求专业英文翻译高手！英文译成中文，不要翻译器翻译，高分献上，谢谢！
Mary and Cindy,university researchers,shared the story of“
Queen Arithma’s Party”in a first grade classroom.These first graders had worked on place value through their morning calendar routine. Prior to our visit we spoke with the teacher about the children’s knowledge of place value. She explained that the children had been introduced to ones and tens, but did not have much experience with the hundreds place and suggested that the majority of the students were still in the developing stage in their understanding of place value.
大学研究员，玛丽和辛迪，在一个一年级的教室里讲了一个故事“王后Arithma的宴会”。这些一年级的学生正根据课表学习位值。来之前，我们跟老师聊了一下这些孩子们的位值知识。她说已经给这些孩子讲了个位和十位，但是大多数学生还处于理解位值的发展阶段。
Upon our arrival, the first graders were invited to the carpet, a common place for story time. Mary sat in the rocker and explained to the children she wanted to tell them the story of Queen Arithma.
来之后，我们让这些一年级的学生坐在地毯上，通常讲故事都在这里。玛丽坐在摇椅里，给孩子们解释说她想给他们讲王后Arithma的故事。
While Mary told the story the children appeared to listen intently as they maintained eye contact with her and sat very still. Several times through the telling of the story a student would ask a question. For example, one student raised her hand and asked what an invitation was. A few times children smiled and laughed in response to the story.
玛丽讲故事的时候，孩子们看似都在很专注地听，因为他们和玛丽保持着眼神交流，并且安安静静的坐着。在讲故事的过程中，学生问了几次问题。比如，一个学生举起手，问什么是邀请。听着故事，这些学生微笑，大笑了几次。
After the tale was told we asked the children to make personal connections (Keene&Zimmerman,1997) to the story. One student shared with the class a time when she went to a party and discussed the fact that many people were invited. We then reviewed what Queen Arithma’s problem was and how she solved the dilemma. The students were asked to go back to their tables and were given directions for their sorting activity. Practicing the skill of sorting is important for young children. Reys, Lindquist, Lambdin, Smith, and Suydam (2004)state that “the most important purpose of this practice…is that it shows children how an unknown quantity can be organized into a form that can be interpreted by inspection”(p.171).
讲完故事后，我们让孩子们把自己的一些事情跟故事联系起来。一个学生给全班讲一次她去了一个宴会，还讨论了许多人都被邀请的事实。然后我们又回顾了王后Arithma的难题是什么，她是怎么处理的。然后让学生回到自己的座位，告诉他们怎么来做排序。对于小孩来说，训练排序的技能很重要。Reys, Lindquist, Lambdin, Smith, and Suydam 说过“这项练习最重要的目的…是它让孩子看到未知量是如何通过检验被组成一个可以解释的排列的”（171页）
Each table was asked to work as a team to sort a stack of “invitations”(envelopes) into ones, tens and hundreds and tie them with the appropriate coloured ribbon just as the characters in the story did. The class reviewed which colour ribbon was used for the ones, the tens and the hundreds in the story, and this reminder was written on the board. Each group was provided a basket containing approximately 100–125 envelopes and more than enough coloured ribbon to bundle the envelopes accordingly.
我们让每一个桌子的人作为一个小组，把一推邀请函（信封）按单个、成十、成百排序，然后像故事里的人那样用合适的彩带绑起来。全班一起回顾了故事里单个、成十、成百的信封用的都是哪种颜色的彩带，然后把这些提示写在了黑白上。给每组提供了一个装着大概100到125个信封的篮子，和足够的彩带来绑相应的信封。
Students began working at their tables counting and sorting the invitations. One table divided up their tasks and had each group member individually count invitations. They encountered a problem when one person counted by tens, one person counted by ones, and another tried to count by hundreds. They soon realised that their original plan would not work. Mary asked the group, “Why do you think your plan isn’t working?”
学生们在他们的桌子边开始数信封，并排序。一个小组分开了任务，让组员们单独去数邀请函。他们遇到一个问题，一个人用成十数的时候，一个用单个来数，另一个却试着用成百来数。他们很快意识到他们的原计划行不通。玛丽问他们，“为什么觉得你们的计划行不通呢?”
With a puzzled look, one child asked, “Is it because we’re all counting
at once?”
一个小孩满脸疑惑的问道：“是不是因为我们同时数？”
Mary then asked, “How did Queen Arithma and Gwendolyn count their invitations?”
玛丽又问：“王后Arithma and Gwendolyn是怎么数他们的邀请函的？”
After a pause, the child said, “Oh,they worked together and counted by tens.”
停了一会儿，那个小孩说“噢，他们是一起数的，十个十个数的”
问题补充：
With assistance from Mary, the group reorganised their plan and completed the task appropriately. Several other students raised their hands and asked questions. For example, Jared’s group began counting out the bundles of tens, and tied the blue ribbon around ten bundles to represent a hundred. Afterward, they began counting the remainder of the envelopes and put them into bundles of tens.
在玛丽的帮助下，这一组重做了计划，适当地完成了任务。另外几个学生举手了，问了一些问题。比如，杰瑞德那一组开始一把十个一把十个的点数，然后把十把用蓝带绑起来表示一百。之后，他们开始数剩下的信封，再把他们十个一把的放着。
At this point Jared looked up and asked,“I don’t get it, what do we do with the ones?”
