喜迎2006新年

在公元2006年到来之际，谨拟有关“2006” 五题，喜庆新年，以飨读者. 题1 .口2006. a，!2二，。。+1一兰(，任N+)，试求二1 口” 解由题意有内 l2 一一，a3一一一乙x， X a2 l 2一内 反4= l 一一，“.‘，a2006- j X 倪z .aZoo6一Zx· X 题2 +a3+a;+ {a。}是公差为l …+a:。。 =3962 的等差数列，al+自 ，试证:a:十a、+吼 +…十a 100 证明 =2006. 由题意有a。一a，+l，a、~a3+i …，al。。=aog+1， :’(al十1)+aZ十(a3+1)十a、十 …+(a99十1)+a，。。 =3962+50=4012. a:+a、+a6+…+al。。一2006. 题3已知a，b，。是不为。的实数，且a+ b…     

2006年高考数学上海卷

一、填空题(本大题满分48分).1.已知集合A={-1,3,2m-1},集合B={3,m2}.若B A,则实数m=.2.已知x2-4x-4+y2=0的圆心是点P,则点P到直线x-y-1=0的距离是.3.若函数f(x)=ax(a>0,且a≠1)的反函数的图像过点(2,-1),则a=.4.计算:li mn→∞C3nn3+1=.5.若复数z同时满足z-z=2i,z=iz(i为虚数单位),则z=.6.如果cosα=51,且α是第四象限的角,那么cosα+2π=.7.已知椭圆中心在原点,一个焦点为F(-23,0),且长轴长是短轴长的2倍,则该椭圆的标准方程是.8.在极坐标系中,O是极点.设点A4,3π,B5,-56π,则△OAB的面积是.9.两部不同的长篇小说各由第一、二、三、…     

2006高考数学天津卷

一、选择题:共6小题,每小题4分,共24分.1.i是虚数单位,1i+i=A.12+21i B.-21+21iC.21-21i D.-12-21i2.如果双曲线的两个焦点分别为F1(-3,0)、F2(3,0),一条渐近线方程为y=2x,那么它的两条准线间的距离是A.63B.4C.2D.13.设变量x、y满足约束条件y≤xx+y≥2y≥3x-6,则目标函数z=2x+y的最小值为A.2B.3C.4D.94.设集合M={x|0相似文献   

2006年IMO中国代表队产生

本刊4月2日沈阳东北育才学校讯:经过两周的选拔,参加今年7月在斯洛文尼亚举办的第47届IMO的中国代六名选手产生,他们     

2006年高考数学模拟试题

一、选择题(本大题共12小题,每小题5分,共60分.在每小题给出的四个选项中,只有一个选项符合题目要求.)1.设f:x→|x|是集合A到集合B的映射,若A={-1,0,1},-1 B,则A∩B只可能是()(A){0}.(B){1}.(C){0,1}.(D){-1,0,1}.2.如果tan(α β)=43,tan(β-π4)=21,那么tan(α 4π)的值是()(     

2006江苏高考数学试卷分析

江苏省2006年高考数学试题延续2005年试题的风格,保持了一定的稳定,坚持重点内容重点考,在“知识的交汇处命题”有新的突破,注重创新意识,不少题目较新,不落俗套.一、命题特点1.今年试卷在试题结构进行了微调,选择题、填空题、解答题三种题型题量由“12+6+5”调整为今年的“10+6+5”,同时减少了客观题(选择题)的分值,增加了主观题分值.2.试卷比较注重基础知识与基本方法,以中档试题为主,知识覆盖面比较宽,10个选择题前几道题易于下手,涉及到三角与函数、统计、不等式、集合、概率与立体几何、解析几何等内容,大多数考生都可以完成.3.试卷所…     

中国数学会2006年学术会议计划

学术会议名称 时间 地点 承办单位 联系人 联系电话 I助ernational Conferenee onRecentDeveloPmentS in DifferentialE晚uations aod APPlicationB 微分方程及应用最新进展 国际学术会议 7月 17日一21日 广州大学 国际学术 交流中心 广州大学 120人 周展 庚建设 02压39366038 zzbou@gZhu.edu.cn 02压31877026 第九届全国泛函微分方程 会议 7月 24日一28日 黑龙江大学 黑龙江大学 150人 任洪善 俞元洪 0451一86608331 renhsh15加80@to〔n.eom 010-84845366 yu84845366@126，com 第五届全国现代科学计算 研讨会、第八届西北地区 计算数…     

