用推导法演绎档差

在服装推板的教学和应用过程中，某些结论或较复杂部位的档差往往令人费解。本文试图从数学推导的角度对档差进行推理、演绎，有助于对档差大小的理解。     

EQUIVALENCE OF SOME METHODS ON FUZZY REASONING

In this paper, we get several equivalent conditions of some methods on multidimensional (multicon-ditional) fuzzy reasoning.     

Theo’s reinvention of the logic of conditional statements’ proofs rooted in set-based reasoning

This report documents how one undergraduate student used set-based reasoning to reinvent logical principles related to conditional statements and their proofs. This learning occurred in a teaching experiment intended to foster abstraction of these logical relationships by comparing the relationships between predicates within the conditional statements and inference structures among various proofs (in number theory and geometry). We document the progression of Theo’s set-based emergent model (Gravemeijer, 1999) from a model-of the truth of statements to a model-for logical relationships. This constitutes some of the first evidence for how students can abstract such logical concepts in this way and provides evidence for the viability of the learning progression that guided the instructional design.     

Teachers attending to student reasoning: Do beliefs matter?

We present the results of a quasi-experimental study of pre-service elementary teachers' learning to recognize students' mathematical reasoning from classroom videos. Researchers examined the nature of participants’ beliefs regarding mathematics education. We found that pre-service elementary teachers whose beliefs were consistent with NCTM Process Standards (NCTM, 2000), or that transitioned in the direction of consistency with the Standards, regarding the teaching and learning of mathematics, were more successful in recognizing students' reasoning than those whose beliefs were generally inconsistent. Predictive Analytics and Generalized Linear Regression modeling were used to quantify the magnitude of experimental pre-service teachers’ reasoning growth and combined pre/post study assessment reasoning success in contrast to that of the comparison groups. The resulting model explained nearly 90% of the variability in success on the reasoning assessment, showing that beliefs do indeed matter for recognition of reasoning.     

基于SWRL的应急案例库的知识表示及推理方法研究

针对当下在公共社会领域中突发应急事件的信息量庞大,难以为应急决策系统提供快速支持的热点问题,深入研究了基于SWRL的应急案例库的知识表示以及推理方法。首先定义了应急案例库中的相关概念,并采用语义上具有较强能力的OWL(Web Ontology Language)作为应急案例库Ontology构建的基础。然后引入SWRL(Semantic WebRule Language)来进一步构建应急案例库的规则机制并改善OWL在推理能力方面的不足。最后运用SWRL推理规则与Jena推理机对应急案例库中的规则进行了进一步的整合与推理现实。仿真结果验证了SWRL推理规则的有效性与正确性。     

A task that elicits reasoning: A dual analysis

This paper reports on the forms of reasoning elicited as fourth grade students in a suburban district and sixth grade students in an urban district worked on similar tasks involving reasoning with the use of Cuisenaire rods. Analysis of the two data sets shows similarities in the reasoning used by both groups of students on specific tasks, and the tendency of a particular task to elicit numerous forms of reasoning in both groups of students. Attributes of that task and ways that those attributes can be replicated in other domains may have implications in the teaching of early reasoning.     

模糊CRI算法及模糊推理的有效性研究

通过揭示模糊推理的一种CRI算法的逻辑原理,提出了模糊推理的一种新算法.并对单规则的CRI算法(或三Ⅰ算法)的重心(或最大隶属度)去模糊法的有效性进行了研究.发现在单规则的CRI算法(或三Ⅰ算法)的模糊推理中,当大前提的后件取对称模糊集时,采用重心去模糊法使得推理结果无效,而采用最大隶属度去模糊法可使得推理结果有效.     

基于语言真值格值一阶逻辑系统Lv(n×2)F(X)中两种模型的不确定性推理

在语言真值格值一阶逻辑系统的框架下,讨论了两种推理模型中的不确定性推理理论与方法,并针对不同的推理规则得到了推理算法,其推理算法既有合理的语义解释又有严密的语法论证.