矩形件排样中基于最低水平线的改进算法

矩形件排样优化问题是一个多目标优化问题,一方面要考虑到材料的利用率,另一方面要考虑到生产时的下料效率,而且还要满足“一刀切”的工艺要求。在基于最低水平线的搜索算法的基础上,提出了一种新的矩形排样算法,结果证明了该算法是灵活和有效的。     

利用辛几何构作non-Cartesion认证码

利用辛几何构作了一个non-Cartesion认证码，计算了它的参数；当编码规则按等概率分布选取时，求出了模仿攻击和替换攻击成功的概率．     

射影几何中共点线线共点问题证明方法探析

针对射影几何中共点线线共点问题,从两个方面讨论了其证明方法。     

“代点法”在解析几何中的应用

从“代点法”的引入、变式、引中等几个方面，通过具体的实例探讨“代点法”的应用．同时，指出在应用“代点法”解决问题时，应该注意的问题．     

高等几何史及其数学思想

本文通过剖析射影几何及欧氏几何的有关史料,揭示射影几何中蕴含的辩证思想及非欧几何产生的哲学意义。     

法国数学教学中的技术整合——应用Cabri-geometry进行交互式动态几何教学的案例

法国自1996年开始更新课程，新课程中明确提出，技术要真正整合到数学教学中去，并且声明了这种整合是必需的。技术整合的意义在于，通过新技术所提供的各种可能性来支持、完善和改变数学的学习，而不在于技术本身的使用，将技术整合到数学教学中是一个长期而艰巨的过程。     

对一道几何问题的思索及推广

初等数学中几何题型变化万千,题目数不胜数,给学生解题带来了一定的难度.因此,教师在教学中一定要因材施教,这样,对培养学生的系统性和灵活性大有好处.     

高中解析几何教学策略——数学史的视角

充分发挥数学史对数学教育的作用和功效,应全面深入挖掘数学史中对数学课程具有启发意义和教育价值的科学与文化要素,并应用于具体的数学教学.笛卡尔解析几何思想是一个整体文化系统.以笛卡尔数学思想的文化内涵为素材,制订高中解析几何教学策略,可以有效地促进高中解析几何教学,从而更好地实现课程目标.基于笛卡尔数学思想,可制订如下具体的教学策略:(1)整体文化驱动;(2)核心概念统领;(3)思想结构分拆整合;(4)双向模式转化.     

多孔超弹性矩形板中微孔的增长

The analyses of finite deformation and stress for a hyperelastic rectangular plate with some voids under an uniaxial extension were conducted. The governing differential equations were given from the incompressibility condition of the material. The solution was approximately obtained from the minimum potential energy principle. The growth of voids was discussed. One can see that an initial central circular-cylinder void becomes an elliptic-cylinder void, but an initial non-centeral circular-cylinder void becomes an elliptic-like cylinder void and the center of void has a shift. The stress distributions along the edges of voids were given and the phenomenon of stress concentration was observed. The influences of the distribution manner and size of voids, as well as the distance between them on the growth of voids were analyzed.     

Time Management in the Work Economy of A Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching

Time is a constraint but also a condition of operating within a didactic system. Don’t we need to distinguish several kinds of times? Our study will focus on teachers’ time management strategies. We will identify these strategies by taking into account two temporal dimensions – didactic time and time capital – and the rate at which the former advances relative to the latter, called the pace of an activity, a lesson or a teaching sequence. Those strategies have been identified in the specific context of the integration of the Cabri-geometry dynamic geometry software in the daily work of a French primary school.