Discrete commutative difference operator theory

The object of this thesis is to formulate a basic commutative difference operator theory for functions defined on a basic sequence, and a bibasic commutative difference operator theory for functions defined on a bibasic sequence of points, which can be applied to the solution of basic and bibasic difference equations. in this thesis a brief survey of the work done in this field in the classical case, as well as a review of the development of q~difference equations, q—analytic function theory, bibasic analytic function theory, bianalytic function theory, discrete pseudoanalytic function theory and finally a summary of results of this thesis

Some problems of discrete function theory

An attempt is made by the researcher to establish a theory of discrete functions in the complex plane. Classical analysis q-basic theory, monodiffric theory, preholomorphic theory and q-analytic theory have been utilised to develop concepts like differentiation, integration and special functions.

Studies in the geometry of the discrete plane

This thesis is an attempt to initiate the development of a discrete geometry of the discrete plane H = {(qmxo,qnyo); m,n e Z - the set of integers}, where q s (0,1) is fixed and (xO,yO) is a fixed point in the first quadrant of the complex plane, xo,y0 ¢ 0. The discrete plane was first considered by Harman in 1972, to evolve a discrete analytic function theory for geometric difference functions. We shall mention briefly, through various sections, the principle of discretization, an outline of discrete a alytic function theory, the concept of geometry of space and also summary of work done in this thesis

Analysis discrete function theory

There is a recent trend to describe physical phenomena without the use of infinitesimals or infinites. This has been accomplished replacing differential calculus by the finite difference theory. Discrete function theory was first introduced in l94l. This theory is concerned with a study of functions defined on a discrete set of points in the complex plane. The theory was extensively developed for functions defined on a Gaussian lattice. In 1972 a very suitable lattice H: {Ci qmxO,I qnyo), X0) 0, X3) 0, O < q < l, m, n 5 Z} was found and discrete analytic function theory was developed. Very recently some work has been done in discrete monodiffric function theory for functions defined on H. The theory of pseudoanalytic functions is a generalisation of the theory of analytic functions. When the generator becomes the identity, ie., (l, i) the theory of pseudoanalytic functions reduces to the theory of analytic functions. Theugh the theory of pseudoanalytic functions plays an important role in analysis, no discrete theory is available in literature. This thesis is an attempt in that direction. A discrete pseudoanalytic theory is derived for functions defined on H.

A Reinforcement Learning Approach to Economic Dispatch using Neural Networks

This paper presents a Reinforcement Learning (RL) approach to economic dispatch (ED) using Radial Basis Function neural network. We formulate the ED as an N stage decision making problem. We propose a novel architecture to store Qvalues and present a learning algorithm to learn the weights of the neural network. Even though many stochastic search techniques like simulated annealing, genetic algorithm and evolutionary programming have been applied to ED, they require searching for the optimal solution for each load demand. Also they find limitation in handling stochastic cost functions. In our approach once we learn the Q-values, we can find the dispatch for any load demand. We have recently proposed a RL approach to ED. In that approach, we could find only the optimum dispatch for a set of specified discrete values of power demand. The performance of the proposed algorithm is validated by taking IEEE 6 bus system, considering transmission losses

Mathematical modelling in mathematics education and instruction

This paper aims at giving a concise survey of the present state-of-the-art of mathematical modelling in mathematics education and instruction. It will consist of four parts. In part 1, some basic concepts relevant to the topic will be clarified and, in particular, mathematical modelling will be defined in a broad, comprehensive sense. Part 2 will review arguments for the inclusion of modelling in mathematics teaching at schools and universities, and identify certain schools of thought within mathematics education. Part 3 will describe the role of modelling in present mathematics curricula and in everyday teaching practice. Some obstacles for mathematical modelling in the classroom will be analysed, as well as the opportunities and risks of computer usage. In part 4, selected materials and resources for teaching mathematical modelling, developed in the last few years in America, Australia and Europe, will be presented. The examples will demonstrate many promising directions of development.

