 作者: 軍械 時(shí)間: 2025-3-21 17:31
書目名稱M-Structure and the Banach-Stone Theorem影響因子(影響力)
書目名稱M-Structure and the Banach-Stone Theorem影響因子(影響力)學(xué)科排名
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書目名稱M-Structure and the Banach-Stone Theorem網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱M-Structure and the Banach-Stone Theorem被引頻次
書目名稱M-Structure and the Banach-Stone Theorem被引頻次學(xué)科排名
書目名稱M-Structure and the Banach-Stone Theorem年度引用
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書目名稱M-Structure and the Banach-Stone Theorem讀者反饋學(xué)科排名
作者: 溫和女孩 時(shí)間: 2025-3-21 20:17
Ehrhard Behrendsns in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 978-94-6091-824-7作者: 割公牛膨脹 時(shí)間: 2025-3-22 02:13
Ehrhard Behrendsns in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 978-94-6091-824-7作者: outskirts 時(shí)間: 2025-3-22 07:04
Ehrhard Behrendsns in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 978-94-6091-824-7作者: 巫婆 時(shí)間: 2025-3-22 09:55 作者: TSH582 時(shí)間: 2025-3-22 13:13 作者: 使乳化 時(shí)間: 2025-3-22 17:08
ns in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 978-94-6091-824-7作者: reject 時(shí)間: 2025-3-22 21:44
ecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: NAIVE 時(shí)間: 2025-3-23 01:56
Ehrhard Behrendsecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: companion 時(shí)間: 2025-3-23 07:05
Ehrhard Behrendsecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: INERT 時(shí)間: 2025-3-23 11:08
Ehrhard Behrendsecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: 減少 時(shí)間: 2025-3-23 16:10
Ehrhard Behrendsecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: Definitive 時(shí)間: 2025-3-23 21:14 作者: 誘使 時(shí)間: 2025-3-23 22:31 作者: 令人心醉 時(shí)間: 2025-3-24 06:23
Ehrhard Behrendsecialistsconvenedtodiscussthese challengesaspartofthe Learning Progressions in Science (LeaPS) conference. The LeaPSconference provided astructured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments 作者: Gobble 時(shí)間: 2025-3-24 09:34
The Banach-Stone property and the strong Banach-Stone property,作者: 同位素 時(shí)間: 2025-3-24 14:36
978-3-540-09533-0Springer-Verlag Berlin Heidelberg 1979作者: Synapse 時(shí)間: 2025-3-24 18:38
M-Structure and the Banach-Stone Theorem978-3-540-35038-5Series ISSN 0075-8434 Series E-ISSN 1617-9692 作者: 沖突 時(shí)間: 2025-3-24 20:29
0075-8434 Overview: 978-3-540-09533-0978-3-540-35038-5Series ISSN 0075-8434 Series E-ISSN 1617-9692 作者: 純樸 時(shí)間: 2025-3-25 02:57
https://doi.org/10.1007/BFb0063153Banach-Stonescher Satz; M-Struktur; Stone; function; theorem作者: 兩棲動(dòng)物 時(shí)間: 2025-3-25 06:15 作者: Seminar 時(shí)間: 2025-3-25 08:19
apromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classro作者: Misgiving 時(shí)間: 2025-3-25 13:27 作者: humectant 時(shí)間: 2025-3-25 17:48
Ehrhard Behrendsapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classro作者: faculty 時(shí)間: 2025-3-25 22:26
Ehrhard Behrendsapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classro作者: 綁架 時(shí)間: 2025-3-26 03:58
Ehrhard Behrendsfthinking aboutorunderstandingatopic(NationalResearchCouncil,2007)– representapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in作者: Obverse 時(shí)間: 2025-3-26 07:48
Ehrhard Behrendsapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classro作者: Oafishness 時(shí)間: 2025-3-26 11:21 作者: 南極 時(shí)間: 2025-3-26 12:46 作者: Obligatory 時(shí)間: 2025-3-26 19:54 作者: 小說 時(shí)間: 2025-3-26 21:45 作者: SMART 時(shí)間: 2025-3-27 04:20 作者: 一起平行 時(shí)間: 2025-3-27 06:18
Ehrhard Behrendsapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classro作者: 大包裹 時(shí)間: 2025-3-27 12:02 作者: 羅盤 時(shí)間: 2025-3-27 14:32 作者: 毀壞 時(shí)間: 2025-3-27 19:39
fthinking aboutorunderstandingatopic(NationalResearchCouncil,2007)– representapromising framework for developing organized curricula and meaningfulassessments in science. In addition, well-grounded learning progressions may allow forcoherence between cognitive models of how understanding develops in
