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Mathematics Calculation Policy ÷
Mathematics Calculation Policy ÷ Commissioned by The PiXL Club Ltd. June 2016 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. © Copyright The PiXL Club Ltd, 2015 About PiXL’s Calculation Policy • The following calculation policy has been devised to meet requirements of the National Curriculum 2014 for the teaching and learning of mathematics, and is also designed to give pupils a consistent and smooth progression of learning in calculations across the school. • Age stage expectations: The calculation policy is organised according to age stage expectations as set out in the National Curriculum 2014 and the method(s) shown for each year group should be modelled to the vast majority of pupils. However, it is vital that pupils are taught according to the pathway that they are currently working at and are showing to have ‘mastered’ a pathway before moving on to the next one. Of course, pupils who are showing to be secure in a skill can be challenged to the next pathway as necessary. • Choosing a calculation method: Before pupils opt for a written method they should first consider these steps: Should I use a formal Can I do it in my Could I use -
On the Stability of a Cauchy Type Functional Equation
Demonstr. Math. 2018; 51:323–331 Research Article Open Access Abbas Najati, Jung Rye Lee*, Choonkil Park, and Themistocles M. Rassias On the stability of a Cauchy type functional equation https://doi.org/10.1515/dema-2018-0026 Received May 31, 2018; accepted November 11, 2018 Abstract: In this work, the Hyers-Ulam type stability and the hyperstability of the functional equation (︁ x + y )︁ (︁ x − y )︁ f + xy + f − xy = f(x) 2 2 are proved. Keywords: Hyers-Ulam stability, additive mapping, hyperstability, topological vector space MSC: 39B82, 34K20, 26D10 1 Introduction The functional equation (ξ) is called stable if any function g satisfying the equation (ξ) approximately, is near to a true solution of (ξ). Ulam, in 1940 [1], introduced the stability of homomorphisms between two groups. More precisely, he proposed the following problem: given a group (G1,.), a metric group (G2, *, d) and a positive number ϵ, does there exist a δ > 0 such that if a function f : G1 ! G2 satisfies the inequal- ity d(f (x.y), f (x) * f(y)) < δ for all x, y 2 G1, then there exists a homomorphism T : G1 ! G2 such that d(f(x), T(x)) < ϵ for all x 2 G1? If this problem has a solution, we say that the homomorphisms from G1 to G2 are stable. In 1941, Hyers [2] gave a partial solution of Ulam’s problem for the case of approximate addi- tive mappings under the assumption that G1 and G2 are Banach spaces. Aoki [3] and Rassias [4] provided a generalization of the Hyers’ theorem for additive and linear mappings, respectively, by allowing the Cauchy difference to be unbounded. -
An Arbitrary Precision Computation Package David H
ARPREC: An Arbitrary Precision Computation Package David H. Bailey, Yozo Hida, Xiaoye S. Li and Brandon Thompson1 Lawrence Berkeley National Laboratory, Berkeley, CA 94720 Draft Date: 2002-10-14 Abstract This paper describes a new software package for performing arithmetic with an arbitrarily high level of numeric precision. It is based on the earlier MPFUN package [2], enhanced with special IEEE floating-point numerical techniques and several new functions. This package is written in C++ code for high performance and broad portability and includes both C++ and Fortran-90 translation modules, so that conventional C++ and Fortran-90 programs can utilize the package with only very minor changes. This paper includes a survey of some of the interesting applications of this package and its predecessors. 1. Introduction For a small but growing sector of the scientific computing world, the 64-bit and 80-bit IEEE floating-point arithmetic formats currently provided in most computer systems are not sufficient. As a single example, the field of climate modeling has been plagued with non-reproducibility, in that climate simulation programs give different results on different computer systems (or even on different numbers of processors), making it very difficult to diagnose bugs. Researchers in the climate modeling community have assumed that this non-reproducibility was an inevitable conse- quence of the chaotic nature of climate simulations. Recently, however, it has been demonstrated that for at least one of the widely used climate modeling programs, much of this variability is due to numerical inaccuracy in a certain inner loop. When some double-double arithmetic rou- tines, developed by the present authors, were incorporated into this program, almost all of this variability disappeared [12]. -
Neural Correlates of Arithmetic Calculation Strategies
