论文部分内容阅读
作者在本文中举出(?)著,赵根榕、張理京译代數學教程第二章“近似算法”及第四章“幂舆根”中所存在的一些問题並提出了修改的意見,我們在这里特別指出作者在本文中所提出的準確有效數字的定義的修改意見与原書有着原则上的分歧,原書的定義是按四舍五入法的標准来确定一个近似数的有效數字的,四捨五入法是最好的近似数的記法,在中等技術學校里把計算和测量的结果按四捨五入法记錄下來這個規則介紹給學生對於养成學生的优良習慣來說是十分必要的。结合四捨五入法的規則來下準確有效數字的定義是有根据的。作者認為在實践中近似数可以採用四捨五入的記法,但在理論上準確有效数字不能以四捨五入的記法作為判斷的準繩,所以作者另下定義,這是和原書精神不一致的。 關於有效數字的定義,有規定以不超過近似数的最末位上半个單位為標準的(例如(?)的书),亦有規定以不超過最末一位上一个單位為標準的,也有兩種都採用的(例如(?)的近似计算法,但該書特别指出按四捨五入法記成的近似數,它的有效數字的定義是以下超過最末位上的半個單位為標準的)。闵乃大先生在近似數誤差分析(數學通報1954年10,11,12月號)一文則把符合第一種定義的数字稱為準確有效數字而把符合第二種定義的數字稱為可靠數字以示區別。究竟应該把那一種有效数字的定義介紹給中等技術學校的學生或者把兩種都介紹給學生的問题,我們希望有關讀者能展開討論,好有所决定。
In this article, the author cites (?), Zhao Genxuan, Zhang Lijing’s translation of the second chapter of the algebra tutorial “approximation algorithm” and the fourth chapter “power peak” in the existing problems and put forward the revised views, we are here In particular, it is pointed out that the author’s proposed amendments to the definition of the exact figures in this paper are in principle disagreement with the original book. The original book definition is based on rounding criteria to determine the approximate number of a valid number, rounding is the best The notation of approximate numbers records the results of calculations and measurements in secondary technical schools by rounding. This rule is introduced to students for the good habits of developing students. The definition of accurate and valid figures combined with the rules of rounding is valid. The author believes that the approximate number in practice can be rounded to the notation, but the theoretically accurate and valid figures cannot be used as the yardstick for judgment. Therefore, the author defines it further. This is inconsistent with the spirit of the original book. Regarding the definition of significant figures, there are regulations that stipulate that the last half of the unit is not more than the approximate number (for example, (?)). There are also regulations that do not exceed the last one. There are also two types of approximate calculations (for example, (?), but the book specifically states that the approximate number is rounded off. Its effective number is defined as the following half of the unit above the standard. ). In the analysis of the error of the approximate number (March 10, November, December, 1954), Mr. Nguyen is referring to the figures that meet the first definition as accurate and valid figures and the figures that meet the second definition as reliable figures. To show differences. Should we introduce the definition of a valid figure to students in secondary technical schools or introduce both to students? We hope relevant readers can discuss and make decisions.