m-Dimensional Schlömilch Series

1995 ◽  
Vol 38 (3) ◽  
pp. 347-351 ◽  
Author(s):  
Allen R. Miller

AbstractBy using the principle of mathematical induction a simple algebraic formula is derived for an m-dimensional Schlömilch series. The result yields a countably infinite number of representations for null-functions on increasingly larger open intervals.

1996 ◽  
Vol 324 ◽  
pp. 393-406 ◽  
Author(s):  
J.-M. Vanden-Broeck ◽  
F. Dias

Symmetric suction flows are computed. The flows are free-surface flows with two stagnation points. The configuration is related to the modelling of wave breaking at the bow of a ship. It is shown that there is a countably infinite number of solutions and that the free-surface profiles are characterized by waves.


Author(s):  
Michael Potter

The philosophy of arithmetic gains its special character from issues arising out of the status of the principle of mathematical induction. Indeed, it is just at the point where proof by induction enters that arithmetic stops being trivial. The propositions of elementary arithmetic – quantifier-free sentences such as ‘7+5=12’ – can be decided mechanically: once we know the rules for calculating, it is hard to see what mathematical interest can remain. As soon as we allow sentences with one universal quantifier, however – sentences of the form ‘(∀x)f(x)=0’ – we have no decision procedure either in principle or in practice, and can state some of the most profound and difficult problems in mathematics. (Goldbach’s conjecture that every even number greater than 2 is the sum of two primes, formulated in 1742 and still unsolved, is of this type.) It seems natural to regard as part of what we mean by natural numbers that they should obey the principle of induction. But this exhibits a form of circularity known as ‘impredicativity’: the statement of the principle involves quantification over properties of numbers, but to understand this quantification we must assume a prior grasp of the number concept, which it was our intention to define. It is nowadays a commonplace to draw a distinction between impredicative definitions, which are illegitimate, and impredicative specifications, which are not. The conclusion we should draw in this case is that the principle of induction on its own does not provide a non-circular route to an understanding of the natural number concept. We therefore need an independent argument. Four broad strategies have been attempted, which we shall consider in turn.


1983 ◽  
Vol 20 (03) ◽  
pp. 460-471 ◽  
Author(s):  
Ken-Iti Sato

A Markov chain model of a population consisting of a finite or countably infinite number of colonies withNparticles at each colony is considered. There aredtypes of particle and transition from thenth generation to the (n+ 1)th is made up of three stages: reproduction, migration, and sampling. Natural selection works in the reproduction stage. The limiting diffusion operator (asN→∞) for the proportion of types at colonies is found. Convergence to the diffusion is proved under certain conditions.


Author(s):  
L. A. Peletier ◽  
W. C. Troy

We investigate different types of periodic solutions of a fourth-order, nonlinear differential equation, which has been proposed as a model for travelling waves in suspension bridges. We develop a shooting argument, which enables us to prove the existence of two families of multibump periodic solutions, each containing a countably infinite number of different solutions


2011 ◽  
Vol 4 (1) ◽  
pp. 15-22
Author(s):  
Annalisa Cusi ◽  
Nicolina A. Malara

This work is based on our conviction that it is possible to minimize difficulties students face in learning the principle of mathematical induction by means of clarifying its logical aspects. Based on previous research and theory, we designed a method of fostering students’ understanding of the principle. We present results that support the effectiveness of our method with teachers in training who are not specializing in mathematics. Fomentar la conciencia sobre el significado del principio de inducción matemática Este trabajo está basado en nuestra convicción de que es posible minimizar las dificultades de los alumnos cuando se enfrentan al aprendizaje del principio de inducción matemática mediante la clarificación de sus aspectos lógicos. Basándonos en la investigación y teoría previas, diseñamos un método para fomentar la comprensión del principio por los alumnos. Presentamos resultados que respaldan la efectividad de nuestro método con profesores en formación no especializados en matemáticas.Handle: http://hdl.handle.net/10481/3507


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