Blended learning in der Hochschullehre?

Im Zuge der Verbesserung der Lehre an deutschen Hochschulen und Universitäten sind in den letzten Jahren bereits vielfältige Innovationen hinsichtlich der Gestaltung von Vorlesungen und Seminaren in den unterschiedlichen Fachdisziplinen deutlich geworden. Bei größeren Vorlesungen besteht das Problem eine kognitive Mitarbeit von allen Studierenden zu fördern, vor allem in Mathematikvorlesungen. In den letzten Jahren konnten bereits vielversprechende Gestaltungsmöglichkeiten im Bereich der Fachmathematikvorlesungen eingesetzt werden, die ganz im Trend der digitalen Medien liegen. Diese sind aus dem Alltag vieler Berufsgruppen, wie auch der Lehre und in der Freizeit nicht mehr wegzudenken. Im Folgenden wird eine Pilotstudie mit ersten Ergebnissen beschrieben. Das Projekt M@thWithApps startete im WS 2012/2013 in der Fachvorlesung „Mathematische Anwendungen“ mit 120 Studierenden des Grundschullehramts an der Universität Kassel. Die Studierenden wurden mit Tablet-PCs ausgestattet, die über den gesamten Vorlesungs- und Übungszeitraum eingesetzt wurden. Somit stellt sich die Frage nach den Chancen und Risiken dieser besonderen Form des Lernens, verbunden mit einem Tablet-PC.

Impact on the quality of learning as a result of the use of computers in schools

The educational software and computer assisted learning has been used in schools to promote the interest of students in new ways of thinking and learning so it can be useful in the reading learning process. Experimental studies performed in preschool and school age population have shown a better yield and a positive effect in reading, mathematics and cognitive skills in children who use educative software for fi fteen to twenty minutes a day periods. The goal of this study was to evaluate the progression in verbal, visual-motor integration and reading skills in children who were using educational software to compare them with a group in traditional pedagogic methodology. Results: All children were evaluated before using any kind of pedagogic approach. Initial evaluation revealed a lower–age score in all applied test. 11% of them were at high risk for learning disorders. There was a second evaluation that showed a significant positive change compared with the fi rst one. Nevertheless, despite some items, there were no general differences comparing the groups according if they were using or not a computer. In conclusion, policies on using educational software and computers must be revaluated due to the fact that children in our public schools come from a deprived environment with a lack of opportunities to use technologies.

Teaching mathematics creatively.

Texto que promueve la creatividad como elemento clave para el desarrollo del conocimiento, la comprensión y el disfrute de las matemáticas en la enseñanza primaria. Ofrece una gama de estrategias: contar historias , aprender las matemáticas al aire libre, trabajar con una escala mayor, la música, problemas de investigación y resolución de problemas, que permitan a los profesores a adoptar un enfoque lúdico en la enseñanza de esta materia.

Children's errors in mathematics : understanding common misconceptions in primary schools.

Manual diseñado para ayudar a los profesores de primaria a identificar en los niños sus conceptos erróneos en matemáticas. Considera tres perspectivas diferentes: el nivel del plan de estudios, el nivel del aula y el nivel de cada alumno. La comprensión de cómo los niños construyen su conocimiento matemático y los errores que cometen, permite identificar y explicar por qué ocurre el error. También permite adelantarse a conceptos erróneos habituales y a planificar las lecciones. Tiene un índice con referencias cruzadas para el programa nacional británico.

Error estimates for a fully discrete spectral scheme for a class of nonlinear, nonlocal dispersive wave equations

We analyze a fully discrete spectral method for the numerical solution of the initial- and periodic boundary-value problem for two nonlinear, nonlocal, dispersive wave equations, the Benjamin–Ono and the Intermediate Long Wave equations. The equations are discretized in space by the standard Fourier–Galerkin spectral method and in time by the explicit leap-frog scheme. For the resulting fully discrete, conditionally stable scheme we prove an L2-error bound of spectral accuracy in space and of second-order accuracy in time.