两角和与差的三角函数

两角和与差的三角函数是三角函数部分的核心内容，公式多，方法活，要求熟记正余弦的和（差）角公式、倍角公式、半角公式及其推导关系，并能灵活运用．     

诱导公式的推广与逆用

高中数学诱导公式这一章节,学生要达到的要求是能既快又准地使用诱导公式,可实际情况却非如此.学生学习诱导公式的困难有两点:一是诱导公式多,记不住,运算过程中容易出错;二是不能有效地逆用诱导公式.下面就这两点给出详细的介绍.一、诱导公式的推广书上对诱导公式运用的思想:任意负角的三角函数→任意正角的三角函数→[0,2π)的三角函数→[0,π/2]的三角函数,按     

关于付立叶系数的计算问题

<正> 在付立叶级数中,求付立叶系数有一个统一公式,即:a_n=1/πintgeral from -πto πf(x)cosnxdx (n=0,1,2…),~nb_n=1/πintegral from -πto πf(x)sinnxdx (n=1,2,3…)叫尤拉——付立叶公式.虽然a_0与a_n(n=1,2…)统一在一个公式中,但在实际计算时,常常要分开来求.因     

教学设计：两角和与差的余弦——“算两次”思想引领下的探究式教学

教材分析 余弦的差角公式的推导是《三角恒等变换》教学的重点和难点,它不仅是推导正弦的和（差）角公式、正切的和（差）角公式以及倍角公式的基础,而且其推导过程本身就具有重要的教育价值,因为它有利于学生进行再发现活动．     

探究“三倍角正弦公式”及其应用

在学习《必修四》“倍角公式”的过程中,我知道了一个角的三角函数值与其二倍角的三角函数值之间的关系,体会了“倍角公式”的妙用．于是我便想：一个角的三角函数值与其三倍角的三角函数值之间是否也会存在一定的关系呢？利用学过的知识,我自主推导了“三倍角公式”,下面以正弦为例推导如下．     

两角和与差的三角函数

1.本单元重、难点分析本单元的重点是:两角和与差的正弦、余弦、正切公式;二倍角的正弦、余弦、正切公式;运用公式进行简单三角函数式的化简、求值与恒等式证明.本单元的难点有:余弦的和角公式的推导;各公式之间的异同及其内在联系;和角公式、差角公式、倍角公式与以前学过的同角三角函数的基本关系式、诱导公式的综合运用.通过公式的推导,了解各公式之间的内在联系,可以培养学生的逻辑推理能力;通过本节的学习,学生进一步了解符号与变元、集合与对应、数形结合、化归等基本数学思想在研究三角函数时所起的重要作用;在三角函数式的变化中,学…     

关于计算π的马丁公式

利用4倍角的正切公式,建立方程并求解tanx的近似值,可据此推证用于计算π值的马丁公式．     

两个三角公式及其证明

利用线性变换思想可证明三角公式：sum from i=0 to ｜n｜-1 （cos（i.（2π）/n）=0,sum from i=0 to ｜n｜-1（sin（i.（2π）/n））=0,n∈Z,n≠0,±1.     

面积公式变形之中的优美统一

<正>1.扇形面积公式:S=1/2rl.如图1,已知扇形OAB的半径为r,圆心角为n°,扇形的弧长为l.则扇形面积公式为:S=nπ/360r2,同时该扇形的弧长为:l=nπ/180r.利用等量代换可以得到扇形面积的另一个公式:S=1/2lr.一看到这个公式我就想起了三角形的面积公式S=1/2ah,太相似了,这个公式给我很大的震惊.那么,还有没有类似的面积公式,让我们有这种震惊呢?这引起了我进一步的思考.在接下来的探究过程中,惊喜地得到了三个类似的公式.     

要重视角的范围的讨论

三角题常常涉及到角的范围问题,稍不留意,就会失误,因此在三角学习中,要重视对角的范围的讨论。一、挖掘隐含条件,明确角的范围有时已知条件没有直接告诉角的范围,需要认真分析已知条件,进行综合推理,得出角的范围。例1 如果θ是第二象限角,且 cos(θ/2)-sin(θ/2)=(1-sinθ)~(1/2),那么θ/2是第几象限的角? 解∵2kπ π/2<θ<π 2kπ(k∈Z), ∴kπ π/4<θ/2<π/2 kπ。即2nπ π/4<π/2 2 2nπ(n∈Z) 或2nπ 5π/4<θ/2<3π/2 2nπ (1) 又cos(θ/2)-sin(θ/2)=(1-sinθ)(1/2)即cos(θ/2)-sin(θ/2)=|cos(θ/2)-sin(θ/2)|,     

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.     

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.     

Ritz and harmonic Ritz values and the convergence of FOM and GMRES

The Ritz and harmonic Ritz values are approximate eigenvalues, which can be computed cheaply within the FOM and GMRES Krylov subspace iterative methods for solving non‐symmetric linear systems. They are also the zeros of the residual polynomials of FOM and GMRES, respectively. In this paper we show that the Walker–Zhou interpretation of GMRES enables us to formulate the relation between the harmonic Ritz values and GMRES in the same way as the relation between the Ritz values and FOM. We present an upper bound for the norm of the difference between the matrices from which the Ritz and harmonic Ritz values are computed. The differences between the Ritz and harmonic Ritz values enable us to describe the breakdown of FOM and stagnation of GMRES. Copyright © 1999 John Wiley & Sons, Ltd.     

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.