Due to its voluntary and unburdening character, game is an excellent medium for learning. Children learn through games, because on the basis of rules, settings and their own skills, they understand the existing and define new concepts and relations between them. The game meets one important requirement of education – straightening multiple skills at the same time. Learn- ing mathematics is a challenge for many students, so the game seem like a good solution to bring mathematics closer to students. Mathematical games encourage strategic thinking, problem solving and develop logical thinking. Combining play as a form of learning with ICT progress, computer games became a new teaching tool. Video games are a much better representative system for learning mathematics than symbolic representations on static pages of textbooks.
{"title":"MATEMATIKA KROZ IGRU – MOGUĆNOSTI UPOTREBE IKT","authors":"Branka Arsović","doi":"10.46793/manm4.101a","DOIUrl":"https://doi.org/10.46793/manm4.101a","url":null,"abstract":"Due to its voluntary and unburdening character, game is an excellent medium for learning. Children learn through games, because on the basis of rules, settings and their own skills, they understand the existing and define new concepts and relations between them. The game meets one important requirement of education – straightening multiple skills at the same time. Learn- ing mathematics is a challenge for many students, so the game seem like a good solution to bring mathematics closer to students. Mathematical games encourage strategic thinking, problem solving and develop logical thinking. Combining play as a form of learning with ICT progress, computer games became a new teaching tool. Video games are a much better representative system for learning mathematics than symbolic representations on static pages of textbooks.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122233917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.
{"title":"POZITIVNE I NEGATIVNE STRANE PET METODIČKIH PRISTUPA U RANOM MATEMATIČKOM OBRAZOVANJU","authors":"Vana Colić","doi":"10.46793/manm4.302c","DOIUrl":"https://doi.org/10.46793/manm4.302c","url":null,"abstract":"There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127454161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning basic mathematical concepts with the involvement of the whole body through physical movement can improve mathematical performance in children. The acquisition and development of mathematical skills can be seen as a central cognitive attribute in contemporary society. In general, we do not think about the development of motor skills and manipulative skills, such as hand–eye coordination in babies, as a basic element of cognitive development. Fine motor skills are a powerful predictor of later achievements in the field of mathematics. The authors point out that there are great differences in the level of mathematical abilities between children with the most powerful and the ones with the poorest motor skills, and that when taken together, fine motor skills, movement and play, are much stronger general predictors for achieving good results in mathematics.
{"title":"MOTORIČKE VEŠTINE, POKRET I MATEMATIKA","authors":"Slađana Stanković, Aleksandra Aleksic Veljkovic","doi":"10.46793/manm4.240s","DOIUrl":"https://doi.org/10.46793/manm4.240s","url":null,"abstract":"Learning basic mathematical concepts with the involvement of the whole body through physical movement can improve mathematical performance in children. The acquisition and development of mathematical skills can be seen as a central cognitive attribute in contemporary society. In general, we do not think about the development of motor skills and manipulative skills, such as hand–eye coordination in babies, as a basic element of cognitive development. Fine motor skills are a powerful predictor of later achievements in the field of mathematics. The authors point out that there are great differences in the level of mathematical abilities between children with the most powerful and the ones with the poorest motor skills, and that when taken together, fine motor skills, movement and play, are much stronger general predictors for achieving good results in mathematics.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121678315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: With various stages of social development, the way of life changed, but play remained, in all conditions, an integral part of children’s activities. Play can be a concrete and effective way to ensure the active participation of children in teaching mathematics. Learning mathematics through play and fun develops students’ interest in mathematics, develops their imagination and makes the learning process easier and more fun. This paper deals with mathematical and didactic games, their role, importance and possibilities of application in the lower grades of primary school. Some examples of mathematical and didactic games are presented, as well as the ways of their application in mathematics classes. An overview of some of the earlier research studies in the field of the use of games in mathematics classes is given.
