Wilson's functional equations on groups

We study properties of solutionsf, g, h C(G) of the functional equation

Partially concurrent eluent evaporation with an early vapor exit; detection of food irradiation through coupled LC-GC analysis of the fat

This paper reports two subjects. It describes LC-GC transfer by partially concurrent eluent evaporation at a greatly accelerated rate, as required for optimal compatibility with 2–3 mm i.d. LC columns and LC flow rates up to some 500 μl/min. Evaporation rates around 200 μl/min were obtained using a 0.53 mm. i.d. uncoated pre-column and an early vapor exit. A stationary-phasecoated “retaining” pre-column was used for preventing escape of volatile solutes through the vapor exit. The technique was used for the detection of food irradiation by analyzing selected radiolysis products of triglycerides, namely alkanes/alkanes and aldehydes. Extracted fat of chicken, hazel-nuts, and soup mixes was injected in LO and the relevant fractions were transferred on-line to GC. For chicken and nuts, detection of irradiation was possible down to doses below 0.5 kGy. Detection limits were higher for soup mixes due to interfering peaks.     

Influence of solvents on the insertion of methacrolein into zirconacyclopropenes

The reaction of Cp₂Zr(L)(η²-Me₃SiC₂) (L = THF, py) with equimolar amounts of H₂C = CMe-CHO at room temperature depends strongly on the ligands L and the solvents that are used. With L = THF, in the THF solution the insertion product

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1 was isolated, whereas by conducting the reaction in n-hexane solution an alkyne substitution with 1,4-coordination of the methacrolein takes place and the binuclear complex [

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2 was obtained. In conttrast, with L = py (a stronger ligand) only a 1:1 ratio of 1 and 2 was observed in both THF and in n-hexane. At 50°C complex 1 was converted into 2 and the alkyne was eliminated quantitatively.

Complexes 1 and 2 were characterized by IR and NMR spectroscopical measurements and 1 by an additional X-ray structure determination.     

基于灰色数学的洗胃液量的软测量

鉴于洗胃液量实时在线检测与求解的困难,提出利用灰色数学的累加生成方法,把液量作为主导变量,管路二处压力差的累积压力作为二次变量,根据二者之间的一一映射关系,仿真实验研究洗胃液量的软测量技术,给出了实验结果,为液量的工程检测提供了一种数学方法.     

Generalized nets in neurology: an example of mathematical modelling

The purpose of this paper is to explain the basic theory of generalized nets (GNs) and their applications in the context of the differential diagnosis of neurological diseases. We define formally the concepts of a GN and transitions of a GN and also outline some remarks on their theory. The work here constructs an example which aims to trace the process of diagnosing different signs and symptoms in neurology. This will enable the interested reader to see the scope of nets in general as tools for the modelling, simulation, optimization and control of real processes.     

Pedagogical challenges in making mathematics relevant for Indigenous Australians

After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to benefit from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn differently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also affect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to nonAboriginal students, in Australia and elsewhere.     

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of procedural and conceptual knowledge and examined individual differences in strategy shifts before and after transitions, enabling a more detailed examination of the hypothesized necessity of development through each level of a learning trajectory. The two experimental interventions focused on a dynamic conception of area measurement while also emphasizing unit concepts, such as unit identification, iteration, and composition. The findings confirm and extend earlier results that seeing a complete record of the structure of the 2D array—in the form of a drawing of organized rows and columns—supported children’s spatial structuring and performance.     

杰出人物论微积分

摘编14位杰出人物对微积分的精辟论述。     

Evolving a three-world framework for solving algebraic equations in the light of what a student has met before

In this paper we consider data from a study in which students shift from linear to quadratic equations in ways that do not conform to established theoretical frameworks. In solving linear equations, the students did not exhibit the ‘didactic cut’ of Filloy and Rojano (1989) or the subtleties arising from conceiving an equation as a balance (Vlassis, 2002). Instead they used ‘procedural embodiments’, shifting terms around with added ‘rules’ to obtain the correct answer (Lima & Tall, 2008). Faced with quadratic equations, the students learn to apply the formula with little success. The interpretation of this data requires earlier theories to be seen within a more comprehensive framework that places them in an evolving context. We use the developing framework of three worlds of mathematics (Tall, 2004, Tall, 2013), based fundamentally on human perceptions and actions and their consequences, at each stage taking into account the experiences that students have ‘met-before’ (Lima and Tall, 2008, McGowen and Tall, 2010). These experiences may be supportive in new contexts, encouraging pleasurable generalization, or problematic, causing confusion and even mathematical anxiety. We consider how this framework explains and predicts the observed data, how it evolves from earlier theories, and how it gives insights that have both theoretical and practical consequences.     

Expanding conceptions of utility: middle school students’ perspectives on the usefulness of mathematics

This research explores how adolescents conceptualize the usefulness of mathematics. Integrating sociocultural theory with the study of utility value, this study uses open-ended survey items and interview tasks to examine conceptions of usefulness among a group of predominantly Latinx middle school students. Findings reveal that students primarily conceptualized the usefulness of mathematics in two ways. First, students considered the applicability of mathematics content, focusing on applications of mathematics in everyday life and future jobs/careers. Second, students considered the usefulness of features of the learning experience, such as the form of interaction and structure of the activity. Both conceptions are compared to existing conceptions of usefulness in the literature, and implications for classroom practice and future research are discussed.