数学认知是人类最重要的高级认知功能之一。
Mathematical cognition is one of the most important cognitive functions of human beings.
我国学生数学双基与数学认知基础并不厚实。
Students' mathematics "double bases" and mathematics cognition base are not solid.
注重非智力因素的培养，有助于数学认知结构的优化。
The emphasis on non-intelligent training has the optimization of mathematical cognition structure.
数学教学必须促进学生主动建构自己的数学认知结构。
Mathematics teaching should promote students to build their own mathematics cognitive structure actively.
事件相关电位技术可作为癫痫儿童的数学认知评价手段。
The ERP technique can be used to evaluate mathematics cognitive function of epileptic children.
这充分表明，语言与视觉空间功能对于数学认知具有重要意义。
This indicates that language and visuospatial functions are both key to mathematical cognition.
数字加工机制与空间表征的研究一直是数学认知心理学研究的热点。
The Mechanism of Digital Processing and Representation of Space is a hot-discussed cognitive psychology research in recent years.
本文主要讨论了兴趣、情感和意志等对优化数学认知结构的促进作用。
The paper mainly involve the accelerated function of interest, emotions, willpower in the optimization of mathematical cognitive structure.
介绍数学认知结构、数学学习过程的概念，探讨这些概念对数学教学的启示。
The paper introduces mathematical recognition structure, concepts on mathematical studying process and probes into enlightenment of these concepts on mathematical teaching.
同时，提出了在数学教与学过程中结合数学认知实施数学情感的一些具体措施。
Concrete measures that combine mathematical feeling with mathematical cognition in mathematics teaching and learning are also proposed.
据调查，高中数学学困生的学习障碍主要体现在两个方面：数学认知障碍与情感障碍。
It is investigated that among the students of senior grades two kinds of learning obstacles exist: the obstacle in cognition and in emotion.
高效率数学教学方法能够促进数学学习者始终保持浓厚的数学学习兴趣、数学认知成绩好并维持在稳定状态。
High-efficiency mathematics teaching method keeps mathematics learners in great interest, better mathematics cognitive record and a stable state.
现代教育技术对数学教学的优化机制主要体现在优化数学学习环境、优化数学认知工具、优化数学课程资源等三个方面；
The optimization mechanism are mainly embodied in optimizing the environment of mathematics learning, optimizing instruction tools, and optimizing mathematics curriculum resources.
所谓数学元认知能力，指的是个体依赖于自己的元认知知识和元认知体验在自己的数学认知过程中进行自我意识、自我监控的能力。
The mathematics meta-cognitive capability is the capability of ones self-awareness and self-monitoring relying on his knowledge of meta-cognitive and experience of meta-cognitive during h.
该研究采用测验法，考察数学学习不良(MD)儿童的早期数学认知能力，包括计数、数守恒、时空概念、逻辑、计算和操作等方面。
This study is on the mathematical cognition of MD, that includes count, quantity conservation, space-time conception, logic conception, calculation and manipulation.
人们公认数学是客观的，每个人对数学的认知应该是相同的。
"People assume that mathematics is objective and that everybody will have the same math," says Lakoff.
马毅是微软亚洲研究院视觉计算组的主任研究员。他的研究兴趣在于视觉认知背后的数学原理以及对视觉数据的理解。
Ma, research manager of the visual Computing Group at Microsoft research Asia, is interested in the mathematical principles behind the processing and understanding of visual data.
20 - 21《CognitioninPractice：Mind,Mathematics,andCulture inEveryday Life》在实践中认知：心智、数学和日常生活的文化是关于这个观点的一本有趣的参考书。
(p. 20-21) the book Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life is an interesting reference for this viewpoint.
电击大脑可以让你做数学题时灵光乍现，但最新研究也显示，倘若电击错了部位，你对数字的认知便会减少到六岁小孩的认知水准。
A zap of electricity to the brain can make you a bright spark at maths.But shock the wrong spot and you could be as bad with Numbers as a six-year-old, according to a new study.
数学概念的认知问题一直是数学教育心理学关注的课题，取得了大量有意义的研究成果。
The cognition of mathematical concept has always been concern of mathematics education psychologists, and great achievements have been made in different fields.
数学科学呈现出一个最辉煌的例子，表明不用借助实验，纯粹的推理能成功地扩大人们的认知领域。
The science of mathematics presents the most brilliant example of how pure reason may successfully enlarge its domain without the aid of experience.
CPFS结构是由概念域、概念系、命题域、命题系形成的结构，是数学学习中特有的认知结构。
The CPFS Frame, which was a special cognitive structure only existing in mathematics study, was composed of Concept Field, Concept System, Proposition Field and Proposition System.
第二，优化认知结构是培养中学生数学创造性思维的基础。
Second, optimizing the cognitive structure is a foundation for training students' creative thinking in mathematics.
目的探讨3·3·3认知策略训练对小学生数学能力的影响。
Objective To explore the influence of 3 · 3 · 3 cognitive strategy training on pupils mathematic abilities.
为此，我们首先从认知负荷理论的角度分析了学优生数学能力优异的内在原因。
Therefore, we first discussed the inner causes of the excellent math ability of gifted students in the framework of cognitive load theory proposed by Sweller.
学生对“数学是什么”的认知直接影响他们学习数学和解数学题的方式。
How students perceive "What is mathematics?" directly affected how they learn mathematics and how they solve mathematics problems.
看到情感认知能唤起适当的数学证明，也许令人惊异；因为我们本认为这仅仅关系到智力。
It may be surprising to see emotional sensibility invoked apropos of mathematical demonstrations which, it would seem, can interest only the intellect.
解题的元认知结构是数学解题认知结构的重要组成部分。
The meta-cognitive construction on learning of mathematical problem-solving was a important part of the cognitive construction of mathematical problem-solving.
解题的元认知结构是数学解题认知结构的重要组成部分。
The meta-cognitive construction on learning of mathematical problem-solving was a important part of the cognitive construction of mathematical problem-solving.
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