数列通项公式的另一种形式

不论是等差数列还是等比数列,其通项公式通常都只有一种形式,而它们的前n项和公式却有两种形式,故此在使用上就比较灵活。利用推理和数学归纳法证明出了等差数列和等比数列通项公式的另一种形式,并通过例题说明其用法,从而使得其通项公式在使用上更加简捷、灵活。     

一类特殊高次方程的实数解

本文中给出在特定条件下某类高次方程的特征,找到了该方程与线性递归数列的联系,得到该类高次方程的解法,并用于实例的求解。     

《周易》占筮及其美学智慧

占筮在《周易》中占有很重要的地位,其中蕴涵着深刻的哲学智慧和丰富的美学意味。《周易》卜筮既是智慧之“研玩”,又是一种体验性的审美;大衍之数既体现了中国古人对数的认识和崇拜,又蕴涵着其对数的审美和大而化之的审美态度;在《周易》中,“神”和“易”几乎同样特殊,占筮之神秘也使其通向审美。我们有必要对《周易》占筮重新认识,并挖掘其审美价值。     

金属的三种常见的晶体结构及其晶胞原子数的研讨

本文阐述了金属的晶体结构涉及到的基本概念及其区别,分析了金属的种常见晶体结构的晶胞原子3数问题。     

关于伪素数的几个结果

得到一类较广泛的伪素数。此外，还证明了费马合数、梅审合数均为伪素数。     

范德瓦尔登数方程组

SetWh(n,n)=p 1.ItisobviousthatthereexistvanderWaerdennum bersoncirclefromtheexistenceanduniquenessofthe vanderWaerdennumbers,andthefollowingresult holds.Theorem1ForthevanderWaerdennumberson circle,thereholds Wh(n,n)≤W(n,n).TheleftsideoftheinequalityinTheorem1isrigor ouslylessthantherightsideifW(n,n)satisfysome conditions.Theorem2IfthevanderWaerdennumbersW(n,n)=(n-1)a bfor2≤b≤n-2,andn>3,thenWh(n,n)相似文献   

Students' Understanding of the Library of Congress Call Number System

Students' ability to effectively understand and use call numbers to locate materials in the library is still an important skill in the digital age. This study explores students' perceptions of Library of Congress call number schemes and identifies the conditions that impede or facilitate students' successful location of desired library materials. Using a multiple case study design, this article describes the perceptions of undergraduate students who attend a 4-year public university in the Midwest. The findings suggest that students demonstrate little facility for locating books easily and independently, misinterpret call numbers in diverse ways, and do not fully understand the library's organization of materials.     

Spanish preservice primary school teachers’ pedagogical knowledge of numbers: results from TEDS-M / Conocimiento didáctico de los estudiantes españoles de magisterio sobre números: resultados en TEDS-M

Abstract

This paper describes and characterises Spanish preservice primary school teachers’ pedagogical knowledge on school mathematics, particularly in the number subdomain. The study conducts a conceptual analysis of the TEDS-M survey items on this type of knowledge and interprets the responses. We found that preservice teachers were able to recognise variables that affect the difficulty of arithmetic and proportionality problems, but showed difficulties in diagnosing errors committed by students and in graphically representing mathematical concepts and procedures and applying them to the teaching process. These results will be useful for the design of syllabi in the new Primary School Teaching degree.     

Calculating the blue economy: producing trust in numbers with business tools and reflexive objectivity

ABSTRACT

The ‘blue economy’ has in recent years become a leading concept for envisioning what may come after the fossil-based era. In efforts at calculating the potential economic value of the ocean, policy-oriented documents seek to unite diverse actors around common goals. Through the calculation of numbers, large-scale and long-term policy visions are being crystallized. But how do such numbers come into being in practice? This article interrogates this question with an example from the Norwegian context: the established policy goal of a so-called ‘five-fold increase’ in marine value creation in the year 2050. While powerful numbers are commonly expected to be produced through the procedures of ‘mechanical objectivity’ that involve strict quantification and scientific methods, our analysis shows a rather different route towards a powerful number: By loosely combining tools developed for business management, the number is calculated by, first, openly combining qualitative and narrative operations into the calculation and then, next, decoupling qualitative uncertainties from the quantified potential. The result is a calculative process that takes the form of what we suggest to call ‘reflexive objectivity’ and a policy-oriented number that encourages risk-taking and action over restraint and precaution.     

Requirements on Business Interpreters

On the whole, the requirements on business interpreters are almost the same with other interpreters. However, the characteristics of business activities requires that the interpreter should have wide knowledge of the business proper names and phrases, the sensitivity against numbers and the awareness of the different cultures in trade. To be an interpreter in business, one should pay special attention to these aspects.