什么是数学实验

本文对数学实验给出了一个明确的定义。作为数学实验的前提，本文首先阐述了数学的本质，提出了科学构成定律，由此揭示了数学的地位、作用和意义；其次分析了数学实验课程与教学建模、计算机代数系统、计算方法及计算方法实习等课程的关系，就目前有关数学实验的一些流行观点提出了不同见解，并明确给出了数学模型的定义；最后依据数学实验目的，讨论了在选择实验素材时的两种原则。     

算得快不如算得巧（Ⅰ）

一、背景材料。数学离不开计算。随着数学不断发展，数学的应用日益广泛，计算量与计算速度越来越成为人们关注的问题。要减少计算量、加快计算速度，一般来说，有两条途径：一是使用各种计算工具，如算盘、计算尺、计算器与计算机等；二是改进计算方法。     

数学建模培训中对学生计算机应用能力的培养

在实施数学建模培训时必须重视将数学教学与计算机应用相结合，培养学生利用计算机进行文字处理、数值计算、图形变换、数据信息分析处理以及信息检索的能力，教会其使用多种数学应用软件．对学生建模中计算机应用能力的培养必须制定全面、系统、有效的实施方案，将枯燥的数学研究变得生动有趣，调动学生的学习兴趣，以期提高参赛成绩，从而达到培养学生计算机应用能力的预定要求．     

信息与计算科学

信息与计算科学专业是1998年由教育部对本科信息论、计算数学（或计算数学与应用软件）、运筹学等专业调整合并而来的．它是以信息领域为背景。数学与信息、管理相结合的交叉学科专业,涉及数学、信息学、计算机科学相关学科,应用面广,要求有扎实的数学和计算机基础、较深的算法设计与分析能力．其核心课程有数学模型、数学实验、金融分析、软件设计方法等．     

数值计算方法教学方法研究

数值计算方法研究用计算机求解各种数学问题的数值计算理论与方法,是数学类专业和工科类专业的一门重要基础课程。本文研究了数值计算方法教学中存在的一些问题。     

信息与计算科学专业课程教学法的探索

信息与计算科学专业是教育部于1998年将原来的计算数学及其应用软件专业加以更名而成立的一个新的数学类专业,主要以信息为依托,数学、信息科学与计算机科学相交叉,培养大学生经过数学、信息论和计算机科学的训练与熏陶,能在信息科学与计算科学领域从事科学研究、软件开发、项目管理和教育教学等工作。本文结合信息与计算科学的专业认识,探索在专业数学基础课程教学、计算机科学课程教学、信息与大数据课程教学、校企合作培养课程教学中的教学法,为推动信息与计算科学专业的发展和完善提供参考,以便提高人才培养的质量。     

夯实基础 铸就辉煌——数学与计算机科学学院

数学与计算机科学学院由原绵阳师范学院数学系和计算机科学系发展而来,成立于2008年1月,承担全校高等数学、计算机基础和数学与计算机科学学院本、专科专业课程教学。学院下设基础数学、学科教学法、高等数学、计算机应用技术、数字媒体、物联网工程、公共计算机等7个教研室,有数学与应用数学、计算机科学与技术、信息与计算科学、数字媒体技术、物联网。     

数字加工和计算能力各成分的分离研究及其启示

数字加工和计算机制是认知心理学和认知神经心理学的重要研究内容,分离逻辑是这两个学科的主要研究方法,很多研究者利用分离逻辑来研究数字加工和计算机制问题,从而发现了许多分离现象,数学教学可以从中汲取营养。     

高职计算机数学教学模式的研究与探讨

高等职业院校计算机专业的教育、职业定位和计算机数学课程的性质,决定了计算机数学与一般数学基础课的教学内容、教学方法等有很大的差异。计算机数学是高职院校计算机相关专业的一门专业基础课、数学课,它在计算机专业人才培养中起到传授数学知识和方法、培养数学逻辑思维、提高数学素质和综合能力的作用。笔者结合高职院校计算机数学课程的教学经历,分析当前高职计算机数学课程教学的现状和意义,研究和探讨计算数学教学改革的内容。     

小学生计算错误的原因分析及改进对策

计算能力是每个人必须具备的一项基本能力,培养学生的计算能力是小学数学教学的一项重要任务,是学生今后学习数学的重要基础。从长远来看,学会计算终身受用,生产、生活中处处离不开计算。就目前而言,作为数学基础知识的计算能力,随着计算机时代的到来,独立计算能力越来越被师生     

金融数量分析师的培养方式研究

国内外高校的金融数量分析师培养方式主要设置金融、数学和金融计算三个方面的课程。与欧美著名大学相比,我国高校在培养金融数量分析师方面存在金融数量分析师的本科培养方式缺乏深度和广度,金融、数学和计算方法结合的不完善和缺少应用训练环节等不足之处。文章针对这些不足提出了解决的对策。     

THINKING SCHOOLS,LEARNING NATION: A VISION FOR MATHEMATICS EDUCATION AT SINGAPORE POLYTECHNIC

Singapore Polytechnic offers a tertiary education to O and A level school-leavers leading to more than 20 full-time and part-time diplomas in business, computing, engineering, maritime studies, multimedia, optometry, and technology. The mathematics and science department at Singapore Polytechnic supports the need for a sound foundation in mathematics by offering modules in engineering mathematics for students of the engineering courses. The mathematics modules range from a one-year to a two-and-a-half-year module depending on students entry abilities and the extent of mathematics knowledge needed in the respective courses. This article describes some of the initiatives taken in conjunction with the national objective of having 60% of the population achieve a tertiary qualification to support the knowledge-based economy. These initiatives include programs designed for the varying abilities of students and the incorporation of appropriate use of information technology to make students learning experiences more varied and interesting. These initiatives have brought faculty to the realization that they too are involved in a process of lifelong learning.     

