在大学数学中开设数学实验的实践研究

在大学数学中开设数学实验对学生学习数学知识、提高数学能力、培养数学思维意识及应用数学分析问题、解决问题都是十分必要的.在高等数学课中开设数学实验的实践研究过程中,得到一些收获和启示,对数学实验的教育教学功能做出认知与思维的心理学分析.     

谈谈数学实验在中学数学教学中的作用

Ｅｕｌｅｒ曾说过 :“数学这门科学 ,需要观察 ,还需要实验 .”Ｇａｕｓｓ也曾提到过 ,他的许多定理都是靠实验、归纳法发现的 ,证明只是补充的手续 .在数学教学中 ,正确地恰到好处地应用数学实验 ,也是当前实施素质教育的需要 .本文仅就数学实验在中学数学教学中的作用谈几点浅见 .1　数学实验是激发学生创新思维的源泉数学理论的抽象性 ,通常都有某种“直观”的想法为背景 .作为教师 ,就应该通过实验 ,把这种直观的背景显现出来 ,帮助学生抓住其本质 ,了解它的变形和发展及与其它问题的联系 .图 1例如 ,对于三角形的“内心、外心、重心”…     

浅谈概率论中激发数学学习兴趣

众所周知，与其它学科相比，数学是一门让人感到很枯燥乏味的学科，大量的定理、公式、计算、证明，让许多中小学生对数学产生了厌倦甚至恐惧的情绪。教育部2003年颁布的《普通高中数学课程标准》（实验）中，要求“体验事件发生的等可能性，游戏规则的公平性，能计算一些简单事件发生的可能性”，将“统计与概率”与“数与代数”、“空间与图形”、“实践与综合应用”这三大领域一起，组成了新一轮课程改革的主体部分。概率论的教育价值，不仅在于其本身在数学、经济学、生物学等学科的基础地位，单就中学生而言，更起到了激发学生数学学习兴趣的作用。     

高等职业教育中《数学实验》课程教学初探

数学实验主要是让学生自己动手体验的一门课程，本对高等职业学校开设该课程提出了一些设想，并对高等职业教育中开设数学实验课程教学的理论与实践进行了探讨。     

浅谈初中数学教学中培养学生的创新能力

"通过义务教育阶段的数学学习,使学生能够具有初步的创新精神和实践能力"的创新教育已成为数学教学的一个重点.如何培养学生的创新能力,在数学教学中愈来愈显得重要.     

培养学生应用数学意识的实验

在世界经济一体化进程急剧加快 ,科学技术迅猛发展的今天 ,人们已普遍认识到“国家的繁荣富强 ,关键在于高新科技和高效的经济管理” ,而“高科技的核心是数学技术” ,可见 ,数学的广泛应用已成为科技进步、国家繁荣富强的重要标志 .为了实现“教育要面向现代化 ,面向世界、面向未来”的战略目标 ,造就一代富于创造精神的开拓型人才 ,在数学教学中培养学生的应用意识 ,无疑具有重大的现实意义和深远的历史意义 .我国中学数学教学大纲明确要求“要使学生受到把实际问题抽象成数学问题的训练 ,逐步培养他们分析问题和解决问题的能力 ,形成应用…     

农村小学数学学习兴趣的现状及提升方法

农村小学教育是目前教育的薄弱环节,师资水平、稳定性以及教育模式、教育理念均与当今时代的需求有差距;尤其是小学数学,相对其他学科来讲理论性较强,很多孩子出现了厌学的情况.针对以上现象,本文分析了农村小学数学学习现状,论述了培养农村小学数学学习兴趣的方法,希望对今后农村小学数学的教育开展起到推动作用.     

数学实验在工程数学教学中的应用

从《工程数学》教学实践出发,针对当前面临的教与学困难,提出引进《数学实验》课以解决这一问题.阐述了《数学实验》课的特点、重要性、作用,并给出具体实施办法.《数学实验》课可全方位提高学生学习《工程数学》兴趣,进而提高应用《工程数学》解决问题的能力.     

开展数学实验课程教学 促进大学数学教学改革

本文主要阐述了开设数学实验课程教学对促进数学教改所起的作用 ,探索了数学实验课程的教学内容、教学方法、教学手段以及考试改革等 .全面总结了重庆大学近年来开展数学实验课程教学及深化理工科数学教学改革的一些思路 .     

在独立学院开设《数学实验》课的构想

《数学实验》是在大学数学教学中将理论教学与实验教学融为一体的一门实验科学课程.阐述了在独立学院开设数学实验课的必要性和深远意义,以及在独立学院建设数学实验课的构想.     

中国数学规划学科发展概述

数学规划又称数学优化, 是运筹学的一个重要分支. 它主要研究在一定约束条件下, 如何求一个实数或者整数变量的实函数的最大值或者最小值. 它是运筹学和管理科学中最常用的一种建模工具和求解问题的方法, 在工程、经济和金融等领域有非常广泛的应用. 首先简单介绍数学规划的发展历史、应用领域及其主要研究方向; 然后简述数学规划的发展现状和在中国的发展进程; 最后, 讨论数学规划若干研究前沿问题与研究展望.     

Hierarchical sets in mathematical programming modeling languages

The mathematical notation commonly applied for the formulation of mathematical programming models is extended to include hierarchical structures. The proposed notation is related to hierarchical set concepts in the languages UIMP, AMPL, and LPL. With the proposed notation it is possible to aggregate and disaggregate over hierarchical structures. In addition, views are introduced to permit the use of hierarchical substructures and to create new hierarchies out of existing ones. The proposed notation for hierarchical sets and views is illustrated by applying it to the representation and estimation of social accounting matrices (SAMs).     

