scholarly journals Dealing with Degeneracies in Automated Theorem Proving in Geometry

Mathematics ◽  
2021 ◽  
Vol 9 (16) ◽  
pp. 1964
Author(s):  
Zoltán Kovács ◽  
Tomas Recio ◽  
Luis F. Tabera ◽  
M. Pilar Vélez
Keyword(s):  
Algebraic Geometry ◽  
Automated Reasoning ◽  
Automated Theorem Proving ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Automated Deduction ◽  
Current Development ◽  
Computational Algebraic Geometry ◽  
Independent Variables ◽  
The Given

We report, through different examples, the current development in GeoGebra, a widespread Dynamic Geometry software, of geometric automated reasoning tools by means of computational algebraic geometry algorithms. Then we introduce and analyze the case of the degeneracy conditions that so often arise in the automated deduction in geometry context, proposing two different ways for dealing with them. One is working with the saturation of the hypotheses ideal with respect to the ring of geometrically independent variables, as a way to globally handle the statement over all non-degenerate components. The second is considering the reformulation of the given hypotheses ideal—considering the independent variables as invertible parameters—and developing and exploiting the specific properties of this zero-dimensional case to analyze individually the truth of the statement over the different non-degenerate components.

Multidimensional regular C-fraction with independent variables corresponding to formal multiple power series

2019 ◽  
Vol 150 (4) ◽  
pp. 1853-1870 ◽  
Author(s):  
R. I. Dmytryshyn
Keyword(s):  
Power Series ◽  
Continued Fractions ◽  
Numerical Experiments ◽  
The Other ◽  
Independent Variables ◽  
Classical Algorithm ◽  
Multiple Power ◽  
The One ◽  
The Given ◽  
Multiple Power Series

AbstractIn the paper the correspondence between a formal multiple power series and a special type of branched continued fractions, the so-called ‘multidimensional regular C-fractions with independent variables’ is analysed providing with an algorithm based upon the classical algorithm and that enables us to compute from the coefficients of the given formal multiple power series, the coefficients of the corresponding multidimensional regular C-fraction with independent variables. A few numerical experiments show, on the one hand, the efficiency of the proposed algorithm and, on the other, the power and feasibility of the method in order to numerically approximate certain multivariable functions from their formal multiple power series.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals Nature of metacognition in a dynamic geometry environment

2015 ◽  
Vol 3 (5) ◽  
pp. 627-646
Author(s):  
Ana Kuzle
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Dynamic Geometry Environment ◽  
Mathematics Problem Solving ◽  
Managerial Decisions ◽  
Metacognitive Processes ◽  
Geometry Problem ◽  
Mathematics Problem

This case study examined the metacognitive processes of a preservice teacher when solving a nonroutine geometry problem in a dynamic geometry environment. The main purpose of the study was to uncover and investigate patterns of metacognitive processes and to understand what circumstances, situations, and interactions in a dynamic geometry environment promoted metacognitive behaviors. An adaptation of Schoenfeld’s (1981) model of episodes and executive decisions in mathematics problem solving, and the theory of instrumentation (Rabardel, 2001) was used to identify patterns of metacognitive processes in a dynamic geometry environment. During different phases of problem solving the participant engaged in different metacognitive behaviors whereas the dynamic geometry software supported strategies that are available and/or not available on paper and pen. The effectiveness of solution paths was dependent on the presence of managerial decisions, and well-orchestrated usage of different resources, both knowledge and technology. However, the results of the study call to question to which extent engagement in metacognitive behaviors is necessarily desirable or productive.

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