Does it calculate the derivative of the given equation? Because in implicit differentiation we don't have y=equationy=equation so I don't know what we are differentiating using the dydxdydx Do we consider/assume the given equation lets say x2+y2=36x2+y2=36 as ...
what does feferman-vaught say exactly exactly about definable subsets of a direct product of two structures? ask question asked 5 years, 8 months ago modified 25 days ago viewed 380 times 2 below i reproduce a consequence of the feferman-vaught theorem, taken from wilfrid ...
Do Tell, Mit, What Exactly Is Street-Fighting Mathematics?From January to March, the academic calendar is dominated by the admissions process. You can...Stephenson, Rob
The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an exploratory study is carried out with prospective teachers. A training task was designed requiring them to create and solve a probability problem using the
Here one has to be careful, because while it could happen under hypothesis that the vote counts were manipulated to be exactly the nearest integer to a round percentage, this is not the only outcome under this hypothesis, and indeed one could argue that it would not be in the interest of...
“integrate into their experience” some small fraction of the metamathematical universe (which, for human mathematics, is currently perhaps 3 × 106theorems). And it’s this setup—which amounts to defining a “sequentialized mathematical consciousness”—that means it makes sense to do...
Very much so! My point exactly. XD “I think if mathematics is discovered rather than invented […], then it’s inherently grounded in something outside of humanity.” Yes, absolutely! Does not the concept of a sphere exist outside humanity? The concept of a straight line? Doesn’t π...
What exactly does it mean to make an intuitive argument rigorous? I’m currently reading A Concise Introduction to Mathematical Logic by Wolfgang Rautenberg and in the first section, he says that, “…intuitively clear facts, such as the identical number of left and right parentheses in ...
In this paper, we present a novel concept for an abstract algebra course at the secondary school level. Against the backdrop of findings from mathematics education research, we discuss benefits that arise from teaching abstract algebra to secondary schoo
The theoretician may be able to demonstrate the capability of a method in the abstract, but is likely insufficiently skilled to turn the methods into code beyond prototype demonstration systems at best. You can learn as little or as much mathematics as you like, just in time. Focus on your...