The journal Discrete Mathematics contains a lot of short notes (i.e., less than 7 journal pages). What are some other journals that publish short notes in discrete mathematics? I've looked at other journals, but most of them seem to contain primarily long papers.
Furthermore, it is not that rare for a discrete mathematics paper to be short. For most journal specialized in combinatorics and discrete mathematics a paper of that length should not be anything unusual (consult the instructions for authors though).
Download Mathematics Notes
Download File 🔥 https://urluss.com/2y2Q51 🔥
This series, published jointly by the AMS and the Courant Institute of Mathematical Sciences at New York University, introduces readers to areas of cutting-edge research in pure and applied mathematics. These volumes serve as valuable resources for researchers, instructors, and students seeking to stay at the forefront of mathematics. (ISSN 1529-9031)
I`m a student who uses evernote everyday in school, which is approximately 6,5 hours a day. I really like using Evernote, and it is very easy to take notes and finding them again in the blink of an eye. Although I am a bit frustrated that it is very hard to take notes in math and science, because there is no specific button in Evernote which makes you able to write a formal. For an example, you cant square a number. Example. If I had to write a formal in math, where I had to square a number and lets say it is the number two it would look like this in evernote 2^2. It looks really dumb and really unorganized so I was wondering if there is any hidden possibility for squaring a number in Evernote? and if not where can i write to the developers of Evernote and tell them about this issue?
Also, there's no reason longhand (handwriting) can't be used on a digital device.
In fact I prefer handwriting to typing when taking notes (iPad)
I'm not fond of Evernote's handwriting support, but I use the Notability app with great success, as well as myscript.com/stylus/ an alternate keyboad that allows handwriting.
I store these notes in Evernote.
Speaking of best of both worlds, you can still nab the Evernote Edition Moleskine notebooks which make digitizing your handwritten notes even more streamlined. Personally, I also find I retain information much better when taking handwritten notes, so having an easy way of getting my handwritten pages into Evernote and making them searchable is crucial to my workflow!
To be clear, my personal approach is to use a MacBook Air laptop to take notes, combined with my iPhone to capture whiteboards and presentations being projected on a big screen. For me, I am able to capture much more detail by typing than I ever could by manual writing. And it will certainly be more legible.
Inquiry-based learning (IBL) refers to any pedagogy that utilizes presentations or student-centered activitiesto develop in students the confidence and ability to do mathematics on their own. Instructors typically supplystudents with carefully crafted activities or course notes consisting of a sequence of definitions, problems ortheorems. Instructors then serve as mentors, listening to the students, reviewing their work, and giving them theminimal information they need to understand the defined concepts, solve the problems, or prove the theorems.
No student may receive more than nine semester hours of credit in mathematics courses numbered below 1530, with the exception of students who are pursuing the elementary education degree and following the 12-hour sequence specified in that curriculum. No student who has already received credit for a mathematics course numbered 1530 or above may be registered in a mathematics course numbered below 1530, unless given special permission by the Department of Mathematics.
Official and unofficial lecture notes exist from previous years for many courses. There is no central location for these, so we have collated some resources below. Bear in mind that course syllabuses evolve over time, and different lecturers structure their courses differently and choose their own notation conventions.
I, like many of you I suspect, take copious notes when reading and working through math exercises/theorems/constructions. I have stacks and stacks of notes ranging from one day old to several years. It often turns out that something I'm working through is actually something that I have taken notes on previously but since there may have been several intervening years I don't actually recall taking the notes and, even if I did, my notes are in such a disheveled state that I would have little chance of actually finding anything specific. Many times, I have attempted to go through and organize them but end up with little piles everywhere and finally throw up my hands in frustration and toss them back in the box.
Can anyone suggest an effective means by which this organization can be accomplished? Has anyone attempted to organize their notes/thoughts via the directed graph idea and, if so, what were the results?
After many iterations, I believe I have developed a successful system for organizing the notes that I take and the math that I learn. The solution is actually a combination of technology and methodology and is somewhat similar to the approach suggested by Leo in another answer. I am writing all of this out in the hopes that it will be beneficial to other learners.
First, I have come up with rather broad categories into which I can categorize what I'm learning. There is nothing particularly orginal about these categories and they are rather standard; just a way for me to bucket thigs. It's a tree structure that breaks down along rather obvious lines. For example, my top categories include Algebra, Analysis, Geometry, Topology. Each of these categories breaks down further. Exactly how is breakdown occurs is under flux; I'm trying not to go beyond 3 or 4 levels in order to keep things reasonable. If I am working through a large amount of a particular text, I will create a category for the text itself and all notes on the text, irrespective of their mathematical classification, will be placed in this category.
Now, with regard to the actual notes, there are three basic levels and the amount of effort grows with the levels. First, when I am reading somewhat randomly and am not going line-by-line through a text, I have an Excel file that I record the topic, author, source and other pertinent details about what I'm reading. The amount of information is no more than what can fit on a row of a spreadsheet and doesn't require mathematical symbols. I typically make entries here for things that I want to look at in detail later.
The next level involves actually writing things down including: worked problems, proved theorems, definitions, etc. I do this legibly with pencil and paper and then scan these pages in batches. Once these are scanned, I organize them in a folder according to the structure I described earlier. At the time of this writing, I currently have about 600 pages of these notes.
At the final level, I texify them. This, obviously, is the most laborious part but it can also be very benefical. Before I tex something up, I read over it carefully and make sure that everything is in order because once I actualy start typing it's mostly mechanical. At this point, I often find points that I missed or overlooked and it gives me another chance to soak in the material. At the time of this writing, I currently have about 150 pages of these sorts of notes (obviously, I'm quite behind in the texification process).
With regard to the actual tex development environment, I have settled on Texelipse. The notes that are organized according to mathematical subject classificaitons are compiled into a single document and the tex files themselves are organized in folders according the subject classification. The text-specific notes each have their own project/organizational structure that is determined by the text on which the notes are based. As the material in these notes becomes more familiar it will be integrated into the main set of notes.
I try to organize my notes in the following way. I have separate LaTeX files (which I compile into searchable PDF files) corresponding to different math subjects, e.g., Statistics, Combinatorics, Optimization, etc. Within each document, I have sections corresponding to different concepts. For example, in Statistics, I have Random Variable, Probability Distribution, etc. Sections can be ordered alphabetically and/or logically (for example, Statistics goes like this: Probability Space, Random Variable, Mathematical Expectation, Variance, Probability Distribution, etc.) Each section starts with the definition of the concept, followed by discussion of the definition, examples, counter-examples, notes, small problems, references, good books or papers, Internet links, "see also" notes, etc. Sections may have subsections, like for example Probability Distribution may have subsections corresponding to different popular distributions (Gaussian, Log-normal, Poisson, etc.) If I feel that some note in, say, Combinatorics, is useful in Statistics, I often will copy and paste this note into Statistics (that is, documents corresponding to different math subjects may have duplicate bits of notes). I think that this scheme is pretty general, flexible and convenient, and may be used in many circumstances.
I work old school, by hand. When I start a page that I think I will keep, I title it at the top, date it, and give it a page number, every time. It later gets 3 hole punched and put into a binder. I have a page in front for a table of contents that I update. I have probably a couple of dozen binders, labeled, and I can now find things--for years I generated piles of useless practice and notes and ideas, useless because I couldn't find what I needed. Now I generally can find out in a minute whether I have done something before, and save time on relearning. I'm thinking of creating a master binder or at least a table of binders so I can quickly find what binder I need. ff782bc1db