For an nonnegative matrix , an isomorphism is obtained between the lattice of initial subsets (of ) for and the lattice of -invariant faces of the nonnegative orthant . Motivated by this isomorphism, we generalize some of the known combinatorial spectral results on a nonnegative matrix that are given in terms of its classes to results for a cone-preserving map on a polyhedral cone, formulated in terms of its invariant faces. In particular, we obtain the following extension of the famous Rothblum index theorem for a nonnegative matrix: If leaves invariant a polyhedral cone , then for each distinguished eigenvalue of for , there is a chain of distinct -invariant join-irreducible faces of , each containing in its relative interior a generalized eigenvector of corresponding to (referred to as semi-distinguished -invariant faces associated with ), where is the maximal order of distinguished generalized eigenvectors of corresponding to , but there is no such chain with more than members. We introduce the important new concepts of semi-distinguished -invariant faces, and of spectral pairs of faces associated with a cone-preserving map, and obtain several properties of a cone-preserving map that mostly involve these two concepts, when the underlying cone is polyhedral, perfect, or strictly convex and/or smooth, or is the cone of all real polynomials of degree not exceeding that are nonnegative on a closed interval. Plentiful illustrative examples are provided. Some open problems are posed at the end.
Rational approximations to the sine integralSi(x) and cosine-integralCi(x) are developed which give an accuracy of 20sf. The robust construction of software for these functions is discussed, together with a test procedure for assessing the performance of such codes. Use of the tests discovers a major error in the netlib library FN codes forSi. Fortran versions of the codes and tests are available by electronic mail. 相似文献
In this work we studied the impact of using NuCalc, an interactive computer algebra software, on the development of a discourse community in a college level mathematics class. Qualitative and quantitative data were collected over the course of 3 weeks of instruction. We examined the influence of the software on: group interactions; the mathematical investigations of learners; and the teacher’s interactions with students. Data points to four distinct ways in which the presence of NuCalc positively impacted the learning community we studied: (1) it served as a tool for extending students’ mathematical thinking, (2) it motivated students’ engagement in group discourse, (3) it became a tool for mediating discourse, (4) it became a catalyst for refining the culture of classroom, shifting the patterns of interactions between the teacher and learners. 相似文献