树自动机的同余与同态及其语言

从代数的角度出发研究树自动机的同余与同态,得出树自动机的同态基本定理和同构基本定理,进而研究它们之间语言的相关性质.     

有限模糊树自动机的一些代数性质与相应的语言

将模糊自动机的同态、完全、容许关系等概念引入到模糊树自动机中,从代数的角度研究模糊树自动机的一些代数性质,并探讨了模糊树自动机的语言的相关问题.     

格值模糊有限自动机的同态

引入了格值模糊有限自动机的(强)同态的概念,研究了它们的相关性质,得出了同态基本定理。给出了A上容许关系及强同态的核的概念,研究了它们相关性质。     

循环模糊有限自动机的同态性质

讨论了模糊有限自动机(即模糊Mealy机)的同态性质和循环模糊有限自动机的同态性质,证明了每个模糊有限自动机都是有限个循环模糊有限自动机的直和的同态象。     

群的模糊同态与模糊商群的同构定理

利用模糊映射，给出群的模糊同态的概念，并得到模糊同态基本定理，同时建立模糊商群的同构定理。     

模糊群的模糊同态

引进模糊群的模糊同态概念，给出模糊同态下子模糊群(正规子模糊群)间的对应关系’建立模糊群的模糊同态基本定理，同时讨论模糊群的若干性质，得到一系列等价条件。     

确定权重有限自动机的同余及极小自动机

主要研究对象是强双幺半群上的确定权重有限自动机A.首先给出了A上的同态定理和同构定理;接着,构造了识别φ的一个极小自动机Aφ;最后,证明极小自动机在同构意义下是唯一的.     

环的(λ,μ,θ)-反模糊同态

模糊同态是模糊代数学的重要概念之一,它可由不同的模糊映射产生.本文在θ-模糊映射的基础上,引入环的(λ,μ,θ)-反模糊同态概念,研究了(λ,μ,θ)-反模糊同态下(λ,μ)-反模糊子环和(λ,μ)-反模糊理想的对应关系。最后,建立了环的(λ,μ,θ)-反模糊同态基本定理。     

基于格半群的有限状态自动机的同态

本文研究了格值有限状态自动机(LFSA)的同态和强同态及其性质.利用强同态概念,在格值有限状态自动机的状态集上建立了一种等价关系,得到了格值有限状态自动机的商自动机,证明了商自动机与强同态像自动机同构.     

幺半环上模糊有限状态机的一些性质

状态机的很多性质在计算机等方面有着广泛的应用,因此对状态机的研究具有重要的意义.本文给出了幺半环上模糊有限状态机的概念,对状态之间的等价进行了定义,引入了同态的概念,得到同态定理和满同态分解定理,讨论了幺半环上模糊有限状态机在同态下的交换性质和连通性以及子状态机的可分离性.     

Affine-inscribed and affine-circumscribed polygons and polytopes

Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ³, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved that every compact convex set in ℝ³ (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder with directrix P. Bibliography: 29 titles. Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298. Translated by B. M. Bekker.     

Partitions and pairwise sums and products

A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions.     

Linear birth and death models and associated Laguerre and Meixner polynomials

We study birth and death processes with linear rates λ_n = n + α + c + 1, μ_{n + 1} = n + c, n 0 and μ₀ is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ₀ = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations.     

Distributive and Multiplication Modules and Rings

We study rings in which every ideal is a finitely generated multiplication right ideal.     

Beliefs and beyond: affect and the teaching and learning of mathematics

The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education.