Академическое письмо на английском языке: фундаментальная и прикладная математика, компьютерные науки. Academic Writing in English for Mathematics and Computer Science: учебник
The coursebook is designed for students to acquire, practice, and master their communicative competence in academic writing in English, the focus being on fundamental and applied mathematics and computer science. The target of the book is to teach students to write research project proposals of their term papers, senior theses, and dissertations in the format of a research article which could prospectively be published in a Scopus- or We-of-Science-indexed journals. The book covers both academic writing and academic speaking, i.e. presenting research at conferences and defences.
The materials employed in the book are research articles published in international peer-reviewed journals, both full-text and excerpts.
The target audience comprises undergraduate students majoring in IT, fundamental and applied mathematics, and cyber- and information security. The book could also be of interest to students majoring in other STEM areas, both at the undergraduate and graduate levels.
Heaps are well-studied fundamental data structures, having myriads of applications, both theoretical and practical. We consider the problem of designing a heap with an “optimal” extract-min operation. Assuming an arbitrary linear ordering of keys, a heap with n elements typically takes O(log n) time to extract the min-imum. Extracting all elements faster is impossible as this would violate the Ω(n log n) bound for comparison-based sorting. It is known, however, that is takes only O(n + k log k) time to sort just k smallest elements out of n given, which prompts that there might be a faster heap, whose extract-min performance depends on the number of elements extracted so far. In this paper we show that is indeed the case. We present a version of heap that performs insert in O(1) time and takes only O(log ∗ n + log k) time to carry out the k-th extraction (where log ∗ denotes the iterated logarithm). All the above bounds are worst-case.
This article consider The project of the scientific and educational Center for integration of multimedia technologies in science, education and culture, as space-technological environment for the implementation of innovative scientific and educational projects of the 21st century, which should become the support for the master's programs, especially interdisciplinary; at the intersection of science, art and information technologies, and implementation of innovative scientific and commercial projects, which are to become a master's thesis.
The three already traditional volumes of the WDS Proceedings you are holding in the hands are composed of the contributions which have been presented during the 21st Annual Conference of Doctoral Students that was held in Prague, at Charles University, Faculty of Mathematics and Physics from May 29 to June 1, 2012. In this year, 100 student manuscripts were submitted to publishing and 88 were accepted after the review process.
Relativisation involves dependencies which, although unbounded, are constrained with respect to certain island domains. The Lambek calculus L can provide a very rudimentary account of relativisation limited to unbounded peripheral extraction; the Lambek calculus with bracket modalities Lb can further condition this account according to island domains. However in naïve parsing/theorem-proving by backward chaining sequent proof search for Lb the bracketed island domains, which can be indefinitely nested, have to be specified in the linguistic input. In realistic parsing word order is given but such hierarchical bracketing structure cannot be assumed to be given. In this paper we show how parsing can be realised which induces the bracketing structure in backward chaining sequent proof search with Lb.
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotskyђs theory of cognitive growth. An assessment tool (SAMMath) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice.
The paper discusses in detail the scale of translation of primary points scored by school graduates in the unified state exam in mathematics, used from 2013 to the present time. Based on the analysis of the dynamics of these scales, a conclusion is made about the annual increase in the "average" 100-point result, as well as the presence of a significant increase in the final grade compared with the linear scale. Additionally, the authors describe the effect of reducing the value of primary points as they approach the maximum.
This article presents the results of a pilot study assessing the level of formation of a stochastic competence among teachers of mathematics. Besides, the indicators that reflect the competence of formation of stochastic students are identified and ranked in order of importance. Different instruments (questionnaires, tests, assignments) have been used to solve the problem under study.