Variable Set Theory
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Computing Degrees of Subsethood and Similarity for Interval-Valued Fuzzy Sets: Fast Algorithms Hung T
University of Texas at El Paso DigitalCommons@UTEP Departmental Technical Reports (CS) Department of Computer Science 8-1-2008 Computing Degrees of Subsethood and Similarity for Interval-Valued Fuzzy Sets: Fast Algorithms Hung T. Nguyen Vladik Kreinovich University of Texas at El Paso, [email protected] Follow this and additional works at: http://digitalcommons.utep.edu/cs_techrep Part of the Computer Engineering Commons Comments: Technical Report: UTEP-CS-08-27a Published in Proceedings of the 9th International Conference on Intelligent Technologies InTech'08, Samui, Thailand, October 7-9, 2008, pp. 47-55. Recommended Citation Nguyen, Hung T. and Kreinovich, Vladik, "Computing Degrees of Subsethood and Similarity for Interval-Valued Fuzzy Sets: Fast Algorithms" (2008). Departmental Technical Reports (CS). Paper 94. http://digitalcommons.utep.edu/cs_techrep/94 This Article is brought to you for free and open access by the Department of Computer Science at DigitalCommons@UTEP. It has been accepted for inclusion in Departmental Technical Reports (CS) by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. Computing Degrees of Subsethood and Similarity for Interval-Valued Fuzzy Sets: Fast Algorithms Hung T. Nguyen Vladik Kreinovich Department of Mathematical Sciences Department of Computer Science New Mexico State University University of Texas at El Paso Las Cruces, NM 88003, USA El Paso, TX 79968, USA [email protected] [email protected] Abstract—Subsethood A ⊆ B and set equality A = B are Thus, for two fuzzy sets A and B, it is reasonable to define among the basic notions of set theory. For traditional (“crisp”) degree of subsethood and degree of similarity. -
Analysis of Functions of a Single Variable a Detailed Development
ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra. -
Variables in Mathematics Education
Variables in Mathematics Education Susanna S. Epp DePaul University, Department of Mathematical Sciences, Chicago, IL 60614, USA http://www.springer.com/lncs Abstract. This paper suggests that consistently referring to variables as placeholders is an effective countermeasure for addressing a number of the difficulties students’ encounter in learning mathematics. The sug- gestion is supported by examples discussing ways in which variables are used to express unknown quantities, define functions and express other universal statements, and serve as generic elements in mathematical dis- course. In addition, making greater use of the term “dummy variable” and phrasing statements both with and without variables may help stu- dents avoid mistakes that result from misinterpreting the scope of a bound variable. Keywords: variable, bound variable, mathematics education, placeholder. 1 Introduction Variables are of critical importance in mathematics. For instance, Felix Klein wrote in 1908 that “one may well declare that real mathematics begins with operations with letters,”[3] and Alfred Tarski wrote in 1941 that “the invention of variables constitutes a turning point in the history of mathematics.”[5] In 1911, A. N. Whitehead expressly linked the concepts of variables and quantification to their expressions in informal English when he wrote: “The ideas of ‘any’ and ‘some’ are introduced to algebra by the use of letters. it was not till within the last few years that it has been realized how fundamental any and some are to the very nature of mathematics.”[6] There is a question, however, about how to describe the use of variables in mathematics instruction and even what word to use for them. -
A Quick Algebra Review
