Sentences with phrase «mathematical language of»

The «quants» who could speak the new mathematical language of the Street — alpha, beta, mean - variance optimization, and the Black - Scholes / Merton option - pricing formula — were given great status and even greater compensation.

He spent nearly a decade in the Netherlands, where he worked on describing the large scale structure of the universe using the mathematical language of fractals, as well as on software projects for radio astronomy.

They contain with their very internal relations incompatibilities, contraries, or — in the mathematical language of Plato — incommensurabilities.

Johannes Kepler: 1571 - 1630 German Astronomer (planetary orbits, optics, mathematical language of science The 3 laws of planetary motion.

Not exact matches

Facing fully real things, we render them knowable in the images of language, art, and mathematical science.

A convinced Platonist, at least with regard to the existence of mathematical laws, Davies rejects the cultural view of mathematics merely as a language created by man to describe the natural world; and like his colleague Roger Penrose (one of the foremost theoreticians on black holes) he flatly asserts that mathematical laws have an existence of their own:

In the language of mathematical logic, at least as it was current in Whitehead's day, a proposition is produced from a propositional function by substituting a name as value for the variable in the argument position of the function, or by quantifying over a range of such values.

The work of the left hemisphere is primarily logical thinking, language ability and mathematical functioning.

«When the physical model of wave - motion in a material medium had to be abandoned in physics», writes Mary Hesse, «it left its traces in the kind of mathematics which was used, for this was still a mathematical language derived from the wave equations of fluid motion, and so, for the mathematician, it carried some of the imaginative associations of the original physical picture.»

In our framework and language, we would say that what entifies is that which tends to admit a continuous projection into generalized mathematical spaces; moreover, the particular projections that we choose are those that are useful in the derivation of regular mathematical features.

The meaning for mankind of the Incarnation of God in all that it meant two thousand years ago; in the deeper and more urgent meaning it bears for men today, can not be expressed fittingly in the clipped language of mathematical science.

Kraus says that eternal objects «form the patterns structuring concrete fact» and «the forms structuring the togetherness of data into a datum of experience — eternal objects in Whitehead's language — are given for all times in ordered, intelligible, interrelated sets like mathematical systems» (ME 30).

We have four philosopher - scientists in the Dialogues: Margaret Masterman, developing a new theory of language; Christopher Clarke, a mathematical physicist working out a theory of space; Rupert Sheldrake, who has a hypothesis of «formative causation» as supplementing energetic causation; and Jonathan Westphal, who is working on the philosophical psychology of colour perception.

These are part of metamodels of language, such as the Thesaurus model which has a mathematical structure, but this is different from bare language awareness, which is an adaptation to hearing in time.

problem which already pushes toward abolishing the unquestioned privilege of «concepts of the material world» formulated in mathematical language, in order to pave the way for a more adequate and at the same time more comprehensive conception of the world.

In spite of the acknowledged difficulties, he continues to try for a few years to preserve the claims to effectiveness and the privilege of the theory of the world formulated only in mathematical language.

Contrary to the popular idea of mathematical symbolism as comprising the language of mathematics or more generally the language of the exact sciences, we find mathematical symbols treated here in a significantly different way.

First, Whitehead emphasizes that the signs for numerals, letters, and mathematical operations are not the outward side of a language essentially different from, and more mysterious than everyday language, but that they are introduced to relieve the brain (see IM 39) and «to make things easy» (IM 40).

The true testing ground for the implicate - order strategy, it seems to me, may indeed be biology rather than physics, where abstract methods are so powerful as to perhaps make it dispensable: just as the old style building - block materialist was refuted not by philosophical polemic, but by the one authority in which he trusted, i.e., by physics itself, so the nothing - but reductionist in contemporary biology will modify his views should it be possible some day to provide him with a mathematical language that fills the currently existing gap between our formal knowledge of gene structure and combinations, and our intuitive apprehension of growth and shape.

There can never be an absolutely final translation of the New Testament, for (1) we do not know with mathematical precision what its authors meant or how their readers understood them, and (2) our own language changes from age to age and words acquire and lose meanings.

At the very heart of the beast Cuomo created in education law last spring is language that links a complicated and demonstrably unreliable mathematical formula called a growth score as the tool to be used in evaluating teachers.

These ideas might sound like the stuff of late - night dorm - room conversations, but Barbour has spent four decades hammering them out in the hard language of mathematical physics (pdf).

Several years ago, Kandler and her colleagues decided to make a mathematical model of the speakers of an endangered language, to provide a kind of test environment for programs that encourage the learning of local languages.

In her course A Tour of the Subatomic Zoo, she rips the subject free of most of its mathematical moorings, using plain language.