这时，杰瑞德往上看，问道“我不知道，我们怎么处理这些单个的”
Cindy suggested that the group keep working and she stated to Jared and his group, “Keep going and you’ll see what happens.” She sat with the group and watched them count the remainder of the envelopes into tens.
辛迪建议这一组继续做，他告诉杰瑞德和他的小组“继续做，你们就会看到会发生什么”她坐在这一组，看到他们开始把剩下的信封弄成十个十个的。
Carley counted the last of the envelopes and said to her group,“Uh-oh,we only have seven.”
卡利数了剩下的信封，然后告诉她的组员说：“槽糕，我们只有7个了”
The children all looked over at Cindy and then Jared shouted,“Oh!I know,those are the ones!”
孩子们都回头看辛迪，然后杰瑞德喊道：“哦，我知道了，那些就是单个的。”
Sprezzatura 是意大利语，出自Baldassare Castiglione 的书《朝臣》又'The Book of the Courtier',意思是一种掩饰的漠不关心，是人为了掩饰所说和所作的真正意图，让别人看上去这是自然的丝毫不费心思的举动的一种特定的漠不关心。
译文如下：
依据所费气力，人们表达的信息也存在微妙之处。人与人之间的交流不仅仅靠信息内容本身，还要看人们费了多大气力传达这些信息。 Castiglione（1903/1976）讨论了sprezzatura即“掩饰的漠不关心”，或说朝臣们如何在行驶他们角色的同时不让人就得他们处心积虑，让别人觉得他们不费丝毫力气。
一些人可能在Hamptons 度假或在常青藤联盟的学校读书，但他们在提及这些信息时倾注不同程度的气力（如：公然告知他人 同 在交谈中随意提及）。太过强调的提及特定身份可能意味着此人并非其中真正的一员。
小学生通常会纠结于抽象的数学概念，致使小学老师一直试图寻找传授这些概念
的教学方法。
.Principles and Standards for School Mathematics(NCTM,2000)recommends using concrete models and physical materials before moving on to more abstract ideas
数学教学标准和原则（2000）建议（老师）使用具体的模型和实物来引导学生从形象走向抽象
.
However,some children still have difficulties understanding concepts even with the help of manipulatives.
不过，有的学生仍旧对概念的理解存在问题，即使手把手的教也无济于事。
How can teachers supplement the use of manipulatives to help boost children’s understanding in mathematics?
老师到底应该如何对手把手的教学方式进行必要的补充，从而提高学生对数学的理解？
Zemelman,Daniels,and Hyde(1998)recommend that students discuss,write,read,and listen to mathematical ideas in order to deepen their understanding of difficult concepts.
Zemelman,Daniels,and Hyde这三个人在1998年曾经指出学生应该从听、读、写以及讨论等方面对数学理念进行学习，从而深化他们对比较困难的数学概念的理解。
Using storytelling as a catalyst to mathematics instruction is one enjoyable and versatile method to do just this.
叙事式的授课方式有如一味催化剂，它能够使数学教学更加易于接受，同时也是一种相对面面俱到的方式。
祝你好运，老师
用讲故事的形式来教数学概念
第一段
小学生一般都有困难学习数学概念， 这导致小学老师一直想办法寻找教这些概念的方法。 数学学校的原则和标准推荐老师们用有形的模型和物理原料做铺垫，然后再向学生介绍数学的抽象概念。 然而， 一些孩子还是很难理解这些概念。 老师怎么样才能人为的来想办法帮助这些孩子发展他们理解数学概念的能力呢？ zemelman， daniels， 和 Hyde （1998） {这里是人名，这事一种in-text reference，来告诉读者接下来要说的观点是这些人想出来的} 推荐让学生互相讨论， 用笔写下来，读出来， 并且仔细听和理解这些数学概念， 用这个方法来加深学生理解有难度的数学概念。 用讲故事的形式，像催化剂一样来增加对数学的兴趣， 或者用其他的方式，也是为了要增加学生对数学的兴趣。
小学生一般都有困难学习数学概念， 这导致小学老师一直想办法寻找教这些概念的方法。 数学学校的原则和标准推荐老师们用有形的模型和物理原料做铺垫，然后再向学生介绍数学的抽象概念。 然而， 一些孩子还是很难理解这些概念。 老师怎么样才能人为的来想办法帮助这些孩子发展他们理解数学概念的能力呢？ Zemelman,丹尼尔,和海德(1998年)，建议学生讨论,写、读、听数学的观念,以加深他们的理解困难的概念。 用讲故事的形式，像催化剂一样来增加对数学的兴趣， 或者用其他的方式，也是为了要让学生愉快的并且多方法的来学习数学。
一定选我啊：年轻的学生常常与之抗争的抽象的概念在数学中,造成小学教师继续寻找途径来帮助教育这样的概念。原则和标准,为学校的数学(美国,2000年)建议使用混凝土模型和物质材料之后,他转到更抽象的概念。然而,一些孩子仍旧难于理解的观念,甚至帮助教具操作。教师如何补充教具操作的使用可以帮助刺激孩子的认识上数学?Zemelman,丹尼尔,和海德(1998年)建议学生讨论,写、读、听数学的观念,以加深他们的理解困难的概念。作为一种催化剂,用讲故事是一种令人愉快的和数学教育,多才多艺的方法就是这样做的。
运用说故事的方法教授数学概念
小学生通常很难掌握数学抽象概念，这就要求小学老师不断探索教授他们这些概念的方法。
热水独一份iuh与会不快乐急忙跑入虎口看了看忽然听见花开，了iu
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