四川方言中的“老几”、“几娘”

四川方言中的“老儿’、“几娘”之“几”,作为泛指代词,用以指一定的不便明言或不必明言的人(或事物),作用相当于“某”。对“几”的这一用法,吕叔湘先生《近代汉语指代词》一书中未言及,各类语文性辞书亦未收录。本文认为:“几”的这一用法,在唐、五代的笔记小说、敦煌书仪中已经多见,而它的形成也许与当时的排行有关。

老几辈的爱情圣经

1 初二那年读了很多书，那些青涩懵懂的字句常常在盯着老师不停翻动的唇齿间反复写在白纸上。后来整个高中三年大摞大摞带回家的变成了厚重的名著，那些甜蜜的词句几乎完全忘记，唯独清晰地记得，唐扶摇那本《致长久爱你的时光》的末章。

如来算老几

在《西游记》中，西天的排名是，如来位列第三，在他前面有南无燃灯上古佛、南无药师琉璃光王佛。另外，在如来居住的灵山上，还有他的母亲和老舅大鹏金翅雕。

安徽岳西话的表量成分“几”

安徽岳西话里存在一个较为特殊的表量成分“几”,既可以单独成词表量,也可以和其它成分组合成词表量。岳西话里的“几”除了有数词和疑问代词的用法外,还有副词的用法,相当于普通话的“多(么)”,此外还能和其他成分一起组合成“几多”“几个”“老几”等与数量相关的词语:“几多”相当于疑问代词“多少”;“几个”是表人的复数标记;“老几”是指人名词。

Mathematics Knowledge of Proof in Geometry： Pre-Service Teachers＇ Perspectives

This article is based on research on pre-service teachers＇ perspectives on their mathematics knowledge of proof in geometry. The study was framed using tile mathematical knowledge for teaching framework. This qualitative study employed the use of a task-based worksheet, focus group sessions and semi-structured individual interviews. The task-based worksheet was completed by 180 pre-service mathematics teachers （second, third and fourth year mathematics education students）. Pre-service mathematics teachers are student teachers who have not yet completed their training to become teachers. After the analysis of the task-based worksheet, 20 participants were invited to participate in focus group sessions and individual interviews. The findings of the study reveal that the participants possess peripheral mathematics knowledge of proof in geometry. The study aims at assisting pre-service teachers and interested educationists to explore innovative methods of acquiring and imparting mathematics knowledge of proof in geometry. The study proposes possible changes in curriculum at school and university level.