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Titlebook: Intelligent Computer Mathematics; 16th Symposium, Calc Jacques Carette,Lucas Dixon,Stephen M. Watt Conference proceedings 2009 Springer-Ver

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发表于 2025-3-21 19:11:55 | 显示全部楼层 |阅读模式
书目名称Intelligent Computer Mathematics
副标题16th Symposium, Calc
编辑Jacques Carette,Lucas Dixon,Stephen M. Watt
视频videohttp://file.papertrans.cn/470/469414/469414.mp4
丛书名称Lecture Notes in Computer Science
图书封面Titlebook: Intelligent Computer Mathematics; 16th Symposium, Calc Jacques Carette,Lucas Dixon,Stephen M. Watt Conference proceedings 2009 Springer-Ver
描述As computers and communications technology advance, greater opportunities arise for intelligent mathematical computation. While computer algebra, au- mated deduction and mathematical publishing each have long and successful histories, we are now seeing increasing opportunities for synergy among them. The Conferences on Intelligent Computer Mathematics (cicm 2009) is a c- lection of co-located meetings, allowing researchers and practitioners active in these related areas to share recent results and identify the next challenges. The speci?c areas of the cicm conferences and workshops are described below, but the unifying theme is the computerized handling of mathematical knowledge. The successful formalization of much of mathematics, as well as a better - derstanding of its internal structure, makes mathematical knowledge in many waysmore tractable than generalknowledge,as traditionally treatedin arti?cial intelligence. Similarly, we can also expect the problem of e?ectively using ma- ematical knowledge in automated ways to be much more tractable. This is the goal of the work in the cicm conferences and workshops. In the long view, so- ing the problems addressed by cicm is an importa
出版日期Conference proceedings 2009
关键词Coq; accessible mathematics; algorithmic theories; automated deduction systems; automated reasoning; axio
版次1
doihttps://doi.org/10.1007/978-3-642-02614-0
isbn_softcover978-3-642-02613-3
isbn_ebook978-3-642-02614-0Series ISSN 0302-9743 Series E-ISSN 1611-3349
issn_series 0302-9743
copyrightSpringer-Verlag Berlin Heidelberg 2009
The information of publication is updating

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Abstraction-Based Information Technology: A Framework for Open Mechanized Reasoningt the heart of the Calculemus approach. An obvious question is to assess whether such an approach can be extended to new domains either within AI or outside of AI. There have been several attempts to turn the world into a computational system. This talk stays away from such general attempts and intr
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Software Engineering for Mathematics protocol security verification. Paradoxically, it has yet to gain widespread acceptance in its original domain of application, mathematics; this is commonly attributed to a “lack of libraries”: attempts to formalize advanced mathematics get bogged down into the formalization of an unwieldly large s
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Math Handwriting Recognition in Windows 7 and Its Benefitsrable amount of time creating math expressions using either a complex UI model with a multitude of drop-down buttons or a complicated and difficult to remember linear format input. As of Windows 7, Microsoft provides users with the most natural and efficient way of inputting math - handwriting recog
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Assembling the Digital Mathematics Libraryisting of a “network of institutions.” Implicit in this conception, and explicit in much of the early DML planning documents, is the assumption that this network would be organized in some manner-coordinated and held together by formally accepted policies and practices regarding collection, manageme
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CAMAL 40 Years on – Is Small Still Beautiful?n relativity. I present the hardware environment and the main design decisions that led this system, later dubbed CAMAL, to be used in many applications for twenty years. Its performance is investigated, both in its own era, and more recently. It is argued that a compact data representation as in CA
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A Comparison of Equality in Computer Algebra and Correctness in Mathematical Pedagogyetic) ever since their introduction. A computer system can certainly say that some answers are definitely wrong, in the sense that they are provably not an answer to the question posed. However, an answer can be mathematically right without being pedagogically right. Here we explore the differences
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