This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
That’s the argument of Peter Liljedahl, a professor of mathematics education at Simon Fraser University in Vancouver, who has spent years researching what works in teaching. These are the students who end up hitting a wall when math courses move from easier algebra to more advanced concepts in, say, calculus, he argues. “At
When most working mathematicians do mathematics it seems to be typical for them to reason as if the constructs they’re dealing with (whether they be numbers or sets or whatever) are “real things”. And we can think of that ultimate machine code as operating on things that are in effect just abstract constructs—very much like in mathematics.
We introduced Duration to apply to explicit time constructs, things like Audio objects, etc. And, yes, when you try to run the function, it’ll notice it doesn’t have correct arguments and options specified. that isn’t directly related to typing, but will help in the construction of easy-to-navigate user interfaces.
And if we treat these as equivalent and merge them we now get: (The question of “state equivalence” is a subtle one, that ultimately depends on the operation of the observer, and how the observer constructs their perception of what’s going on. It’s a new kind of fundamentally multiway construct.
Library and research skills cover areas such as knowing how to reference and cite authors properly, being able to discern between reliable and unreliable sources of information, accessing scientific literature and giving accurate evidence-based arguments when writing scientific essays and reports. What do students learn from studying this?
Just like in our original f [0] = 1 case, we can construct “blue graph trees” rooted at each of the initial conditions. Some involve alternate functional forms; others involve introducing additional functions, or allowing multiple arguments to our function f. So what about the behavior of f [ n ] for large n ?
It’s yet another surprising construct that’s arisen from our Physics Project. In some ways it’s a bit like our efforts to construct the ruliad. In constructing it, one can imagine using Turing machines or hypergraph rewriting systems or indeed any other kind of computational system. As an analogy, consider the real numbers.
This is especially important if you’re writing an article involving multiple sources, or asking one source to critique the arguments of another: It’s quite likely that they aren’t talking about the same thing. if withholding a mark is possible. Why would an instructor use ungrading? I will speak for myself here.
Then for each function (or other construct in the language) there are pages that explain the function, with extensive examples. One new construct added in Version 13.1 —and And now there’s a way to specify that, using Threaded : In a sense, Threaded is part of a new wave of symbolic constructs that have “ambient effects” on lists.
Introducing Tabular Manipulating Data in Tabular Getting Data into Tabular Cleaning Data for Tabular The Structure of Tabular Tabular Everywhere Algebra with Symbolic Arrays Language Tune-Ups Brightening Our Colors; Spiffing Up for 2025 LLM Streamlining & Streaming Streamlining Parallel Computation: Launch All the Machines!
A lot of science—and technology—has been constructed specifically around computationally reducible phenomena. In 2000 I was interested in what the simplest possible axiom system for logic (Boolean algebra) might be. Once again, I had no idea this was “out there”, and certainly I would never have been able to construct it myself.
Even if I hadn’t been able to imagine quite what could be built on them, I’d been able to construct solid foundations, that successfully encapsulated things in the cleanest and simplest ways. In the end—after all sorts of philosophical arguments, and an analysis of actual historical data —the answer was: “It’s Complicated”.
Its key idea is to think of things in the world as being constructed from some kind of simple-to-describe elements—say geometrical objects—and then to use something like logical reasoning to work out what will happen with them. It’s not difficult to construct multiway system models. There are multiway Turing machines.
Its key idea is to think of things in the world as being constructed from some kind of simple-to-describe elements—say geometrical objects—and then to use something like logical reasoning to work out what will happen with them. It’s not difficult to construct multiway system models. There are multiway Turing machines.
Those assessments can take on various forms, and in well-constructed courses they do have varying forms, corresponding to different levels of Bloom's Taxonomy. An argument for traditional grading goes like this: Sure, a single assessment might have a grade on it that doesn't accurately reflect student understanding.
He was going for what he saw as the big prize: using them to “construct the universe”. Then McCarthy started to explain ways a computer could do algebra. It was all algebra. And the only conclusion we can arrive at is that a person can’t do this much algebra with the hope of getting it right.” But Ed wasn’t interested.
And for example in 1978 the following “radius 3” rule (operating on size-7 neighborhoods) was constructed (and we’ll call it the “GKL rule”): ✕. But in the 1980s a complicated cellular automaton was constructed that it was possible to prove would not show such behavior. But it turns out that this isn’t true.
Having this as a single function makes it easier to use in functional programming constructs like this: ✕. But sometimes it’s much more convenient to get the subgraph (and in fact in the formalism of our Physics Project that subgraph—that we view as a “ geodesic ball ”—is a rather central construct). So in Version 12.3
Almost any algebraic computation ends up somehow involving polynomials. can be manipulated as an algebraic number, but with minimal polynomial: ✕. And all of this makes possible a transformative update to polynomial linear algebra, i.e. operations on matrices whose elements are (univariate) polynomials. ✕.
We organize all of the trending information in your field so you don't have to. Join 28,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content