Excel与算法实现

随着新课程的逐步“深入人心”，算法已成为高中数学不可或缺的重要内容。掌握算法和探究算理是算法教学的两大任务，算法是解决问题的操作程序，算理是算法赖于成立的数学原理。笔者以为，算法教学一方面要让学生体会算法中的算理（因为算理是算法的灵魂），又要让学生学会算法的适度形式化，学会算法的实现。因为算法设计的优劣需要上机检验，算法设计的改进需要调试修正，更重要的是要培养学生利用数学理论在计算机上获得问题解决的能力，[第一段]     

流约束通讯网络可靠度的一个新算法

提出了流约束通讯网络的一个快速有效算法，系统是可靠的当且仅当特殊指定的流能从源点传递到汇点，中算法与传统算法有所区别，将传统的两阶段算法转化为一阶段算法，算法Ⅰ以任何一个有效组为初始有效组，所有的有效组都可以从此初始有效组中生成，且由此生成的所有有效组彼此不交，算法Ⅱ是第一个算法的对偶算法，同时中给出一个反例表明[8]中算法会遗漏有效组。     

竞争区域追踪算法

匹配追踪算法是一种从一个极度冗余的词典中选择出某些基向量来叠加出一个特定的信号的算法，这种算法已经成功地用于视频压缩和其它领域中，但由于匹配追踪算法本质上是一种贪心算法，它的主要缺陷是无法分辨出信号中存在的双峰结构，本提出了一种改进算法，称为竞争匹配追踪算法，这种算法能够克服上述匹配追踪算法的缺陷，并且在同等情况下能达到更优的性能。     

基于GWO-ABC的混合算法研究

大多数种群优化算法面临的共同缺陷是全局搜索能力不足，易陷入局部最优解。文章基于灰狼优化算法和人工蜂群算法，引入混沌映射和OBL策略，提出了新型GWO-ABC混合优化算法。通过GWO-ABC算法优化了FOPID控制器的参数，仿真结果表明，该算法性能优于其它算法。     

模拟退火算法的改进及其应用

针对贷款组合优化决策模型的求解问题，以模拟退火算法为基础，利用设置记忆器和在算法后链接一个局部搜索过程的方法，对原有算法进行了改进，该算法可兼顾解的质量和运行时间，快速找到最优解，克服了原有算法的随机性。数值计算的结果表明，该算法具有很强的适用性。     

基于事务压缩的Apriori算法的改进

在数据挖掘算法中，Apriori算法是关联规则的经典算法。文章在分析经典Apriori算法的基础上，提出了改进型的Apriori算法。改进后的算法对事务数据库进行两次压缩，减少事务数据库的平均长度，提高了数据挖掘的效率，具有一定的实用性。     

改进黑猩猩优化算法在阈值图像分割中的应用研究

黑猩猩优化算法(Chimp Optimization Algorithm, ChOA)是根据猩猩群体狩猎行为构建的一种群智优化算法.针对该算法在寻优能力和收敛效率等方面的困扰，提出一种改进的黑猩猩优化算法(Modified ChOA, MChOA).在MChOA算法中，利用特殊混沌模型对种群进行初始化，在提高种群针对性的同时，提高算法的收敛效率，并在位置更新过程中引入单纯形法策略来对种群中较差个体进行优化，进一步提高了算法的全面搜索能力，避免过早陷入局部最优.为了验证算法改进后的效果，将模糊Kapur熵作为目标函数，将MChOA算法应用于阈值图像分割中，与改进的模糊灰狼优化算法(MDGWO)的图像分割效果对比，MChOA算法的图像分割效果更佳.     

基于向量空间模型的文档聚类算法研究

随着网络信息的迅速增长，文档聚类技术成为了人们研究的热点课题．探讨了几种基于向量空间模型的文档聚类算法，如常见的k—means算法和凝聚层次算法，针对它们的不足提出了改进的BK-means算法和多层CFK-means算法．最后，根据一定的评价标准，得出Bk—means算法是文档聚类算法中较好的算法．     

一种改进的ID3算法

决策树是数据挖掘中重要的分类算法，通常用来形成分类器.ID3算法是决策树中的核心算法.针对ID3算法倾向于取值较多的属性的缺点，引进属性重要度对ID3算法予以改进，并通过实验对改进前后的算法进行了比较.实验表明，改进后的算法是有效的。     

算法多样化刍议

算法多样化体现了全新的教学理念，是《标准》中的一个亮点。什么是算法多样化，教学中应如何体现算法多样化，如何看待算法多样化与算法优化的关系，都是教师应明确和把握的问题。     

基于消息传递的并行程序设计应用研究

本文从分布式存储的并行计算机入手,引出了它的两种并行编程模型 消息传递模型和数据并行模型。在消息传递模型中,并行程序设计的首要考虑是计算问题的分解。于是,从并行算法中的并行分解开始,讨论了基于消息传递的两种分解方法——域分解法和功能分解法。最后最为重要的是,着重讨论了对应于域分解法的数据并行形式和对应于功能分解法的函数并行形式。     

The reliability and validity of an interactive arithmetic test

A sample of 331 primary school children from seven primary schools, from Years 3 through 7, participated in this study to determine the reliability of a computer resident interactive arithmetic test, using both the method of a single sitting and that of parallel forms. Reliability coefficients up to .96 were calculated for scoring rates by the single sitting methods and up to .87 by the method of parallel forms. The study also attempted to determine the validity of the interactive test by comparing it with the arithmetic subtests of the Key Math Test (KMT, Connolly et al ., 1971). Positive, but weak, correlations up to .65 were recorded, reflecting differences in the medium of administration and assessment methodology of the two tests.     

