Sentence examples for arithmetic problems and from inspiring English sources
He gives up on his Jules Verne novels, his diary and his arithmetic problems — and in so doing also gives up on his mother's ethic of self-discipline, even in the face of a crisis.
With Kapur's device a 3-D-printed plastic doodad that looks kind of like a skinny white banana attached to the side of his head he can flip through TV channels, change the colors of lightbulbs, make expert chess moves, solve complicated arithmetic problems, and, as he recently showed a 60 Minutes crew, order a pizza, all without saying a word or lifting a finger.
In this system, the participants' performance both for the main task (simulated by simple arithmetic problems) and for the secondary task (a simulation of a production process) can be measured in a more fine-grained manner than has been the case for existing research in this field.
An individual might, for example, prefer visualization for solving arithmetic problems and verbalization for memorizing a poem.
These parametric regressors absorb the systematic variation inherent in different dimensions of complex stimuli such as words, sentences or arithmetic problems, and allow for separating it from genuine measurement error.
We use this novel arithmetic-affective priming task to study math anxiety, focusing on how the presentation of mathematical word-primes such as "multiplication" or "quantity" influences the ability to solve simple arithmetic problems, and how these math words compare in their effects to negative, positive, or neutral words.
We use it here to interpret the interlocutory behavior of a child conversing with another child as they solve an arithmetic problem, and to show that the dyadic cosolving process facilitates the acquisition of proportionality.
Tasking students with the generation of a new arithmetic problem and construction of a new numerical relation can be seen as an effort toward better understanding of word problems (Brown and Walter 1990).
We think that the basic arithmetic problems (subtraction and multiplication problems) we used in the previous study were not ideal to study the visual cognitive style perhaps because the format of the basic arithmetic problems did not support visualization (i.e. only the numbers and intermediate results could be visualized and no scenes, colors etc).
Doing a lot of arithmetic problems again and again is the best way to get the fundamentals down pat.
