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Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented. 相似文献
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Digital technology becomes more powerful, intelligent, pervasive and ubiquitous. Ethical aspects of this development have not yet drawn the appropriate attention of researchers and engineers. This paper presents an instrument that aims at measuring the individual ethical position with regard to the design and development of computer software. The development of the Epos tool was based on two data collections. The data of the first survey (n1 = 147 participants) were used to select items and to determine the factorial structure of the questionnaire. Results show that the Epos instrument reliably assesses peoples’ ethical opinion with respect to five central components: (1) regulation, (2) data privacy, (3) domain specific knowledge, (4) societal responsibility and (5) company responsibility. In the second survey, we determined the stability of the instruments factor structure by assessing a sample of n2?=?196 participants. A confirmatory factor analysis (CFA) supported the initial factor structure. Next steps and further implications are discussed regarding the final version of the questionnaire. 相似文献
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The applicability of the identical elements (IE) model of arithmetic fact retrieval (T. C. Rickard, A. F. Healy, & L. E. Bourne, 1994) to cued recall from episodic (image and sentence) memory was explored in 3 transfer experiments. In agreement with results from arithmetic, speedup following even minimal practice recalling a missing word from an episodically bound word triplet did not transfer positively to other cued recall items involving the same triplet. The shape of the learning curve further supported a shift from episode-based to IE-based recall, extending some models of skill learning to cued recall practice. In contrast with previous findings, these results indicate that a form of representation that is independent of the original episodic memory underlies cued-recall performance following minimal practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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"通信原理"课程教学改革探索 总被引:15,自引:4,他引:11
张水英 《电气电子教学学报》2003,25(5):12-14
针对我院省重点专业“电子信息工程”的必修主干专业基础课程。“通信原理”教学中存在的不利于培养和提高学生分析问题、解决问题的能力的因素,从课程的教学内容、教学手段等方面论述了课程改革的基本构想,并对课程的实践环节——设计性实验的改革进行了探讨。 相似文献
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锌精矿制粒沸腾焙烧新工艺的应用与改进 总被引:1,自引:0,他引:1
介绍了锌精矿制粒沸腾焙烧新工艺的工业化生产应用与技术改进情况 ,阐述了取得的成果及存在的问题 相似文献