2006江苏高考数学试卷分析

江苏省2006年高考数学试题延续2005年试题的风格,保持了一定的稳定,坚持重点内容重点考,在“知识的交汇处命题“有新的突破,注重创新意识,不少题目较新,不落俗套.……     

2006江苏高考数学试卷分析

江苏省2006年高考数学试题延续2005年试题的风格,保持了一定的稳定,坚持重点内容重点考,在“知识的交汇处命题“有新的突破,注重创新意识,不少题目较新,不落俗套.……     

Call for nominations for 1994 elections

Mathematical Programming -     

Criterion for complete determinacy for concave-convexlike games

Translated from Matematicheskie Zametki, Vol. 49, No. 3, pp. 73–76, March, 1991.     

Algorithms for Computing Characters for Symmetric Spaces

Symmetric spaces or more general symmetric k-varieties can be defined as the homogeneous spaces G _k /K _k , where G is a reductive algebraic group defined over a field k of characteristic not 2, K the fixed point group of an involution θ of G and G _k resp. K _k the sets k-rational points of G resp. K. These symmetric spaces have a fine structure of root systems, characters, Weyl groups etc., similar to the underlying algebraic group G. The relationship between the fine structure of the symmetric space and the group plays an important role in the study of these symmetric spaces and their applications. To develop a computer algebra package for symmetric spaces one needs explicit formulas expressing the fine structure of the symmetric space and group in terms of each other. In this paper we consider the case that k is algebraically closed and give explicit algorithmic formulas for expressing the characters of the weight lattice of the symmetric space in terms of the characters of the weight lattice of the group. These algorithms can easily be implemented in a computer algebra package. The root system of the symmetric space can be described as the image of the root system of the group under a projection π derived from an involution θ on . This implies that . Using these formulas for the characters of each of these lattices we show that in fact . A.G. Helminck is partially supported by N.S.F. Grant DMS-0532140.     

Continuity Adjustment for Control Charts for Attributes

A unified approach is proposed for making a continuity adjustment on some control charts for attributes, e.g., np-chart and c-chart. through adding a uniform (0,1) random observation to the conventional sample statistic (e.g., npi and ci). The adjusted sample statistic then has a continuous distribution. Consequently, given any Type I risk a (the probability that the sample statistic is on or beyond the control limits), control charts achieving the exact value of a can be readily constructed. Guidelines are given for when to use the continuity adjustment control chart, the conventional Shewhart control chart (with ±3 standard deviations control limits), and the control chart based on the exact distribution of the sample statistic before adjustment.     

多产品公司创建平台邀请竞争对手进行联合销售的策略研究

由于资金分配或生产规模的限制,多产品公司的某类产品与专门销售此类产品的专业产品公司相比,会有一定的不足.以两个产品公司为对象,研究了两个竞争性公司的联合销售模式,即多产品公司投资建设平台,邀请销售单一产品的专业公司在平台上共同销售某类产品.运用主从博弈建立联合销售的基础模型,探讨不同销售模式下的相关投资,并利用数值计算进行决策分析.研究表明,通过创建平台进行联合销售,一方面,消除了消费者的额外购物成本;另一方面,在平台进行联合销售使得两个公司由单纯的竞争关系转化为相互补充,不仅能够吸引更多有不同产品需求的客户,而且能够在一定程度上提高两个产品公司的利润.     

Appropriate problems for learning and for performing—an issue for teacher training

Selecting, modifying or creating appropriate problems for mathematics class has become an activity of increaing importance in the professional development of German mathematics teachers. But rather than asking in general: “What is a good problem?” there should be a stronger emphasis on considering the specific goal of a problem, e.g.: “What are the ingredients that make a problem appropriate for initiating a learning process” or “What are the characteristics that make a problem appropriate for its use in a central test?” We propose a guiding scheme for teachers that turns out to be especially helpful, since the newly introduced orientation on outcome standards a) leads to a critical predominance of test items and b) expects teachers to design adequate problems for specific learning processes (e.g. problem solving, reasoning and modelling activities).