A Quick Algebra Review 1. Simplifying Expressions 2. Solving Equations 3. Problem Solving 4. Inequalities 5. Absolute Values 6. Linear Equations 7. Systems of Equations 8. Laws of Exponents 9. Quadratics 10. Rationals 11. Radicals Simplifying Expressions An expression is a mathematical “phrase.” Expressions contain numbers and variables, but not an equal sign. An equation has an “equal” sign. For example: Expression: Equation: 5 + 3 5 + 3 = 8 x + 3 x + 3 = 8 (x + 4)(x – 2) (x + 4)(x – 2) = 10 x² + 5x + 6 x² + 5x + 6 = 0 x – 8 x – 8 > 3 When we simplify an expression, we work until there are as few terms as possible. This process makes the expression easier to use, (that’s why it’s called “simplify”). The first thing we want to do when simplifying an expression is to combine like terms. For example: There are many terms to look at! Let’s start with x². There Simplify: are no other terms with x² in them, so we move on. 10x x² + 10x – 6 – 5x + 4 and 5x are like terms, so we add their coefficients = x² + 5x – 6 + 4 together. 10 + (-5) = 5, so we write 5x. -6 and 4 are also = x² + 5x – 2 like terms, so we can combine them to get -2. Isn’t the simplified expression much nicer? Now you try: x² + 5x + 3x² + x³ - 5 + 3 [You should get x³ + 4x² + 5x – 2] Order of Operations PEMDAS – Please Excuse My Dear Aunt Sally, remember that from Algebra class? It tells the order in which we can complete operations when solving an equation. -
Leibniz and the Infinite
Quaderns d’Història de l’Enginyeria volum xvi 2018 LEIBNIZ AND THE INFINITE Eberhard Knobloch [email protected] 1.-Introduction. On the 5th (15th) of September, 1695 Leibniz wrote to Vincentius Placcius: “But I have so many new insights in mathematics, so many thoughts in phi- losophy, so many other literary observations that I am often irresolutely at a loss which as I wish should not perish1”. Leibniz’s extraordinary creativity especially concerned his handling of the infinite in mathematics. He was not always consistent in this respect. This paper will try to shed new light on some difficulties of this subject mainly analysing his treatise On the arithmetical quadrature of the circle, the ellipse, and the hyperbola elaborated at the end of his Parisian sojourn. 2.- Infinitely small and infinite quantities. In the Parisian treatise Leibniz introduces the notion of infinitely small rather late. First of all he uses descriptions like: ad differentiam assignata quavis minorem sibi appropinquare (to approach each other up to a difference that is smaller than any assigned difference)2, differat quantitate minore quavis data (it differs by a quantity that is smaller than any given quantity)3, differentia data quantitate minor reddi potest (the difference can be made smaller than a 1 “Habeo vero tam multa nova in Mathematicis, tot cogitationes in Philosophicis, tot alias litterarias observationes, quas vellem non perire, ut saepe inter agenda anceps haeream.” (LEIBNIZ, since 1923: II, 3, 80). 2 LEIBNIZ (2016), 18. 3 Ibid., 20. 11 Eberhard Knobloch volum xvi 2018 given quantity)4. Such a difference or such a quantity necessarily is a variable quantity. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
A Class of Fuzzy Theories*
JOURNAL OF MATHEMATICAL ANALYSIS AND APPLICATIONS 85, 409-451 (1982) A Class of Fuzzy Theories* ERNEST G. MANES Department of Mathematics and Statistics, University of Massachusetts, Amherst, Massachusetts 01003 Submitted by L. Zadeh Contenfs. 0. Introduction. 1. Fuzzy theories. 2. Equality and degree of membership. 3. Distributions as operations. 4. Homomorphisms. 5. Independent joint distributions. 6. The logic of propositions. 7. Superposition. 8. The distributional conditional. 9. Conclusions. References. 0. INTR~DUCTTON At the level of syntax, a flowchart scheme [25, Chap. 41 decomposes into atomic pieces put together by the operations of structured programming [ 11. Our definition of “fuzzy theory” is motivated solely by providing the minimal machinery to interpret loop-free schemes in a fuzzy way. Indeed, a fuzzy theory T = (T, e, (-)“) is defined in Section 1 by the data (A, B, C). For each set X there is given a new set TX of “distributions on X” or “vague specifications (A) of elements of X.” For each set X there is given a distinguished function e, : X-+ TX, “a crisp 03) specification is a special case of a vague one.” For each “fuzzy function” a: X-, TY there is given a distinguished “extension” (Cl a#: TX-+ TY. The data are all subject to three axioms. This definition is motivated by the flowchart scheme l.E. Some fundamental examples are crisp set theory: TX = X, CD) fuzzy set theory: TX = [0, llx, (E) * The research reported in this paper was supported in part by the National Science Foun- dation under Grant MCS76-84477. 409 0022-247X/82/020409-43$02.0010 Copyright 0 1982 by Academic Press, Inc. -
