中国数学规划学科发展概述

数学规划又称数学优化, 是运筹学的一个重要分支. 它主要研究在一定约束条件下, 如何求一个实数或者整数变量的实函数的最大值或者最小值. 它是运筹学和管理科学中最常用的一种建模工具和求解问题的方法, 在工程、经济和金融等领域有非常广泛的应用. 首先简单介绍数学规划的发展历史、应用领域及其主要研究方向; 然后简述数学规划的发展现状和在中国的发展进程; 最后, 讨论数学规划若干研究前沿问题与研究展望.     

Enhancing language-responsive meaning-making processes as an epistemic catalyst for developing multiplicative reasoning in young children

Multiplicative reasoning involves the ability to coordinate bundled units on a more abstract level (“unitizing”; Lamon, 1994). As it is considered a “cutoff point” for students’ future mathematical learning, teachers must provide equitable access to mathematical conceptual understanding for all students on all mathematical achievement levels. The study presented in this paper investigates to what extent a preventive and a language-responsive instructional approach can have an effect on the outcome of students on different mathematical achievement levels. Three German second grade teachers introduced multiplication to students (n = 66, aged 7–8 years) in their classes using meaning-related phrases (e.g., “6 times 4 means 6 fours”), while teachers in the control group (n = 58) did not focus on using these phrases. Analyses of both a multiplication posttest and a follow-up test showed significant differences between the intervention and control groups on all achievement levels for both conceptual and procedural items.     

Rhetoric,Reality, and Possibilities: Interdisciplinary Teaching and Secondary Mathematics

The National Council of Teachers of Mathematics has proposed a broad core mathematics curriculum for all high school students. One emphasis in that core is on “mathematical connections” both among mathematical topics and between mathematics and other disciplines of study. It is suggested that mathematics should become a more integrated part of all students' high school education. In this article, working definitions for the terms curriculum, interdisciplinary, and integrated and a model of three categories of curriculum design based on the work of Harold Alberty are developed. This article then examines how a “connected” mathematics core curriculum might be situated within the different categories of curriculum organization. Examples from research on interdisciplinary education in high schools are presented. Issues arising from this study suggest the need for a greater emphasis on building and using models of curriculum integration both to frame and to give impetus to the work being done by teachers and administrators.     

MATHEMATICS,LANGUAGE AND DERRIDA

Abstract

Derrida's revolutionary work in the study of language has seriously challenged the way in which we see words being attached to meanings. This paper makes tentative steps towards examining how his work might assist us in understanding the way in which our attempts to describe or capture our mathematical experiences modify the experience itself. In doing this we draw on the work of Jacques Derrida and John Mason in locating possible frameworks through which to conceptualise the relationship between language and mathematical cognition. It concludes that mathematical meaning never stabilises since it is caught between the individual's ongoing experience and society's ongoing renewal of its conventions. That is, mathematics, language and the human performing them are always evolving in relation to each other.     

Constraint propagation,relational arithmetic in AI systems and mathematical programs

This paper explores the interrelationships between methods developed in mathematical programming to discover the structure of constraint (feasibility) sets and constraint propagation over networks used by some AI systems to perform inferences about quantities. It is shown that some constraint set problems in mathematical programming are equivalent to inferencing problems for constraint networks with interval labels. This makes the inference and query capabilities associated with AI systems that use logic programming, directly accessible to mathematical programming systems. On the other hand, traditional and newer methods which mathematical programming uses to obtain information about its associated feasibility set can be used to determine the propagation of constraints in a network of nodes of an AI system. When viewed from this point of view, AI problems can access additional mathematical programming analytical tools including new ways to incorporate qualitative data into constraint sets via interval and fuzzy arithmetic.This work was partially supported by the Industrial Consortium to Develop an Intelligent Mathematical Programming System — Amoco Oil Company, General Research Corporation, Ketron Management Science, Shell Oil Company, MathPro, and US West Advanced Technologies.     

