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31.
《代数通讯》2013,41(1):379-389
Abstract Let d 1 : k[X] → k[X] and d 2 : k[Y] → k[Y] be k-derivations, where k[X] ? k[x 1,…,x n ], k[Y] ? k[y 1,…,y m ] are polynomial algebras over a field k of characteristic zero. Denote by d 1 ⊕ d 2 the unique k-derivation of k[X, Y] such that d| k[X] = d 1 and d| k[Y] = d 2. We prove that if d 1 and d 2 are positively homogeneous and if d 1 has no nontrivial Darboux polynomials, then every Darboux polynomial of d 1 ⊕ d 2 belongs to k[Y] and is a Darboux polynomial of d 2. We prove a similar fact for the algebra of constants of d 1 ⊕ d 2 and present several applications of our results. 相似文献
32.
本文结合代数教学中的实际情况.针对代数教学过程中出现的问题。提出了在代数教学过程中改进教学方法的几条措施. 相似文献
33.
Algebras of fuzzy sets 总被引:2,自引:0,他引:2
In this paper we investigate two kinds of algebras of fuzzy sets, which are obtained by using Zadeh's extension principle. We give conditions under which a homomorphism between two algebras induces a homomorphism between corresponding algebras of fuzzy sets. We prove that if the structure of truth values is a complete residuated lattice, the induced algebra of a subalgebra of an algebra can be embedded into the induced algebra of fuzzy sets of . For direct products we give conditions under which the direct product of algebras of fuzzy sets could be embedded into the algebra of fuzzy sets of the direct product. In the case of homomorphisms and direct products, the two kinds of algebras of fuzzy sets behave in different ways. 相似文献
34.
本探讨了高等代数与解析几何进行一体化教学的必要性,研究了高等代数与解析几何进行一体化教学以后教学内容的协调性与教学手段的合理性,强调了数学实验在高等代数与解析几何一体化教学中的重要性。 相似文献
35.
Azita Manouchehri 《The Journal of Mathematical Behavior》2004,23(1):37-62
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
36.
Debra I. Johanning 《The Journal of Mathematical Behavior》2004,23(4):371-388
This study investigated how 31 sixth-, seventh-, and eighth-grade middle school students who had not previously, nor were currently taking a formal Algebra course, approached word problems of an algebraic nature. Specifically, these algebraic word problems were of the form x + (x + a) + (x + b) = c or ax + bx + cx = d. An examination of students’ understanding of the relationships expressed in the problems and how they used this information to solve problems was conducted. Data included the students’ written responses to problems, field notes of researcher-student interactions while working on the problems, and follow-up interviews. Results showed that students had many informal strategies for solving the problems with systematic guess and check being the most common approach. Analysis of researcher-student interactions while working on the problems revealed ways in which students struggled to engage in the problems. Support mechanisms for students who struggle with these problems are suggested. Finally, implications are provided for drawing upon students’ informal and intuitive knowledge to support the development of algebraic thinking. 相似文献
37.
具有奇异值分解性质的代数 总被引:4,自引:0,他引:4
设F为一个域,R为一个带有对合的F-代数,如果R上每一个矩阵都有奇异值分解(简称SVD),则称R为一个有SVD性质的F-代数.本文指出:R为一个有SVD性质的F-代数的充要条件是:R同构于R~+,或R~+上二次扩域,或R~+上四元数体((-1,-1)/R~+),其中R~+为R的对称元集合,并且R~+为一个Galois序闭域. 相似文献
38.
Xu Tianzhou 《东北数学》1997,(1)
ModulesoverOperatorAlgebrasandItsModuleMapsXuTianzhou(许天周)(DepartmentofMathematics,NanjingUniersity,Nanjing,210093)AbstractLe... 相似文献
39.
For a commutative algebra R, its de Rham cohomology is an important invariant of R. In the paper, an infinite chain of de Rham-like complexes is introduced where the first member of the chain is the de Rham complex. The complexes are called approximations of the de Rham complex. Their cohomologies are found for polynomial rings and algebras of power series over a field of characteristic zero. 相似文献
40.
We present and develop a preliminary framework for describing the relationship between the mathematical and linguistic complexity of instructional tasks used in secondary mathematics. The initial framework was developed through a review of relevant literature. It was refined by examining how 4 ninth grade mathematics teachers of linguistically diverse groups of students described the linguistic and mathematical complexity of a set of tasks from their curriculum unit on linear functions. We close by presenting our refined framework for describing the interaction of linguistic complexity and mathematical complexity in curriculum materials, and discuss potential uses of this framework in the design of more accessible classroom learning environments for linguistically diverse students. 相似文献