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The problem of points, also called the problem of division of the stakes, is a classical problem in probability theory.One of the famous problems that motivated the beginnings of modern probability theory in the 17th century, it led Blaise Pascal to the first explicit reasoning about what today is known as an expected value.
The progression of both the nature of mathematics and individual mathematical problems into the future is a widely debated topic; many past predictions about modern mathematics have been misplaced or completely false, so there is reason to believe that many predictions today will follow a similar path.
Instead of solving a specific type of problem, which would seem intuitively easier, it can be easier to solve a more general problem, which covers the specifics of the sought-after solution. The inventor's paradox has been used to describe phenomena in mathematics, programming, and logic, as well as other areas that involve critical thinking.
Computational thinking (CT) refers to the thought processes involved in formulating problems so their solutions can be represented as computational steps and algorithms. [1] In education, CT is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. [2]
Newton said he had begun working on a form of calculus (which he called "the method of fluxions and fluents") in 1666, at the age of 23, but did not publish it except as a minor annotation in the back of one of his publications decades later (a relevant Newton manuscript of October 1666 is now published among his mathematical papers [2]).
Precalculus prepares students for calculus somewhat differently from the way that pre-algebra prepares students for algebra. While pre-algebra often has extensive coverage of basic algebraic concepts, precalculus courses might see only small amounts of calculus concepts, if at all, and often involves covering algebraic topics that might not have been given attention in earlier algebra courses.
The field of numerical analysis predates the invention of modern computers by many centuries. Linear interpolation was already in use more than 2000 years ago. Many great mathematicians of the past were preoccupied by numerical analysis, [5] as is obvious from the names of important algorithms like Newton's method, Lagrange interpolation polynomial, Gaussian elimination, or Euler's method.
These paradoxes may be due to fallacious reasoning , or an unintuitive solution . The term paradox is often used to describe a counter-intuitive result. However, some of these paradoxes qualify to fit into the mainstream viewpoint of a paradox, which is a self-contradictory result gained even while properly applying accepted ways of reasoning .