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On the ideal (v 0)

100%
EN
The σ-ideal (v 0) is associated with the Silver forcing, see [5]. Also, it constitutes the family of all completely doughnut null sets, see [9]. We introduce segment topologies to state some resemblances of (v 0) to the family of Ramsey null sets. To describe add(v 0) we adopt a proof of Base Matrix Lemma. Consistent results are stated, too. Halbeisen’s conjecture cov(v 0) = add(v 0) is confirmed under the hypothesis t = min{cf(c), r}. The hypothesis cov(v 0) = ω 1 implies that (v 0) has the ideal type (c, ω 1, c).
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On ideal equal convergence

100%
EN
We consider ideal equal convergence of a sequence of functions. This is a generalization of equal convergence introduced by Császár and Laczkovich [Császár Á., Laczkovich M., Discrete and equal convergence, Studia Sci. Math. Hungar., 1975, 10(3–4), 463–472]. Our definition of ideal equal convergence encompasses two different kinds of ideal equal convergence introduced in [Das P., Dutta S., Pal S.K., On and *-equal convergence and an Egoroff-type theorem, Mat. Vesnik, 2014, 66(2), 165–177]_and [Filipów R., Szuca P., Three kinds of convergence and the associated I-Baire classes, J. Math. Anal. Appl., 2012, 391(1), 1–9]. We also solve a few problems posed in the paper by Das, Dutta and Pal.
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F-limit points in dynamical systems defined on the interval

81%
Open Mathematics
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2013
|
tom 11
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nr 1
170-176
EN
Given a free ultrafilter p on ℕ we say that x ∈ [0, 1] is the p-limit point of a sequence (x n)n∈ℕ ⊂ [0, 1] (in symbols, x = p -limn∈ℕ x n) if for every neighbourhood V of x, {n ∈ ℕ: x n ∈ V} ∈ p. For a function f: [0, 1] → [0, 1] the function f p: [0, 1] → [0, 1] is defined by f p(x) = p -limn∈ℕ f n(x) for each x ∈ [0, 1]. This map is rarely continuous. In this note we study properties which are equivalent to the continuity of f p. For a filter F we also define the ω F-limit set of f at x. We consider a question about continuity of the multivalued map x → ω fF(x). We point out some connections between the Baire class of f p and tame dynamical systems, and give some open problems.
EN
Teaching and learning calculus are notoriously difficult and the didactic solutions may involve resorting to intuitive but vague definitions or informal gestures offered as proofs. The teaching literature is rife with examples of metaphors, adverb manipulations and descriptions of what happens “just before” the limit. It is then difficult to leave the domain of the mental image, thus losing the training in rigour. The author (with Karel Hrbacek and Olivier Lessmann) has endeavoured a radically different approach with the objective of training students to prove theorems while preserving both intuition and mathematical rigour. Hence we change the mathematical setting rather than the didactic setting. The result (which is a by-product of nonstandard analysis) has been used in several high schools in Geneva – Switzerland – for over ten years.
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