中美数学教学中计算器应用的比较

中美两国的数学教学在计算器的应用方面存在很大不同,主要表现在：引入教学的时间不同;所用的功能不同;使用的范围不同。我们应虚心学习发达国家的长处,通过借优补缺来充实和发展我国的数学教育。     

Creating Meaning for and with the Graphing Calculator

In this study, we seek to describe how the meaning of a tool was co-constructed by the students and their teacher and how the students used the tool to construct mathematical meaning out of particular tasks. We report the results of a qualitative, classroom-based study that examined (1) the role, knowledge and beliefs of a pre-calculus teacher, (2)how students used graphing calculators in support of their learning of mathematics, (3) the relationship and interactions between the teacher's role, knowledge and beliefs and the students' use of the graphing calculator in learning mathematics, and (4) some constraints of the graphing calculator technology that emerged within the classroom practice. We found five patterns and modes of graphing calculator tool use emerged in this practice: computational tool, transformational tool, data collection and analysis tool, visualizing tool, and checking tool. The results of this study suggest that nature of the mathematical tasks and the role, knowledge and beliefs of the teacher influenced the emergence of such rich usage of the graphing calculator. We also found that the use of the calculator as a personal device can inhibit communication in a small group setting, while its use as a shared device supported mathematical learning in the whole class setting.This revised version was published online in September 2005 with corrections to the Cover Date.     

CASIO可编程计算器在平曲线现场测量计算中的应用

对于高等级公路而言,为使路线的平面线形更加符合汽车的行驶轨迹,确保行车的安全与舒适,高路桥工程中平曲线的放样精度至关重要.为提高平曲线的放样精度以及方便现场随时对任意坐标的计算放样,采用CASIO可编程计算器可大大提高其计算精度和速度.通过介绍CASIO可编程计算器的原理以及在江阴大道实际工程中现场测量计算中的应用,提示了相关注意事项.     

浅谈AutoCAD软件的使用技巧

在CAD软件发展初期,CAD的含义仅仅是图板的替代品,即:C om pu ter A ided D raw ing(or D rafting)而非现在我们经常讨论的CAD(C om pu ter A ided D esign)所包含的全部内容。CAD技术以二维绘图为主要目标的算法一直持续到70年代末期,以后作为CAD技术的一个分支而相对单独、平稳地发展。早期应用较为广泛的是CADAM软件,近10年来占据绘图市场主导地位的是A u todesk公司的软件。在今天中国的CAD用户特别是初期CAD用户中,二维绘图仍然占有相当大的比重。     

Hey - what's the big idea?

A ‘big idea’ in statistics can fail to register with students when it is obscured by finer details of lesson tasks or activities. Based on the graphics calculator, this article describes a lesson designed to introduce the Central Limit Theorem.     

An investigation of communicative competence in an upper-secondary class where using graphics calculators was routine

This paper presents an exploration of conversation in a single episode of whole-class work in a Year 12,all girls' Calculus class. The analysis is cast in terms of Habermasian communicative competence, which requires students to evidence critical thinking and the ability to express their views. Favourable learning outcomes in the class are explained by the teacher's mode of questioning, cooperative endeavour by students, the instructional sequence and use of technologies including the graphics calculator. The circumstances of problematic outcomes are also identified.This revised version was published online in October 2005 with corrections to the Cover Date.     

国家坐标系转换成施工坐标系在工程建设中的应用

通过阐述国家坐标系转换成施工坐标系在工程建设中的应用、原理、特点,介绍CASIO4800。计算器编制程序。     

泛系论识:关于计算机科学技术若干问题的思考

分析研究了泛系本体论,泛系相对性与计算机科学的关系.在泛系理论与计算机交叉科学领域对科学技术与认识论、方法论的联系、转化进行了探索.这也是泛系理论与计算机研究的新方向.     

Building a versatile understanding of algebraic variables with a graphic calculator

Algebra has been recognised for some time as a difficult topic for many secondary school students. Discovering the best way(s) of introducing algebra into the students' experience and fostering understanding has stimulated much discussion and research. It is our belief that an understanding of the concept of variable is fundamental to further student progress in algebra. This paper describes a study using a module of work based on a graphic calculator which provided an environment where students could experience some aspects of variables and hence begin to build an understanding of them. The graphic calculator proved to be an instrument for achieving a significant improvement in student understanding, something which has often proved difficult previously.This revised version was published online in September 2005 with corrections to the Cover Date.