Contents PREFACE to The Mathematica GuideBooks

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Guidelines for Authors

Guidelines for Authors
Please ensure that every reference cited in the text is also present in the reference list. Do not list references that are not cited in the text. Reference Style: Citations in the text should be listed as follows:
names first, followed by surnames; for affiliations and addresses below each name, including the full postal address and country name.
Corresponding Author Please clearly indicate who will handle all stages of refereeing, publication, and post-publication, If that person is not the first author. Ensure that person’s telephone and fax numbers (with country and area code) are provided, in addition to e-mail and complete postal addresses. Abstract (may be placed on a separate page following the title page) Each manuscript must be accompanied by an informative abstract of no more than one paragraph and up to 350 words. The abstract should state briefly the nature of the study, its principal results and major conclusions. It should not state what the paper intends to do or what will be discussed. Keywords Please provide a maximum of 6 keywords, avoiding general and plural terms and multiple concepts (avoid, for example, “and”, “of”) immediately after the abstract. These keywords will be used for indexing purposes. Introduction This section should provide sufficient background information to allow readers to understand the context and significance of the problem. Methods The methodology employed in the work should be described in sufficient detail. Results The results section contains applications of the methodology described above and their earth science interpretation. Discussion of the research in the context of similar or earlier studies Conclusions This should explore the significance of the results of the work, not repeat them. Acknowledgements Place acknowledgments, including information on grants received, before the references in a separate section, and not as a footnote on the title page. Reference list The reference list is placed at the end of a manuscript, immediately following the acknowledgments and appendices (if any). Figures and tables Each figure and table must be called out (mentioned) sequentially in the text of the paper. Each figure must have a caption, and each table must have a heading.

Towards a Mathematical Science of …… 翻译

Towards a Mathematical Science of  …… 翻译

1、Introduction 简介In this paper I shall discuss the prospects for a mathematical science of computation . In a mathematical science ,it is possible to deduce from the basic assumptions,the important properties of the entities treated by the science. Thus,from Newton’s law of gravitation and his laws of motion,one can duduce that the planetary orbits obey kerpler’s laws.我将在这篇文章中谈谈数学化科学计算的前景。

在数学化的科学中,从一些基本的结论中可以推断:被数学科学处理地重要的实体前景。

从而,从牛顿万有引力定律和他的运动定律,有人推出了行星轨道满足开普勒定理。

What are the entities with which the science of computation deals?计算科学处理的实体是什么?What kinds of facts about these entities would we like to derive?关于这些实体我们想要的推导什么种类的事实?What are the basic assumptions from which we should start?从我们开始什么事基本的假设?What important results have already been obtained?已经获得什么重要的结论?How can the mathematical science help in the solution of practical problems?在实际问题上,数学化的科学怎么帮忙的?I would like to propose some partial answers to these questions. These partial answers suggest some problems for future work. First I shall give some very sketchy general answers to the questions. First ,I shall give some very sketchy general answers to the questions. Then I shall present some recent results on three specific questions. Finally, I shall try to draw some conclusions about practical applications and problems for future work.关于这些问题我想给出一些部分答案。

数学专业英语 第2章课后答案

数学专业英语 第2章课后答案

2.12.比:ratio 比例:proportion 利率:interest rate 速率:speed 除:divide 除法:division 商:quotient 同类量:like quantity 项:term 线段:line segment 角:angle 长度:length 宽:width高度:height 维数:dimension 单位:unit 分数:fraction 百分数:percentage3.(1)一条线段和一个角的比没有意义,他们不是相同类型的量.(2)比较式通过说明一个量是另一个量的多少倍做出的,并且这两个量必须依据相同的单位.(5)为了解一个方程,我们必须移项,直到未知项独自处在方程的一边,这样就可以使它等于另一边的某量.4.(1)Measuring the length of a desk, is actually comparing the length of the desk to that of a ruler.(3)Ratio is different from the measurement, it has no units. The ratio of the length and the width of the same book does not vary when the measurement unit changes.(5)60 percent of students in a school are female students, which mean that 60 students out of every 100 students are female students.2.22.初等几何:elementary geometry 三角学:trigonometry 余弦定理:Law of cosines 勾股定理/毕达哥拉斯定理:Gou-Gu theorem/Pythagoras theorem 角:angle 锐角:acute angle 直角:right angle 同终边的角:conterminal angles 仰角:angle of elevation 俯角:angle of depression 全等:congruence 夹角:included angle 三角形:triangle 三角函数:trigonometric function直角边:leg 斜边:hypotenuse 对边:opposite side 临边:adjacent side 始边:initial side 解三角形:solve a triangle 互相依赖:mutually dependent 表示成:be denoted as 定义为:be defined as3.(1)Trigonometric function of the acute angle shows the mutually dependent relations between each sides and acute angle of the right triangle.(3)If two sides and the included angle of an oblique triangle areknown, then the unknown sides and angles can be found by using the law of cosines.(5)Knowing the length of two sides and the measure of the included angle can determine the shape and size of the triangle. In other words, the two triangles made by these data are congruent.4.(1)如果一个角的顶点在一个笛卡尔坐标系的原点并且它的始边沿着x轴正方向,这个角被称为处于标准位置.(3)仰角和俯角是以一条以水平线为参考位置来测量的,如果正被观测的物体在观测者的上方,那么由水平线和视线所形成的角叫做仰角.如果正被观测的物体在观测者的下方,那么由水平线和视线所形成的的角叫做俯角.(5)如果我们知道一个三角形的两条边的长度和对着其中一条边的角度,我们如何解这个三角形呢?这个问题有一点困难来回答,因为所给的信息可能确定两个三角形,一个三角形或者一个也确定不了.2.32.素数:prime 合数:composite 质因数:prime factor/prime divisor 公倍数:common multiple 正素因子: positive prime divisor 除法算式:division equation 最大公因数:greatest common divisor(G.C.D) 最小公倍数: lowest common multiple(L.C.M) 整除:divide by 整除性:divisibility 过程:process 证明:proof 分类:classification 剩余:remainder辗转相除法:Euclidean algorithm 有限集:finite set 无限的:infinitely 可数的countable 终止:terminate 与矛盾:contrary to3.(1)We need to study by which integers an integer is divisible, that is , what factor it has. Specially, it is sometime required that an integer is expressed as the product of its prime factors.(3)The number 1 is neither a prime nor a composite number;A composite number in addition to being divisible by 1 and itself, can also be divisible by some prime number.(5)The number of the primes bounded above by any given finite integer N can be found by using the method of the sieve Eratosthenes.4.(1)数论中一个重要的问题是哥德巴赫猜想,它是关于偶数作为两个奇素数和的表示.(3)一个数,形如2p-1的素数被称为梅森素数.求出5个这样的数.(5)任意给定的整数m和素数p,p的仅有的正因子是p和1,因此仅有的可能的p和m的正公因子是p和1.因此,我们有结论:如果p是一个素数,m是任意整数,那么p整除m,要么(p,m)=1.2.42.集:set 子集:subset 真子集:proper subset 全集:universe 补集:complement 抽象集:abstract set 并集:union 交集:intersection 元素:element/member 组成:comprise/constitute包含:contain 术语:terminology 概念:concept 上有界:bounded above 上界:upper bound 最小的上界:least upper bound 完备性公理:completeness axiom3.(1)Set theory has become one of the common theoretical foundation and the important tools in many branches of mathematics.(3)Set S itself is the improper subset of S; if set T is a subset of S but not S, then T is called a proper subset of S.(5)The subset T of set S can often be denoted by {x}, that is, T consists of those elements x for which P(x) holds.(7)This example makes the following question become clear, that is, why may two straight lines in the space neither intersect nor parallel.4.(1)设N是所有自然数的集合,如果S是所有偶数的集合,那么它在N中的补集是所有奇数的集合.(3)一个非空集合S称为由上界的,如果存在一个数c具有属性:x<=c对于所有S中的x.这样一个数字c被称为S的上界.(5)从任意两个对象x和y,我们可以形成序列(x,y),它被称为一个有序对,除非x=y,否则它当然不同于(y,x).如果S和T是任意集合,我们用S*T表示所有有序对(x,y),其中x术语S,y属于T.在R.笛卡尔展示了如何通过实轴和它自己的笛卡尔积来描述平面的点之后,集合S*T被称为S和T的笛卡尔积.2.52.竖直线:vertical line 水平线:horizontal line 数对:pairs of numbers 有序对:ordered pairs 纵坐标:ordinate 横坐标:abscissas 一一对应:one-to-one 对应点:corresponding points圆锥曲线:conic sections 非空图形:non vacuous graph 直立圆锥:right circular cone 定值角:constant angle 母线:generating line 双曲线:hyperbola 抛物线:parabola 椭圆:ellipse退化的:degenerate 非退化的:nondegenerate任意的:arbitrarily 相容的:consistent 在几何上:geometrically 二次方程:quadratic equation 判别式:discriminant 行列式:determinant3.(1)In the planar rectangular coordinate system, one can set up aone-to-one correspondence between points and ordered pairs of numbers and also a one-to-one correspondence between conic sections and quadratic equation.(3)The symbol can be used to denote the set of ordered pairs(x,y)such that the ordinate is equal to the cube of the abscissa.(5)According to the values of the discriminate,the non-degenerate graph of Equation (iii) maybe known to be a parabola, a hyperbolaor an ellipse.4.(1)在例1,我们既用了图形,也用了代数的代入法解一个方程组(其中一个方程式二次的,另一个是线性的)。

北美数学学术英语

北美数学学术英语

北美数学学术英语在北美数学学术领域,学术英语的使用具有一定的规范和特点。

以下是一些在数学学术写作和交流中常见的术语和表达方式:●数学概念和操作:1.Theorem (定理): A statement that has been proven to be true.2.Lemma (引理): A smaller result that is often used in the proof of a larger theorem.3.Corollary (推论): A result that follows directly from a theorem.4.Conjecture (猜想): A statement believed to be true, but not yet proven.●证明和推理:1.Proof (证明): A logical argument that demonstrates the truth of a statement.2.Lemma Proof (引理证明): A proof specifically for a lemma.3.Contradiction (反证法): A proof technique where the assumption of the statement beingfalse leads to a contradiction.4.Induction (归纳法): A proof technique that involves proving a statement for a base case andshowing that if it holds for one case, it holds for the next.●方程和符号:1.Equation (方程): A mathematical statement that asserts the equality of two expressions.2.Variable (变量): A symbol that can represent any element from a set.3.Function (函数): A relation between a set of inputs and a set of possible outputs.4.Integral (积分): The concept of an antiderivative.●统计和概率:1.Probability (概率): The likelihood of a particular event occurring.2.Random Variable (随机变量): A variable whose value is subject to variations due to chance.3.Distribution (分布): A function or curve that describes the likelihood of different outcomes.●图论和几何:1.Graph (图): A collection of nodes and edges connecting pairs of nodes.2.Vertex (顶点): A point in a graph.3.Edge (边): A line connecting two vertices in a graph.4.Geometric (几何): Related to the properties and relations of points, lines, surfaces, andsolids.●学术写作风格:1.Precision (精准性): Clear and precise language is highly valued in mathematical writing.2.Rigor (严谨性): Mathematical arguments and proofs should be logically sound and rigorous.3.Conciseness (简洁性): Expressing ideas in a clear and concise manner is important inmathematical writing.以上是一些在北美数学学术领域中常见的英语术语和表达方式。

数学 平面分离

数学 平面分离

数学平面分离(中英文实用版)英文文档内容:Mathematics: Planar SeparationIn mathematics, planar separation refers to the concept of dividing a plane into two distinct regions using a straight line or a curve.This concept is fundamental in various areas of mathematics, such as geometry, algebra, and calculus.Planar separation can be utilized to solve problems related to inequality, equations, and optimization.One common application of planar separation is in the solution of linear inequalities.A straight line can be used to separate the plane into two regions, where one region satisfies the inequality and the other does not.For example, the inequality x + y ≤ 3 can be graphically represented by a line passing through the points (0, 3) and (3, 0).The region below this line represents the solutions to the inequality, while the region above the line does not.Another application is in the solution of systems of linear equations.By graphing the lines representing each equation, we can determine the regions where the solutions of the system lie.If the lines do not intersect, the system has no solution, and the plane is separated into two regions.If the lines intersect at a single point, the system has one unique solution, and the plane is separated into two regions.If the linesintersect at two points, the system has infinitely many solutions, and the plane is separated into two regions.Planar separation is also relevant in calculus, particularly in finding the maximum and minimum values of a function.By analyzing the graph of a function, we can identify the regions where the function increases or decreases.A curve can be used to separate the plane into two regions, where one region corresponds to the increasing part of the function and the other to the decreasing part.In conclusion, planar separation is a powerful concept in mathematics that allows us to understand and solve problems related to planes, lines, and curves.Its applications range from solving linear inequalities and equations to analyzing functions and optimizing problems.中文文档内容:数学:平面分离在数学中,平面分离是指使用直线或曲线将平面划分为两个不同区域的概念。

数学专业英语翻译2-5

数学专业英语翻译2-5

是s和t之间的函数关系。它描述了s随t 变化的公式,对这种关 系的研究导致了18世纪的人们认为函数关系只不过是一个公 式罢了。
6-C The concept of function
Only after the rise of modern analysis in the early 19th century could the concept of function be extended. In the extended sense , a function may be defined as follows: if a variable y depends on another variable x in such a way that to each value of x corresponds a definite value of y, then y is a function of x. this definition serves many a practical purpose even today. 只有在19世纪初期现代分析出现以后,函数的概念才得以扩 大。 在扩大的意义上讲,函数可定义如下:如果一变量y随着 另一个变量x而变换,即x的每一个值都和y的一定值相对应, 那么,y就是x的函数。这个定义甚至在今天还适用于许多实 际的用途。
5-A the coordinate system of Cartesian geometry
Two perpendicular reference lines (called coordinate axes) are chosen, one horizontal (called the “x-axis”), the other vertical (the “y-axis”). Their point of intersection denoted by O, is called the origin. On the x-axis a convenient point is chosen to the right of O and its distance from O is called the unit distance. Vertical distances along the Y-axis are usually measured with the same unit distance ,although sometimes it is convenient to use a different scale on the yaxis. Now each point in the plane (sometimes called the xy-plane) is assigned a pair of numbers, called its coordinates. These numbers tell us how to locate the points.

Preface to Modern Engineering Mathematics 2

Preface to Modern Engineering Mathematics 2

Байду номын сангаас
Recognizing the increasing use of numerical methods in engineering practice, which often complement the use of analytical methods in analysis and design and are of ultimate relevance when solving complex engineering problems, there is wide agreement that they should be integrated within the mathematics curriculum. [译文] 分析与设计过程中常用数值计算方法来弥补解 析法的不足,因此在求解复杂的工程问题时数值方法 往往是最为恰当的。由于认识到数值方法在工程实践 中的应用日趋增长,人们普遍认为它应该被整合到数 学课程中来。

This shift is away from the simple mastery of solution techniques and towards development of a greater understanding of mathematical ideas and processes together with efficiency in applying this understanding to the formulation and analysis of mathematical models of physical phenomena and engineering systems. [译文] 数学教学将不仅仅是简单掌握解决问题的技巧, 而是朝着这样的方向发展:对数学概念以及数学过程更 深的理解,并将其熟练应用于物理现象和工程系统的数 学模型及理论分析。

费马定理的知识卡片

费马定理的知识卡片

费马定理的知识卡片(中英文版)英文文档:Fermat"s Theorem Knowledge CardFermat"s Theorem, named after the French mathematician Pierre de Fermat, is a fundamental result in number theory.It states that for any two positive integers a and b, the equation a^n + b^n = c^n has no solution for any integer n greater than 2, where c is also a positive integer.This result is known as Fermat"s Last Theorem when n = 2.Fermat"s Theorem has important implications in mathematics and cryptography.It helps to solve certain Diophantine equations and is used in the field of public-key cryptography, such as the RSA algorithm.The proof of Fermat"s Last Theorem was provided by British mathematician Andrew Wiles in 1994, after more than 350 years of attempts by mathematicians worldwide.His proof relies on the deepest results in number theory and has significantly advanced the field.Chinese文档:费马定理知识卡片费马定理,以法国数学家皮埃尔·德·费马的名字命名,是数论中的一个基本结果。

金字塔的数学名词解释英文

金字塔的数学名词解释英文

金字塔的数学名词解释英文The Explanation of Mathematical Terms in English Regarding the PyramidIntroductionThe pyramid, with its majestic and iconic structure, has captured the fascination of humankind for centuries. Not only is it a symbol of ancient civilizations, but it also embodies a sophisticated understanding of mathematics. In this article, we will explore and decode various mathematical terms related to the pyramid in English.The BaseThe base of a pyramid refers to the bottom polygon upon which the whole structure rests. In mathematical terms, it is often referred to as the "base polygon." The base can take different shapes depending on the type of pyramid. For example, a square pyramid has a base in the shape of a square, while a triangular pyramid has a base in the shape of a triangle.The ApexThe apex of a pyramid is the pointy top where all the edges converge. In mathematical terms, it is sometimes referred to as the "vertex" or "tip" of the pyramid. The apex is a critical point because it determines the height of the pyramid.HeightThe height of a pyramid is the perpendicular distance from the apex to the base. In mathematical terms, it can also be called the "altitude." The height can be calculated using various methods, depending on the type of pyramid. For example, in a triangular pyramid, the height can be found by extending a perpendicular line from the apex to the base.Slant HeightThe slant height of a pyramid is the distance from any point on the base to a point on an inclined face, following the surface of the pyramid. In mathematical terms, it is also known as the "generatrix." The slant height is a crucial measurement in determining the lateral area and surface area of the pyramid.Lateral AreaThe lateral area of a pyramid represents the total surface area excluding the base. In mathematical terms, it is the sum of the areas of all the faces, excluding the base. Calculating the lateral area involves finding the area of each face and summing them up. The lateral area is an important value when studying the geometry and volume of the pyramid.Surface AreaThe surface area of a pyramid includes both the base and the lateral area. It represents the total area taken up by the pyramid's faces. In mathematical terms, it is the sum of the lateral area and the area of the base.VolumeThe volume of a pyramid refers to the amount of space enclosed by the pyramid. In mathematical terms, it is calculated by multiplying the area of the base with the height and dividing the result by 3. The volume of a pyramid is often expressed in cubic units and is used to estimate the amount of material needed to construct or fill a pyramid.SimilaritySimilarity is a mathematical concept used to describe the relationship between two objects that have the same shape but possibly different sizes. In the case of pyramids, if the corresponding angles and proportions of the faces are equal, the pyramids are considered similar. Similarity plays a crucial role in various geometric calculations and theories associated with pyramids.ConclusionThe mathematical understanding of the pyramid goes beyond its awe-inspiring structure and ancient symbolism. By exploring and decoding the various mathematical terms related to the pyramid in English, we gain a deeper appreciation for the intricate calculations and measurements involved in studying pyramids. From the base and apex to the height and volume, these terms provide the framework for understanding the mathematical complexities behind these magnificent structures.。

2007bmo round1解析

2007bmo round1解析

2007bmo round1解析2007 BMO Round 1 解析BMO, also known as the British Mathematical Olympiad, is a prestigious mathematics competition for students under the age of 19. The competition consists of several rounds, including the Round 1.To provide a comprehensive analysis of the 2007 BMO Round 1, it would be helpful to have access to the specific problems and solutions from that year. Unfortunately, without this information, it is not possible to provide a detailed analysis of the problems themselves.However, we can discuss the format and general difficulty level of the BMO Round 1. The Round 1 usually consists of four or five challenging and thought-provoking problems that require contestants to utilize various mathematical concepts and problem-solving skills.The problems in the BMO are typically designed to test students' ability to think creatively and apply mathematical principles in unfamiliar contexts. They often require careful analysis, logical reasoning, and perseverance to solve.The difficulty level of the BMO Round 1 problems can vary from year to year, but it is generally considered to be quite high. Contestants are expected to have a firm understanding of topics typically covered in high school mathematics, such as algebra, geometry, number theory, and combinatorics.To succeed in the BMO Round 1, students should be well-prepared and have a solid foundation in mathematical problem-solving techniques. This includes being familiar with common problem-solving strategies and having experience solving challenging mathematical problems.It is also essential for students to develop their ability to communicate their mathematical reasoning clearly and concisely, as this is an important aspect of the BMO competition. Solutions to the problems must not only be correct but also presented in a well-structured and logical manner.In conclusion, the 2007 BMO Round 1 was likely a challenging competition that required students to apply their mathematical skills and problem-solving abilities. To fully analyze the round, access to the specific problems and solutions from that year would be necessary.。

大卫数学英语

大卫数学英语

大卫数学英语English:"David is a fictional character created for educational purposes to teach mathematics and English to young learners. He is designed to be a relatable and engaging character who guides students through various mathematical concepts and language learning activities. David's character is carefully crafted to appeal to children, with his friendly demeanor, colorful appearance, and fun personality. Through interactive lessons and stories featuring David, children can develop their mathematical skills while simultaneously improving their English language proficiency. David's adventures often involve solving math problems, learning new vocabulary, and exploring different aspects of language and mathematics in a playful and enjoyable way. By incorporating both subjects into the character's narratives, David helps students see the connections between math and language, making learning more holistic and enjoyable. Overall, David serves as an effective educational tool to make learning mathematics and English a fun and enriching experience for young learners."中文翻译:"大卫是一个为教育目的而创造的虚构角色,旨在向年幼的学习者教授数学和英语。

The Mathematics

The Mathematics

Universidad Mayor de San AndrésFacultad de Ciencias Puras y NaturalesCarrera de MatemáticaTHE MATHEMATICS Javier F. A. Guachalla H.La Paz – Bolivia2005To my familyCONTENTS PrologueIntroduction•The areas of knowledge•The object of study•Elements of the evolution of mathematics Part I Philosophy of mathematics1.Chapter I. The perception1.1.Form1.2.Magnitud1.3.Causality1.4.Induction1.4.1.The scientific method1.4.2.The complexity of knowledge1.5.Continuity in perception2.Chapter II. The knowledge2.1.Concept2.2.Association2.3.Differentiation2.4.Integration2.5.The cognitive structure2.6.Formalization2.7.Knowledge and reality3.Chapter III. The language3.1.The word3.2.The language3.3.Deduction3.4.Axiomatics3.5.True and real4.Chapter IV. Philosophy of mathematics4.1.The XIX and XX centuries4.2.Ontology•The form. Geometry•Quantity. Arithmetic. Algebra•Measure. Integration•The infinite•Separation. Topology•Dynamics. Differentiation4.2.1.The abstract structure4.2.2.Ideal. Real4.3.Epistemology4.3.1.Structuring4.3.2.Generalizing4.3.3.Deductive logic4.3.4.The mathematical induction4.3.5.The mathematical truth4.4.Utility of mathematicsPart II. The mathematics5.Chapter V. The mathematical science5.1.The basic areas5.2.Mathematics in the present time and the XXI century5.3.Paradigms5.3.1.Discretization and continuity5.3.2.Determinism and probability5.4.The entourage of mathematics6.Chapter VI. The philosophical schools6.1.The logicism6.2.The formalism6.3.Intuitionism. Constructivism6.4.Structuralism7.Chapter VII. The applied mathematics7.1.The mathematical models7.2.Nature of applied mathematics7.3.The cycle of mathematical modeling8.Chapter VIII. Mathematics education8.1.The learning cycle of mathematics8.2.Principles of education8.3.The student in the educational systemPart III. Mathematics and development9.Chapter IX. Mathematics and development9.1.Development9.2.Basic economical activity9.3.The cognitive problem9.4.Mathematics is strategic in developing countriesBibliographyReferencesPROLOGUE1The mathematics seen in the context of human knowledge has followed adevelopment not exempted of success and frustration. Success whenever the science consolidated itself giving answers to problems of itsstudy. Frustrations when the method did not properly function, oreven more when contradictions were found. Relationship that in theirconstant dialectic configured the way of what the XIX c. would come to see, mathematics consolidated as an unified science, the rigor properly understood and the XX c. with the object of study and the method duly understood, the rigor completely accepted and implemented.In the present time,•In the school education, language and mathematics have become fundamental subjects of the curricula, probably, because they are conceptual basis of it.•In general there is no scientific career, which has no mathematics in its program of studies.•Considering the basic sciences in general, we think that a country, particularly in development, which leaves out the basic sciences, will have to postpone technological transference, growing on its dependence.•It is well understood that the information developed by human knowledge grows more and more rapidly, situation which makes necessary to count with an educational methodology which could make this sustainable. [G2]The present essay has as objective, to describe the characteristics of the elements of the mathematical science as an area of knowledge, which we consider to be the object of study and methodology of development; the mathematical knowledge in the present time, describing in a short form the diversity that has acquired and the entourage of it; where we understand by entourage, the philosophy of mathematics, the mathematics education and its application.This work consists of three parts. In the first one, we develop elements which support the philosophical conception of the science which occupies us. We consider the sensorial perception as a generating element of knowledge, independent from language. Then we develop about knowledge itself, in particular the formalization of11 The author is candidate to Doctor in mathematics. Faculty in the Schools of Mathematics, Universidad Mayor de San Andrés, (Emeritus year 2000), and Institute Normal Superior “Simón Bolívar”.the mathematical object. Elements about language and the developmentof logic are given. And a chapter on the philosophy of mathematics with elements as the object of study, the epistemology of it; ending with a consideration on the philosophical problem of the utility of mathematics.On the second part, elements of the mathematical science are described, particularly its areas, according to their development in time, showing the diversity has acquired. The characteristics of the mathematical activity at the present time. And the entourage of mathematics, that is, the philosophy of mathematics, with mostly a complement of the first part mentioning briefly the philosophical schools at the end of XIX c. and beginning of the XX c.; elements of applied mathematics, and mathematics education, also.Finally in part III, a chapter is included on mathematics and development, a vision of mathematics within the cognitive conceptionof development.The methodology followed is given by the table of contents, which the author thinks is the appropriated conceptual sequence to reach the objective of this study. At first, separate language from perceptionto characterize properties of each, then integrate these, distinguishing in the cognitive object differentiated characteristics.The objective of this work and its methodology have made necessary to consider elements of the theory of knowledge and conceptualize in the framework of philosophy, treatment which probably has a deviation proper of the formation of the author; however, we have tried to maintain a logical and consistent reasoning as much as possible, thus there are differentiated paragraphs which are short, with the intention of making just an affirmation or premise only, obtaining an argument susceptible to be understood in the framework of the common sense, with the objective of sketching the paths established within this science.The contribution of this work, if any, would be particularly, in the methodology followed and the attempt to formally explain the objectof study of mathematics as an object of knowledge. We do not affirm neither a scientific experimental development of the premises made; particularly of those in areas which are not properly mathematics, nor an originality, we see them in the framework of the reference given by experience; situation which has as a result of not counting with an extensive bibliography; however, we have fixed those to whichwe refer explicitly and some activities which have served as a reference to the author.This document is particularly addressed to mathematics teachers, andin general, to those persons who in some way or another have an interest or need to know about the conceptualization of this science.We acknowledge those who contributed in the elaboration of this essay, in particular the Schools of mathematics of the Universidad Mayor de San Andrés and the Institute Normal Superior Simón Bolívar; academic units which promote the mathematical knowledge, and where elements of this research have been developed.INTRODUCTION•The areas of knowledgeKnowledge thru history has suffered a compartmentalization due to the detail that has acquired and developed in the study of the objects of nature, making the object of study more specialized.For a better understanding, let us consider knowledge as the rational structure formed from the answer, man has given to the problematic that his relation with the different aspects of his living has presented to him.Particularly, let us consider three relationships: The relationship of man with himself, which we simplify as the personal relationship. The second, the relation of man with other men, the social relationship. Finally, the relationship of man with its physical environment.The questioning born from the personal relationship can be considered as physical, psychic, philosophical and other types. According to these we can establish that knowledge has been structured for example in medicine, psychology, philosophy, etc.The problematic presented to men by their social relationship has conformed knowledge, in for instance: economics, sociology, politics, communication, etc.From the relation with the environment we have engineering, natural sciences, that is technology in general.Considering that the answer given by man to his different questionings has a rational nature, we consider logic as the fundament of the rational thinking, Mathematics as fundament of the scientific thinking argued thru this work, and statistics and probabilities as fundament of the stochastic, or probabilistic thinking.Note that the boundaries between the different parts of knowledge are of a diffuse nature, since they overlap at their boundaries, building terms as physic-mathematician, applied mathematician, etc. However, we try to refer to the nucleus of the different branches of knowledge, which are the essence of them, differentiating them from the others.•The object of studyA characteristic that an area of knowledge counts with is that it establishes itself as the discipline which studies a type of objects, determines their properties or a certain type of properties, following a particular methodology. Thus for instance, physics studies objects of the nature, trying to determine physical properties, it will have methods, techniques and characteristics which distinguish it from other areas of knowledge.According to the elements we classify and order, there will be the constitution of an area of knowledge. The compartmentalization of knowledge is produced whenever an object of study is more and more specialized. So it happens that, according to the detail to which we arrive in these activities, new areas of knowledge will develop. It is said that Greeks considered within mathematics, areas as optics, music, astronomy; areas that with time, arrived to be areas of knowledge by themselves. For instance, it is possible that some university has already a career of genetic engineering, career that forty years ago would not exist. Therefore, and definitively, the areas of knowledge suffer a constant dynamic according to their evolution, particularly when parts of them arrive, say, to a maturity enough to constitute by themselves new areas of knowledge.•Elements of the evolution of mathematicsThru this work we will refer particularly to five stages of the development of the mathematical thinking, starting from our first ancestors of about 4 million years ago and the Homo Erectus of about 2.5 millions of years ago. The second the Homo Sapiens between 150 to 70 thousand years ago. The third the ancient civilizations till the Greeks, particularly with the formalization of geometry, number systems and the deductive method. Fourth, the renaissance with the implementation of the scientific method. Finally the period from the middle of the XIX c., till the 1930’s, which has represented for mathematics, time of conceptual and methodological refoundation.The first one, characterized particularly by the acquisition of the bipedal position, position that liberated the hands, giving the possibility to handle instruments, and allowed also the evolution of a flexible thoracic chest, evolution that with the Homo Sapiens establishes the articulation of sounds and the language is developed. The Greek time interests us particularly by the Aristotelian formalization of the deductive method in logic, with the modus ponens as a form of tautological thinking. During the renaissance the scientific method is implemented “.. to guide the reason and discover the truth in sciences..” [D] by Descartes and Bacon. Method that after three centuries has seen a technological growth during the lastpart of the XX c.; difficult to have been imagined by those that developed it.The XIX c., has for mathematics a particular significance, it is the century in which the problematic of calculus is resolved with the development of the mathematical analysis. The non Euclidean geometries are discovered, creating in the mathematics community stupor and conceptual conflicts, since Euclidean geometry had been considered for about 20 centuries as an example of theory by its method and the explanation of the geometric physical world. However, with the implementation of the relativity theory in a hyperbolic space, these new geometries defined a new conceptual path of the mathematical world. Finally, in the last quarter of this century, set theory is developed by Cantor, which includes a formalization of the infinite, and determines in the mathematics community a philosophical, methodological excision with the establishment early in the XX c. of the logicist, formalist, intuitionist and constructivist philosophical views of mathematics.Part I Philosophy of mathematics1.Chapter I. The perceptionIn this chapter we establish the first elements of the mathematical knowledge, to illustrate somehow, we ask the reader to try to imagine man in prehistory, even before man counted with language. If the reader has difficulty with this, he can instead think of a baby during his first year, before he starts to speak.We place ourselves in this situation with the intention to isolate the sensorial perception, to consider it, independent from the linguistic structure, determining this way that it is primary, before this one. Then we note that thru sensorial experience we start to “know”.we consider the perception as a result of the sensorial experience, source of a first knowledge. We learn to recognize objects, sounds, colors, etc.; thru a series of activities particularly abstraction, remembering, intuition, recording of memories, finally we learn, knowledge is established, a cognitive structure starts to be build and developed.We underline the aspect of perception, in which we perceive in general some elements and not all of them. And the process of withdrawing properties, the abstraction.1.1The formIn perceiving an object, there exist properties that are withdrawn, as for instance the form and color of the object. Forming what we call an image as a result, the action afterwards can be either to forget about it, or try to remember, memorize it. In this case, the process of knowing the object starts. This knowledge will be better according to the assimilating of a larger number of properties of the object of study, which will in general be the result of a larger number of experiences and the skill to memorize.1.2The MagnitudeIf we have a referent of the object that we perceive, it is possible that we would distinguish its magnitude, as an element of comparison with a known one, that is, the possibility to say that it is larger, equal or smaller. We underline, the magnitude as an expression (rational and cognitive) resulting from comparison with an object of reference.1.3CausalityCausality is one more aspect that we learn from experience, as a sequence of facts, which we will call phenomenon. As for instance, if we approach a hand to fire, we feel the heat, if we expose ourselves to cold, we cloth ourselves, or we may by experience to deduce that in certain situations, if a day is fairly warm, the next it will rain, etc.This aspect develops a logic in the sense that, given a situation then a consequence is expected to happen. In a first instance, we can talk of a primary logic, which we call intuition, which without a determined method it structures a knowledge which it can arrive to foresee a happening from a given situation, without questioning about the elements of it, that is, without being able to explain clearly, for instance which is the most relevant aspect in the situation, and why is that.We call then intuition, a primary form of logic, which from the cognitive experience, concludes affirmations, with reasons more or less understandable, not necessarily certain. Let us note the use of the term “certain” in the sense to be demonstrable, without a doubt. We underline the following aspects. On one hand the sequence of facts as an order of them. Second, the development of a intuitive relation of causality in the phenomenon.1.4The InductionInduction is characterized by the fact that it tries to generalize from the knowledge of a particular case. To induce a result can be a risky task, that is why the need of a method which facilitates the possibility of success, minimizing the error as much as possible in the process. In a certain form it is similar to intuition, but it is possibly the result of a need of a more refined method for analysis of the scientific fact, at the same time as it defines it.1.4.1 The scientific methodIn the 1630’s Descartes within the rationalist school and Bacon within the empiricism, established the scientific method, as m method “.. to guide the reason and find the truth in the sciences ..”.The method is resumed in four points, which are:“ ...a.Do not admit anything which is not absolutely evident.b.Divide each problem in as many as convenient of particularsimpler problems, to solve it in a better way.c.Follow in order your thoughts, going from the simplest to themost complex.d.Enumerate completely the data of the problem, and go thorougheach element of its solution, to make sure that it has been correctly solved.... “ [D]It is to note that the method established this way has been extremely successful, three centuries after, the XX c. has seen a technological development which would certainly difficult to foreseen by those that created it on the XVII c.The scientific method is a methodology in the inductive way of thinking, which tries to minimize the error. However, we can not have certainty when inducing while we do not experiment. And even then we can not have the certainty to assert that if once it has been positive, the next will be so, unless we have knowledge of each and every one of the aspects of the fact.As a principle, if all the elements of a phenomenon can be repeated, the result should be the same, this would be a principle of causality, without probability in it. The words that we ought take in account are “.. all the elements ..”, which is exactly the aspect that in general, in complex phenomena becomes very problematic and possibly in many of them unknown. For instance, in climatology, it is been said, that in theory a flapping of the wings of a bird in one place of the planet can have consequences in the other side of the world as the formation of a tornado.1.4.2 The complexity of knowledgeThe scientific method, as we pointed out in the previous numeral, has been successful as a method of studying the nature and the cohabitation in it by man. However, we must notice that it has also had as a result, a high diversification of knowledge, proof of which we can find at present in phenomena like the globalization, the internet and in every one of the areas of knowledge; for instance in mathematics it is said that no mathematician can now be an universalist, since the knowledge is so vast that a mathematician can not contribute to all the different areas of it, as it still happened at the end of the XIX c., and beginning of the XX c.1.5The continuity in perceptionTo end up the chapter, let us consider one more cognitive concept and its relation with nature. If we see a film in television, we would say without a doubt that the movement is continuous. However, if we think on the old films, on those long rolls of film, around sixty cm. in diameter; these films and in general every film is a sequence of photographies, which are passed 24 to 32 per second, giving the sensation of continuity in the movement. Therefore, we must admit that continuity perceived in a film is the result of our visual sense. Continuity at a first instance, as a result of perception in the world that surround us is a cognitive concept, resulting fromsensorial experience; below we will refer to this concept in the framework of mathematics.2Chapter II. The konwledgeThe knowledge as a result of the sensorial experience, is then the assimilation of the drawn information thru abstraction of properties of the objects and phenomena in nature.2.1The ConceptThus as a result of perception, a process of learning initiates whose results will be ideas, images, causes and consequences, which as it goes along, knowing them with more or less detail, they will form concepts, significances, i.e. a knowledge, structured by relations of causality, similarity, comparison, etc. This knowledge by classification, ordering, relation and function fundaments the cognitive structure. Note that without the language this knowledge is developed in the framework of intelligence and rationality of the experiential, and phenomenological fact.In what it follows of the chapter, we argument on the elements which make the cognitive fact, developing the conceptualization.2.2AssociationTo understand the object, we try to recognize it in the cognitive structure that we count with. That is, we “search” similar objects to distinguish it and determine what is it. We associate the drawn properties with a set of images known to us of objects that among their properties count in particular with those withdrawn, if possible all of them.Let us see the following example, in which we see for the first timea fruit (it has been determined it is a fruit), unknown to us and which is green, round but the double in size of a lemon. Possibly, once some information has been picked up, as for example the form and color, we try to determine what it is. If it is round, with a green peel, even if it is of larger size, and since we already know lemons, we might conclude that it is a lemon, in this case a big one, in particular we may deduce that its flavor is acid. That is, the information we have drawn has been contrasted to the knowledge, associating it to a set of known objects.Let us note here that an element that can be misleading is to deduce with respect to a property which was not in consideration. In the example, to have induced that the unknown fruit was acid can be faulty. As it happens with Tangarines of green peel, which are rather sweet and some of them look like big lemons.2.3DifferentiationAnother operation we carry out as an element of information in the cognitive process is the one of comparing the object, with those in a set of reference.Comparing as measuring the difference, if any, or determine there is no difference. The difference we determine with respect to an object of reference with one or more of the properties of comparison, which can be qualitative or quantitative.If the operation of comparison has given as a result that there is no difference, then we induce that we are dealing with the same object or that these two objects are equal, we insist here, with respect to the properties in consideration. In case that there is a difference the operation of comparison can execute an ordering of these objects with respect to the properties being considered.2.4IntegrationFinally, the new information will be integrated to knowledge, however, let us note that this integration as a result of the operations mentioned in the previous numerals, is structural and dynamical, particularly by the characteristics of classification and ordering.This operation depends on the property under consideration or on the consideration of the object as a whole. For instance, in the previous example we can integrate the object among the green objects, or among fruits, etc., integration which is determined by a greater or lesser detail in the knowledge and the objective of the analysis.•Classify and orderAs a result of his cognitive need, man has established classification and ordering as a methodology to understand the object. Classify in general terms would be to place an object in a set related by properties under consideration. Note that this fact is subjective because of the withdrawing of properties what is tied to the individual capacity but whose objectivity has transcendence in the cognitive fact. And ordering in this situation will be in general the result of a comparison or differentiation; particularly relevant in the knowledge of the natural phenomenon.•SetsThe concept of a set. We will say that a set is the gathering of objects that have one or more properties in common which distinguish the set as a well defined object, as well as its elements. This definition is one of those primary terms, in which we would need to define with anteriority what is to be understood by “a gathering”.Therefore, to avoid entering into a vicious circle or infinite chain we say that it is a term understood in the framework of common sense, in the understanding that there will not be error of convention in itself.2.5The cognitive structureResult of the processes of abstraction, classification, ordering and causality, we structure knowledge, as a reflection of the structure of nature. Let us call just for clarity, scale the detail with what, that knowledge is established, detail which will be relevant or not, in a given moment according to the need.Note the dynamics of the cognitive structure in the sense that actively determine the scale of the detail of analysis, possibly given by the need of the moment, when we consider the same object as an element of different sets.2.6FormalizationFormalization as a need in the cognitive process.We have considered that the process of comparison takes in account properties to be considered; if now we focus attention to the object of reference in the comparison, we notice that if this was going to be performed repeated times, we would consider the “creation” of an object of reference which would serve in different circumstances, and that it counts with properties like being durable, trustable, do not change for instance with climate, and to be reproducible. We are talking then of a unity on one hand and on the other formalizing comparison, because we need so.This process evolves into the conceptualization of number, as a reflection of quantity, which at the same time is the result of measuring or comparing with respect to a unity. Note the conventional characteristic of a unity.When the comparison refers to the form of the object instead, the related aspects to this concept will give rise to the need of ordering and classify the elements of it. That is to say it will be established the need to conceptualize the geometrical object.These two instances in which we have underlined the term need, are examples which give rise to consider the mathematical object as ontologically necessary for science, concept which we will refer to below.2.7Knowledge and realityWe end the chapter establishing that knowledge is a structured abstraction of reality, a product of the need of man to understand it and manage himself in it.This reflection of reality will be as much exact as the details of reality are considered and understood from it.This aspect leads to ask ourselves, when can we say that we know something? Possibly, it is in this situation that the concept of scale has a major relevance.。

另类数学入门(Introductiontoalternativemathematics)

另类数学入门(Introductiontoalternativemathematics)

另类数学入门(Introduction to alternative mathematics)mathematicsMath, right? Where did mathematics come from?Myth: in ancient Egypt, lok Latin lived an old fairy, his name Seth, for Seth, ibis is the birds, he issued by the help of the ibis and clear, computation, geometry and astronomy, and board games, etcAncient Chinese myth, legend in ancient very, very far away, one day, suddenly jumped out of a horse from the waves of the Yellow River "dragon", a picture carried on horseback, with many mysterious mathematical symbols on the graph,Later, from the uneventful luoshui, climbed out of a "god tortoise", and on the back of the tortoise carrying a volume of books, the book elaborates the number of arrangement methods. The picture on the horse's back is called "river map". The book on the back of the tortoise is called "the book of luoshu".After the advent of "the river tulloi", mathematics was born.These are ancient people could not understand mathematics invented magic legend, mathematics has been actually exist, it is a kind of inherent relationship between objects, people just learn to put it in a way of everyone can understand,So is human found mathematics, rather than created mathematics, before humans came on the scene, the earth has its volume, quality, the dinosaur is the number of it, even if god really,so there are several god, this is mathematics - countSo as long as there exists, there will be mathematics. Man is the discovery of a number of scholars, not the creation of a number of scholars, human beings just a name for this relationship called "mathematics"You how people find that, originally stems from the need of life, the original human and beast struggle, found always deadly, tend to be large wild animals they eat food, human gradually found in practice, a lot of peopleTogether can often beat the beast, this leads to less than the concept of produce more with less, human and more will consider if the beast, the man will more, in order to show the specific how much is the countingPeople in order to know how far to walk and to record how many steps, people to the distribution cooperation, so people have come up with by the number of distribution, the original by appearing in the text is digital, people in the recordHarvest time, according to the number of features, a cow with a stone to draw a horizontal or vertical, but after a long time they can't distinguish this is a cow or a sheep, appeared to draw a pair of horn shape on behalf of the cow, that's allWith the development of human beings, mathematics is constantly being excavated, used and developed. So in our world, mathematics is also an alternative history that records human development, circle, as an example, have long been appeared, people are already widely used in spring and autumn period circular vessels, but until (A.D. 429 ─ 500 AD) zu chongzhi to calculate PI, obviously, has always been in peopleFind math.Mathematics is a discipline that overrides all disciplines.Arithmetic: in ancient China, "counting" means the calculation of bamboo, and arithmetic was originally the way to solve the problem by using bamboo.China's ancient arithmetic works: the oldest of the nine chapters of arithmetic and the lost of xu shang, the arithmetic and the arithmetic, the later works of algebra, the art of kaiyuan, the world, everythingQuantity -- - number, sequence, collection,Number: an integer, natural Numbers, prime Numbers, fractions, decimals, rational Numbers and irrational Numbers, real Numbers, imaginary, plural and what the back of the quaternion, octonions, hyperbolic complex, hypercomplex does not need to know about What is the percentage and the multiple, common factor, and so on several in the broadest sense of the termSequence of Numbers: the general study of a sequence of Numbers (gauss's childhood stories)Collection: a combination of Numbers, people generally study a certain pattern of combination, and most of the contact is now matrixSpace -- - the mathematics of pure space is geometryThere are many kinds of geometry: analytic geometry, differential geometry, algebraic geometry, projective geometry, fractal geometry, geometric topology and so onGeometric composition basic very simple point line surface multidimensional space (multi-dimensional knowledge)Structure-the most representative is the vector, which connects the quantity and geometryRule - truth, theorem, lawTruth: when human beings have discovered the results of innumerable trials but cannot prove it, they say, "well, that's the truth.Theorems: the results of inferences based on known truths are called theorems, which are more convenient for people to use than truthRule: to achieve the rules of a certain function, such as the rule of four algorithms, it is made1. Arithmetic2. Elementary algebra3. Advanced algebra4. Mathematical theory5. Euclidean geometry6. Non-euclideangeometry 7. Analytic geometry 8. Differential geometry 9. Algebraic geometry11. Geometric topology 11. Topology 12. Topology 13. Fractal geometry 14. Calculus of calculus 15. Theory of real variable functions 16. Probability and statistics 1718. Partial differential equations 20. Ordinary differential equations 21. Mathematical logic 22. Fuzzy mathematics 23. Operations research 24. Computational mathematics 25Arithmetic elementary algebra simple geometryBasic mathematics is also called pure mathematics, which studies the internal laws of mathematics itself. The knowledge of algebra, geometry, calculus and probability theory introduced in the textbook of primary and secondary schools is pure mathematics. One of the salient features of pure mathematics is to put aside specific content for a while, to study the quantity relation and space form of things in pure form.Computational mathematics is also called numerical calculation method or numerical analysis. Mainly includes computer algebra equations, linear algebra equations and computational mathematics group, the numerical solutions of differential equation in the numerical approximation function, matrix eigenvalues, the application of minimal polyomial to optimization problem,Probabilistic statistical computing problems, etc., alsoinclude the existence, uniqueness, convergence and error analysis of solutions.Probability theory and mathematical statisticsApplied mathematics is the mathematical tool for solving problems in science, engineering and sociology, which is beyond the scope of traditional mathematics.The calculation of the number of Numbers and the daily use of things to buy things to say things such as the ability to find a regular basis of the geometry of the geometry of the planeAlgebra - replacing known or unknown Numbers with letters and symbolsEquation - a couple of variables - the number of unknowns - the highest power。

数学归纳法英文步骤

数学归纳法英文步骤

数学归纳法英文步骤Mathematical induction is a powerful method for proving statements about integers. It is commonly used in mathematics to prove that a statement is true for all positive integers. The basic idea behind mathematical induction is to prove the statement for the smallest integer, and then show that if it is true for any integer n, it must also be true for n+1.Here are the steps for using mathematical induction to prove a statement about positive integers:Step 1: Base caseThe first step in a proof by mathematical induction is to prove the statement for the smallest integer that is relevant to the problem. This is known as the base case. For example, if we want to prove that a statement is true for all positive integers, we would need to show that it is true for the smallest positive integer, usually 1.Step 2: Inductive hypothesisAssume that the statement is true for some arbitrary positive integer n. This is known as the inductive hypothesis. In other words, we are assuming that if the statement is true for n, it will also be true for n+1.Step 3: Inductive stepUsing the inductive hypothesis, we need to show that if the statement is true for n, it must also be true for n+1. This is known as the inductive step. By demonstrating that the statement is true for n+1 whenever it is true for n, we can conclude that the statement is true for all positive integers.Step 4: ConclusionAfter proving the base case, inductive hypothesis, and inductive step, we can conclude that the statement is true for all positive integers.Mathematical induction is a fundamental tool in mathematics and is used to prove a wide range of statements about integers. By following these steps, mathematicians can establish the truth of a statement for all positive integers, providing a rigorous and systematic approach to mathematical proof.。

数学专业英语(吴炯圻-第2版)2-6

数学专业英语(吴炯圻-第2版)2-6
Not specified by this definition is the manner of setting up the correspondence. 至于如何建立这种对应关系,这个定义并未详细规定。
It may be done by a formula as the 18th century mathematics presumed but it can equally well be done by a tabulation such as a statistical chart, or by some other form of description.
The study of such relations led people in the 18th century to think of a function relation as nothing but a formula. 对这种关系的研究导致了18世纪的人们认为函数关系 只不过是一个公式罢了。
The word “function” was introduced into mathematics by Leibniz, who used the term primarily to refer to certain kinds of mathematical formulas. “函数”这个词是由莱布尼茨引入到数学中的,他主 要使用这个术语来指代某种数学公式。 It was later realized that Leibniz’s idea of function was much too limited in its scope, and the meaning of the word has since undergone many stages of generalization. 后来人们才认识到,莱布尼茨的函数思想适用的范围 太过局限了,这个术语的含义从那时起已经过了多次

Methematica安装指南

Methematica安装指南

Mathematica作为美国 WOLFRESEARCH公司开发的专门用于数学计算的计算类软件。

和Matlab、Maple并列为三大数学软件。

其强项就是数学符号计算和图形绘制。

每次 WOLFRESEARCH公司发布Mathematica后,人们总会进行各个版本的比较。

最新的5.0版本相对于其前一版本4.2加快了某些函数的运算速度,并且对图形界面作了一定的调整。

使得界面图像更加直观、美丽。

Mathematica 程序支持包括C、Fortran、TeX等各式的语句。

今天, Mathematica已经成为广大科研人员的最值得信赖的助手和朋友!本次发布的Mathematica 5.0.0版本是最新发布的Mathematica版本,包含了大量的函数包。

可以满足科学工作者各方面的需要。

运行setup.exe进行安装。

下面我将说明一下注册过程:Step 1:安装最后的界面不要选择当时注册,先选择以后注册。

Step 2:启动Mathematica,在注册页面随便输入一个9位的以L****-****型的许可证号。

点击Next至下一页面Step 3:将MathID中的信息复制到Keygen中。

Step 4:点击Generate生成新的License ID和Password。

Step 5:点击Back退回到上一页面。

用新的License ID替换掉原来的License Number后点击Next;Step 6:用生成Password填在相应的位置上,点击OK完成注册。

Step 7:重新启动后就完成了注册。

希望大家安装顺利。

Mathematica的符号功能是最强的。

且它的运行构架是最优的。

符号运算效力与解析能力是最好的(数值运算当然是Matlab最好)。

它的构架由核心系统与前端系统构成。

两个系统既合作又独立。

这个比Matlab的构架都要优秀。

它是专为研究人员开发的。

至于Maple的符号能力根本就比Mathematica弱很多的。

数学专业英语第二版 课文翻译

数学专业英语第二版 课文翻译

2.4 整数、有理数与实数4-A Integers and rational numbersThere exist certain subsets of R which are distinguished because they have special properties not shared by all real numbers. In this section we shall discuss such subsets, the integers and the rational numbers.有一些R的子集很著名,因为他们具有实数所不具备的特殊性质。

在本节我们将讨论这样的子集,整数集和有理数集。

To introduce the positive integers we begin with the number 1, whose existence is guaranteed by Axiom 4. The number 1+1 is denoted by 2, the number 2+1 by 3, and so on. The numbers 1,2,3,…, obtained in this way by repeated addition of 1 are all positive, and they are called the positive integers.我们从数字1开始介绍正整数,公理4保证了1的存在性。

1+1用2表示,2+1用3表示,以此类推,由1重复累加的方式得到的数字1,2,3,…都是正的,它们被叫做正整数。

Strictly speaking, this description of the positive integers is not entirely complete because we have not explained in detail what we mean by the expressions “and so on”, or “repeated addition of 1”.严格地说,这种关于正整数的描述是不完整的,因为我们没有详细解释“等等”或者“1的重复累加”的含义。

高中数学方法原本

高中数学方法原本

高中数学方法原本Studying high school math can be a challenging and daunting task for many students. From algebra and trigonometry to calculus and geometry, the diverse range of topics covered can often overwhelm even the most dedicated learners. However, having a solid grasp of mathematical methods is crucial for success in many academic and professional fields.对很多学生来说,学习高中数学可能是一项艰巨且令人畏惧的任务。

从代数和三角学到微积分和几何学,涵盖的主题范围多样,甚至会让最用心的学生感到不知所措。

然而,掌握数学方法对于在许多学术和专业领域取得成功至关重要。

One of the key challenges students face when studying high school math is the need to memorize and apply a wide range of formulas and concepts. This can be particularly difficult for students who struggle with memorization or have difficulty understanding abstract mathematical concepts. However, with practice and perseverance, students can gradually improve their grasp of these formulas and concepts.在学习高中数学时,学生面临的一个关键挑战是需要记忆和应用各种公式和概念。

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@ @ Exercises
Computing Wishes and Proposals † Computer Algebra Systems
@ @ Solutions
100 Proposals for Problems to Tackle † Sources of Interesting and Challenging Problems † ISSAC Challenge Problems † 100$–100-Digit Challenge
@ @ References
CHAPTER
2
Structure of Mathematica Expressions
2.0 Remarks 2.1 Expressions
Everything Is an Expression † Hierarchical Structure of Symbolic Expressions † Formatting Possibilities † Traditional Mathematics Notation versus Computer Mathematics Notation † Typeset Forms † Heads and Arguments † Symbols † Nested Heads † Input Form and the Formatting of Programs
Contents
PREFACE
to The Mathematica GuideBooks
CHAPTER 0

Introduction and Orientation
0.1 Overview 0.1.1 Content Summaries 0.1.2 Relation of the Four Volumes 0.1.3 Chapter Structure 0.1.4 Code Presentation Style 0.2 Requirements 0.2.1 Hardware and Software 0.2.2 Reader Prerequisites 0.3 What the GuideBooks Are and What They Are Not 0.3.1 Doing Computer Mathematics 0.3.2 Programming Paradigms 0.4 Exercises and Solutions 0.4.1 Exercises 0.4.2 Solutions 0.5 The Books Versus the Electronic Components 0.5.1 Working with the Notebook 0.5.2 Reproducibility of the Results 0.5.3 Earlier Versions of the Notebooks 0.6 Style and Design Elements 0.6.1 Text and Code Formatting 0.6.2 References 0.6.3 Variable Scoping, Input Numbering, and Warning Messages 0.6.4 Graphics 0.6.5 Notations and Symbols 0.6.6 Units 0.6.7 Cover Graphics
1.1.2 Elementary Syntax
Common Shortcuts † Parentheses, Braces, and Brackets † Comments Inside Code † Font Usage † Referring to Outputs † Functional Programming Style † “Ideal” Formatting
P
R
O
G
R
A
M
M
I
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G
CHAPTER
1
Introduction to Mathematica
1.0 Remarks 1.1 Basics of Mathematica as a Programming Language 1.1.1 General Background
In and Out Numbering † General Naming, Spelling, and Capitalization Conventions for Symbols † Options and Option Settings † Messages † Add-On Packages
1.2.4 Programming
Large Calculations † Partitioning Integers † Binary Splitting-Based Fast Factorial † Bolyai Expansion in Nested Radicals † Defining Pfaffians † Bead Sort Algorithm † Structure of Larger Programs † Making Platonic Solids from Tori † Equipotential Surfaces of a Charged Icosahedral Wireframe † Tube along a 3D Hilbert Curve
© 2004, 2005 Springer Science+Business Media, Inc.
2
Printed from THE MATHEMATICA GUIDEBOOKS
0.7 Production History 0.8 Four General Suggestions @ @ References
1.3 What Computer Algebra and Mathematica 5.1 Can and Cannot Do
What Mathematica Does Well † What Mathematica Does Reasonably Well † What Mathematica Cannot Do † Package Proposals † What Mathematica Is and What Mathematica Not Is † Impacts of Computer Algebra † Relevant Quotes † Computer Algebra and Human Creativity † New Opportunities Opened by Computer Algebra † Computer Mathematics—The Joy Now and the Joy to Come
1.2.2 Graphics
Gibbs Phenomena † Fourier Series of Products of Discontinuous Functions † Dirichlet Function † Counting Digits † Apollonius Circles † Generalized Weierstrass Function † 3D Plots † Plotting Parametrized Surfaces † Plotting Implicitly Defined Surfaces † Graphics-Objects as Mathematica Expressions † Kepler Tiling † Fractal Post Sign † Polyhedral Flowers † Gauss Map Animation † Random Polyehdra
© 2004, 2005 Springer Science+Business Media, Inc.
THE MATHEMATICA GUIDEBOOKS to PROGRAMMING—GRAPHICS—NUMERICS—SYMBOLICS
3
1.2.3 Symbolic Calculations
Differentiation † Integration † Symbolic Solutions of ODEs † Vandermonde Matrix † LU Decomposition of a Vandermonde Matrix † Redheffer Matrix † Symbolic Representations of Polynomial Roots † Solving Systems of Polynomials † Eliminating Variables from Polynomial Systems † Series Expansions † L’Hôspital’s Rule † Radical Expressions of Trigonometric Function Values † Prime Factorizations † Symbolic Summation † Proving Legendre’s Elliptic Integral Identity † Geometric Theorem Proofs Using Gröbner Bases † Medial Parallelograms † Inequality Solving † Symbolic Description of a Thickened Lissajous Curve † Simplifications under Assumptions † Numbers with Identical Digits in the Decimal and Continued Fraction Expansions † Conformal Map of a Square to the Unit Disk † Vortex Motion in a Rectangle † Magnetic Field of a Magnet with Air Gap † Localized Propagating Solution of the Maxwell Equation † Customized Notations † Schmidt Decomposition of a Two-Particle State
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