数学

Methods of mathematical physics＂ is a course which introduces the mathematics applied in physics.

数学物理方法》虽然是数学课，但是它是介绍在物理中应用的数学。

For research mathematicians and physicists, postgraduate students in mathematics and mathematical and theoretical physics.

研究数学家和物理学家，在数学和数学和理论物理研究生。

The fields of mathematical and computational physics are active areas of research.

理论物理是密切相关的数学，它提供了语言的物理理论，大面积的数学，如结石，已发明了具体解决问题的物理学。

Mathematical programming covers many important areas in Operational Research and Modern Applied Mathematics, with wide applications in practice.

数学规划是运筹学的一个主要组成部分，是现代应用数学的一门重要学科，有着鲜明的实际应用背景。

Mathematical symbol is nonsensical, for only entities can be added; But numbers can also be added.

从形式上看，数学本身是由一些无意义的公式组成，只有把实体的东西加进去，数学才有意义。

It was an important component of thinking and solving problem mathematically in the learning mathematics .

学生在数学学习过程中建立数感是数学地思考问题和解决问题的重要组成部分。

I have a hard to learn mathematics, several math test, the results also have some improvements.

我有努力地学习数学，几次数学考试中，成绩也有一些提高。

Similarly, a thinking person who does not concentrate, he can study mathematics, because math is not careful will be slightly wrong.

同样，一个思维不集中的人，他可以研习数学，因为数学稍不仔细就会出错。

It can be concluded that non-intelligence factors have a deep effect on math education while mathematics education also has a far sense about the cultivating of active non - intelligence factors.

最后的结论是非智力因素对数学教育具有十分深刻的意义，而数学教育对培养和形成学生积极的非智力因素也能起到重要作用。

It was implementing the new curriculum criterion that different persons developed differently in mathematics to give corresponding math learning instructions according to pupils different cognitive styles.

针对小学生不同的认知风格，给予相应的数学学法指导，是落实新课程标准所指出的"不同的人在数学上得到不同的发展"的有效方法。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。