数学学术资源开放获取文献类型及获取途径研究

基于互联网,对开放获取数学学术资源类型与布局进行调查,提出开放获取数学学术资源的方法与途径,并对网络开放数学资源应用对策提出几条建议,目的是推动开放获取数学资源在数学研究领域的普遍使用与有效传播.     

Aims and Objectives in the Teaching of Mathematics to non‐Mathematicians∗

After a discussion on what is a non‐mathematician and what is an applied mathematician, aims that have been variously suggested are presented and discussed. Attention is drawn to the importance of an understanding of model building and of mathematics as the language of science, and this leads to a plea for co‐operation between the mathematician and the non‐mathematician. Reference is made to the relevance of the ‘New Mathematics’ and to the demand for mathematical rigour, and the paper closes with a brief discussion of the importance of detailed objectives.

     

探索性问题设计方法八种

给出了设计探索性问题的八种方法     

数学学习与数学思想方法

数学学习,实际上就是对数学知识的理解和对数学思想方法的掌握与运用,数学思想方法是对数学知识的概括,也是数学知识的本质所在.对数学思想方法进行层次性划分,使数学学习具有针对性,同时也从方法论角度提供了数学学习的方法.全面地掌握数学方法,不仅有助于对数学知识的理解和运用,能有效提高数学的学习效率,对提高个体的整体素养也具有重要的现实意义.     

Exploring a structure for mathematics lessons that initiate learning by activating cognition on challenging tasks

While there is widespread agreement on the importance of incorporating problem solving and reasoning into mathematics classrooms, there is limited specific advice on how this can best happen. This is a report of an aspect of a project that is examining the opportunities and constraints in initiating learning by posing challenging mathematics tasks intended to prompt problem solving and reasoning to students, not only to activate their thinking but also to develop an orientation to persistence. Data were sought from teachers and students in middle primary classes (students aged 8–10 years) via online surveys. One lesson focusing on the concept of equivalence is described in detail although mention is made of other lessons. The research questions focused on the teachers’ reactions to the lesson structure and the specifics of the implementation in a particular school. The results indicate that student learning is facilitated by the particular lesson structure. This article reports on the implementation of this lesson structure and also on the finding that students’ responses to the lessons can be used to inform subsequent learning experiences.     

A generalized self-consistent method for composites with random elastic properties of inclusions

The generalized self-consistent method is extended to the problems of statistical mechanics of composites with random elastic properties of inclusions. This approach makes it possible to reduce the problem of predicting the effective elastic properties of composites with random structures to a sequence of simpler homogenized boundary-value problems for solitary inclusions with inhomogeneous elastic transition layers in a homogeneous effective elastic medium and with the corresponding boundary conditions. The elastic properties of a solitary inclusion for the gth homogenized problem are found from the solutions of the gth and (g+1)th homogenized problems. The elastic properties and sizes of the transition layers account for the random distribution, random sizes, and random elastic properties of inclusions in the composite. A test problem of predicting the effective elastic properties of a transversely isotropic layer composite with random elastic properties of some layers is solved by using the method proposed. The solution obtained coincides with the known exact solution [1].Perm State Technical University, Perm, Russia. Translated from Mekhanika Kompozitnykh Materialov, Vol. 35, No. 6, pp. 785–796, November–December, 1999.     

基于等级划分的可信接入和修复模型研究

提出了一种基于等级划分的层次化可信接入框架和修复模型,详细说明了可信属性的划分规则和等级的评估方法以及修复模型的工作流程,着重阐明了基于该框架的实际应用和终端接入过程.仿真实验结果表明,框架在保证网络系统安全性和可信性的同时,能够增加终端接入网络的灵活性,并为各厂商可信网络设备的互联、互通和互操作提供支撑,而且修复模型部署简单,为不满足本地安全策略的终端提供方便可靠的修复服务.     

线性规划模型建立的一个原则

本文以运输问题、下料问题和人员班次安排为例 ,论述了建立线性规划数学模型的一个原则 ,即尽量使用不等式约束的来建立模型的原则 .     

恒等变形与高等数学创意解题

高等数学解题中常用恒等变形.对常用恒等变形类型与方法技巧进行归纳整理并在教学中加以应用,有助于提高学生解题能力和效率.领悟其“恒”与“变”转换,对培养学生的创新创意思维有积极的影响.     

大学数学多媒体教学的利与弊

多媒体辅助教学与大学数学教学的结合,使大学数学教学的效率得到提高,并丰富了教学形式．然而在大学数学多媒体课堂教学中还存在着过分依赖电子课件、削弱教师主导作用与学生主体作用等问题．此外,针对上述问题提出几点应对策略．     

Students’ Activity in Computer-Supported Collaborative Problem Solving in Mathematics

The purpose of this study was to analyse secondary school students’ (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer-supported collaborative learning in mathematics? Another aim of the study was to consider the applicability of networked learning in mathematics. The network-based learning environment Knowledge Forum (KF) was used to support students’ collaborative problem solving. The data consist of 188 posted computer notes, portfolio material such as notebooks, and observations. The computer notes were analysed through three stages of qualitative content analysis. The three stages were content analysis of computer notesin mathematical problem solving, content analysis of mathematical problem solving activity and content analysis of the students’ metacognitive activity. The results of the content analysis illustrate how networked discussions mediated mathematical knowledge and students’ questions, while the mathematical problem solving activity shows that the students co-regulate their thinking. The results of the content analysis of the students’ metacognitive activity revealed that the students use metacognitive knowledge and make metacognitive judgments and perform monitoring during networked discussions. In conclusion, the results of this study demonstrate that working with the networked technology contributes to the students’ use of their mathematical knowledge and stimulates them into making their thinking visible. The findings also show some metacognitive activity in the students’ computer-supported collaborative problem solving in mathematics.     

实用下料问题的评注

本文简述2004年全国首届部分高校研究生数模竞赛B题的研究背景,并对B题参赛论文所涉及的思想与方法进行评注.     

高等数学课堂教学与一题多解

高等数学是理工科院校一门十分重要的公共基础课程,在自然科学、工程技术、生命科学、社会科学、经济管理等众多领域有着广泛的应用．对待作为高等数学课堂上的主体——学生,教师应当积极正面评价学生,激发学生的学习兴趣,启发学生主动思考,全面培养学生解决数学问题的能力,并在课堂教学中贯彻这一思想．课堂教学也表明：学生积极主动的应用多种思路解决一道题远比老师灌输性的介绍一道题的多种解法要更具有积极意义．     

Multiple and sign changing solutions of an elliptic eigenvalue problem with constraint

We prove the existence of sign changing solutions of a semilinear elliptic eigenvalue problem with constraint by using variational methods. Among those three solutions we obtained, one is positive, one negative and one sign changing. We also prove the existence of multiple sign changing solutions under some additional condition.     

浅谈高等数学教学实践

培养学生分析解决问外的能力和培养学生自学能力,是高等数学教学的基本任务之一.本文结合从事高等数学教学的实践,阐述如何培养提高大学生的分析问题、解决问题的能力及自学能力,以及如何用科学家的坚忍不拔的精神激励鞭策大学生学习.