全文获取类型
收费全文 | 130篇 |
免费 | 30篇 |
国内免费 | 25篇 |
出版年
2023年 | 6篇 |
2022年 | 7篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 4篇 |
2018年 | 16篇 |
2017年 | 5篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 2篇 |
2013年 | 15篇 |
2012年 | 8篇 |
2011年 | 2篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 6篇 |
2003年 | 8篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
排序方式: 共有185条查询结果,搜索用时 15 毫秒
1.
Marr MJ 《Journal of the experimental analysis of behavior》1992,57(3):249-266
2.
3.
Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity, domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics. 相似文献
4.
采用“中国学校课程教学调查项目”中1811名八年级学生及其家长作为样本进行调查,探讨家庭社会经济地位与数学成绩的关系,考察亲子沟通和学业自我效能感的作用机制。结果显示:(1)家庭社会经济地位显著正向影响数学成绩;(2)亲子沟通、学业自我效能感在家庭社会经济地位与数学成绩之间起部分中介作用;(3)亲子沟通、学业自我效能感在家庭社会经济地位与数学成绩之间具有链式中介作用。 相似文献
5.
6.
The paper presents an argument against a metaphysical conception of logic according to which logic spells out a specific kind of mathematical structure that is somehow inherently related to our factual reasoning. In contrast, it is argued that it is always an empirical question as to whether a given mathematical structure really does captures a principle of reasoning. (More generally, it is argued that it is not meaningful to replace an empirical investigation of a thing by an investigation of its a priori analyzable structure without paying due attention to the question of whether it really is the structure of the thing in question.) It is proposed to elucidate the situation by distinguishing two essentially different realms with which our reason must deal: the realm of the natural, constituted by the things of our empirical world, and the realm of the formal, constituted by the structures that we use as prisms to view, to make sense of, and to reconstruct the world. It is suggested that this vantage point may throw light on many foundational problems of logic. 相似文献
7.
8.
Caterina Primi Maria Anna Donati Francesca Chiesi Kinga Morsanyi 《Thinking & reasoning》2018,24(2):258-279
ABSTRACTCognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test – Long (CRT- L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings. 相似文献
9.
The persistence of operant responding in the context of distractors and opposing forces is of central importance to the success of behavioral interventions. It has been successfully analyzed with Behavioral Momentum Theory. Key data from the research inspired by that theory are reanalyzed in terms of more molecular behavioral mechanisms: the demotivational effects of disruptors, and their differential impacts on the target response and other responses that interact with them. Behavioral momentum is regrounded as a nonlinear effect of motivation and reinforcement rate on response probability and persistence. When response probabilities are high, more energy is required to further increase or to decrease them than when they are low. Classic Behavioral Momentum Theory effects are reproduced with this account. Finally, it is shown how the new account involving motivation and competition is closely related to the metaphor of force and action that is at the core of Behavioral Momentum Theory. 相似文献
10.
Ian Whitacre 《认知与教导》2018,36(1):56-82
I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences. 相似文献