随机环境中具有随机控制函数的受控分枝过程

对随机环境中具有随机控制函数的受控分枝过程进行了更为详尽的概率描述和直观解释;证明了此过程是时齐马氏链和随机环境中的马氏链,并对其概率母函数及矩量进行了讨论。     

首次穿过边界概率及其在金融中的应用

本文把数学和管理科学有机结合,为数学应用提出问题,得出新结果,推广了J.Michel Harrison(1985)[1]第43页的命题27,并给出了在金融中的应用.     

Lukasiewicz n值命题逻辑中命题的真度理论

利用势为 n的均匀概率空间的无穷乘积在 Lukasiewicz n值命题逻辑中引入了公式的真度概念,当3≤n≤17时证明了全体公式的真度值之集在[0,1]上是稠密的,并给出了公式真度的表达通式;利用真度定义了公式间的相似度,进而导出了全体公式集上的一种伪距离,为n值Lukasiewicz命题逻辑系统的近似推理理论提供了一种可能的框架。     

Teacher and students’ joint production of a reversible fraction conception

Within a constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions. The study articulates a conception in a developmental sequence of iteration-based fraction conceptions and the teacher’s role in fostering such a conception in students.     

Gentzen型模糊推理

本文建立了能同时处理证据、规则的不确定性以及证据与规则近似匹配的Gentzen型模糊推理的语形方法．     

基于贝叶斯网络的智能故障诊断方法

首先提出了基于贝叶斯网络的智能故障诊断方法，它对于解决复杂设备诊断问题中存在的不确定性，关联性具有很大的优质。然后阐述了贝叶斯网络模型的数学描述及基于贝叶斯网络的故障诊断方法的基本思路和决策算法。最后以某型SINS／GPS组合导航系统的故障诊断应用实例说明了该方法的有效性。     

基于证据推理的直觉模糊多属性群决策方法

针对属性值为直觉模糊数的多属性群决策问题,提出了一种证据推理的扩展方法。首先,在考虑主观因素与客观因素的基础上运用直觉模糊熵法计算出属性及专家的综合权重。其次,提出一种基于证据推理的直觉模糊信息融合方法,该方法可以避免由于评价值的隶属度为0而导致的信息丢失现象,弥补了现有直觉模糊信息融合方法存在的不足。在此基础上,集结评价信息并按照备选方案与理想方案的相对贴近度对备选方案进行比选。最后,运用实例验证了所提方法的有效性。     

The notion of motion: covariational reasoning and the limit concept

This paper investigates outcomes of building students’ intuitive understanding of a limit as a function's predicted value by examining introductory calculus students’ conceptions of limit both before and after instruction. Students’ responses suggest that while this approach is successful at reducing the common limit equals function value misconception of a limit, new misconceptions emerged in students’ responses. Analysis of students’ reasoning indicates a lack of covariational reasoning that coordinates changes in both x and y may be at the root of the emerging limit reached near x = c misconception. These results suggest that although dynamic interpretations of limit may be intuitive for many students, care must be taken to foster a dynamic conception that is both useful at the introductory calculus level and is in line with the formal notion of limit learned in advanced mathematics. In light of the findings, suggestions for adapting the pedagogical approach used in this study are provided.     

Eliminating counterexamples: A Grade 8 student’s learning trajectory for contrapositive proving

This study uses a teaching experiment and retrospective analysis to develop a learning trajectory for improving a Grade 8 student’s ability to construct, critique, and validate contrapositive arguments. The study is predicated on the hypothesis that adolescents perform poorly on contrapositive reasoning tasks because they lack sufficient ways of justifying contrapositive argumentation as a viable mode of argumentation. By studying a student’s actions and comments as she develops, critiques, and validates not-the-conclusion-implies-the-conditions-are-impossible arguments for conditional claims, a promising learning trajectory for contrapositive argumentation is developed. The student’s learning trajectory demonstrates how a conception of contrapositive proving as eliminating counterexamples can be useful in developing, critiquing, and validating contrapositive arguments.