On Binary Computation Structures

Based on a modification of Moss' and Parikh's topological modal language [8], we study a generalization of a weakly expressive fragment of a certain propositional modal logic of time. We define a bimodal logic comprising operators for knowledge and nexttime. These operators are interpreted in binary computation structures. We present an axiomatization of the set T of theorems valid for this class of semantical domains and prove – as the main result of this paper – its completeness. Moreover, the question of decidability of T is treated.     

作用模糊子集推理方法的研究与应用

针对实用模糊控制过程,提出作用模糊子集和作用模糊控制规则的概念;根据模糊逻辑推理中真值的产生、传递和接收机理,提出作用模糊子集推理方法;比较分析了作用模糊子集推理方法与CRI法的推理结果;利用该推理方法实现了试验室温度模糊控制试验。     

基于公式真度的公式集约简

基于经典命题逻辑的真度理论,讨论了经典命题逻辑系统当中公式集的约简问题。提出了真度约简及α-真度约简的概念,为公式集的约简提供了一种可行的操作方法。     

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.     

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.