图上的垫脚石问题

IF 0.3 Q4 MATHEMATICS Mathematics Enthusiast Pub Date : 2024-02-01 DOI:10.54870/1551-3440.1616
Rory O’Dwyer
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引用次数: 0

摘要

将Ladoucer和Rebenstock [G]引入到简单图的设置中,形式化了垫脚石问题。本文考虑了从图的顶点到N的函数集,这些函数集将固定数量的1分配给一些顶点,并通过将相邻顶点的赋值相加,将更高的1分配给其他顶点。垫脚石解被定义为由这些函数的极大值的argmax得到的元素,而极大值是它的增长。这项工作分为有界度图和无界度图两种情况。在有界情况下,得到了超线性和次线性阶梯解增长的充分条件。进一步证明了具有超线性增长特征的图基的存在性。在无界情况下,得到了适当的次线性和超线性阶梯解增长。
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Stepping Stone Problem on Graphs
: This paper formalizes the stepping stone problem introduced Ladoucer and Rebenstock [G] to the setting of simple graphs. This paper considers the set of functions from the vertices of our graph to N , which assign a fixed number of 1’s to some vertices and assign higher numbers to other vertices by adding up their neighbors’ assignments. The stepping stone solution is defined as an element obtained from the argmax of the maxima of these functions, and the maxima as its growth. This work is organized into work on the bounded and unbounded degree graph cases. In the bounded case, sufficient conditions are obtained for superlinear and sublinear stepping stone solution growth. Furthermore this paper demonstrates the existence of a basis of graphs which characterizes superlinear growth. In the unbounded case, properly sublinear and superlinear stepping stone solution growth are obtained.
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来源期刊
Mathematics Enthusiast
Mathematics Enthusiast MATHEMATICS-
CiteScore
1.40
自引率
0.00%
发文量
43
期刊介绍: The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.
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