326,220 research outputs found
Constructive Mathematics in Theory and Programming Practice
The first part of the paper introduces the varieties of modern constructive mathematics, concentrating on Bishop’s constructive mathematics(BISH). It gives a sketch of both Myhill’s axiomatic system for BISH and a constructive axiomatic development of the real line R. The second part of the paper focuses on the relation between constructive mathematics and programming, with emphasis on Martin-Lof’s theory of types as a formal system for BISH
A Universal Machine for Biform Theory Graphs
Broadly speaking, there are two kinds of semantics-aware assistant systems
for mathematics: proof assistants express the semantic in logic and emphasize
deduction, and computer algebra systems express the semantics in programming
languages and emphasize computation. Combining the complementary strengths of
both approaches while mending their complementary weaknesses has been an
important goal of the mechanized mathematics community for some time. We pick
up on the idea of biform theories and interpret it in the MMTt/OMDoc framework
which introduced the foundations-as-theories approach, and can thus represent
both logics and programming languages as theories. This yields a formal,
modular framework of biform theory graphs which mixes specifications and
implementations sharing the module system and typing information. We present
automated knowledge management work flows that interface to existing
specification/programming tools and enable an OpenMath Machine, that
operationalizes biform theories, evaluating expressions by exhaustively
applying the implementations of the respective operators. We evaluate the new
biform framework by adding implementations to the OpenMath standard content
dictionaries.Comment: Conferences on Intelligent Computer Mathematics, CICM 2013 The final
publication is available at http://link.springer.com
Linear Programming Relaxations of Quadratically Constrained Quadratic Programs
We investigate the use of linear programming tools for solving semidefinite
programming relaxations of quadratically constrained quadratic problems.
Classes of valid linear inequalities are presented, including sparse PSD cuts,
and principal minors PSD cuts. Computational results based on instances from
the literature are presented.Comment: Published in IMA Volumes in Mathematics and its Applications, 2012,
Volume 15
Mathematical Programming Decoding of Binary Linear Codes: Theory and Algorithms
Mathematical programming is a branch of applied mathematics and has recently
been used to derive new decoding approaches, challenging established but often
heuristic algorithms based on iterative message passing. Concepts from
mathematical programming used in the context of decoding include linear,
integer, and nonlinear programming, network flows, notions of duality as well
as matroid and polyhedral theory. This survey article reviews and categorizes
decoding methods based on mathematical programming approaches for binary linear
codes over binary-input memoryless symmetric channels.Comment: 17 pages, submitted to the IEEE Transactions on Information Theory.
Published July 201
Using Graphing Calculators to Integrate Mathematics and Science
The computational, graphing, statistical and programming capabilities of today’s graphing calculators make it possible for teachers and students to explore aspects of functions and investigate real-world situations in ways that were previously inaccessible because of computational constraints. Many of the features of graphing calculators can be used to integrate topics from mathematics and science. Here we provide a few illustrations of activities that use the graphing, parametric graphing, regression, and recursion features of graphing calculators to study mathematics in science contexts
Functional programming applied to computational algebra
2018 Fall.Includes bibliographical references.Underlying many, if not all, areas of mathematics is category theory, an alternative to set theory as a foundation that formalizes mathematical structures and relations between them. These relations abstract the idea of a function, an abstraction used throughout mathematics as well as throughout programming. However, there is a disparity between the definition of a function used in mathematics from that used in mainstream programming. For mathematicians to utilize the power of programming to advance their mathematics, there is a demand for a paradigm of programming that uses mathematical functions, as well as the mathematical categories that support them, as the basic building blocks, enabling programs to be built by clever mathematics. This paradigm is functional programming. We wish to use functional programming to represent our mathematical structures, especially those used in computational algebra
High school mathematics marks as an admission criterion for entry into programming courses at a South African university
Abstract: In this study, the assumption that good performance in mathematics in the final school year could be used as a pre-entry requirement to programming courses at universities in South Africa, is challenged. The extant literature reports positive relationships between mathematics performance and success in programming courses. As computer programming modules in higher education institutions (HEIs) are typically characterised by low success rates, it becomes important to eliminate potentially erroneous entry requirements. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such programmes. This paper reports on a single independent variable, ‘performance in high school mathematics’, and its relationship to performance in two computer programming courses. The dataset comprised the school marks of four cohorts of students who were enrolled for the programming modules between 2012 and 2015. Firstly, we computed the point-biserial correlation between a dichotomous variable that indicated whether students had mathematics as a subject in Grade 12 or not, and their performance in the programming modules. Once we established that a relationship existed, the marks achieved in the final school year for mathematics, and performance in two programming modules were correlated. Results indicated that the school mathematics marks correlate only marginally, and that correlations were not significant, with performance in the two programming courses. We also correlated the school mathematical literacy marks with performance in the two programming courses, and found that a strong positive correlation that was significant existed with the second semester programming course. We conclude that the mark achieved for school mathematics cannot be considered as a valid admission criterion for programming courses in the South African context
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