Representation of time in mathematical programming modeling languages

Time-staged mathematical programming models have a planning horizon that is divided into a sequence of consecutive time periods. For the modeling of this sequence of time periods the use of calendars is proposed as an additional set concept for mathematical programming modeling languages. The definition of calendars is based on familiar notions such as set, ordering, interval length and functions. A calendar is an interval set and can be used to verify automatically the proper time referencing in stock balances. When a calendar is also a difference set, then backward and forward time referencing can be stated with the explicit use of time units. For models with a rolling horizon, concise and flexible ways to specify the structure of calendars are presented. The aggregation of raw data into model parameter values is supported by linking calendars that represent different time scales. The influence of the proposed calendar concept on the human ability to understand, maintain and verify models is analyzed throughout the paper on the basis of selected examples.     

The singing wineglass: an exercise in mathematical modelling

Lecturers in mathematical modelling courses are always on the lookout for new examples to illustrate the modelling process. A physical phenomenon, documented as early as the nineteenth century, was recalled: when a wineglass ‘sings’, waves are visible on the surface of the wine. These surface waves are used as an exercise in mathematical modelling. Based on assumptions about the wine in the glass and observations illustrated with photographs, a mathematical problem is set up. This problem includes a non-homogeneous Neumann boundary condition on the lateral side of the glass. The solution to the mathematical problem is animated using Mathematica?. The predictions of the model are tested by comparing them with the known facts. The predictions of the model agree with the actual observations.     

The basis step in the construction of the principle of mathematical induction based on APOS theory

Using APOS theory as the framework along with a case study from a perspective within the methodological design of APOS theory, this study presents a cognitive model of the Principle of Mathematical Induction (PMI) in higher education. Based on evidence from university classrooms and the result of an initial measurement, the genetic decomposition designed by Dubinsky and Lewin for this concept was reformulated, introducing and defining the basis step in the PMI as a mental process. Using this reformulated genetic decomposition, the productions of four university students are analysed in order to support or refute the constructions it proposes. The results show that the reformulated genetic decomposition is viable and that the inclusion of the basis step as a mental process was seen in the cognitive model of the PMI shown by the students. The instruments used provide activities for a teaching sequence for the PMI at university level.     

Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education

We explore the influence of family on adolescent students' mathematical habitus by investigating the association between students' perceptions of parental influence and their dispositions towards mathematics. A construct measuring ‘perceived parental influence’ was validated using Rasch methodology on data from 563 Cypriot students on ‘core’ and ‘advanced’ mathematics pre-university courses, and was then used to predict students' dispositions towards future study of mathematically-demanding courses at university. In most of the regression models, perceived parental influence was not associated significantly with students' dispositions towards mathematics, when other variables were included in the models. However, further statistical analysis showed that perceived parental influence is mediated by (i) the mathematics course students are studying and (ii) their mathematical inclination. We suggest that family influences on students' dispositions are significantly accounted for by students' prior choice of mathematics course and the family's inculcation of their mathematical inclination; these are important factors influencing university choices.     

The method of feasible directions for mathematical programming problems with preconvex constraints

The convergence of the method of feasible directions is proved for the case of the smooth objective function and a constraint in the form of the difference of convex sets (the so-called preconvex set). It is shown that the method converges to the set of stationary points, which generally is narrower than the corresponding set in the case of a smooth function and smooth constraints. The scheme of the proof is similar to that proposed earlier by Karmanov.     

A mathematical analysis of the Gumbel test for jumps in stochastic volatility models

This article gives an exhaustive mathematical analysis of the Gumbel test for additive jump components based on extreme value theory. The Gumbel test was first introduced by Lee and Mykland in 2008 from an economical point of view. They consider a continuous-time stochastic volatility model with a general continuous volatility process and observe it under a high-frequency sampling scheme. The test statistics based on the maximum of increments converges to the Gumbel distribution under the null hypothesis of no additive jump component and to infinity otherwise. Our article presents a moment method based technique that provides some deeper mathematical insights into the convergence and divergence case of the test statistics. In the non-jump case we are able to prove the convergence to the Gumbel distribution under greatly weak assumptions: The volatility process has to be merely pathwise Hölder continuous with an arbitrary random Hölder exponent and we have no restrictions concerning an additional drift term. Therefore, for example, we are allowing for long and short-range dependence. In the case of existing additive jumps, we give divergence results in a general semimartingale setting and investigate the speed of divergence depending on the jump activity. As a by-product of our analysis we also deduce an optimal pathwise estimator for the spot volatility process. Moreover, we provide a detailed simulation study that compares the power of the Gumbel test with the power of the jump test proposed by Barndorff–Nielsen and Shephard in 2006 for Hölder exponents close to zero. Finally, both tests are applied to a real dataset.     

The role of informal learning spaces in enhancing student engagement with mathematical sciences

By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific coursework activities – particularly group work. Such spaces make better use of time since students are motivated to stay and work during long gaps in their timetable, can provide a sense of ‘home’ within the institution and can lead to a cohesive community of practice. In this paper, we describe how this has been achieved and currently delivered in Mathematics at Sheffield Hallam University and provide some detailed analysis of the student usage of the space.     

低速非达西层状油藏DST段塞流试井模型研究

在分析了实际低速非达西层状油藏DST测试非自喷井渗流规律的基础上,导出了其有效井径数学模型．利用Laplace变换及特殊物理方程理论,导出了该模型的拉氏空间解析解,并利用简便的Stehfest数值算法进行数值反演,得出了实空间解,并绘制了无因次样板曲线．可有效的运用于现场DST段塞流试井分析．