BEIJING T.J. Yeldon Jersey , Aug. 21 (Xinhua) -- Chinese shares closed higher on Monday, led by the strong performance of recently listed companies, while the announcement of ownership reform plans by China Unicom also boosted market sentiment.
The benchmark Shanghai Composite Index went up 0.56 percent to 3,286.91 points while the Shenzhen Component Index closed 0.71 percent higher at 10 Logan Cooke Jersey ,689.77 points.
Trading remained subdued with combined turnover on the two bourses reaching 455.6 billion yuan (68.3 billion U.S. dollars).
Recently listed companies were among the biggest winners Monday, with more than 20 such shares surging by the daily upper limit.
BGI Genomics, a gene sequencing firm that was listed on the Shenzhen Stock Exchange in mid-July, saw its shares up 10 percent to reach 131.63 yuan. The company's initial offering price was 13.64 yuan.
Investors were also bullish on the promise of the country's ongoing state-owned enterprise reform Tanner Lee Jersey , with related stocks outperforming the benchmark.
China Unicom, the country's second-largest telecom company, saw its shares surge by the daily limit of 10 percent on the Shanghai Stock Exchange Monday after it confirmed plans to bring in strategic investors including Alibaba and Tencent.
The rise came after a trading suspension of more than four months, during which the company contemplated and advanced the so-called "mixed-ownership reform Will Richardson Jersey ," which includes private placement of its shares.
During Monday morning trading, companies related to the mixed-ownership reform saw their shares surge. Suning Commerce Group, one of China Unicom's investors, jumped more than 4 percent at one point before trending down slightly.
Guangdong Eastone Century Technology Company Ronnie Harrison Jersey , another firm related to the reform, saw its shares surge by the daily limit of 10 percent.
The ChiNext Index, which tracks China's NASDAQ-style enterprises, gained 0.41 percent to close at 1 A. J. Cann Jersey ,829.22.
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A calculator is a great tool that allows for the mathematical exploration and experimentation and thus enhances the students understanding of concepts. Before I go into the benefits of the use of calculators in education and how to efficiently use them I would like to, first, state the types of calculators available today.
We can classify calculators into two types. The fist type is a calculator that evaluates expressions. This type is used to replace the manual tedious paper and pencil arithmetic. The second type of calculator is the special functionality calculator for example the graphing calculator, the algebra calculator Yannick Ngakoue Jersey , the matrices calculator…etc. These calculators are used for exploration of concepts. Each type of calculator can fit in mathematics education in its unique way and needs the syllabuses to be specially written to incorporate it in education.
Recent studies show that calculators are evaluable tools for mathematics educations. Instead of the student spending his time in tedious arithmetic calculations he can spend his time in developing and understanding concepts. Many students in the past have been turned off mathematics because of the long tedious calculations and students who were efficient in these calculations were considered good at mathematics. Little attention was made to the dissolve of concepts. They hardly had anytime left to concentrate on concepts. Today with the use of calculators the students spend all their time understanding concepts and the logic behind mathematics. They can relate the concepts to real life application. The overall education experience became richer. This is why calculators are recommended for all education classes from kindergarten to college.
Some may argue that this way the student may become lazy. The reply to this question is consider you are giving a primary school student a problem that he has 100 dollars and went to the market and bought five items of one commodity for a certain price and three items of another commodity for another price and he paid the 100 dollars then what is the remainder that he will receive. Now what is the mathematical quest of this problem? Is the question here how to do arithmetic multiplication, addition, and then subtraction? Or is the question is that the student should know what is going to be multiplied by what and what is going to be added to what and at the end what is going to be subtracted from what? Of coarse the mathematics of this problem is the procedure he is going to do to find the remainder and not the arithmetic process itself. In the past overwhelming the student with the arithmetic operations made many students miss the idea and the concept behind the problem. Some others did not miss the concept but were turned off altogether from mathematics because of the arithmetic operations.
Here I have to emphasize that it is true that calculators are good for education but still one must know how to make them fit nicely in the education process. Students need to know the arithmetic hand calculations. They must study how to do that manually. When the prime concern of the mathematics problem is how to do the arithmetic students should only use the calculator to check for the answer i.e. to see if it matches his hand calculation.