Search results for "Arithmetic function"
showing 8 items of 8 documents
Some problems in number theory that arise from group theory
2021
In this expository paper, we present several open problems in number theory that have arisen while doing research in group theory. These problems are on arithmetical functions or partitions. Solving some of these problems would allow to solve some open problem in group theory.
Predicting arithmetical achievement from neuro-psychological performance: a longitudinal study
1998
In this article, we show that the performances of 5- to 6-year-old children in arithmetic tests can be predicted from their performances in neuro-psychological tests administered a number of months in advance, independently of their level of development.
Emulating Human Supervision in an Intelligent Tutoring System for Arithmetical Problem Solving
2014
This paper presents an intelligent tutoring system (ITS) for the learning of arithmetical problem solving. This is based on an analysis of a) the cognitive processes that take place during problem solving; and b) the usual tasks performed by a human when supervising a student in a one-to-one tutoring situation. The ITS is able to identify the solving strategy that the student is following and offer adaptive feedback that takes into account both the problem's constraints and the decisions previously made by the user. An observational study shows the ITS's accuracy at emulating expert human supervision, and a randomized experiment reveals that the ITS significantly improves students' learning…
Some models of inductive syntactical synthesis from sample computations
2005
The paper is a survey of several models of inductive program synthesis from sample computations. Synthesis tools are basically syntactical: the synthesis is based on the detection of "regular" fragments related with "shuffled" arithmetical progressions. Input sample computations are supposed to be "representative": they have to "reflect" all loops occurring in the target program. Programs are synthesized in nontraditional form of "generalized" regular expressions having Cleene stars and unions for loops and CASE-like operators. However, if input samples are somehow "annotated" (we consider two different approaches), then loops can be synthesized in more traditional WHILE-form, where loop co…
Skaitļu teorija: lekcijas, lasītas Latvijas Universitātes Matemātikas un dabas zinātņu fakultātē
1936
Lekcijas sakārtojis Fogels, Ernests ; rediģējis Lūsis, Arvīds.
A tool for a first analysis of architectural façades
1997
Abstract This work presents a tool for analysing the figurative structure of architectural facades. The procedure begins by singling out the elementary shapes which make up the facade image; it detects and identifies them as “area objects”, even if present in combination in virtual or mental form and groups them into classes of equal objects. A second step is the analysis of the inner structure of the classes: equidistant, arithmetical and geometrical sequences, or alternate distances are distinguished. The procedure ends by singling out the symmetries which structure the facade image and displaying them, pointing out their implied hierarchy through a thickness differentiation.
ARITHMETICAL QUESTIONS IN π-SEPARABLE GROUPS
2005
If G is a finite π-separable group, π a set of primes und X is a π-suhgroup of G, let vπ(G, X) be the number of Hall π-suhgroups of G containing X. If K is a subgroup of G containing X, we prove that vπ(K,X) divides vπ(G).
Conceptual knowledge‐based strategy training in single‐digit calculation: a single case intervention study in a child with specific language impairme…
2009
The aim of this single‐case intervention study was to examine whether a conceptual knowledge‐based strategy training would improve the accuracy of single‐digit arithmetical calculation in a child with specific language impairment. The intervention concerned an11‐year‐old Finnish‐speaking child with specific language impairment. He was trained individually once a week for three months. On the basis of his baseline performance single‐digit arithmetical problems were divided into ‘well‐known arithmetical problems’ and ‘error‐prone arithmetical problems’. Error‐prone problems were taught in meaningful relation to well‐known problems, which he repeatedly solved correctly by using arithmetical fa…