论文部分内容阅读
最近教師們在使用中等技術學校代數學教程時,發現下面幾個問題: (1) 在第二章“近似算法”中,存疑數字的定義不够確印嚴密; (2) 準確有效數字和存疑數字的兩個定義不相啣接; (3) 在第四章開平方的近似算法中違反前面自己所立的法則(乘法); (4) 還違反了自己所立的四捨五入法 這樣就使教師們和同學們發生疑難,為了更好的學習蘇聯,讓我把該書的主要精神指出,並對錯誤部分提出一些補充和修正意見;還希望大家提供意見,來解决在使用教材中所發生的疑難問題。 (一) 該書關於“近似算法”的主要精神,在結合四捨五入法提出準確有效數字的定義 (1) 該書首先介紹數的四捨五入法(§19)這是最好的近似數的記法,測量值的記法是和四捨五入法一致的,也以誤差不超過最精細單位的
Recently, when teachers used algebra courses in secondary technical schools, they discovered the following problems: (1) In Chapter 2 “Approximation Algorithms”, the definition of suspect numbers was not sufficiently precise; (2) Accurate and valid figures and doubtful figures The two definitions are inconsistent; (3) In the fourth chapter, the algorithm for square-squared approximation violates the law (multiplication) established by oneself; (4) It also violates the rounding method established by oneself so that teachers In order to better learn the Soviet Union, I asked my students to point out the main spirit of the book and put forward some supplementary and amendment opinions on the wrong part. I also hope that everyone will provide opinions to solve the problems that arise in using the teaching materials. problem. (a) The book’s main spirit of “approximation algorithm” is to define the exact number of valid digits in combination with rounding (1) The book first introduces the rounding of numbers (§ 19) which is the best approximation of the number of measurements. The notation of the value is consistent with the rounding method and also with the error not exceeding the finest unit.