构建探究途径 深化数学思维——以“三次函数的图象和性质”教学为例

Publisher: 国家哲学社会科学学术期刊数据库

E-ISSN: 1005-6009|volume|59|32-34

ISSN: 1005-6009

Source: 江苏教育, Vol.volume, Iss.59, 2016-01, pp. : 32-34

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Abstract