四阶非线性方程的有限元方法

<正> 在有限元方法的数学分析中,包含有三个环节:一是构造基函数,二是论证有限元方程组的可解性,三是给出误差估计.对于二阶方程,最早成功的数学分析是在1965年由[1]作出.1968年以后的发展见专著[2]。     

压缩映象原理和隐函数存在定理

<正> 不动点是现代数学的一个十分活跃的研究课题,压缩映象原理是最简单的不动点定理,然而遗憾的是在现行高数学教程甚至于数学分析教程中毫无介绍,不能不说这在理论、方法和计算上都是缺欠。如果能像文[1]那样介绍最好,像文[2]那样介绍也不无收获。总之,如     

近年来国外微积分（数学分析）教材介绍（上）

在文[1]中介绍了七十年代中期到八十年代初期国外微积分(数学分析)教材中值得参考的片断。本文作为[1]的继续,介绍1983—1989国外微积分(数学分析)教材中一些新颖的讲述,特别是具有权威性的德国Springer-Verlag     

一类广义KdV方程组的谱和拟谱方法

1.引 言在孤立子的研究中起着重要作用的典型方程-KdV方程已有不少作者[1-5]在数学分析上做了许多深入的研究,文[6]讨论了如下一类高阶广义KdV方程组     

非奇异H-矩阵的实用判定

H-矩阵在许多领域中都起着非常重要的作用,例如数学分析、矩阵理论、数学经济学、控制论等.但是在实际运用中判定H-矩阵却十分困难.本文类似于文[4],均以α-对角占优理论为基础,给出H-矩阵的若干实用判定,改进了文[3]的相应结果.     

求无穷级数和以及多重积分极限的概率方法

文 [1 ]举例说明了概率思想在求无穷级数的和以及多重积分极限方面的应用 ,本文将对文 [1 ]中的例 1加以推广 ,拓展这一类题的解题思路 ,并对例 2用不同的概率方法加以证明 ,从而使数学分析与概率统计的有关知识联系起来 ,达到知识的融汇贯通 .     

文化观下的数学教育的实践与认识

《数学通报》2 0 0 1年 1期、2期上刊登了《数学与文化》[1 ] ,引起了一些数学教育家与广大中学数学教师的关注[2 ] [3] .十年前研读北京大学邓东皋等教授组编的《数学与文化》[4] 时 ,对数学———作为文化的数学这一崭新观念所激起的惊叹和敬畏之情至今依然清晰 .十年来的教学实践使我深深地认识到从文化的角度去认识数学、理解数学 ,对数学教育有特别重要的意义 .因为“数学是人类最高超的智力成就 ,也是人类心灵最独特的创作 ,音乐能激发或抚慰情怀 ,绘画使人赏心悦目 ,诗歌能动人心弦 ,哲学使人获得智慧 ,科学可改善物质生活 ,但数学能…     

探究逼近√A的一套新方式

文[1]、[2]介绍了古希腊数学家向√A逼近的4种方式,而且2002年北京市高考数学第19题与文[1]同源.     

RC积分滤波器延时锁相环的定性分析

§1前言 [1]中曾考虑了RC积分滤波器延时锁相环的数学分析,即讨论系统     

借助数据分析，培养核心素养

数据分析是新时代数学分析与应用的主要方法.结合近年高考数学真题与模拟题实例,借助图表直观、数据之间的性质特征、逻辑推理、数学公式以及创新定义等,合理提取数据信息,有效进行数学分析,科学培养数据分析等数学核心素养.     

Mathematics standards and curricula in the Netherlands

This paper addresses the question of what mathematics Dutch students should learn according to the standards as established by the Dutch Ministry of Education. The focus is on primary school and the foundation phase of secondary school. This means that the paper covers the range from kindergarten to grade 8 (4~14 years olds). Apart from giving an overview of the standards, we also discuss the standards' nature and history Furthermore, we look at textbooks and examination programs that in the Netherlands both have a key role in determining the intended mathematics curriculum. In addition to addressing the mathematical content, we also pay attention to the way mathematics is taught. The domain-specific education theory that forms the basis for the Dutch approach to teaching mathematics is called “Realistic Mathematics Education” Achievement scores of Dutch students from national and international tests complete this paper. These scores reveal what the standards bring us in terms of students' mathematical understanding. In addition to informing an international audience about the Dutch standards and curricula, we include some critical reflections on them.     

Not from Nowhere History and Philosophy behind Mathematical Education

In this paper I discuss some of the historical and philosophical aspects of mathematical education, especially in foundational subjects where many of the principal issues seem to lie. Historical examples are chosen from the calculus, mathematical analysis, set theory and logic, but the philosophical points discussed also apply to other branches of mathematics.

