立足学生原始理解,找准难点突破定位——以“两位数乘两位数”教学为例

Publisher: 国家哲学社会科学学术期刊数据库

E-ISSN: 1001-8875|volume|13|11-12

ISSN: 1001-8875

Source: 数学教学通讯, Vol.volume, Iss.13, 2016-01, pp. : 11-12

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Abstract