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排序方式: 共有32条查询结果,搜索用时 15 毫秒
1.
Algebras of fuzzy sets   总被引:2,自引:0,他引:2  
In this paper we investigate two kinds of algebras of fuzzy sets, which are obtained by using Zadeh's extension principle. We give conditions under which a homomorphism between two algebras induces a homomorphism between corresponding algebras of fuzzy sets. We prove that if the structure of truth values is a complete residuated lattice, the induced algebra of a subalgebra of an algebra can be embedded into the induced algebra of fuzzy sets of . For direct products we give conditions under which the direct product of algebras of fuzzy sets could be embedded into the algebra of fuzzy sets of the direct product. In the case of homomorphisms and direct products, the two kinds of algebras of fuzzy sets behave in different ways.  相似文献   
2.
It was shown that N=1 super-symmetry algebra can be constructed in de Sitter space (Pahlavan et al. in Phys Lett. B 627:217–223, 2005), through calculation of charge conjugation in the ambient space notation (Moradi et al. in Phys. Lett. B 613:74, 2005; Phys. Lett. B 658:284, 2008). Calculation of N=2 super-symmetry algebra constitutes the main frame of this paper. N=2 super-symmetry algebra was presented in Pilch et al. (Commun. Math. Phys. 98:105, 1985). In this paper, we obtain an alternative N=2 super-symmetry algebra.  相似文献   
3.
The induction theory for a Hopf group coalgebra is outlined. Given a Hopf group coalgebra H, the notions of a quotient Hopf group coalgebra and group coisotropic quantum subgroup of H are introduced. The properties of (co)induced representations are studied and the geometric interpretation and simplicity theory of such representations are given.   相似文献   
4.
置换群关于变换后基的强生成集的算法   总被引:1,自引:0,他引:1  
姜豪 《应用数学》1994,7(3):300-305
本文给出置换群关于变换后的基的强生成集的一种算法及其理论证明,并讨论了既约强生成集和最小强生成集的问题。  相似文献   
5.
矩阵的多行拟相合分类及其应用   总被引:1,自引:0,他引:1  
赵嗣元 《数学学报》1996,39(5):585-589
本文把方阵的拟相合概念推广为长方阵的多行拟相合概念,并对最简情形即M2,4(Fp)给出分类结果.此概念之一应用出现在有限环的同构分类之中.  相似文献   
6.
Differing perspectives have been offered about student use of recursive and explicit rules. These include: (a) promoting the use of explicit rules over the use of recursive rules, and (b) encouraging student use of both recursive and explicit rules. This study sought to explore students’ use of recursive and explicit rules by examining the reasoning of 25 sixth-grade students, including a focus on four target students, as they approached tasks in which they were required to develop generalizations while using computer spreadsheets as an instructional tool. The results demonstrate the difficulty that students had moving from the successful use of recursive rules toward explicit rules. In particular, two students abandoned general reasoning, instead focusing on particular values in an attempt to construct explicit rules. It is recommended that students be encouraged to connect recursive and explicit rules as a potential means for constructing successful generalizations.  相似文献   
7.
In this work we studied the impact of using NuCalc, an interactive computer algebra software, on the development of a discourse community in a college level mathematics class. Qualitative and quantitative data were collected over the course of 3 weeks of instruction. We examined the influence of the software on: group interactions; the mathematical investigations of learners; and the teacher’s interactions with students. Data points to four distinct ways in which the presence of NuCalc positively impacted the learning community we studied: (1) it served as a tool for extending students’ mathematical thinking, (2) it motivated students’ engagement in group discourse, (3) it became a tool for mediating discourse, (4) it became a catalyst for refining the culture of classroom, shifting the patterns of interactions between the teacher and learners.  相似文献   
8.
This study investigated how 31 sixth-, seventh-, and eighth-grade middle school students who had not previously, nor were currently taking a formal Algebra course, approached word problems of an algebraic nature. Specifically, these algebraic word problems were of the form x + (x + a) + (x + b) = c or ax + bx + cx = d. An examination of students’ understanding of the relationships expressed in the problems and how they used this information to solve problems was conducted. Data included the students’ written responses to problems, field notes of researcher-student interactions while working on the problems, and follow-up interviews. Results showed that students had many informal strategies for solving the problems with systematic guess and check being the most common approach. Analysis of researcher-student interactions while working on the problems revealed ways in which students struggled to engage in the problems. Support mechanisms for students who struggle with these problems are suggested. Finally, implications are provided for drawing upon students’ informal and intuitive knowledge to support the development of algebraic thinking.  相似文献   
9.
本文结合代数教学中的实际情况.针对代数教学过程中出现的问题。提出了在代数教学过程中改进教学方法的几条措施.  相似文献   
10.
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