{"title":"ULOGA, ZNAČAJ I MOGUĆNOSTI PRIMENE MATEMATIČKIH I DIDAKTIČKIH IGARA NA ČASOVIMA MATEMATIKE","authors":"Suzana Ilić","doi":"10.46793/manm4.090i","DOIUrl":"https://doi.org/10.46793/manm4.090i","url":null,"abstract":"Summary: With various stages of social development, the way of life changed, but play remained, in all conditions, an integral part of children’s activities. Play can be a concrete and effective way to ensure the active participation of children in teaching mathematics. Learning mathematics through play and fun develops students’ interest in mathematics, develops their imagination and makes the learning process easier and more fun. This paper deals with mathematical and didactic games, their role, importance and possibilities of application in the lower grades of primary school. Some examples of mathematical and didactic games are presented, as well as the ways of their application in mathematics classes. An overview of some of the earlier research studies in the field of the use of games in mathematics classes is given.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125364075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper deals with aspects of contemporary mathematical ed- ucation related to development of statistical literacy. The achievements of fourth grade students from Serbia to TIMSS 2015 in displaying data are analyzed. The achievements of students are discussed in relation to the cognitive domain of mathematical tasks and types of graphic display. Preschool experience allows ear- ly intuitive encounter with tabular and other visual data presentation. The data display domain is not defined in Serbian primary grade curriculum; therefore, relatively high student achievements is due to informal acquisition of knowledge in this field. A comparative analysis of contents in the field of data presentation in curricula of other countries is presented. In the second part, the current text- books in Serbia are analyzed. A sample of 8 textbooks for the fourth grade of elementary school was analyzed to determine the presence of data presentation tasks. The paper gives a short overview of the research studies conducted in this field in Serbia. The aim of the paper is to encourage introducing this content in primary school mathematics curriculum.
{"title":"PERSPEKTIVE ZA RAZVOJ STATISTIČKE PISMENOSTI U POČETNOJ NASTAVI MATEMATIKE","authors":"Jasmina Milinković","doi":"10.46793/manm4.029m","DOIUrl":"https://doi.org/10.46793/manm4.029m","url":null,"abstract":"The paper deals with aspects of contemporary mathematical ed- ucation related to development of statistical literacy. The achievements of fourth grade students from Serbia to TIMSS 2015 in displaying data are analyzed. The achievements of students are discussed in relation to the cognitive domain of mathematical tasks and types of graphic display. Preschool experience allows ear- ly intuitive encounter with tabular and other visual data presentation. The data display domain is not defined in Serbian primary grade curriculum; therefore, relatively high student achievements is due to informal acquisition of knowledge in this field. A comparative analysis of contents in the field of data presentation in curricula of other countries is presented. In the second part, the current text- books in Serbia are analyzed. A sample of 8 textbooks for the fourth grade of elementary school was analyzed to determine the presence of data presentation tasks. The paper gives a short overview of the research studies conducted in this field in Serbia. The aim of the paper is to encourage introducing this content in primary school mathematics curriculum.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126290864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, there are many pedagogical-psychological and methodological research studies which highlight the importance of music education for the further development of preschool children. The goals of music education in preschool institutions, in addition to envisaging the harmonious development of each child and the engagement of his/her entire personality, greatly contribute to the creation of a basis for later musical education. These goals determine the role of music education, which must be multifunctional and achieved through specific activities in integration with other disciplines. Therefore, the paper presents examples of integrating content of music ed- ucation and initial mathematical concepts. Considering that singing children’s songs is one of the most common forms of work in music education, and that is necessary to prepare children’s singing apparatus at the beginning of each activ- ity, the paper presents breathing exercises as a tool for developing the concept of natural numbers.
