几何应用题是包含几何概念的数学应用题。
Geometry word problems are math word problems involving geometric concepts.
但男人长期在数据上更擅长数学应用题和数学论证。
But consistently, men score at least statistically better on mathematical word problems and on tests of mathematical reasoning.
许多研究表明，学习者在理解数学应用题时存在困难。
Many researches indicate that learners encounter difficulties while comprehending math word problems.
第三，被试解决不同类型数学应用题时的眼动特征存在显著差异。
Third, there exist huge differences on eye-movement characteristics between different kinds of the mathematical problems.
第二章对有关数学应用题研究方面的一些有价值的成果作一评述第三章由四个部分组成。
Chapter Two makes a comment on some valuable achievements of some researches on the mathematics application. Chapter Three is composed of four parts.
第一部分是采用测试卷和测后访谈相结合的方式，找出高中生解数学应用题存在的主要错误与障碍；
Part One uses the way of combining tests and interviews after the tests, finding out the major mistakes and obstacles of senior high students.
论文以高考应用题为研究对象，详细研究高质量数学应用题的组成要素与典型特征，期望以此提高我国高考数学应用题的命题质量。
This article analyzes the factors and features of the common but high-quality application questions. I hope to improve the quantity of creating this type of questions.
几何是一门重要的数学学科，几何应用题是几何学中一种重要的题型。
Geometry is an important mathematic subject and geometric word - problem is a k.
中学教师应当在应用题的教学中注重数学思想方法的渗透，应当教给学生一些解题策略。
Secondary school teachers should focus on teaching in the application of mathematical methods and penetration strategy should be given to the students.
几何初步知识是数学教学的主要内容之一，包括三个方面的内容：概念教学、公式教学和应用题教学。
Elementary knowledge in geometry is the main part in mathematics teaching which includes three aspects: concepts, formulas and applied problems.
即使是数学部分也需要更多的阅读。考试中纯方程序题目减少了，应用题增加了。
Even the math section will require more reading, with fewer questions based on equations and more word problems.
解应用题是当前中学数学应用的主要内容。
Application question is an important content in middle school.
因此，在解排列组合应用题时应加强排列组合的教学与数学思想的渗透。
As a result, as far as I am concerned, its highly commanded that we should focus more on penetrating the teaching of permutation and combination into mathematical thinking.
本研究采用小样本abc实验设计，以4名数学学习困难学生为被试评估了加减应用题补救教学的效果。
Four students with MD were selected from Grades 2-4 of an elementary school as participants in this study. Small-n ABC design was employed to assess the effect of remediation instruction.
本研究采用小样本abc实验设计，以4名数学学习困难学生为被试评估了加减应用题补救教学的效果。
Four students with MD were selected from Grades 2-4 of an elementary school as participants in this study. Small-n ABC design was employed to assess the effect of remediation instruction.
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