课程群案例嵌入协同教学模式的探索

在课程群的教学中由于每门课程各自独立开展教学,缺乏知识的融合和衔接,导致学生运用综合知识解决问题的能力较弱。在课程群的教学中采用案例嵌入协同教学模式,将完整的工程案例嵌入到课程群各门课程的教学中,协同规划各门课程的教学任务,每门课程再围绕案例展开研究性教学。通过嵌入的工程案例衔接各门课程的知识点,帮助学生建构完整的知识体系,强化工程应用的概念；同时通过研究性教学,培养学生分析问题和解决问题的能力,两部分相结合,提高了学生运用综合知识解决复杂问题的能力。     

浅谈合情推理的教学

论述了合情推理与逻辑推理的关系、在高等数学教学中渗透合情推理的意义 ,并结合教学实践就通过合情推理引入数学理论 ,探求问题结论 ,探索解题方法作了初步探讨     

On the average complexity of 3D-Voronoi diagrams of random points on convex polytopes

It is well known that the complexity, i.e. the number of vertices, edges and faces, of the 3-dimensional Voronoi diagram of n points can be as bad as Θ(n²). It is also known that if the points are chosen Independently Identically Distributed uniformly from a 3-dimensional region such as a cube or sphere, then the expected complexity falls to O(n). In this paper we introduce the problem of analyzing what occurs if the points are chosen from a 2-dimensional region in 3-dimensional space. As an example, we examine the situation when the points are drawn from a Poisson distribution with rate n on the surface of a convex polytope. We prove that, in this case, the expected complexity of the resulting Voronoi diagram is O(n).     

Cauchy problems for linear thermoelastic systems of type III in one space variable

The goal of the paper is to analyse properties of solutions for linear thermoelastic systems of type III in one space variable. Our approach does not use energy methods, it bases on a special diagonalization procedure which is different in different parts of the phase space. This procedure allows to derive explicit representations of solutions. These representations help to prove results for well‐posedness of the Cauchy problem, L^P–L^q decay estimates on the conjugate line and results for propagation of singularities. Copyright © 2005 John Wiley & Sons, Ltd.     

A parametric representation of linguistic hedges in Zadeh’s fuzzy logic

This paper proposes a model for the parametric representation of linguistic hedges in Zadeh’s fuzzy logic. In this model each linguistic truth-value, which is generated from a primary term of the linguistic truth variable, is identified by a real number r depending on the primary term. It is shown that the model yields a method of efficiently computing linguistic truth expressions accompanied with a rich algebraic structure of the linguistic truth domain, namely De Morgan algebra. Also, a fuzzy logic based on the parametric representation of linguistic truth-values is introduced.     

Students’ Reasoning About One-Object Stochastic Phenomena in an ICT-Environment

This paper focuses on the different ways in which students in lower secondary school (14–16 year olds) experience compound random events, presented to them in the form of combined junctions. A carefully designed ICT environment was developed enabling the students to interact with different representations of such structures. Data for the analysis was gathered from two interview sessions. The analysis of the interaction is based on constructivist principles on learning; i.e. we adopted a student-oriented perspective, taking into consideration the different ways students try to make sense of chance encounters. Our results show how some students give priority to geometrical and physical concerns, and we discuss how seeking causal explanations of random phenomena may have encouraged this. With respect to numerically oriented models a division strategy appears to stand out as the preferred one.     

Reducing structural changes in van Emde Boas' data structure to the lower bound for the dynamic predecessor problem

We consider the problem of maintaining a dynamic ordered set of n integers in a universe U under the operations of insertion, deletion and predecessor queries. The computation model used is a unit-cost RAM, with a word length of w bits, and the universe size is |U|=2^w. We present a data structure that uses O(|U|/log|U|+n) space, performs all the operations in O(loglog|U|) time and needs O(loglog|U|/logloglog|U|) structural changes per update operation. The data structure is a simplified version of the van Emde Boas' tree introducing, in its construction and functioning, new concepts, which help to keep the important information for searching along the path of the tree, in a more compact and organized way.     

Learning to See: Making Sense of the Mathematics of Change in Middle School

In this article, we will describe the results of a study of 6th grade students learning about the mathematics of change. The students in this study worked with software environments for the computer and the graphing calculator that included a simulation of a moving elevator, linked to a graph of its velocity vs. time. We will describe how the students and their teacher negotiated the mathematical meanings of these representations, in interaction with the software and other representational tools available in the classroom. The class developed ways of selectively attending to specific features of stacks of centimeter cubes, hand-drawn graphs, and graphs (labeled velocity vs. time) on the computer screen. In addition, the class became adept at imagining the motions that corresponded to various velocity vs. time graphs. In this article, we describe this development as a process of learning to see mathematical representations of motion. The main question this article addresses is: How do students learn to see mathematical representations in ways that are consistent with the discipline of mathematics? This revised version was published online in July 2006 with corrections to the Cover Date.     

Transmission of a Gaussian beam after incidenting nonnormally on a Fabry–Perot etalon: a nonresonant case

Under the nonresonant case where the carrier frequency of a Gaussian beam deviates from the resonant frequency of a Fabry–Perot etalon, the transmission of a Gaussian beam after incidenting nonnormally on a Fabry–Perot etalon has been investigated. The results show that under the nonresonant case, variations of the peak intensity, the position of the peak intensity and the spot size of the transmitted beam with the input angle behave differently and even with a reversed tendency compared with those obtained under the resonant case.