{"title":"VEŽBE DISANjA U FUNKCIJI RAZVIJANjA POJMA PRIRODNIH BROJEVA","authors":"I. Milić","doi":"10.46793/manm4.225m","DOIUrl":"https://doi.org/10.46793/manm4.225m","url":null,"abstract":"Today, there are many pedagogical-psychological and methodological research studies which highlight the importance of music education for the further development of preschool children. The goals of music education in preschool institutions, in addition to envisaging the harmonious development of each child and the engagement of his/her entire personality, greatly contribute to the creation of a basis for later musical education. These goals determine the role of music education, which must be multifunctional and achieved through specific activities in integration with other disciplines. Therefore, the paper presents examples of integrating content of music ed- ucation and initial mathematical concepts. Considering that singing children’s songs is one of the most common forms of work in music education, and that is necessary to prepare children’s singing apparatus at the beginning of each activ- ity, the paper presents breathing exercises as a tool for developing the concept of natural numbers.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127103866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers the possibilities, ways and benefits of in- cluding the content of fine arts in mathematics teaching in order to overcome the dichotomy of these subjects in teaching. Divisioned into affective and cog- nitive areas, fine arts and mathematics are instructed as teaching subjects with very little or no connections between them. Their developmental and historical compatibility and interdependence are easily overlooked. Factual connection between fine arts and mathematics enables the mutual application of teaching contents in education by applying the principle of horizontal correlation and the integrative approach to the teaching process. Such approach to teaching stimu- lates the development of flexibility in thinking, the ability of divergent thinking, the establishment of functional relationships between knowledge, and indepen- dent searching for information (learning how to learn) in order to achieve more complete personal development of students and their creative capacties. In this paper, special attention is given to specific examples from the curricula of these subjects, which in the realization of teaching in a very easy and spontaneous way encourage the connection of facts.
{"title":"SADRŽAJI LIKOVNE UMETNOSTI U NASTAVI MATEMATIKE","authors":"Miloš Đorđević, M. Arsenijević","doi":"10.46793/manm4.212dj","DOIUrl":"https://doi.org/10.46793/manm4.212dj","url":null,"abstract":"This paper considers the possibilities, ways and benefits of in- cluding the content of fine arts in mathematics teaching in order to overcome the dichotomy of these subjects in teaching. Divisioned into affective and cog- nitive areas, fine arts and mathematics are instructed as teaching subjects with very little or no connections between them. Their developmental and historical compatibility and interdependence are easily overlooked. Factual connection between fine arts and mathematics enables the mutual application of teaching contents in education by applying the principle of horizontal correlation and the integrative approach to the teaching process. Such approach to teaching stimu- lates the development of flexibility in thinking, the ability of divergent thinking, the establishment of functional relationships between knowledge, and indepen- dent searching for information (learning how to learn) in order to achieve more complete personal development of students and their creative capacties. In this paper, special attention is given to specific examples from the curricula of these subjects, which in the realization of teaching in a very easy and spontaneous way encourage the connection of facts.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"469 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116080920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper deals with the connection between the specific research on the use of manipulative materials in teaching mathematics and documents adopted by European institutions and bodies in the form of recommendations and guidelines for establishing and ensuring the quality of teaching and learning process. The validity and topicality of the research are presented and the reasons for choosing certain areas of research are explained. At the same time, the paper focuses on the possibility of collecting and producing new relevant evidence for making informed and responsible decisions in the field of education policies, using specific research as a generic basis.
{"title":"ISTRAŽIVANjE O UPOTREBI MANIPULATIVA U NASTAVI MATEMATIKE U SRBIJI I PREPORUKE ZA USPOSTAVLjANjE I OSIGURANjE KVALITETA U EVROPSKOM OBRAZOVNOM PROSTORU","authors":"Radojko Damjanović, B. Popović, D. Bankovic","doi":"10.46793/manm4.077d","DOIUrl":"https://doi.org/10.46793/manm4.077d","url":null,"abstract":"This paper deals with the connection between the specific research on the use of manipulative materials in teaching mathematics and documents adopted by European institutions and bodies in the form of recommendations and guidelines for establishing and ensuring the quality of teaching and learning process. The validity and topicality of the research are presented and the reasons for choosing certain areas of research are explained. At the same time, the paper focuses on the possibility of collecting and producing new relevant evidence for making informed and responsible decisions in the field of education policies, using specific research as a generic basis.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115961439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aimed to examine pre-service elementary school teachers’ perceptions on quadrilaterals and their classification. For this purpose, a sample of 63 third and fourth year students of two faculties of education in Bosnia and Herzegovina was tested. Based on the feedback, the researcher was able to set up a hypothesis that this population has significant difficulties with determining quadrilaterals and their classification. This study leads to the conclu- sion that elementary school students’ misconceptions about this geometric figure are caused by their teachers’ misconceptions. Students’ underdeveloped geometric thinking (’Level 1’ by Van Hiele’s classification) is the result of their teach- ers’ poor mathematical and didactic knowledge and modestly developed skills to understand the process of teaching and learning. Thus, the problems of teaching geometry in primary schools should be perceived by shifting the focus from students to their teachers.
