从诺贝尔经济学奖看数学对经济学的作用

本文在分析2003年诺贝尔经济学奖学术贡献的基础上，阐述了数学思维方式和数学方法对经济问题的解决、经济理论的发展等方面的作用．     

高等数学教学改革研究进展

通过分析国内外高等数学教学改革研究历史与现状,阐明21世纪高等数学课程地位、作用和价值,及与21世纪相适应的高等数学教学改革意义、方向与方法.并结合个人教学实践分析、总结了具有代表性的高等数学教学理念、教学内容与课程体系、实践教学、计算机技术应用等方面改革成果与经验.最后对高等数学教学改革的继续深入和目前存在问题提出一些观点.     

重视直观性教学法在高等数学教学中的应用

在多年的教学实践及理论研究基础上提出了在高等数学教学中应大力提倡和广泛应用的方法——直观性教学法 ,即在教学过程中运用各种手段在概念、定理、证明、解题中突出其直观性 ,培养学生的数学直觉 ,提高其数学文化素质 .直观性教学法可以培养学生学习兴趣 ,提高记忆品质 ,提高学习效率 .本文先从数学的本质及人类思想的规律两方面理论上论证了直观性教学法的可行性 ,又从高等数学的教材及教学两方面实际论证了直观性教学法的必要性 .最后以三个教学案例具体说明了直观性教学法的实施方法     

基于实数编码的免疫遗传算法研究

针对标准遗传算法(SGA)搜索效率低、收敛速度慢等缺陷，在免疫遗传算法的基础上提出了基于实数编码的免疫遗传算法(RIGA)。研究表明，RIGA对SGA的改进是有效可行的，显示出稳健的全局优化、计算量少而解的精度高等特点，具有较高的应用价值。     

Emergence of classicality for primordial fluctuations: Concepts and analogies

We clarify the way in which cosmological perturbations of quantum origin, produced during inflation, assume classical properties. Two features play an important role in this process: First, the dynamics of fluctuations which are presently on large cosmological scales leads to a very peculiar state (highly squeezed) that is indistinguishable, in a precise sense, from a classical stochastic process. This holds for almost all initial quantum states. Second, the process of decoherence by interaction with the environment distinguishes the field amplitude basis as the robust pointer basis. We discuss in detail the interplay between these features and use simple analogies such as the free quantum particle to illustrate the main conceptual issues.     

用三个关系式与Mathematica软件求第二类自然数幂和公式

首先介绍三个第二类自然数幂和关系式并对其中的两式给出证明,接着利用这些关系式与数学软件M athem atica4.0,给出求解第二类自然数幂和公式的若干机械计算方法.     

Learning to See: Making Sense of the Mathematics of Change in Middle School

In this article, we will describe the results of a study of 6th grade students learning about the mathematics of change. The students in this study worked with software environments for the computer and the graphing calculator that included a simulation of a moving elevator, linked to a graph of its velocity vs. time. We will describe how the students and their teacher negotiated the mathematical meanings of these representations, in interaction with the software and other representational tools available in the classroom. The class developed ways of selectively attending to specific features of stacks of centimeter cubes, hand-drawn graphs, and graphs (labeled velocity vs. time) on the computer screen. In addition, the class became adept at imagining the motions that corresponded to various velocity vs. time graphs. In this article, we describe this development as a process of learning to see mathematical representations of motion. The main question this article addresses is: How do students learn to see mathematical representations in ways that are consistent with the discipline of mathematics? This revised version was published online in July 2006 with corrections to the Cover Date.     

未确知数学方法处理物理实验数据

介绍未确知数学方法，并用未确知数学方法分析处理物理实验数据，与传统的数据处理方法比较，未确知数学方法不必对数据作任何假设，因此更合理，也更符合实际。     

The function of graphs and gestures in algorithmatization

The purpose of this paper is to present evidence supporting the conjecture that graphs and gestures may function in different capacities depending on whether they are used to develop an algorithm or whether they extend or apply a previously developed algorithm in a new context. I illustrate these ideas using an example from undergraduate differential equations in which students move through a sequence of Realistic Mathematics Education (RME)-inspired instructional materials to create the Euler method algorithm for approximating solutions to differential equations. The function of graphs and gestures in the creation and subsequent use of the Euler method algorithm is explored. If students’ primary goal was algorithmatizing ‘from scratch’, they used imagery of graphing and gesturing as a tool for reasoning. However if students’ primary goal was to make predictions in a new context, they used their previously developed Euler algorithm to reason and used graphs and gestures to clarify their ideas.