存在 感 ねー し / だから 馬鹿 に さ れん じゃ ねー の

存在 感 ねー し / だから 馬鹿 に さ れん じゃ ねー の

Kết quả (Việt) 1:

Tôi không có cảm giác tồn tại / Đó là lý do tại sao tôi không phải là một kẻ ngốc

Kết quả (Việt) 2:

Không có cảm giác gì cả nên đừng bị đối xử như một thằng ngốc

Kết quả (Việt) 3:

RR3.5 STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS AND PROBLEM-POSING: AN EXPLORATORY STUDYJOINDETAILS////////////Classification: RR3///////////////Custom fieldsAuthor(s): Passarella, Simone///////////////Abstract: This contribution focuses on start exploring possible relations between students’ academic performance in mathematics and their creativity in a semi-structured problem-posing task, and between students’ academic performance and the quality of their posed problems in terms of solvability and syntactic complexity. Findings suggest that students with a good academic performance seem to generate more creative mathematical problems, while in terms of solvability and syntactic complexity no difference is evident between students with a higher or lower academic performance. The data analysis scheme developed should represent a prototype for analysing various aspects of problem-posing, such as creativity and syntactic complexity, in different mathematical domains.