1 Sets and Set Notation. Definition 1 (Naive Definition of a Set)
LINEAR ALGEBRA MATH 2700.006 SPRING 2013 (COHEN) LECTURE NOTES 1 Sets and Set Notation. Definition 1 (Naive Definition of a Set). A set is any collection of objects, called the elements of that set. We will most often name sets using capital letters, like A, B, X, Y , etc., while the elements of a set will usually be given lower-case letters, like x, y, z, v, etc. Two sets X and Y are called equal if X and Y consist of exactly the same elements. In this case we write X = Y . Example 1 (Examples of Sets). (1) Let X be the collection of all integers greater than or equal to 5 and strictly less than 10. Then X is a set, and we may write: X = f5; 6; 7; 8; 9g The above notation is an example of a set being described explicitly, i.e. just by listing out all of its elements. The set brackets {· · ·} indicate that we are talking about a set and not a number, sequence, or other mathematical object. (2) Let E be the set of all even natural numbers. We may write: E = f0; 2; 4; 6; 8; :::g This is an example of an explicity described set with infinitely many elements. The ellipsis (:::) in the above notation is used somewhat informally, but in this case its meaning, that we should \continue counting forever," is clear from the context. (3) Let Y be the collection of all real numbers greater than or equal to 5 and strictly less than 10. Recalling notation from previous math courses, we may write: Y = [5; 10) This is an example of using interval notation to describe a set. -
Introduction to Abstract Algebra (Math 113)
Introduction to Abstract Algebra (Math 113) Alexander Paulin, with edits by David Corwin FOR FALL 2019 MATH 113 002 ONLY Contents 1 Introduction 4 1.1 What is Algebra? . 4 1.2 Sets . 6 1.3 Functions . 9 1.4 Equivalence Relations . 12 2 The Structure of + and × on Z 15 2.1 Basic Observations . 15 2.2 Factorization and the Fundamental Theorem of Arithmetic . 17 2.3 Congruences . 20 3 Groups 23 1 3.1 Basic Definitions . 23 3.1.1 Cayley Tables for Binary Operations and Groups . 28 3.2 Subgroups, Cosets and Lagrange's Theorem . 30 3.3 Generating Sets for Groups . 35 3.4 Permutation Groups and Finite Symmetric Groups . 40 3.4.1 Active vs. Passive Notation for Permutations . 40 3.4.2 The Symmetric Group Sym3 . 43 3.4.3 Symmetric Groups in General . 44 3.5 Group Actions . 52 3.5.1 The Orbit-Stabiliser Theorem . 55 3.5.2 Centralizers and Conjugacy Classes . 59 3.5.3 Sylow's Theorem . 66 3.6 Symmetry of Sets with Extra Structure . 68 3.7 Normal Subgroups and Isomorphism Theorems . 73 3.8 Direct Products and Direct Sums . 83 3.9 Finitely Generated Abelian Groups . 85 3.10 Finite Abelian Groups . 90 3.11 The Classification of Finite Groups (Proofs Omitted) . 95 4 Rings, Ideals, and Homomorphisms 100 2 4.1 Basic Definitions . 100 4.2 Ideals, Quotient Rings and the First Isomorphism Theorem for Rings . 105 4.3 Properties of Elements of Rings . 109 4.4 Polynomial Rings . 112 4.5 Ring Extensions . 115 4.6 Field of Fractions . -
Appendix a Basic Concepts of Fuzzy Set Theory A.I Fuzzy Sets ILA{X): X
Appendix A Basic Concepts of Fuzzy Set Theory This appendix gives the definitions of the concepts of fuzzy set theory, which are used in this book. For a comprehensive treatment of fuzzy set theory, see, for instance, (Zimmermann, 1996; Klir and Yuan, 1995). A.I Fuzzy Sets Definition A.I (fuzzy set) A fuzzy set A on universe (domain) X is defined by the membership function ILA{X) which is a mapping from the universe X into the unit interval: ILA{X): X -+ [0,1]. (A.l) F{X) denotes the set of all fuzzy sets on X. Fuzzy set theory allows for a partial membership of an element in a set. If the value of the membership function, called the membership degree (grade), equals one, x belongs completely to the fuzzy set. If it