Cognitive, Affective, & Behavioral Neuroscience 2009, 9 (3), 270-285 doi:10.3758/CABN.9.3.270 Neural correlates of arithmetic calculation strategies MIRIA M ROSENBERG -LEE Stanford University, Palo Alto, California AND MARSHA C. LOVETT AND JOHN R. ANDERSON Carnegie Mellon University, Pittsburgh, Pennsylvania Recent research into math cognition has identified areas of the brain that are involved in number processing (Dehaene, Piazza, Pinel, & Cohen, 2003) and complex problem solving (Anderson, 2007). Much of this research assumes that participants use a single strategy; yet, behavioral research finds that people use a variety of strate- gies (LeFevre et al., 1996; Siegler, 1987; Siegler & Lemaire, 1997). In the present study, we examined cortical activation as a function of two different calculation strategies for mentally solving multidigit multiplication problems. The school strategy, equivalent to long multiplication, involves working from right to left. The expert strategy, used by “lightning” mental calculators (Staszewski, 1988), proceeds from left to right. The two strate- gies require essentially the same calculations, but have different working memory demands (the school strategy incurs greater demands). The school strategy produced significantly greater early activity in areas involved in attentional aspects of number processing (posterior superior parietal lobule, PSPL) and mental representation (posterior parietal cortex, PPC), but not in a numerical magnitude area (horizontal intraparietal sulcus, HIPS) or a semantic memory retrieval area (lateral inferior prefrontal cortex, LIPFC). An ACT–R model of the task successfully predicted BOLD responses in PPC and LIPFC, as well as in PSPL and HIPS. A central feature of human cognition is the ability to strategy use) and theoretical (parceling out the effects of perform complex tasks that go beyond direct stimulus– strategy-specific activity). -
Banner Human Resources and Position Control / User Guide
Banner Human Resources and Position Control User Guide 8.14.1 and 9.3.5 December 2017 Notices Notices © 2014- 2017 Ellucian Ellucian. Contains confidential and proprietary information of Ellucian and its subsidiaries. Use of these materials is limited to Ellucian licensees, and is subject to the terms and conditions of one or more written license agreements between Ellucian and the licensee in question. In preparing and providing this publication, Ellucian is not rendering legal, accounting, or other similar professional services. Ellucian makes no claims that an institution's use of this publication or the software for which it is provided will guarantee compliance with applicable federal or state laws, rules, or regulations. Each organization should seek legal, accounting, and other similar professional services from competent providers of the organization's own choosing. Ellucian 2003 Edmund Halley Drive Reston, VA 20191 United States of America ©1992-2017 Ellucian. Confidential & Proprietary 2 Contents Contents System Overview....................................................................................................................... 22 Application summary................................................................................................................... 22 Department work flow................................................................................................................. 22 Process work flow...................................................................................................................... -
Applied Mathematics Letters Exponential Functional Equation On
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Applied Mathematics Letters 23 (2010) 156–160 Contents lists available at ScienceDirect Applied Mathematics Letters journal homepage: www.elsevier.com/locate/aml Exponential functional equation on spheres Justyna Sikorska Institute of Mathematics, Silesian University, Bankowa 14, PL-40-007 Katowice, Poland article info a b s t r a c t Article history: We study the exponential functional equation f .x C y/ D f .x/f .y/ on spheres in real Received 28 February 2009 normed linear spaces. Regardless of the solutions of this equation, which are already Received in revised form 4 September 2009 known, we investigate its stability and consider the pexiderized version of it. Accepted 4 September 2009 ' 2009 Elsevier Ltd. All rights reserved. Keywords: Conditional exponential functional equation Stability Approximation 1. Introduction Alsina and Garcia-Roig [1] considered the conditional functional equation f .x C y/ D f .x/ C f .y/ whenever kxk D kyk (1) with a continuous function f : X ! Y mapping a real inner product space .X; h·; ·i/ with dim X ≥ 2 into a real topological vector space Y . In [2], Szabó solved (1) in case where .X; k · k/ is a real normed linear space with dim X ≥ 3 and .Y ; C/ is an Abelian group. In [3], Ger and the author proceeded with the study of (1) with the norm replaced by an abstract function fulfilling suitable conditions. We dealt also with more general structures than those considered in [1,2]. -
Ball Green Primary School Maths Calculation Policy 2018-2019
