Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty

Study of the posit number system: a practical approach

The IEEE Standard for Floating-Point Arithmetic (IEEE 754) has been for decades the standard for floating-point arithmetic and is implemented in a vast majority of modern computer systems. Recently, a new number representation format called posit (Type III unum) introduced by John L. Gustafson – who claims this new format can provide higher accuracy using equal or less number of bits and simpler hardware than current standard – is proposed as an alternative to the now omnipresent IEEE 754 arithmetic. In this Bachelor dissertation, the novel posit number format, its characteristics and properties – presented in literature – are analyzed and compared with the standard for floating-point numbers (floats). Based on the literature assertions, we focus on determining whether posits would be a good “drop-in replacement” for floats. With the help of Wolfram Mathematica and Python, different environments are created to compare the performance of IEEE 754 floating-point standard with Type III unum: posits. In order to get a more practical approach, first, we propose different numerical problems to compare the accuracy of both formats, including algebraic problems and numerical methods. Then, we focus on the possible use of posits in Deep Learning problems, such as training artificial Neural Networks or preforming low-precision inference on Convolutional Neural Networks. To conclude this work, we propose a low-level design for posit arithmetic multiplier using the FloPoCo tool to generate synthesizable VHDL code

Trusting Computations: a Mechanized Proof from Partial Differential Equations to Actual Program

Computer programs may go wrong due to exceptional behaviors, out-of-bound array accesses, or simply coding errors. Thus, they cannot be blindly trusted. Scientific computing programs make no exception in that respect, and even bring specific accuracy issues due to their massive use of floating-point computations. Yet, it is uncommon to guarantee their correctness. Indeed, we had to extend existing methods and tools for proving the correct behavior of programs to verify an existing numerical analysis program. This C program implements the second-order centered finite difference explicit scheme for solving the 1D wave equation. In fact, we have gone much further as we have mechanically verified the convergence of the numerical scheme in order to get a complete formal proof covering all aspects from partial differential equations to actual numerical results. To the best of our knowledge, this is the first time such a comprehensive proof is achieved.Comment: N° RR-8197 (2012). arXiv admin note: text overlap with arXiv:1112.179