Author: Douglas M. Campbell
Publisher: Thomson Higher Education
ISBN: 9780534032043
Category : Mathematics
Languages : en
Pages : 310
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Book Description
Based upon the principle that graph design should be a science, this book presents the principles of graph construction. The orientation of the material is toward graphs in technical writings, such as journal articles and technical reports. But much of the material is relevant for graphs shown in talks and for graphs in nontechnical publications. -- from back cover.
Author: Richard Askey
Publisher: American Mathematical Soc.
ISBN: 0821823213
Category : Jacobi polynomials
Languages : en
Pages : 63
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Book Description
A very general set of orthogonal polynomials in one variable that extends the classical polynomials is a set we called the q-Racah polynomials. In an earlier paper we gave the orthogonality relation for these polynomials when the orthogonality is purely discrete. We now give the weight function in the general case and a number of other properties of these very interesting orthogonal polynomials.
Author: Gérard Buzaglo
Publisher:
ISBN: 9782760171176
Category :
Languages : en
Pages : 319
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Book Description
Author:
Publisher:
ISBN:
Category : Central planning
Languages : en
Pages : 1138
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Book Description
Author: Kiyosi Itô
Publisher: American Mathematical Soc.
ISBN: 0821812041
Category : Differential equations
Languages : en
Pages : 56
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 316
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Book Description
Author:
Publisher:
ISBN:
Category : Military research
Languages : en
Pages : 298
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Book Description
Author: J. Siekmann
Publisher: Springer Science & Business Media
ISBN: 3642819559
Category : Computers
Languages : en
Pages : 641
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Book Description
"Kind of crude, but it works, boy, it works!" AZan NeweZZ to Herb Simon, Christmas 1955 In 1954 a computer program produced what appears to be the first computer generated mathematical proof: Written by M. Davis at the Institute of Advanced Studies, USA, it proved a number theoretic theorem in Presburger Arithmetic. Christmas 1955 heralded a computer program which generated the first proofs of some propositions of Principia Mathematica, developed by A. Newell, J. Shaw, and H. Simon at RAND Corporation, USA. In Sweden, H. Prawitz, D. Prawitz, and N. Voghera produced the first general program for the full first order predicate calculus to prove mathematical theorems; their computer proofs were obtained around 1957 and 1958, about the same time that H. Gelernter finished a computer program to prove simple high school geometry theorems. Since the field of computational logic (or automated theorem proving) is emerging from the ivory tower of academic research into real world applications, asserting also a definite place in many university curricula, we feel the time has corne to examine and evaluate its history. The article by Martin Davis in the first of this series of volumes traces the most influential ideas back to the 'prehistory' of early logical thought showing how these ideas influenced the underlying concepts of most early automatic theorem proving programs.
Author: Angelika Bikner-Ahsbahs
Publisher: Springer
ISBN: 9401791813
Category : Education
Languages : en
Pages : 587
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Book Description
This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context.
