INTERLOCKED PROBLEM POSING AND CHILDREN’S PROBLEM POSING PERFORMANCE IN FREE STRUCTURED SITUATIONS

The aim of this study is to explore the mathematical problem posing performance of students in free structured situations. Two classes of fifth grade students (N??=??30) were randomly assigned to experimental and control groups. The categories of the problems posed in free structured situations by the 2 groups of students were studied through inductive and deductive content analysis and coded in categories before and after a 5-week treatment. The treatment for the experimental group was the Interlocked Problem Posing Instruction in which student cognitive engagement was emphasized, and for the control group, it was Traditional Problem Posing Instruction. The results revealed that the experimental group students posed more solvable, reasonable and start-unknown problems than the control group students after the treatment.     

EMERGENCY SUPPLY FOR MULTI-DEPOT PROBLEM IN CERTAIN AND UNCERTAIN CIRCUMSTANCES

ＩＮＴＲＯＤＵＣＴＩＯＮＥｍｅｒｇｅｎｃｙｓｅｒｖｉｃｅｓ,ｓｕｃｈａｓｅｍｅｒｇｅｎｃｙｉｎ ｖｅｎｔｏｒｙｓｕｐｐｌｙ ,ｅｍｅｒｇｅｎｃｙｍｅｄｉｃａｌｓｅｒｖｉｃｅａｎｄｆｉｒｅｒｅｓｃｕｅｃｏｍｐｒｉｓｅａｍａｊｏｒｃｏｎｃｅｒｎｏｆｅｍｅｒｇｅｎ ｃｙｐｌａｎｎｅｒｓ.Ｔｈｅｓｔｒａｔｅｇｉｃｐｒｏｂｌｅｍｏｆｗｈｅｒｅｔｏｌｏｃａｔｅｅｍｅｒｇｅｎｃｙｓｅｒｖｉｃｅｓｓｔａｔｉｏｎｓ (ｄｅｐｏｔｓ)ａｎｄｔｈｅｓｔｒａｔｅｇｉｃｐｒｏｂｌｅｍｏｆｔｈｅｑｕａｎｔｉｔｙｏｆｅｍｅｒｇｅｎ ｃ…     

ON A PROBLEM OF N.SALINAS

This paper presents a discussion on a problem suggested by N.Salinas(J.Operator Theory,Vol.10,1983),i.e.,if T=(T_1,T_2,…,T_n)is a commuting n-tuple ofhyponormal operators on a complex Hilbert space,do we have(1)(2)δ(T-μ)=dist(μ,σ_l(T)),μ∈C~n?It is proved that the problems(1)and(2)are both true for some commuting n-tuples ofsemihyponormal operators.In general case,problem(1)has a negative answer.As an ap-plication,we point out that there exists a commuting n-tuple of hyponormal operatorsT(n≥2),such that|λ|<,where σ_T(T)denotes J.L.Taylor'sjoint spectra of T,even if the condition of Taylor's joint spectra of T is given.     

FIRST- AND SECOND-GENERATION IMMIGRANT ADOLESCENTS’ MULTIDIMENSIONAL MATHEMATICS AND SCIENCE SELF-CONCEPTS AND THEIR ACHIEVEMENT IN MATHEMATICS AND SCIENCE

This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed.     

MEASUREMENT AND COMPUTATION OF THE PSEUDO-RESONANCE AND ANTI-RESONANCE

This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed.     

COMPARE AND CONTRAST FIRST AND SECOND LANGUAGE ACQUISITION

语言习得是指一个人习得语言的过程。儿童与成人之间的区别导致第一语言和第二语言习得的差异。本文从语言认知和情感因素两方面做深入分析，对第一语言和第二语言习得的差异进行比较和对照。     

PAIRWORK AND GROUPWORK

不同的分组讨论和分角色操练是复习和加速记忆所学知识的一种动态的学习方式,但各有利弊。科学的分析和运用此教学方案将会产生创造性 的教学效果。     

CAMEL AND DROMEDARY

The camel lives on the steppes of Asia.These are huge plains where it hardly ever rains.Thanks to its thick coat,the camel can tolerate extremely high and low temperatures.     

林志颖AND赛车

在萤光幕前,林志颖始终是个宠儿。赛场上,林志颖也是最具人气的车手。明星光环带给他的,是不断超越前进的动力。到底赛车有什么魅力,让Jimmy如此执着而且充满了热     

Questions AND Answers

1.问:One dozen twelve,and two twenty-four.A.are;dozen B.is;dozens areC.is;dozen are D.is;dozen is答案为D。为什么不选B呢? (安徽桐城中学申影)     

BREAD AND BOOKS

:h一is一:一谬my。。二 The.box 15 big and blue.The bag 15 big and blue，too.What，s in theb。x and the bag?儡毋下he。155。me 妞且务产昭2， 瓶麟瞥 Q) C U .‘l口 br··d一瘾一 SOme Cheese 戮 忌琶幽 卜几 in the bOX.The「e 15 SOme mi t·鲡。一’。。 p一尹 和卜     

BOAS AND PYTHONS

Boas and pythons are the biggest snakes in the world.They do not kill their prey by injecting it with poison.They wind themselves round their victims and suffocate them by squeezing.Like all snakes,boas and pythons have forked tongues.They use them to smell their prey.     

FOOT AND BOOT

Do you know foot!Yes,I do.Do you know boot?No,I don't.Put your foot in your boot,     

YOU AND ME

你们卸下了我的尖刺 毕业那年我19岁，学生十四五岁。看着他们，我的第一感觉就是虬怕”。第一次站在讲台上，我特意在脸上写满威严，硬撑着不让自己流露出半分胆怯。学生们看着站在讲台上梳着马尾的小小的我，表情不一。我把自己武装成一只刺猬，一站在讲台上就竖起浑身的束l』，准备随时应对一切。都说初中生最难管了，我可不能有些许的懈怠，一定要hold住。     

JOKES AND HUMOUR

1. WHOSE MISTAKES?Teacher: (Looking through Tom' s homework) Iwonder how one person could make so many mistakes?     

MONKEY AND PIG

看英语,读故事,画漫画,欢迎来这里一展才能!这期《猴子和猪》的故事,看看小朋友描绘得怎么样!     

MONKEY AND PIG

以下是第二季度(4～6月)的配图内容。现在征集小朋友的配图作品!拿起你的小画笔,根据情节,展开想像,快快把故事变成图画呀Monkey and Pig 郭颖柔/文1.Alovelymonkeylivesinasmallhouse.2.Oneday,heseesapig.Heasks,"Hello,what’syourname?"3.Thepiganswers,     

HUMOUR AND JOKES

(A) Teacher:What do we getfrom sheep? Boy:Wool. Teacher:You are quiteright.And what do we makefrom wool?