Filling an area discretely and continuously

The literature dealing with student understanding of integration in general and the Fundamental Theorem of Calculus in particular suggests that although students can integrate properly, they understand little about the process that leads to the definite integral. The definite integral is naturally connected to the antiderivative, the area under the curve and the limit of Riemann sums; these three conceptualizations of the definite integral are useful in different contexts and provide students with what it takes to interpret the definite integrals. Research shows that students rarely invoke the multiplicatively-based summation conception of the definite integral although it is essential for evaluating line integrals, surface integrals and volumes. This paper describes a teaching module that promotes understanding as well as activating all three conceptualizations of the definite integral through motivating the accumulation area function and the results in the Fundamental Theorems of Calculus.     

反函数法求定积分

由定积分的可积条件与分部积分法推出一种利用反函数求解定积分的简捷方法.     

一道用元素法求立体体积习题的探讨

定积分的主要思想是用近似的方法获得微元的表示,然后用积分得到精确值.合理选取积分元素是运用定积分元素法解决问题的关键.对一道用元素法求立体体积的习题进行了探讨.     

2-Universal Positive Definite Integral Quinary Diagonal Quadratic Forms

As a generalization of the famous four square theorem of Lagrange, Ramanujan found all positive definite integral quaternary diagonal quadratic forms that represent all positive integers. In this paper, we find all positive definite integral quinary diagonal quadratic forms that represent all positive definite integral binary quadratic forms.     

Phantom holomorphic projections arising from Sturm’s formula

A (positive definite integral) quadratic form is called diagonally 2-universal if it represents all positive definite integral binary diagonal quadratic forms. In this article, we show that, up to equivalence, there are exactly 18 (positive definite integral) quinary diagonal quadratic forms that are diagonally 2-universal. Furthermore, we provide a “diagonally 2-universal criterion” for diagonal quadratic forms, which is similar to “15-Theorem” proved by Conway and Schneeberger.     

关于p-凸函数的Hadamard型不等式

对于P-凸函数在给定连续区间上的算术平均问题,通过P-凸函数理论将其转化为定积分问题,利用定积分的定义计算和定积分运算,建立了P-凸函数的Hadamard 型不等式,给出了证明和发现不等式的实例.     

利用定积分的定义求极限

通过例题介绍利用定积分定义求极限的方法,并讨论定积分与积分和的差．     

Areas,anti-derivatives,and adding up pieces: Definite integrals in pure mathematics and applied science contexts

Research in mathematics and science education reveals a disconnect for students as they attempt to apply their mathematical knowledge to science and engineering. With this conclusion in mind, this paper investigates a particular calculus topic that is used frequently in science and engineering: the definite integral. The results of this study demonstrate that certain conceptualizations of the definite integral, including the area under a curve and the values of an anti-derivative, are limited in their ability to help students make sense of contextualized integrals. In contrast, the Riemann sum-based “adding up pieces” conception of the definite integral (renamed in this paper as the “multiplicatively-based summation” conception) is helpful and useful in making sense of a variety of applied integral expressions and equations. Implications for curriculum and instruction are discussed.     

定积分计算方法及其数值试验

以定积分概念所蕴含的数学思想和哲学思想为指导,给出定积分近似计算的两种方法,即定义法和蒙特卡罗方法,并借助Matlab软件编程对其加以验证,数值试验结果显示所给方法可行且有效．     

Is close enough good enough? Reflections on the use of technology in teaching calculus

In this note, we introduce an interesting example that uses the monotonicity of the definite integral to obtain a good approximation of a particular definite integral. The second objective of this note is to discuss some aspects of the place of technology in teaching calculus topics.     

On primitively universal quadratic forms

In 1999, Manjul Bhargava proved the Fifteen Theorem and showed that there are exactly 204 universal positive definite integral quaternary quadratic forms. We consider primitive representations of quadratic forms and investigate a primitive counterpart to the Fifteen Theorem. In particular, we give an efficient method for deciding whether a positive definite integral quadratic form in four or more variables with odd square-free determinant is almost primitively universal.     

一个特定型定积分不等式的若干推广

通过适当构造辅助函数和应用牛顿—莱布尼兹公式、施瓦兹积分不等式,将一个特定型定积分不等式进行了推广.证明了只要被积函数在积分区间内存在零点,该特定型定积分不等式均成立,进而给出实例说明了该不等式成立的正确性.     

Approximations first: a closer look at applications of the definite integral*

I propose that students pay more attention to the approximations that lead to integral formulas when they study applications of the definite integral. The goal is to focus students on the underlying concepts and the definition of the definite integral – and to steer them away from memorizing formulas. To address this goal, I have written some computer-based activities that guide students through the nuts and bolts of the approximations that eventually lead to integral formulas. I describe the activities and suggest a few changes as to how we might approach this material.     

Mathematical features of the Calculus

The fundamental theorems of the calculus describe the relationships between derivatives and integrals of functions. The value of any function at a particular location is the definite derivative of its integral and the definite integral of its derivative. Thus, any value is the magnitude of the slope of the tangent of its integral at that position, and any two subtracted values are the area under its derivative. The slope formula of secant lines actually is the mean value theorem for the derivative function in addition to representing the well-known Fermat definition of the derivative. The sine and other functions are discussed.     

蒙特卡罗方法计算定积分的进一步讨论

介绍了蒙特卡罗方法计算定积分的原理和方法.给出了用蒙特卡罗方法计算定积分的一个简单证明,从而揭示了蒙特卡罗方法和定积分定义间的内在联系.针对蒙特卡罗方法收敛慢的特点,提出将蒙特卡罗方法与相应的数值计算方法相结合,提高计算结果的精度.此外,将蒙特卡罗方法推广到反常积分上去.     

Teaching ideas and activities for classroom: integrating technology into the pedagogy of integral calculus and the approximation of definite integrals

The purpose of this article is to offer teaching ideas in the treatment of the definite integral concept and the Riemann sums in a technology-supported environment. Specifically, the article offers teaching ideas and activities for classroom for the numerical methods of approximating a definite integral via left- and right-hand Riemann sums, along with midpoint and trapezoidal Riemann sums. The activities demonstrate innovative and creative ways of integrating technology, in particular, GeoGebra dynamic software, into the pedagogy of college-level integral calculus. It also provides, among other things, interesting and original teaching ideas incorporating technology, and an evaluation of these activities by the students themselves who experienced these activities with the GeoGebra dynamic software.     

Numerical integration using wavelets

In this paper, an algorithm for obtaining approximate value of a definite integral as well as double integral using wavelets will be illustrated. This approximation depends on the pure scaling functions expansion of the integrand function.     

The cardinality of n 2+1

Very often in practice one has to evaluate a definite integral of a function that has no explicit anti‐derivative or whose anti‐derivative has values that are not easily obtained. One way of handling this it to use a numerical technique, such as the trapezoidal rule or Simpson's rule, to approximate the value of the integral. This paper describes how the value of a definite integral could be approximated using a Monte Carlo technique and a computer. Another application of this technique is the estimation of the value of pi.     

关于用定积分求解实际问题的方法讨论

本文给出了将部分重积分问题转化为定积分求解的一些推论，讨论了应用中运用“微元法”解决实际问题的方法。     

CONSTRUCTION OF INDECOMPOSABLEDEFINITE HERMITIAN FORMS

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