{"title":"PERCEPCIJE ČETVOROSTRANIKA STUDENATA STUDIJSKOG PROGRAMA ZA OBRAZOVANjE PROFESORA RAZREDNE NASTAVE","authors":"Daniel Romano","doi":"10.46793/manm4.041r","DOIUrl":"https://doi.org/10.46793/manm4.041r","url":null,"abstract":"This research aimed to examine pre-service elementary school teachers’ perceptions on quadrilaterals and their classification. For this purpose, a sample of 63 third and fourth year students of two faculties of education in Bosnia and Herzegovina was tested. Based on the feedback, the researcher was able to set up a hypothesis that this population has significant difficulties with determining quadrilaterals and their classification. This study leads to the conclu- sion that elementary school students’ misconceptions about this geometric figure are caused by their teachers’ misconceptions. Students’ underdeveloped geometric thinking (’Level 1’ by Van Hiele’s classification) is the result of their teach- ers’ poor mathematical and didactic knowledge and modestly developed skills to understand the process of teaching and learning. Thus, the problems of teaching geometry in primary schools should be perceived by shifting the focus from students to their teachers.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131036112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the transition from preschool institutions to schools, chil- dren still possess an intense need for play. In this period of internalization of practical actions, playing has a special function. Although it does not represent a basic activity in the teaching system in schools, as was the case in the orga- nized activities in preschool institutions, the organization of teaching activities through play contributes to an easier adaptation of students to school obligations, to a more successful linking of teaching contents and knowledge acquisition. These statements represent the starting point for the analysis of program con- tents related to the adoption of mathematical concepts in preschool institutions and the content of mathematics in the first primary school grade. The goal of our research was specified in two directions: 1) to examine the possibilities for the realization of these teaching activities through play, by means of comparative analysis of the mentioned program contents; 2) to determine the possibilities for achieving continuity in the system of preschool and school education, by organiz- ing teaching of mathematics through play, for first grade primary school students. The research was carried out by using the descriptive method and the procedure of content analysis of primary research sources, program documents. The results of the research have confirmed that the program contents of mathematics, for first grade primary school students, do offer possibilities for the realization of teaching contents through play. This also confirms the possibility of achieving continuity in the system of institutional preschool and school education.
{"title":"MATEMATIKA U PREDŠKOLSKOJ USTANOVI I ŠKOLI: PROGRAMSKA ODREĐENjA I MOGUĆNOSTI OSTVARIVANjA KONTINUITETA","authors":"Emina Kopas Vukašinović","doi":"10.46793/manm4.279kv","DOIUrl":"https://doi.org/10.46793/manm4.279kv","url":null,"abstract":"During the transition from preschool institutions to schools, chil- dren still possess an intense need for play. In this period of internalization of practical actions, playing has a special function. Although it does not represent a basic activity in the teaching system in schools, as was the case in the orga- nized activities in preschool institutions, the organization of teaching activities through play contributes to an easier adaptation of students to school obligations, to a more successful linking of teaching contents and knowledge acquisition. These statements represent the starting point for the analysis of program con- tents related to the adoption of mathematical concepts in preschool institutions and the content of mathematics in the first primary school grade. The goal of our research was specified in two directions: 1) to examine the possibilities for the realization of these teaching activities through play, by means of comparative analysis of the mentioned program contents; 2) to determine the possibilities for achieving continuity in the system of preschool and school education, by organiz- ing teaching of mathematics through play, for first grade primary school students. The research was carried out by using the descriptive method and the procedure of content analysis of primary research sources, program documents. The results of the research have confirmed that the program contents of mathematics, for first grade primary school students, do offer possibilities for the realization of teaching contents through play. This also confirms the possibility of achieving continuity in the system of institutional preschool and school education.","PeriodicalId":282654,"journal":{"name":"Metodički aspekti nastave matematike IV","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116687627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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