r-循环矩阵与矩阵的对角化

讨论了 r-循环矩阵的一些运算性质 ,并用它给出了 n阶方阵可对角化的一个充要条件     

对称正交反对称矩阵反问题解存在的条件

矩阵反问题和矩阵特征值反问题在科学和工程技术中具有广泛的应用,有关它们的研究已取得了许多进展[1,2].[3]和[4]分别研究了反对称矩阵反问题和双反对称矩阵特征值反问题等.本文研究一类更广泛的对称正交反对称矩阵反问题.用Rn×m（Cn×m）表示n×m实（复）矩阵的全体,ASRn×n表示n阶反对称矩阵的全体,ABSRn×n表示n阶双反对称矩阵的全体,ORn×n表示n阶正交矩阵的全体.A+表示矩阵A的Moore-Penrose广义逆.In表示n阶单位矩阵.ei表示n阶单位矩阵的第i列,Sn=[en,en-1,     

投入产出系统的完全需要系数矩阵的简化计算方法

对大型投入产出系统进行经济结构分析，需要考虑对投入产出系统的分解，由最终产品确定总产品，需要计算完全需要系数矩阵（I－A）^-1。由于投入产出系统的分析和计算的工作量主要集中于（I－A）^-1，本文给出了矩阵（I－A）^-1的简化计算方法，它具有非常的实际意义。     

一类矩阵迹不等式的推广

利用平均值不等式 ,得到关于矩阵迹的不等式 :如果 A1 ,A2 ,… ,Am 皆为 n阶 Hermite半正定矩阵 ,且乘法两两可交换 ,0 相似文献   

关于矩阵Kronecker积的谱半径的不等式

本文证明了矩阵的 Kronecker积的谱半径的两个不等式     

广义Schur补的广义逆

对四分块矩阵A=A(︿) A(︿,︿′)A(︿′,︿) A(︿′)来说 ,如果 A和 A(︿)都是非奇异的 ,则A- 1 (︿′) =(A/︿) - 1 ,这里 A/ ︿=A(︿′) -A(︿′,︿) A(︿) - 1 A(︿,︿′)是 A(︿)在 A中的 Schur补 .王伯英教授指出上述等式 ,对半正定的 Hermitian矩阵而言 ,一般也是不能推广到 Moore-Penrose逆上去的 .在某些限制条件下 ,我们证明了广义逆的主子矩阵与广义 Schur补的关系是密切的 ,它使经典结果成为特例     

The maximum number of columns in supersaturated designs with

Cheng and Tang [Biometrika, 88 (2001), pp. 1169–1174] derived an upper bound on the maximum number of columns that can be accommodated in a two‐symbol supersaturated design (SSD) for a given number of rows () and a maximum in absolute value correlation between any two columns (). In particular, they proved that for (mod ) and . However, the only known SSD satisfying this upper bound is when . By utilizing a computer search, we prove that for , and . These results are obtained by proving the nonexistence of certain resolvable incomplete blocks designs. The combinatorial properties of the RIBDs are used to reduce the search space. Our results improve the lower bound for SSDs with rows and columns, for , and . Finally, we show that a skew‐type Hadamard matrix of order can be used to construct an SSD with rows and columns that proves . Hence, we establish for and for all (mod ) such that . Our result also implies that when is a prime power and (mod ). We conjecture that for all and (mod ), where is the maximum number of equiangular lines in with pairwise angle .     

Empirically supporting school STEM culture—The creation and validation of the STEM Culture Assessment Tool (STEM‐CAT)

School STEM Culture—an aspect of culture within a school community—is defined as the beliefs, values, practices, and resources in STEM fields as perceived by students, parents, teachers, and administrators and counselors within a school. This study validates the STEM Culture Assessment Tool (STEM‐CAT), an instrument intended to advance the use of the School STEM Culture construct within the research community. Internal consistency was determined through the use of Cronbach's alpha and factor analyses, and the instrument was found to be a reliable measure of School STEM Culture. The instrument can be used in future research to quantify School STEM Culture to determine if interventions change the culture of a school to further STEM education.     

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students’ participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open‐ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in thought‐provoking critical conversations. The paper concludes with a discussion of ways teachers can assist in the STEM career identity development of their underrepresented females and students of color and calls for research that combines the key findings in SCCT and CRT to build confidence and capacity for teachers to effectively confront issues of racism, sexism, and stereotyping in science and mathematics classrooms.