The skewness of computer science

Computer science is a relatively young discipline combining science, engineering, and mathematics. The main flavors of computer science research involve the theoretical development of conceptual models for the different aspects of computing and the more applicative building of software artifacts and assessment of their properties. In the computer science publication culture, conferences are an important vehicle to quickly move ideas, and journals often publish deeper versions of papers already presented at conferences. These peculiarities of the discipline make computer science an original research field within the sciences, and, therefore, the assessment of classical bibliometric laws is particularly important for this field. In this paper, we study the skewness of the distribution of citations to papers published in computer science publication venues (journals and conferences). We find that the skewness in the distribution of mean citedness of different venues combines with the asymmetry in citedness of articles in each venue, resulting in a highly asymmetric citation distribution with a power law tail. Furthermore, the skewness of conference publications is more pronounced than the asymmetry of journal papers. Finally, the impact of journal papers, as measured with bibliometric indicators, largely dominates that of proceeding papers.     

关于如何做好概率统计教学工作的思考

为了增强学生学习概率统计的积极性,使其尽快建立统计思想,更好地掌握概率统计的基本知识,提高运用概率统计方法,解决实际问题的能力,需要对学生进行统计思想的渗透;进行必要的生动有趣的案例式教学;还需要对统计知识进行拓展,以开阔学生的视野等等。     

初等统计思想的传播比较——中外高中数学教材比较之二

初等统计思想的传播主要是靠中学统计数学教学实现的 ,本文对中、英、日三国的部分高中数学教材中的统计数学部分作了比较。     

Odds that don't add up!

This artical presents examples of situations where a lack of understanding of probability leads to erroneous expectations.     

Learning opportunities from group discussions: warrants become the objects of debate

In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants, they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion analyzed in this paper to occur.

“支架式”教学与MOOC相融合在概率论与数理统计教学中的应用

文章提出由教师基于建构主义创建合理支架,引导学生完成MOOC学习的教学方法。以此为出发点选取“全概率公式与贝叶斯公式”为教学实例,给出MOOC制作、支架构建、板书教学的具体教学过程设计,积极探索MOOC混合式教学模式的构建。在新的教学模式下,学生能自主地进行MOOC学习,培养创新精神,实现自我发展。     

指纹的独一无二性

首先研究基于科学的指纹独特性并且为指纹匹配提出一个概率模型,进行了详细参数分析。所有这些能够有力地证明每一个人的指纹都是独一无二的,总结出该模型的优点及局限性。     

岩体边坡中流体包裹体参数的逐步回归分析

以白鹤岭铁路隧道岩体边坡为例，在垂直边坡面的4条剖面上采集了不同变形和破坏状态岩石中的16个定向样品，测定了流体包裹体迹面（FluidInclusionPlane简称为FIP）特征参数（包括FIP的长度、形态、连通性、闭合性、粗糙度、交叉性质等参数）与包裹体热动力学参数（包括FIP中包裹体的均一温度、均一压力、包裹体流体密度、流体包裹体成分和氧逸度等参数）。同时，将样品中裂隙分布的分形维数作为描述岩石变形破坏状态的定量指标，采用反馈式逐步回归方法分析这些分形维数与所选7个FIP参数的定量关系。分析表明，影响岩体变形和破裂的主要微观参数包括两个FIP特征参数（即粗糙度系数和分布密度）和两个包裹体热力学参数（即水溶液包裹体均一温度和CO2-H2O包裹体均一温度）。由于岩体的变形和（或）破坏不仅可使FIP中包裹体成分泄漏、也会使FIP迹面特征参数和包裹体热动力学参数发生改变，因此，岩体边坡中流体包裹体参数的逐步回归分析结果对进一步研究岩体变形破坏过程与边坡稳定性将具有重要的参考价值。     

Effect of Prior Information on String Length Estimates

This article describes an activity through which students collect data and explore ways to display them through graphs and charts. It also motivates various summary measures for location, spread and shape. Finally, it gives an introduction to concepts of validity, reliability and unbiasedness.