Women into Engineering: Perspectives on positive discrimination from the USA

This paper describes American schemes for the recruitment and support of women in undergraduate engineering programmes, graduate re‐entry schemes and vocational training. It discusses the need and provision for sex equity training in mathematics and computing. Some common themes which link the various schemes are explored, and comparisons are made between the United States and Britain.     

The impact of the pre-instructional cognitive profile on learning gain and final exam of physics courses: a case study

The case study described in this paper investigates the relationship among some pre-instructional knowledge, the learning gain and the final physics performance of computing engineering students in the introductory physics course. The results of the entrance engineering test (EET) have been used as a measurement of reading comprehension, logic and mathematics skills and basic physics knowledge of a sample of 47 Computing Engineering freshmen at the University of Palermo (Italy). These data give a significant picture of the initial knowledge status of a student choosing engineering studies. The students' physics learning gain has been calculated using a standardized tool in mechanics: the force concept inventory (FCI). The analysis shows that mathematical and physical background contribute to achieve a good final preparation in physics courses of engineering faculties; however the students' learning gain in physics is independent of students' initial level of mathematics skills and physics knowledge. Initial logic skills and reading comprehension abilities are not significant factors for the learning physics gain and the performance on physics courses.     

Disentangling the Nexus: Attitudes to Mathematics and Technology in a Computer Learning Environment

Gaining insights into students' attitudes and beliefs is a crucial step in understanding how the learning environment for mathematics is affected by the introduction of computers and other technology. We review research into the impact of technology on the teaching and learning of mathematics, although systematic evaluations are sparse. We discuss the relationship between affective variables and performance and having constructed appropriate measures of attitude, we present results from an extensive initial study. The study disentangles affects relating to mathematics and to computing and in doing so identifies attributes which are important where mathematics and computing interact. We report on the application of six Galbraith–Haines scales to 156 students, we discuss the implications of confidence, motivation, engagement and interaction with the technology in the learning environment and we demonstrate that the computing and mathematics attitude scales capture distinctive properties of student behaviour in this respect.     

The role of mathematics learning centres in engineering education

Mathematics departments in many universities, in many countries, are under pressure. The demand for mathematics undergraduate programmes is diminish- ing and service mathematics is under threat. In particular, engineering schools are either reducing the number of mathematics courses in degree programmes or engineering staff are teaching mathematics as part of engineering analysis courses. There is also a strong trend in engineering education to make greater use of computer courseware like Mathcad, Matlab and other software systems for the mathematical and statistical components of engineering programmes. Engineer- ing education is undergoing substantial change. The mathematics of engineering programmes will need to change accordingly. Mathematics learning centres have been established in many universities world-wide. Initially their main role was to provide assistance for those who had insufficient levels of competency in pre- requisite mathematics. However, these centres can also make a very useful contribution to the latest trends in the mathematics education of engineering undergraduates. This paper will describe that contribution.     

基于信息与计算科学专业特色的定积分与微元法的比较教学研究与实践

随着科学的发展,产生出了不同的专业。每个专业由于侧重点不同,从而具有不同的特色。信息与计算科学专业是以将数学应用于解决工程问题为研究方向,具有和数学专业明显的不同。因此,对该专业的定积分与微元法的教学必须要与数学专业的形式定义有所区别,也应与其他工科专业的过于粗糙有所不同,而应该充分凸显该专业既注重形式定义的重要,也要突出内在解决实际问题的本质的特色。本文从解决实际问题的方法出发,对定积分与微元法进行比较分析,探讨适合于该专业的关于这两个定义的教学方法,旨在指出该专业所要求的教学特色,以提高专业教学质量。     

Standards-based external exams and students’ science-related career expectations: an international perspective

Students’ science-related career expectations are important for predicting their future science, technology, engineering, and mathematics (STEM)-related educational and occupational attainments. This study examines the degree to which standards-based external examinations are associated with a student’s propensity for pursuing science-related professional occupations. The science-related fields included in the analysis are mathematics, physical and life science, and engineering/computing. Three-level hierarchical generalized linear models are employed to analyse international survey and student achievement data from the Programme for International Student Assessment (PISA). The analyses show that students in national education systems that require standards-based external examinations have lower expectations for science-related professional careers than students in the systems that do not use such examinations. This negative association remained constant by gender as well as across levels of science performance. From an educational policy point of view, the results suggest the negative consequence of standards-based external exams in fostering students’ interests in pursuing science-related careers.     

工程数学内容的相关性及在电路分析中的应用

为了在教学中更好把工程数学与电子专业的相关专业课中的应用联系起来,对工程数学内容的关联性进行了研究,通过欧拉公式,卷积理论,留数法计算拉普拉斯逆变换,说明了工程数学的教学内容是相互关联的,最后给出积分变换在模拟电路分析中的一般方法。