美国小学数学内容结构之批评

从20世纪60年代"新数学"运动以来,美国小学数学教育的内容及其组织结构发生了重大的改变.内容上,放弃了小学算术本身的理论体系,引进了一些数学高级分支的概念;组织结构上,变之前的"核心学科型"为"条目并列型".对这段历史的追述表明,这个改变很可能是导致目前美国小学数学教育"宽而浅"现状的主要原因,并提醒中国小学数学改革注意此覆辙.     

高速通用DES加解密芯片设计与实现

现代网络与通信技术高速发展，对信息安全提出了更高的要求，实现高速可靠的数据加密越来越重要．通过对DES加密技术的研究，优化DES加解密算法，运用流水线技术，采用并行处理，在单片廉价FleA(XC2S50)上设计实现了高速通用的DES加解密芯片．     

A Data‐Parallel Programming Library for Education (DAPPLE)

In the context of our goal to bring parallel computing into the undergraduate curriculum, we needed a parallel‐programming language that was accessible to students and independent of any particular hardware platform. Finding nothing appropriate, we chose to design our own language. The result, DAPPLE, is a C++ class library designed to provide the illusion of a data‐parallel programming language on conventional hardware and with conventional compilers. DAPPLE defines Vectorand Matrixclasses, with most C++ operators overloaded to provide elementwise arithmetic, and supports data‐parallel operations like scans, permutations, and reductions. DAPPLE also provides a parallel if‐then‐else statement to restrict the scope of the above operations to partial vectors or matrices. In this article we describe the DAPPLE language, the pedagogical decisions that went into its design, and our experience using DAPPLE in the classroom. DAPPLE is freely available on the Internet.     

大数据环境下并行化先进先出成本算法研究

传统计算机算法在大数据环境下效率较差。为此,从数据处理并行角度出发探索大数据环境下实现先进先出的新算法逻辑,通过先进先出算法实现对成本的有效计算,尤其是提高计算容错性,利用优化的并行化计算模式提高算法时间效率。对传统成本算法与新的并行化先进先出成本算法在实际数据上进行比较实验,结果表明并行化的先进先出成本算法在时间效率上优于传统成本算法,且随着数据量的不断扩大时间效率更加明显,而先进先出的计算模型与传统算法在计算误差上并无扩大,说明并行化的先进先出成本算法在大数据环境下优于传统成本算法。     

小学生心算能力发展研究综述

心算是指在没有外界工具的帮助下进行的算术操作活动。目前,国内外关于小学生心算能力的研究主要集中在心算加工的神经生理基础、心算的策略、心算的训练与教学等方面。心算生理基础的研究揭示心算活动产生的内部机制,策略研究揭示心算活动中不同的策略选择,训练和教学方面的研究则表明心算可以通过训练而提高以及如何更好地培养小学生的心算能力。这些研究成果对我们今后的相关研究和教学教育工作都有重要的借鉴价值。     

Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers

Rapid automatized naming (RAN) is associated with children's arithmetic performance, which is multifactorial by nature and consists of arithmetic fluency, arithmetic procedure, and word problems. Yet, it is unclear whether RAN can predict all key aspects of arithmetic skills independently and what cognitive mechanisms may explain this relation. Using a sample of Chinese primary school students (N = 170), results showed that while RAN was associated with all key aspects of arithmetic skills, the relations of RAN–arithmetic procedure and RAN–word problems may be dependent on that of RAN–arithmetic fluency. Supporting the processing speed hypothesis, results further suggested that processing speed may underlie the relation between RAN and arithmetic performance. Findings made unique contribution to understanding the effect of RAN on arithmetic performance and cognitive mechanisms that may underpin this association in the context of Chinese culture.     

数控系统DDA圆弧插补改进算法的研究

根据DDA插补算法的基本思想,提出了一种DDA圆弧插补改进算法,介绍了该算法的基本原理和实现算法。比较传统的插补算法,对插补改进算法的误差进行了具体的分析,结果表明DDA圆弧插补改进算法具明显的优势,可以有效提高计算精度和计算效率。     

Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge

Traditionally measured skills with arithmetic are not related to later algebra success at levels that would be expected given the close conceptual relation between arithmetic and algebra. However, adaptivity with arithmetic may be one aspect of arithmetic competences that can account for additional variation in algebra attainment. With this in mind, the present study aims to present evidence for the existence and relevance of a newly acknowledged component of adaptivity with arithmetic, namely, adaptive number knowledge. In particular, we aim to examine whether there are substantial individual differences in adaptive number knowledge and to what extent these differences are related to arithmetic and pre-algebra skills and knowledge. Adaptive number knowledge is defined as the well-connected knowledge of numerical characteristics and relations. A large sample of 1065 Finnish late primary school students completed measures of adaptive number knowledge, arithmetic conceptual knowledge, and arithmetic fluency. Three months later they completed a measure of pre-algebra skills. Substantial individual differences in adaptive number knowledge were identified using latent profile analysis. The identified profiles were related to concurrent arithmetic skills and knowledge. As well, adaptive number knowledge was found to predict later pre-algebra skills, even after taking into account arithmetic conceptual knowledge and arithmetic fluency. These results suggest that adaptive number knowledge is a relevant component of mathematical development, and may help account for disparities in algebra development.