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数列和
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  “数列和”译为未确定词的双语例句
     This paper has proved that the Diophantine equation x3 + 1 = 38y2 has only integer solutions (x,y) = (-1,0), (31, ±28).
     利用递归数列和同余式证明了不定方程X3+1=38y2,仅有整数解(x,y)=(-1,0),(31,±28).
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     In this paper we have proved that the only solution in integers of the equation in the title is(x,y)=(-1,0) if and only if p=5(mod8).
     利用递归数列和同余式证明不定方程x3+1=2py2在p≡5(mod8)的条件下,仅有整数解(x,y)=(-1,0)。
短句来源
     Some properties of Lucas sequence and Fibonacci sequence
     Lucas数列和Fibonacci数列的几个性质
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     Some Numerical Properties of Lucas Sequence and Fibonacci Sequence
     Lucas数列和Fibonacci数列的几个数值性质
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     Nearly Square Numbers in the Fibonacci and Lucas Sequences
     Fibonacci数列和Lucas数列中的殆平方数
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  相似匹配句对
     SIEVED NUMBER-SEQUENCE
     筛余数列
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     WEYL SEQUENCE
     Weyl数列
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     Researches on the Sum of Series of Combinations
     组合数列
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     Researches on the Sum of Series of Combinations
     组合数列
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This paper is the continuation of'[2]. In this paper the structural properties of Fibonacci and Lucas numbers are discussed eVen further.

本文是[2]的继续,利用文[1]、[2]中的方法和结果,进一步讨论Fibonacci数列和Lucas数列的结构性质。

This paper is a comparative study of the concept formation of 290children from different areas and ethnic groups aged 7-11. They com-prised of a group of Han children from Kunming and another group of Han,Dai and Jingpo children from Ruili. Experiments on the cultural influenceover children's concept formation showed that in all the five researchitems, all the children in the Kunming group had a higher score than thoseof the Ruili group. Among the three nationalities in Ruili, such differe-nces were not so significant....

This paper is a comparative study of the concept formation of 290children from different areas and ethnic groups aged 7-11. They com-prised of a group of Han children from Kunming and another group of Han,Dai and Jingpo children from Ruili. Experiments on the cultural influenceover children's concept formation showed that in all the five researchitems, all the children in the Kunming group had a higher score than thoseof the Ruili group. Among the three nationalities in Ruili, such differe-nces were not so significant. This paper discusses the major reasons forthe differences from three perspectives: school education, family education,and social background.

本实验是对7—11岁昆明汉族、瑞丽汉族、傣族和景颇族共190名儿童所作的概念形成的比较研究。实验结果指出:1.儿童概念形成随年龄增长而不断提高。表现在两个方面:(一)所形成的概念水平提高;(二)概念形成中被试所采取的假设—检验策略水平的提高。2.文化环境对儿童概念形成的影响是明显的。在不同性质的五个项目实验中,所有年龄阶段,昆明儿童成绩均高于瑞丽三种民族儿童,差异在某些项目的某些年龄阶段是显著或者非常显著,在瑞丽地区由于三种民族环境条件也有差异,在五个实验项目中,数列和词义关系两项实验出现了显著性的差异。文章分析了产生差异的原因:(一)学校教育;(二)家庭教育;(三)社会意识等方面。

This paper first forms a new concept of arithmetic sequenceof higher order in its broad sense and show its formula of general termand sum formula, then uses this formula to calculate the sum of somesequences of numbers which are histerically famous.

建立了广义高阶等差数列概念,给出了它的通项表达式与求和公式,并计算了若干历史名数所构成的数列的和。

 
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