Circadian rhythm and cell population growth

Molecular circadian clocks, that are found in all nucleated cells of mammals, are known to dictate rhythms of approximately 24 h (circa diem) to many physiological processes. This includes metabolism (e.g., temperature, hormonal blood levels) and cell proliferation. It has been observed in tumor-bearing laboratory rodents that a severe disruption of these physiological rhythms results in accelerated tumor growth.The question of accurately representing the control exerted by circadian clocks on healthy and tumor tissue proliferation to explain this phenomenon has given rise to mathematical developments, which we review. The main goal of these previous works was to examine the influence of a periodic control on the cell division cycle in physiologically structured cell populations, comparing the effects of periodic control with no control, and of different periodic controls between them. We state here a general convexity result that may give a theoretical justification to the concept of cancer chronotherapeutics. Our result also leads us to hypothesize that the above mentioned effect of disruption of circadian rhythms on tumor growth enhancement is indirect, that is, this enhancement is likely to result from the weakening of healthy tissue that is at work fighting tumor growth.     

Reflective abstraction, uniframes and the formulation of generalizations

In mathematics, generalizations are the end result of an inductive zigzag path of trial and error, that begin with the construction of examples, within which plausible patterns are detected and lead to the formulation of theorems. This paper examines whether it is possible for high school students to discover and formulate generalizations similar to ways professional mathematicians do. What are the experiences that allow students to become adept at generalization? In this paper, the mathematical experiences of a ninth grade student, which lead to the discovery and the formulation of a mathematical generalization are described, qualitatively analyzed and interpreted using the notion of uniframes. It is found that reflecting on the solutions of a class of seemingly different problem-situations over a prolonged time period facilitates the abstraction of structural similarities in the problems and results in the formulation of mathematical generalizations.     

Designing for Mathematical Abstraction

Our focus is on the design of systems (pedagogical, technical, social) that encourage mathematical abstraction, a process we refer to as designing for abstraction. In this paper, we draw on detailed design experiments from our research on children’s understanding about chance and distribution to re-present this work as a case study in designing for abstraction. Through the case study, we elaborate a number of design heuristics that we claim are also identifiable in the broader literature on designing for mathematical abstraction. Our previous work on the micro-evolution of mathematical knowledge indicated that new mathematical abstractions are routinely forged in activity with available tools and representations, coordinated with relatively na?ve unstructured knowledge. In this paper, we identify the role of design in steering the micro-evolution of knowledge towards the focus of the designer’s aspirations. A significant finding from the current analysis is the identification of a heuristic in designing for abstraction that requires the intentional blurring of the key mathematical concepts with the tools whose use might foster the construction of that abstraction. It is commonly recognized that meaningful design constructs emerge from careful analysis of children’s activity in relation to the designer’s own framework for mathematical abstraction. The case study in this paper emphasizes the insufficiency of such a model for the relationship between epistemology and design. In fact, the case study characterises the dialectic relationship between epistemological analysis and design, in which the theoretical foundations of designing for abstraction and for the micro-evolution of mathematical knowledge can co-emerge.     

Counting systems and the First Hilbert problem

The First Hilbert problem is studied in this paper by applying two instruments: a new methodology distinguishing between mathematical objects and mathematical languages used to describe these objects; and a new numeral system allowing one to express different infinite numbers and to use these numbers for measuring infinite sets. Several counting systems are taken into consideration. It is emphasized in the paper that different mathematical languages can describe mathematical objects (in particular, sets and the number of their elements) with different accuracies. The traditional and the new approaches are compared and discussed.     

Detecting the birth and death of finite-time coherent sets

Finite-time coherent sets (FTCSs) are distinguished regions of phase space that resist mixing with the surrounding space for some finite period of time; physical manifestations include eddies and vortices in the ocean and atmosphere, respectively. The boundaries of FTCSs are examples of Lagrangian coherent structures (LCSs). The selection of the time duration over which FTCS and LCS computations are made in practice is crucial to their success. If this time is longer than the lifetime of coherence of individual objects then existing methods will fail to detect the shorter-lived coherence. It is of clear practical interest to determine the full lifetime of coherent objects, but in complicated practical situations, for example a field of ocean eddies with varying lifetimes, this is impossible with existing approaches. Moreover, determining the timing of emergence and destruction of coherent sets is of significant scientific interest. In this work we introduce new constructions to address these issues. The key components are an inflated dynamic Laplace operator and the concept of semi-material FTCSs. We make strong mathematical connections between the inflated dynamic Laplacian and the standard dynamic Laplacian, showing that the latter arises as a limit of the former. The spectrum and eigenfunctions of the inflated dynamic Laplacian directly provide information on the number, lifetimes, and evolution of coherent sets.     

Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

This quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers’ mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.     

Dynamics of a virus–host model with an intrinsic quota

In this work we develop and analyze a mathematical model describing the dynamics of infection by a virus of a host population in a freshwater environment. Our model, which consists of a system of nonlinear ordinary differential equations, includes an intrinsic quota, that is, we use a nutrient (e.g., phosphorus) as a limiting element for the host and potentially for the virus. Motivation for such a model arises from studies that raise the possibility that on the one hand, viruses may be limited by phosphorus (Bratbak et al. [17]), and on the other, that they may have a role in stimulating the host to acquire the nutrient (Wilson [18]). We perform an in-depth mathematical analysis of the system including the existence and uniqueness of solutions, equilibria, asymptotic, and persistence analysis. We compare the model with experimental data, and find that biologically meaningful parameter values provide a good fit. We conclude that the mathematical model supports the hypothesized role of stored nutrient regulating the dynamics, and that the coexistence of virus and host is the natural state of the system.     

Solving multi-objective optimization formulation for fleet planning in a railway industry

In this paper, we propose a novel three-objective mathematical model and a solution procedure for optimizing fleet planning for rail-cars in a railway industry. These objectives are to: (1) minimize the sum of the cost related to service quality, (2) maximize profit calculated as the difference between revenues generated by serving customer demand and the combined costs of rail-car ownership and rail-car movement and, (3) minimize the sum of the rail-car fleet sizing, simultaneously. The Pareto optimal set is depicted and used for a trade-off analysis. A number of numerical examples are given to illustrate the presented model and solution methodology.     

A mathematical theory of communication: Meaning,information, and topology

This article proposes a new mathematical theory of communication. The basic concepts of meaning and information are defined in terms of complex systems theory. Meaning of a message is defined as the attractor it generates in the receiving system; information is defined as the difference between a vector of expectation and one of perception. It can be sown that both concepts are determined by the topology of the receiving system. © 2010 Wiley Periodicals, Inc. Complexity 16: 10–26, 2011     

A theorical point of view of reality,perception, and language

It is possible to view the relations between mathematics and natural language from different aspects. This relation between mathematics and language is not based on just one aspect. In this article, the authors address the role of the Subject facing Reality through language. Perception is defined and a mathematical theory of the perceptual field is proposed. The distinction between purely expressive language and purely informative language is considered false, because the subject is expressed in the communication of a message, and conversely, in purely expressive language, as in an exclamation, there is some information. To study the relation between language and reality, the function of ostensibility is defined and propositions are divided into ostensives and estimatives. © 2013 Wiley Periodicals, Inc. Complexity 20: 27–37, 2014     

A kinetic scheme for unsteady pressurised flows in closed water pipes

The aim of this paper is to present a kinetic numerical scheme for the computations of transient pressurised flows in closed water pipes. Firstly, we detail the mathematical model written as a conservative hyperbolic partial differentiel system of equations, and then we recall how to obtain the corresponding kinetic formulation. Then we build the kinetic scheme ensuring an upwinding of the source term due to the topography performed in a close manner described by Perthame and Simeoni (2001) [1] and Botchorishvili et al. (2003) [2] using an energetic balance at microscopic level. The validation is lastly performed in the case of a water hammer in an uniform pipe: we compare the numerical results provided by an industrial code used at EDF-CIH (France), which solves the Allievi equation (the commonly used equation for pressurised flows in pipes) by the method of characteristics, with those of the kinetic scheme. It appears that they are in a very good agreement.     

Problem solving heuristics,affect, and discrete mathematics

It has been suggested that activities in discrete mathematics allow a kind of new beginning for students and teachers. Students who have been “turned off” by traditional school mathematics, and teachers who have long ago routinized their instruction, can find in the domain of discrete mathematics opportunities for mathematical discovery and interesting, nonroutine problem solving. Sometimes formerly low-achieving students demonstrate mathematical abilities their teachers did not know they had. To take maximum advantage of these possibilities, it is important to know what kinds of thinking during problem solving can be naturally evoked by discrete mathematical situations—so that in developing a curriculum, the objectives can include pathways to desired mathematical reasoning processes. This article discusses some of these ways of thinking, with special attention to the idea of “modeling the general on the particular.” Some comments are also offered about students' possible affective pathways and structures.