MinecraftEdu, a version of the game that teachers created for educational purposes, teaches students mathematical concepts including perimeter, area and probabilities as well as foreign languages.

Because IUT is so different from other mathematical approaches, much of the language is unfamiliar to mathematicians.

IBM's megacomputer, Watson, creamed the hominid competition at the quirky, punny, idiosyncratic Jeopardy! This contest, calling on such skills as language, grammar, and wordplay, is among the most human of games — much more so than the mathematical system of chess, which IBM's Deep Blue mastered in the 1990s.

While studying their language and culture, Andrea Bender and Sieghard Beller, anthropologists at the University of Bergen in Norway, were astonished to find a mathematical system that seems to mix base - 10 and base - 2.

When they were thinking about mathematical subjects, a dorsal frontoparietal network of the brain was activated, a network which showed no overlap with the language regions.

There is therefore a mathematical network in the brain, which is not that of language.

For some, such as Noam Chomsky, mathematical activity emerged in humans as a result of their capacity for language.

And, he continues, «given their extensive training in sophisticated mathematical techniques, the preponderance of mathematics in particle physicists» accounts of reality is no more hard to explain than the fondness of ethnic groups for their native language».

Using mathematical and computational approaches, he has studied evolution in a range of contexts, including that of networks through evolutionary graph theory and languages in the field of culturomics.

NIMBioS Seminar: Using the mathematical programming language R for statistical modeling with counts of bats

The visual language of Ex Machina is mathematical and oppressive, just like the men trying to control Ava with their very narrowly defined ideas of what she can be.

Teachers of Key Stage 2 and 3 looking for ready made, tried and tested cross-curricular lesson plans, here's a question for you: what links modern children's myths and fables, geographic landmarks, mathematical code challenges, Sufi poetry, musical mastery and language learning?

As Checker Finn once noted, they respect basic skills, mathematical computation, the conventions of the English language, good literature and America's founding documents.

• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s • given a number, identify 1 more and 1 less • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • read and write numbers from 1 to 20 in numerals and words • read, write and interpret mathematical statements involving addition (+), subtraction -LRB--) and equals (=) signs • represent and use number bonds and related subtraction facts within 20 • add and subtract one - digit and two - digit numbers to 20, including 0 • solve one - step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =??

Learning the language and symbols and representations of mathematical concepts; it's no good just having a maths curriculum that is context free, children need to know how to bring their everyday real live experience to the classroom and see how these experience are relevant to maths.

Children must understand how language links with symbols because children sometimes understand that there are a whole number of words that they should say when they see a certain symbol but they don't know how to construct the mathematical words — i.e when adding and using the word «more» — when thinking about a context of I've got three «more than» Jane and she's got 8» — mathematical images supporting understanding.

That's the part of the teacher, to support this, to clarify, for example, vocabulary, the use of terms, or to introduce correct mathematical language.

Use of mathematical language.

This was a set of end of topic «challenges» on which they worked in pairs so they could discuss and use mathematical language and apply the skills they had learned.

This bundle contains all 4 of my learning games: Grand Theft Pokemon (for helping children understand language devices) Guardians of the Grammarxy (for helping children build confidence with grammar) Angry Words (for helping students understand different word types) Minion Maths (a game designed to reinforce the basic mathematical processes) Buy as a bundle and save a quarter off the total cost!

Teachers with more mathematical knowledge for teaching were more likely to supply mathematical explanations, to use better concrete models of mathematical processes, and to «translate» more accurately between students» everyday language and mathematical language.

Other provisions that lend a more credible basis to the view that inclusive education has been promoted in the Act, are provisions such as Section 28 which provides for designing and developing new assistive devices, teaching aids, special teaching materials and other such items necessary to provide «equal opportunities in education'to a child with disability; and clauses (f), (g), (h) of Section 29, which provides for suitable modification in the examination system through elimination of purely mathematical questions for the benefit of blind students and those with low vision (f); restructuring of curriculum for the benefit of children with disabilities (g); restructuring the curriculum for benefit of students with hearing impairment to facilitate them to take only one language as part of their curriculum (h).

According to the National Center of Learning Disabilities, a learning disability is «a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations».

The rest of the time is for the audience to browse the different outcomes of the inquiry: properly cited research, an English text of each student's choice — an explanatory or informational text, a short story, or a collection of poems, for example — an infographic of mathematical data and statistics, written work in the students» native languages, a related art piece, and more.

Included are opportunities for children to create pictorial representations of fractions, interpret pictorial representations of fractions, practice their fluency skills, use mathematical language in reasoning responses and problem solve.

NUMERICAL REASONING SPEAKING FRAMES These speaking frames support the development and reinforcement of learners» numeracy skills and mathematical language in Y2.