RMI原则在高等数学中的应用

关系映射反演原则是数学方法论中的一个重要科学性原则,它在数学发现和数学解题中有着多方面的应用.本文通过几例介绍RMI原则在高等数学中的应用.     

基于知识图谱的国内区块链研究现状与趋势分析

研究区块链技术在国内的应用情况有利于掌握区块链技术在我国发展现状,发现我国区块链技术发展的优势及潜在问题。回顾了国内区块链研究进展,从关键词、发文年份、作者合作关系、作者隶属机构等多个角度分析区块链发展现状及研究内容,并对研究趋势进行展望。     

一种映射排序

提出了一种映射排序,大量减少据记录的移动.该算法的平均时间复杂度在理想情况下可达到O(n).利用排序结果进行数据查找时,基本可实现数据记录的随机查找.该方法在对含有多个数据项的长数据记录进行排序时,较经典的排序方法具有综合优势.     

基于映射序列在一致收敛下对Bowen拓扑熵的研究

研究了在可度量化的紧致拓扑空间X上的自映射序列{fi}在X上一致收敛于X上的自映射,的条件下fi的Bowen拓扑熵B-ent(fi)与f的Bowen拓扑熵B-ent(f)的一个关系.得到了或者存在fi,使得B-ent(f)＜B-ent(fi);或者B-ent(f)=sup1≤i＜∞ B-ent(fi).     

关于Minkowski投影映射在R3中浸入的充分条件

由Minkowski投影映射Φ：M^2→R^3的表达式知Φ是连续且光滑的映射；进一步推证得出当M^2是R^3中2维紧致凸流形和每一点x处rankxΦ=2时，(Φ，M^2)是M^2到R^3中的2维光滑浸入，而且Φ(M^2)是R^3中的嵌入紧子流形．     

填满空间曲线

1890年皮亚诺提出“一段连续的曲线可以填满一个闭的空间”.本文利用构造的方法讨论一段连续的曲线填满正方形、矩形、圆、球,甚至更高维的闭区域,如闭球、闭超方体等.     

EPSW数字测图系统及其二次开发

讨论了基于EPSW的数字测图系统的特点、作业方法,对此做了比较分析,并给出了在QBASIC语言环境下的二次开发原理与方法     

测绘工程专业技能培养的实践与思考

介绍测绘工程专业技能的内涵,并对如何培养测绘工程专业技能所采取的一系列措施作了阐述。实践表明,这些措施对提高教学质量、培养高级测绘人才起到了重要作用。     

A Framework for Analysis of Teachers’ Geometric Content Knowledge and Geometric Knowledge for Teaching

Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework is then developed for the case of two teachers’ knowledge of the concept ‘square’.     

Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour

After spending a year working on the development of a new online Master’s programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment.