The physical objective of solving for eigen-modes of a 1D quasiperiodic structure in photonics has been achieved. This was achieved thru considering this structure as a 1D projection or cut of a 2D periodic structure....The physical objective of solving for eigen-modes of a 1D quasiperiodic structure in photonics has been achieved. This was achieved thru considering this structure as a 1D projection or cut of a 2D periodic structure. And the problem is solved in a manner similar to 2D periodic photonic structures. A mechanical analogy (quasiperiodic orbits) helps to bring conceptual clarity.展开更多
In Advances in Pure Mathematics (www.scirp.org/journal/apm), Vol. 1, No. 4 (July 2011), pp. 136-154, the mathematical structure of the much discussed problem of probability known as the Monty Hall problem was mapped i...In Advances in Pure Mathematics (www.scirp.org/journal/apm), Vol. 1, No. 4 (July 2011), pp. 136-154, the mathematical structure of the much discussed problem of probability known as the Monty Hall problem was mapped in detail. It is styled here as Monty Hall 1.0. The proposed analysis was then generalized to related cases involving any number of doors (d), cars (c), and opened doors (o) (Monty Hall 2.0) and 1 specific case involving more than 1 picked door (p) (Monty Hall 3.0). In cognitive terms, this analysis was interpreted in function of the presumed digital nature of rational thought and language. In the present paper, Monty Hall 1.0 and 2.0 are briefly reviewed (§§2-3). Additional generalizations of the problem are then presented in §§4-7. They concern expansions of the problem to the following items: (1) to any number of picked doors, with p denoting the number of doors initially picked and q the number of doors picked when switching doors after doors have been opened to reveal goats (Monty Hall 3.0;see §4);(3) to the precise conditions under which one’s chances increase or decrease in instances of Monty Hall 3.0 (Monty Hall 3.2;see §6);and (4) to any number of switches of doors (s) (Monty Hall 4.0;see §7). The afore-mentioned article in APM, Vol. 1, No. 4 may serve as a useful introduction to the analysis of the higher variations of the Monty Hall problem offered in the present article. The body of the article is by Leo Depuydt. An appendix by Richard D. Gill (see §8) provides additional context by building a bridge to modern probability theory in its conventional notation and by pointing to the benefits of certain interesting and relevant tools of computation now available on the Internet. The cognitive component of the earlier investigation is extended in §9 by reflections on the foundations of mathematics. It will be proposed, in the footsteps of George Boole, that the phenomenon of mathematics needs to be defined in empirical terms as something that happens to the brain or something that the brain does. It is generally assumed that mathematics is a property of nature or reality or whatever one may call it. There is not the slightest intention in this paper to falsify this assumption because it cannot be falsified, just as it cannot be empirically or positively proven. But there is no way that this assumption can be a factual observation. It can be no more than an altogether reasonable, yet fully secondary, inference derived mainly from the fact that mathematics appears to work, even if some may deem the fact of this match to constitute proof. On the deepest empirical level, mathematics can only be directly observed and therefore directly analyzed as an activity of the brain. The study of mathematics therefore becomes an essential part of the study of cognition and human intelligence. The reflections on mathematics as a phenomenon offered in the present article will serve as a prelude to planned articles on how to redefine the foundations of probability as one type of mathematics in cognitive fashion and on how exactly Boole’s theory of probability subsumes, supersedes, and completes classical probability theory. §§2-7 combined, on the one hand, and §9, on the other hand, are both self-sufficient units and can be read independently from one another. The ultimate design of the larger project of which this paper is part remains the increase of digitalization of the analysis of rational thought and language, that is, of (rational, not emotional) human intelligence. To reach out to other disciplines, an effort is made to describe the mathematics more explicitly than is usual.展开更多
The Monty Hall problem has received its fair share of attention in mathematics. Recently, an entire monograph has been devoted to its history. There has been a multiplicity of approaches to the problem. These approach...The Monty Hall problem has received its fair share of attention in mathematics. Recently, an entire monograph has been devoted to its history. There has been a multiplicity of approaches to the problem. These approaches are not necessarily mutually exclusive. The design of the present paper is to add one more approach by analyzing the mathematical structure of the Monty Hall problem in digital terms. The structure of the problem is described as much as possible in the tradition and the spirit—and as much as possible by means of the algebraic conventions—of George Boole’s Investigation of the Laws of Thought (1854), the Magna Charta of the digital age, and of John Venn’s Symbolic Logic (second edition, 1894), which is squarely based on Boole’s Investigation and elucidates it in many ways. The focus is not only on the digital-mathematical structure itself but also on its relation to the presumed digital nature of cognition as expressed in rational thought and language. The digital approach is outlined in part 1. In part 2, the Monty Hall problem is analyzed digitally. To ensure the generality of the digital approach and demonstrate its reliability and productivity, the Monty Hall problem is extended and generalized in parts 3 and 4 to related cases in light of the axioms of probability theory. In the full mapping of the mathematical structure of the Monty Hall problem and any extensions thereof, a digital or non-quantitative skeleton is fleshed out by a quantitative component. The pertinent mathematical equations are developed and presented and illustrated by means of examples.展开更多
The Golden Ratio Theorem, deeply rooted in fractal mathematics, presents a pioneering perspective on deciphering complex systems. It draws a profound connection between the principles of interchangeability, self-simil...The Golden Ratio Theorem, deeply rooted in fractal mathematics, presents a pioneering perspective on deciphering complex systems. It draws a profound connection between the principles of interchangeability, self-similarity, and the mathematical elegance of the Golden Ratio. This research unravels a unique methodological paradigm, emphasizing the omnipresence of the Golden Ratio in shaping system dynamics. The novelty of this study stems from its detailed exposition of self-similarity and interchangeability, transforming them from mere abstract notions into actionable, concrete insights. By highlighting the fractal nature of the Golden Ratio, the implications of these revelations become far-reaching, heralding new avenues for both theoretical advancements and pragmatic applications across a spectrum of scientific disciplines.展开更多
Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solutio...Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.展开更多
近年来,得益于人工智能技术(Artificial Intelligence,AI)的快速发展,关于自动求解数学应用题(Math Word Problem,MWP)的研究越来越趋向成熟。在自动求解数学应用题任务中,对问题文本进行建模至关重要。针对这一问题,文章提出了一个基...近年来,得益于人工智能技术(Artificial Intelligence,AI)的快速发展,关于自动求解数学应用题(Math Word Problem,MWP)的研究越来越趋向成熟。在自动求解数学应用题任务中,对问题文本进行建模至关重要。针对这一问题,文章提出了一个基于循环神经网络(Recursive Neural Network,RNN)和Transformer编码网络的双路文本编码器(Dual Channel Text Encoder,DCTE):首先,使用循环神经网络对文本进行初步的编码;然后,利用基于自注意力(Self-attention)机制的Transformer编码网络来获得词语的远距离上下文语义信息,以增强词语和文本的语义表征。结合DCTE和GTS(Goal-Driven Tree-structured MWP Solver)解码器,得到了数学应用题求解器(DCTE-GTS模型),并在Math23k数据集上,将该模型与Graph2Tree、HMS等模型进行了对比实验;同时,为探讨编码器配置方法对模型效果的影响,进行了消融实验。对比实验结果表明:DCTE-GTS模型均优于各基准模型,答案正确率达到77.6%。消融实验结果表明双路编码器的配置方法是最优的。展开更多
文摘The physical objective of solving for eigen-modes of a 1D quasiperiodic structure in photonics has been achieved. This was achieved thru considering this structure as a 1D projection or cut of a 2D periodic structure. And the problem is solved in a manner similar to 2D periodic photonic structures. A mechanical analogy (quasiperiodic orbits) helps to bring conceptual clarity.
文摘In Advances in Pure Mathematics (www.scirp.org/journal/apm), Vol. 1, No. 4 (July 2011), pp. 136-154, the mathematical structure of the much discussed problem of probability known as the Monty Hall problem was mapped in detail. It is styled here as Monty Hall 1.0. The proposed analysis was then generalized to related cases involving any number of doors (d), cars (c), and opened doors (o) (Monty Hall 2.0) and 1 specific case involving more than 1 picked door (p) (Monty Hall 3.0). In cognitive terms, this analysis was interpreted in function of the presumed digital nature of rational thought and language. In the present paper, Monty Hall 1.0 and 2.0 are briefly reviewed (§§2-3). Additional generalizations of the problem are then presented in §§4-7. They concern expansions of the problem to the following items: (1) to any number of picked doors, with p denoting the number of doors initially picked and q the number of doors picked when switching doors after doors have been opened to reveal goats (Monty Hall 3.0;see §4);(3) to the precise conditions under which one’s chances increase or decrease in instances of Monty Hall 3.0 (Monty Hall 3.2;see §6);and (4) to any number of switches of doors (s) (Monty Hall 4.0;see §7). The afore-mentioned article in APM, Vol. 1, No. 4 may serve as a useful introduction to the analysis of the higher variations of the Monty Hall problem offered in the present article. The body of the article is by Leo Depuydt. An appendix by Richard D. Gill (see §8) provides additional context by building a bridge to modern probability theory in its conventional notation and by pointing to the benefits of certain interesting and relevant tools of computation now available on the Internet. The cognitive component of the earlier investigation is extended in §9 by reflections on the foundations of mathematics. It will be proposed, in the footsteps of George Boole, that the phenomenon of mathematics needs to be defined in empirical terms as something that happens to the brain or something that the brain does. It is generally assumed that mathematics is a property of nature or reality or whatever one may call it. There is not the slightest intention in this paper to falsify this assumption because it cannot be falsified, just as it cannot be empirically or positively proven. But there is no way that this assumption can be a factual observation. It can be no more than an altogether reasonable, yet fully secondary, inference derived mainly from the fact that mathematics appears to work, even if some may deem the fact of this match to constitute proof. On the deepest empirical level, mathematics can only be directly observed and therefore directly analyzed as an activity of the brain. The study of mathematics therefore becomes an essential part of the study of cognition and human intelligence. The reflections on mathematics as a phenomenon offered in the present article will serve as a prelude to planned articles on how to redefine the foundations of probability as one type of mathematics in cognitive fashion and on how exactly Boole’s theory of probability subsumes, supersedes, and completes classical probability theory. §§2-7 combined, on the one hand, and §9, on the other hand, are both self-sufficient units and can be read independently from one another. The ultimate design of the larger project of which this paper is part remains the increase of digitalization of the analysis of rational thought and language, that is, of (rational, not emotional) human intelligence. To reach out to other disciplines, an effort is made to describe the mathematics more explicitly than is usual.
文摘The Monty Hall problem has received its fair share of attention in mathematics. Recently, an entire monograph has been devoted to its history. There has been a multiplicity of approaches to the problem. These approaches are not necessarily mutually exclusive. The design of the present paper is to add one more approach by analyzing the mathematical structure of the Monty Hall problem in digital terms. The structure of the problem is described as much as possible in the tradition and the spirit—and as much as possible by means of the algebraic conventions—of George Boole’s Investigation of the Laws of Thought (1854), the Magna Charta of the digital age, and of John Venn’s Symbolic Logic (second edition, 1894), which is squarely based on Boole’s Investigation and elucidates it in many ways. The focus is not only on the digital-mathematical structure itself but also on its relation to the presumed digital nature of cognition as expressed in rational thought and language. The digital approach is outlined in part 1. In part 2, the Monty Hall problem is analyzed digitally. To ensure the generality of the digital approach and demonstrate its reliability and productivity, the Monty Hall problem is extended and generalized in parts 3 and 4 to related cases in light of the axioms of probability theory. In the full mapping of the mathematical structure of the Monty Hall problem and any extensions thereof, a digital or non-quantitative skeleton is fleshed out by a quantitative component. The pertinent mathematical equations are developed and presented and illustrated by means of examples.
文摘The Golden Ratio Theorem, deeply rooted in fractal mathematics, presents a pioneering perspective on deciphering complex systems. It draws a profound connection between the principles of interchangeability, self-similarity, and the mathematical elegance of the Golden Ratio. This research unravels a unique methodological paradigm, emphasizing the omnipresence of the Golden Ratio in shaping system dynamics. The novelty of this study stems from its detailed exposition of self-similarity and interchangeability, transforming them from mere abstract notions into actionable, concrete insights. By highlighting the fractal nature of the Golden Ratio, the implications of these revelations become far-reaching, heralding new avenues for both theoretical advancements and pragmatic applications across a spectrum of scientific disciplines.
基金This research was supported by Grant GOA 2006/01“Developing adaptive expertise in mathematics education”from the Research Fund of the Katholieke Universiteit Leuven,Belgium.
文摘Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.
