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2、5,3和9各數的倍數各有特殊明顯的性質,利用这样的性質,就很容判别一个數是不是2、5、3或9的倍數。在初中算術往往講这一些,因为这些是常常遇到的,並且幾乎一望而知,比实际去除簡單得多,至於11的倍數的特性,和2、5、3、9的比較起來,稍为複雜一點,在中学算術裹就可講可不講,中央教育部編訂的中学数学教学大綱草案中即未提及11的倍數。由此可知檢驗倍數的方法要求簡單明瞭,容易記憶。若是找到的方法並不比除法簡捷得多,或不很容易記住,在实用上價值就不大了。在中学裹講过2、5、3、9等倍數檢驗法以後,学生一定会問如何檢驗7、13、…各數的倍數,学生这种推廣的要求是好的,教師应該在課外把舊有而較
The multiples of 2, 5, 3, and 9 each have special and obvious properties. Using this property, it is easy to determine whether a number is a multiple of 2, 5, 3, or 9. In junior high school mathematics often say this, because these are often encountered, and almost as expected, much simpler than the actual removal, as the multiple of 11 is slightly more complex than 2, 5, 3, 9 One point is that when it comes to middle school mathematics, it can be said or not. In the draft secondary school mathematics syllabus compiled by the Ministry of Education, the multiple of 11 is not mentioned. From this we can see that the method of testing multiples is simple and easy to remember. If it is found that the method is not much simpler than the division, or it is not easy to remember, it will not be practically worthwhile. After the secondary school has wrapped up the 2, 5, 3, 9 and other multiple test methods, the students will certainly ask how to test the multiples of 7, 13, ..., each student’s promotion requirements are good, and the teacher should take it out of class. Old and comparative