Search results for "real numbers."

Banach spaces of general Dirichlet series

2018

Abstract We study when the spaces of general Dirichlet series bounded on a half plane are Banach spaces, and show that some of those classes are isometrically isomorphic between themselves. In a precise way, let { λ n } be a strictly increasing sequence of positive real numbers such that lim n → ∞ ⁡ λ n = ∞ . We denote by H ∞ ( λ n ) the complex normed space of all Dirichlet series D ( s ) = ∑ n b n λ n − s , which are convergent and bounded on the half plane [ Re s > 0 ] , endowed with the norm ‖ D ‖ ∞ = sup Re s > 0 ⁡ | D ( s ) | . If (⁎) there exists q > 0 such that inf n ⁡ ( λ n + 1 q − λ n q ) > 0 , then H ∞ ( λ n ) is a Banach space. Further, if there exists a strictly increasing sequ…

Rapid construction of algebraic axioms from samples

1991

Abstract An axiom is called reliable if it is confirmed in several places in a given sample of algebra. A very effective algorithm for enumerating such axioms is described.

Discussing Mathematical Learning and Mathematical Praxeologies from a Subject Scientific Perspective

2018

International audience; This programmatic contribution discusses the link between concepts from Anthropological Theory of Didactics (ATD) and the “subject-scientific point of view” according to Holzkamp (1985, 1993). The main common concern of ATD and the subject-scientific approach is to conceptualize and analyse “objects” like “institutionalized mathematical knowledge” and “university” not as conditions that cause reactions but essentially as meanings in the sense of generalized societal reified action possibilities. The link of both approaches is illustrated by the issue of “real numbers” in the transition from school to university: Hypotheses are derived for further actual-empirical res…

“TEACHING REAL NUMBERS IN THE HIGH SCHOOL: AN ONTO-SEMIOTIC APPROACH TO THE INVESTIGATION AND EVALUATION OF THE TEACHERS' DECLARED CHOICES”

The thesis addresses the topics of investigating teachers' declared choices of practices concerning real numbers and the continuum in the high school in Italy, evaluating their didactical suitability and the impact of a deep reflexion about some historical and didactical issues on the teachers' decision-making process. Our research hypothesis was that teachers' choices of teaching sequences concerning real numbers, with particular attention to the representations of real numbers, could be very relevant in order to interpret some of the well-known students' difficulties. After a pilot study in form of a teaching experiment and a literature review concerning students' and teachers' difficulti…