那年年底，我被安排去教初中数学。
At the end of the year I was asked to teach junior high math.
很快我就被调去教绅初中数学了。
很快我就被调去教初中数学了。
对两种初中数学教材的比较。
最后对初中数学建模教学进行了反思。
Finally, give the instance of learning and teaching mathematical modeling .
怎样开发初中数学活动课的数学资源?。
How can one exploit teaching resources junior maths extracurricular activity?
函数是初中数学课程中非常重要的内容。
Functions are very important contents in junior high school mathematics curriculum.
另外还得出几个初中数学校本课程案例。
Moreover also obtains several cases on the junior middle school mathematics collated and corrected copy curriculum.
《初中数学》，普伦蒂斯·霍尔出版社，1997。
以期为今后青岛市初中数学的双语教学提供重要依据。
View to the future middle school mathematics Qingdao provide an important basis for bilingual education.
我是一位中学数学教师，从事初中数学教学已有十年时间。
I'm a mathematics teacher in a middle school and I've been teaching junior mathematics for ten years.
本文从对话教学起源出发，探索初中数学对话教学的内涵。
From the origin of dialogue instruction, a dialogue to explore mathematics teaching content.
第二天早上，人们发现湖面上初中数学教学论文结了一层冰。
The next morning the lake was found with a thin sheet of ice on.
主要包括初中数学骨干教师的基本情况及基本素质和成才因素。
Include middle school math teachers in the basic situation of the backbone and the basic factors of quality and talent.
初中数学开放性试题的设计和评价是当前新课程研究中的热点和难点。
The assignment and grading of open test questions in maths has been a heated topic that arouses a lot of attention and a hard nut to crack in the current curriculum research and evaluation.
因此，开展初中数学对话教学对初中的数学教学具有重要的实际意义和理论价值。
It's disadvantageous to improve mathematics teaching quality. Therefore, there is significance both in practice and theory on the study.
本研究目的是为开放式课堂教学模式在初中数学教学中的实施提供理论支持和实践参考。
Our research aims to provide theoretical support and practical reference for the implementation of this open teaching pattern.
从必要性及其培养原则等三方面对初中数学学业不良学生意志品质的培养进行了理论探讨。
Necessity and culture from the principle of tripartite face junior high school math students will bad quality of the theoretical training.
本文是对江苏省一所区重点中学初中数学教学中采用“学案助学”教学法进行的教学研究。
This article is a study on the Well-designed Worksheets methodology adopted in a Junior Middle School mathematic teaching in a key school in Jiangsu Province.
选取34名初中数学优差生为被试，采用任务转换实验考察其注意转换中的线索效应和准备效应。
The paradigm of task switching was used to examine the effects of cue and preparation in shifting attention. The subjects were 34 high-and low-proficiency junior high school learners of math.
结合《初中数学竞赛》的教学实践，从三个方面分析和探讨了教学中如何进行灵活性思维品质的培养。
This paper attempts to discuss how to foster the students' adaptability thinking in Mathematics Competition of Secondary Middle Schools teaching from three aspects.
美国科学促进会(2000)，《初中数学教材评估——基于教学标准的评估》。华盛顿•dc：作者。
American Association for the Advancement of Science (2000). Middle grades mathematics textbooks: a benchmarks-based evaluation. Washington, DC: Author.
这是因为高中数学与初中数学在数学语言抽象程度、思维方法、知识内容和对计算能力的要求方面有很大的变化。
This is because the junior high school mathematics and mathematics in the abstract mathematical language, way of thinking, knowledge of the content and computing power requirements have changed a lot.
本课题研究对初中数学教师提出了开展数学研究性学习教学实施的建议，通过两个教学设计给老师们提供了讨论的平台。
This thesis displays some advice for junior math teacher on how to practice mathematic inquiry learning method, then give them a plat for discussion through two teaching design.
因而，对于在教学中教师和学生如何使用这两种有着较大影响的初中数学教材进行调查研究就显得非常必要，也很有价值。
Thus the research on how teachers and students use the two sets of junior high school mathematics textbooks having big influence seems to be very necessary, and also very valuable.
通过以上的调查研究，本文对初中数学教材中数学文化内容的以下几个方面提出一些建议和思考：构建和谐的数学文化体系；
Through the above investigations and studies, this paper puts forward some suggestions and thinking in the following areas: building a harmonious mathematical cultural system;
刚上初中的时候，具备成长思维模式的学生的数学测试得分与那些具备固定思维模式的学生相当。
At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set.
刚上初中的时候，具备成长思维模式的学生的数学测试得分与那些具备固定思维模式的学生相当。
At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set.
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