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Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
A graded vector space is an example of a graded module over a field (with the field having trivial grading). A graded ring is a graded module over itself. An ideal in a graded ring is homogeneous if and only if it is a graded submodule. The annihilator of a graded module is a homogeneous ideal.
Jean Alexandre Eugène Dieudonné (French: [ʒɑ̃ alɛksɑ̃dʁ øʒɛn djødɔne]; 1 July 1906 – 29 November 1992) was a French mathematician, notable for research in abstract algebra, algebraic geometry, and functional analysis, for close involvement with the Nicolas Bourbaki pseudonymous group and the Éléments de géométrie algébrique project of Alexander Grothendieck, and as a ...
How to Solve It suggests the following steps when solving a mathematical problem: . First, you have to understand the problem. [2]After understanding, make a plan. [3]Carry out the plan.
Prouhet used the Thue–Morse sequence to construct a solution with = for any .Namely, partition the numbers from 0 to + into a) the numbers each with an even number of ones in its binary expansion and b) the numbers each with an odd number of ones in its binary expansion; then the two sets of the partition give a solution to the problem. [3]
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A net = is said to be frequently or cofinally in if for every there exists some such that and . [5] A point is said to be an accumulation point or cluster point of a net if for every neighborhood of , the net is frequently/cofinally in . [5] In fact, is a cluster point if and only if it has a subnet that converges to . [6] The set of all ...
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]