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1.
关于凸曲面的几个定义的关系 总被引:1,自引:0,他引:1
本文讨论了凸曲面的几种定义及其关系,发现有的定义是局部凸的定义,有的是整体凸的定义,有的则对于局部凸和整体凸都适合,最后给出了各种定义之间互推的证明,对于局部凸和整体凸定义之间不能推证的,则说明了原因. 相似文献
2.
GongZengtai 《数学研究》1994,27(1):77-82
In this paper, We give a varlational-type definition of (CnP) integrals. It is equivalent to the original definition of Perron-type and to the definition of Riemann-type, in this way the problem on definition of(CnP)′s Riemann-type has been solved completely. 相似文献
3.
Craig Swinyard 《The Journal of Mathematical Behavior》2011,30(2):93-114
Relatively little is known about how students come to reason coherently about the formal definition of limit. While some have conjectured how students might think about limits formally, there is insufficient empirical evidence of students making sense of the conventional ?-δ definition. This paper provides a detailed account of a teaching experiment designed to produce such empirical data. In a ten-week teaching experiment, two students, neither of whom had previously seen the conventional ?-δ definition of limit, reinvented a formal definition of limit capturing the intended meaning of the conventional definition. This paper focuses on the evolution of the students’ definition, and serves not only as an existence proof that students can reinvent a coherent definition of limit, but also as an illustration of how students might reason as they reinvent such a definition. 相似文献
4.
Nava Gilboa Ivy Kidron Tommy Dreyfus 《International Journal of Mathematical Education in Science & Technology》2019,50(3):421-446
We analyze the process of constructing a definition within the theoretical framework of Abstraction in Context. Pairs of students were engaged in a task designed to engender a need for a definition of a tangent to a graph at a given point, and lead to constructing a definition following that need. The results of our analysis point to two characteristics of the process of constructing a definition: a. Constructing the concept does not necessarily include constructing its definition; in particular, students were able to use the concept before constructing its definition. b. Students’ language becomes more precise during the constructing process, not only as a characteristic of the process but also as a means of promoting the process. 相似文献
5.
一种新的模糊数的距离定义 总被引:6,自引:1,他引:5
指出模糊数的Hausdorff距离定义的不足和模糊距离定义在模糊数的数列应用上的缺陷,给出一种新的定义,并在此定义的基础上给出相关的几个定理. 相似文献
6.
指出由于当前正交变换两种定义方式并存以及其中的定义2违反了给概念下定义的规则,已经导致了一些对正交变换概念的错误理解.建议各教材统一采用本文定义1的方式定义正交变换.上述研讨与结果也可平行地移植到酉变换上去. 相似文献
7.
The problem of defining threat strategies in nonzero-sum games is considered, and a definition of optimal threat strategies is proposed in the static case. This definition is then extended to differential games, and sufficient conditions for optimality of threat strategies are derived. These are then applied to a simple example. The definition proposed here is then compared with the definition of threat strategies given by Nash. 相似文献
8.
对A rtstein给出的度量平均的定义作了改进,给出一种新的集合插值,并基于这种新的集合插值,对相应的关于一般紧集的样条细分和插值细分分别作了研究,并给出了细分的收敛性性质.与此同时,将这种新的集合插值与基于度量平均的插值及基于M inkow sk i平均的插值分别作了比较,可以看出新的集合插值在某些方面具有更好的物理性质. 相似文献
9.
This study presents how the introduction of a metaphor for sequence convergence constituted an experientially real context in which an undergraduate real analysis student developed a property-based definition of sequence convergence. I use elements from Zandieh and Rasmussen's (2010) Defining as a Mathematical Activity framework to trace the transformation of the student's conception from a non-standard, personal concept definition rooted in the metaphor to a concept definition for sequence convergence compatible with the standard definition. This account of the development of the definition of sequence convergence differs from prior research in the sense that it began neither with examples or visual notions, nor with the statement of the formal definition. This study contributes to the Realistic Mathematics Education literature as it documents a student's progression through the definition-of and definition-for stages of mathematical activity in an interactive lecture classroom context. 相似文献