equals zero, x does not belong to the set. If the membership degree is between 0 and 1, x is a partial member of the fuzzy set. In the fuzzy set literature, the term crisp is often used to denote nonfuzzy quantities, e.g., a crisp number, a crisp set, etc. A.2 Membership Functions In a discrete set X = {Xi I i = 1,2, ... ,n}, a fuzzy set A may be defined by a list of ordered pairs: membership degree/set element: (A.2) or in the form of two related vectors: In continuous domains, fuzzy sets are defined analytically by their membership func tions. In this book, the following forms of membership functions are used: 228 FUZZY MODELING FOR CONTROL Trapezoidal membership function: x-a d-X) /-L(x;a,b,c,d)=max ( O,min(b_a,l'd_c) , (A4) where a, b, c and d are coordinates of the trapezoid apexes. -
Arxiv:1310.3297V1 [Math.AG] 11 Oct 2013 Bertini for Macaulay2
Bertini for Macaulay2 Daniel J. Bates,∗ Elizabeth Gross,† Anton Leykin,‡ Jose Israel Rodriguez§ September 6, 2018 Abstract Numerical algebraic geometry is the field of computational mathematics concerning the numerical solution of polynomial systems of equations. Bertini, a popular software package for computational applications of this field, includes implementations of a variety of algorithms based on polynomial homotopy continuation. The Macaulay2 package Bertini provides an interface to Bertini, making it possible to access the core run modes of Bertini in Macaulay2. With these run modes, users can find approximate solutions to zero-dimensional systems and positive-dimensional systems, test numerically whether a point lies on a variety, sample numerically from a variety, and perform parameter homotopy runs. 1 Numerical algebraic geometry Numerical algebraic geometry (numerical AG) refers to a set of methods for finding and manipulating the solution sets of systems of polynomial equations. Said differently, given f : CN → Cn, numerical algebraic geometry provides facilities for computing numerical approximations to isolated solutions of V (f) = z ∈ CN |f(z)=0 , as well as numerical approximations to generic points on positive-dimensional components. The book [7] provides a good introduction to the field, while the newer book [2] provides a simpler introduction as well as a complete manual for the software package Bertini [1]. arXiv:1310.3297v1 [math.AG] 11 Oct 2013 Bertini is a free, open source software package for computations in numerical alge- braic geometry. The purpose of this article is to present a Macaulay2 [3] package Bertini that provides an interface to Bertini. This package uses basic datatypes and service rou- tines for computations in numerical AG provided by the package NAGtypes. -
Lecture Notes
MIT OpenCourseWare http://ocw.mit.edu 18.01 Single Variable Calculus Fall 2006 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. Lecture 1 18.01 Fall 2006 Unit 1: Derivatives A. What is a derivative? • Geometric interpretation • Physical interpretation • Important for any measurement (economics, political science, finance, physics, etc.) B. How to differentiate any function you know. d • For example: �e x arctan x �. We will discuss what a derivative is today. Figuring out how to dx differentiate any function is the subject of the first two weeks of this course. Lecture 1: Derivatives, Slope, Velocity, and Rate of Change Geometric Viewpoint on Derivatives y Q Secant line Tangent line P f(x) x0 x0+∆x Figure 1: A function with secant and tangent lines The derivative is the slope of the line tangent to the graph of f(x). But what is a tangent line, exactly? 1 Lecture 1 18.01 Fall 2006 • It is NOT just a line that meets the graph at one point. • It is the limit of the secant line (a line drawn between two points on the graph) as the distance between the two points goes to zero. Geometric definition of the derivative: Limit of slopes of secant lines P Q as Q ! P (P fixed). The slope of P Q: Q (x0+∆x, f(x0+∆x)) Secant Line ∆f (x0, f(x0)) P ∆x Figure 2: Geometric definition of the derivative Δf f(x0 + Δx) − f(x0) 0 lim = lim = f (x0) Δx!0 Δx Δx!0 Δx | {z } | {z } \derivative of f at x0 " “difference quotient" 1 Example 1.