Ball Green Primary School Maths Calculation Policy 2018-2019 Contents Page Contents Page Rationale 1 How do I use this calculation policy? 2 Early Years Foundation Stage 3 Year 1 5 Year 2 8 Year 3 11 Year 4 14 Year 5 17 Year 6 20 Useful links 23 1 Maths Calculation Policy 2018– 2019 Rationale: This policy is intended to demonstrate how we teach different forms of calculation at Ball Green Primary School. It is organised by year groups and designed to ensure progression for each operation in order to ensure smooth transition from one year group to the next. It also includes an overview of mental strategies required for each year group [Year 1-Year 6]. Mathematical understanding is developed through use of representations that are first of all concrete (e.g. base ten, apparatus), then pictorial (e.g. array, place value counters) to then facilitate abstract working (e.g. columnar addition, long multiplication). It is important that conceptual understanding, supported by the use of representation, is secure for procedures and if at any point a pupil is struggling with a procedure, they should revert to concrete and/or pictorial resources and representations to solidify understanding or revisit the previous year’s strategy. This policy is designed to help teachers and staff members at our school ensure that calculation is taught consistently across the school and to aid them in helping children who may need extra support or challenges. This policy is also designed to help parents, carers and other family members support children’s learning by letting them know the expectations for their child’s year group and by providing an explanation of the methods used in our school. -
Calculation Devices
Type 2 Calculation Devices Description of Accommodation This accommodation provides an alternate method of computation for a student with a disability who is unable to effectively use paper-and-pencil methods. Assessments For a student who meets the eligibility criteria, this accommodation may be used on • STAAR grades 3–8 mathematics tests and STAAR grades 5 and 8 science tests • STAAR Spanish grades 3–5 mathematics tests and STAAR Spanish grade 5 science test • STAAR L grades 3–8 mathematics tests and STAAR L grades 5 and 8 science tests • STAAR Modified grades 3–8 mathematics tests and STAAR Modified grades 5 and 8 science tests Student Eligibility Criteria A student may use this accommodation if he or she receives special education or Section 504 services, routinely, independently, and effectively uses the accommodation during classroom instruction and testing, and meets at least one of the following for the applicable grade. Grades 3 and 4 Grades 5 through 8 • The student has a physical disability • The student has a physical disability that prevents him or her from that prevents him or her from independently writing the numbers independently writing the numbers required for computations and cannot required for computations and cannot effectively use other allowable effectively use other allowable materials to address this need (e.g., materials to address this need (e.g., whiteboard, graph paper). whiteboard, graph paper). • The student has an impairment in • The student has an impairment in vision that prevents him or her from vision that prevents him or her from seeing the numbers they have seeing the numbers they have written during computations and written during computations and cannot effectively use other allowable cannot effectively use other allowable materials to address this need (e.g., materials to address this need (e.g., magnifier). -
Square Root Singularities of Infinite Systems of Functional Equations Johannes F
Square root singularities of infinite systems of functional equations Johannes F. Morgenbesser To cite this version: Johannes F. Morgenbesser. Square root singularities of infinite systems of functional equations. 21st International Meeting on Probabilistic, Combinatorial, and Asymptotic Methods in the Analysis of Algorithms (AofA’10), 2010, Vienna, Austria. pp.513-526. hal-01185580 HAL Id: hal-01185580 https://hal.inria.fr/hal-01185580 Submitted on 20 Aug 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. AofA’10 DMTCS proc. AM, 2010, 513–526 Square root singularities of infinite systems of functional equations Johannes F. Morgenbesser† Institut f¨ur Diskrete Mathematik und Geometrie, Technische Universit¨at Wien, Wiedner Hauptstraße 8-10, A-1040 Wien, Austria Infinite systems of equations appear naturally in combinatorial counting problems. Formally, we consider functional equations of the form y(x) = F (x, y(x)), where F (x, y) : C × ℓp → ℓp is a positive and nonlinear function, and analyze the behavior of the solution y(x) at the boundary of the domain of convergence. In contrast to the finite dimensional case different types of singularities are possible. We show that if the Jacobian operator of the function F is compact, then the occurring singularities are of square root type, as it is in the finite dimensional setting. -