The paper falls into four parts, which are alternately mainly historical and philosophical. The first part is motivated partly by problems arising in school mathematics (although the subject matter is treated from a more advanced viewpoint), and the second attempts to develop some general methodological considerations. The third part is relevant mainly to university mathematics, while the final part contains a number of broad conclusions, including the question of the role of the history of mathematics in mathematical education.     

Selection of content in high school mathematics textbooks: an international comparison

As a component of the ongoing development of the mathematics curriculum in China, we compare the country’s high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we compare what content is selected and how that content is presented in series of high school textbooks from China, France, Germany, Japan, Russia, the United Kingdom, and the United States according to four core domains: algebra, geometry, statistics and probability, and calculus. We then discuss the implications of the analysis for the reform of the high school mathematics curriculum in China, particularly as it applies to the development of textbooks within that process of reform. The comparative results provide us with the opportunity to recognise the distinguishing features of the content and presentation of the Chinese mathematics curriculum and lead to some suggestions for future curriculum development.     

《多元统计与回归分析》课程设计及教学探讨

多元统计与回归分析是一门具有独特思想方法,有着广泛应用的数学学科．本文在传统的理论教学基础上,探讨了本科生《多元统计与回归分析》课程教学的改革与实践的方向与途径．加强实践环节的教学和实际操作,注重提升学生在数学文化层面上的修养,以期待取得良好的教学效果．     

在一个非阿基米德域上的微积分

<正> 一、引言 在客观世界里存在着各种数量级的量:有限量、无穷小量、无穷大量.但是在传统的数学分析中出现的数,基本的仅仅是有限数(实数,复数),无穷大与无穷小是作为有限数的一种变化趋势而被刻划的.这样的数的系统的一个基本的特征,就是阿基米德公理所揭示的性质.     

Language and communication in mathematics education: an overview of research in the field

Within the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education research, representing a range of approaches to the topic. In this survey paper, we outline a categorisation of ways of conceiving of language and its relevance to mathematics education, the theoretical resources drawn upon to systematise these conceptions, and the methodological approaches employed by researchers. We identify four broad areas of concern in mathematics education that are addressed by language-oriented research: analysis of the development of students’ mathematical knowledge; understanding the shaping of mathematical activity; understanding processes of teaching and learning in relation to other social interactions; and multilingual contexts. A further area of concern that has not yet received substantial attention within mathematics education research is the development of the linguistic competencies and knowledge required for participation in mathematical practices. We also discuss methodological issues raised by the dominance of English within the international research community and suggest some implications for researchers, editors and publishers.     

The Influences of Three Interventions on Prospective Elementary Teachers' Beliefs About the Knowledge Base Needed for Teaching Mathematics

To meet the challenge to reform mathematics education, effective opportunities to learn are needed to promote prospective elementary school teachers' development of the knowledge base that supports teaching for mathematical proficiency. This article describes three professional development interventions and their influence on prospective teachers' beliefs about mathematics, how children learn mathematics, and mathematics teaching. The three interventions consisted of problem‐solving journals, structured interviews, and peer teaching that were integrated in a PreK‐6 mathematics methods course. Results of precourse and postcourse survey data are included that measured 24 prospective teachers' beliefs about the knowledge base needed to teach elementary school mathematics. Data indicated that using these interventions and other course experiences facilitated change in the prospective teachers' beliefs, with a shift toward reform‐oriented mathematics education perspectives.     

培养学生的创新能力 深化高等农业院校数学课教学改革

首先提出以培养学生应用数学方法,借助于计算机技术解决实际问题的能力为目标的教改思想,然后从教学内容、考试方式、开设数学实验课和数学建模教育几个方面,系统论述了高等农业院校数学系列课的教学改革方向,并介绍了数学课教学改革对学生学习产生的实际效果.     

Mathematics Reform: Looking for Insights from Nineteenth Century Events

In the nineteenth century, Warren Colburn defended understanding as the avenue to learning arithmetic and questioned the memorization method in use since the seventeenth century. Colburn's work was appreciated by educators in the common school era, and his book is still considered an important one in the history of mathematics education. Many criticisms of Colburn's ideas, however, emerged during his time, and teaching for understanding never fully reached nineteenth century mathematics classrooms. This episode in the history ofmathematics education raises questions about the success of contemporary attempts to reform school mathematics.     

数学建模对高职数学基础课程改革的推动作用

针对高职办学定位和生源基础,开发高职专业案例,将数学建模思想融入常规教学,创新高职数学教学模式,在数学建模活动的普及中破除"数学无用"的偏见、降低高职学生对学数学的心理畏惧。对大数据时代进一步扩大数学建模对高职数学课程改革的影响力提出了关注数据处理、开发共享资源和引领高职本科数学教学方向等对策建议。