The Riemann Zeta Function and Its Functional Equation (And a Review of the Gamma Function and Poisson Summation)
Math 259: Introduction to Analytic Number Theory The Riemann zeta function and its functional equation (and a review of the Gamma function and Poisson summation) Recall Euler's identity: 1 1 1 s 0 cps1 [ζ(s) :=] n− = p− = s : (1) X Y X Y 1 p− n=1 p prime @cp=1 A p prime − We showed that this holds as an identity between absolutely convergent sums and products for real s > 1. Riemann's insight was to consider (1) as an identity between functions of a complex variable s. We follow the curious but nearly universal convention of writing the real and imaginary parts of s as σ and t, so s = σ + it: s σ We already observed that for all real n > 0 we have n− = n− , because j j s σ it log n n− = exp( s log n) = n− e − and eit log n has absolute value 1; and that both sides of (1) converge absolutely in the half-plane σ > 1, and are equal there either by analytic continuation from the real ray t = 0 or by the same proof we used for the real case. Riemann showed that the function ζ(s) extends from that half-plane to a meromorphic function on all of C (the \Riemann zeta function"), analytic except for a simple pole at s = 1. The continuation to σ > 0 is readily obtained from our formula n+1 n+1 1 1 s s 1 s s ζ(s) = n− Z x− dx = Z (n− x− ) dx; − s 1 X − X − − n=1 n n=1 n since for x [n; n + 1] (n 1) and σ > 0 we have 2 ≥ x s s 1 s 1 σ n− x− = s Z y− − dy s n− − j − j ≤ j j n so the formula for ζ(s) (1=(s 1)) is a sum of analytic functions converging absolutely in compact subsets− of− σ + it : σ > 0 and thus gives an analytic function there. -
Mathematics Calculation Strategies
Mathematics Calculation Strategies A guide to mental and written calculations and other useful strategies we use in our school. ‘To inspire and educate for life’ Introduction Introduction This booklet explains how children are taught to carry out written calculations for each of the four number operations (addition / subtraction / multiplication / division). In order to help develop your child’s mathematical understanding, each operation is taught according to a clear progression of stages. Generally, children begin by learning how written methods can be used to support mental calculations. They then move on to learn how to carry out and present calculations horizontally. After this, they start to use vertical methods, first in a longer format and eventually in a more compact format (standard written methods). However, we must remember that standard written methods do not make you think about the whole number involved and don’t support the development of mental strategies. They also make each operation look different and unconnected. Therefore, children will only move onto a vertical format when they can identify if their answer is reasonable and if they can make use of related number facts. (Advice provided by Hampshire Mathematics Inspector). It is extremely important to go through each of these stages in developing calculation strategies. We are aware that children can easily be taught the procedure to work through for a compact written method. However, unless they have worked through all the stages they will only be repeating the -
RIEMANN's FUNCTIONAL EQUATION 1. Deriving The
RIEMANN’S FUNCTIONAL EQUATION KEVIN ZHU Abstract. This paper investigates the functional equation of the Riemann zeta function ζ (s). The functional equation is useful for a few reasons. It allows us to immediately conclude that the function has zeros at the negative even integers. In the process of a proof we shall follow, the analytic continuation of the zeta function also falls out as a consequence. Furthermore, having established the functional equation, we can find formulas for the derivatives of the zeta function. The functional equation has close ties with the Riemann hypothesis, playing a role in empirically searching for zeros on the critical line. 1. Deriving the Functional Equation The aim of the first paper we shall review is to present a short proof of Riemann’s functional equation, [3] Γ(s) πs (1.1) ζ (1 − s) = 2 cos ζ (s) : (2π)s 2 In fact, the method the paper undertakes is to prove the slightly more general functional equation on the Hurwitz zeta function. Riemann’s functional equation follows directly from this relation. The proof is based upon the Lipschitz summation formula, which itself is proved using Poisson summation, a technique from Fourier analysis. The meromorphic continuation of both the periodized zeta function (an- other component of the proofs) and the Hurwitz zeta function to the whole complex plane is a corollary of the results in this paper. Riemann’s original proofs for the relation, on the other hand, use either the theta function and its Mellin transform or contour integration. Comparatively, the proof we shall follow mostly gets away with manipulating infinite series and reasoning about the analytic functions that pop out.