38 %define isac logos |
38 %define isac logos |
39 \def\isac{${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$} |
39 \def\isac{${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$} |
40 \def\sisac{\footnotesize${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$} |
40 \def\sisac{\footnotesize${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$} |
41 |
41 |
42 \newcommand{\HRule}{\rule{\linewidth}{0.2mm}} |
42 \newcommand{\HRule}{\rule{\linewidth}{0.2mm}} |
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43 |
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44 %start new even page |
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45 \usepackage{ifthen} |
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46 \newcommand{\newevenside}{ |
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47 \ifthenelse{\isodd{\thepage}}{\newpage}{ |
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48 \newpage |
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49 \phantom{placeholder} % doesn't appear on page |
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50 \thispagestyle{empty} % if want no header/footer |
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51 \newpage |
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52 } |
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53 } |
43 |
54 |
44 %----------// BEGIN DOCUMENT \\----------% |
55 %----------// BEGIN DOCUMENT \\----------% |
45 |
56 |
46 \begin{document} |
57 \begin{document} |
47 |
58 |
67 \thispagestyle{empty} |
78 \thispagestyle{empty} |
68 \newpage |
79 \newpage |
69 |
80 |
70 %----------// EMPTY PAGE \\----------%4 |
81 %----------// EMPTY PAGE \\----------%4 |
71 |
82 |
72 \thispagestyle{empty}\mbox{}\newpage |
83 %the following command was replaced by \newevenside |
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84 %\thispagestyle{empty}\mbox{}\newpage |
73 |
85 |
74 %----------// ABSTRACT \\----------%5 |
86 %----------// ABSTRACT \\----------%5 |
75 |
87 |
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88 \newevenside |
76 \begin{abstract} |
89 \begin{abstract} |
77 The Baccalaureate Thesis creates interactive course material for Signal Processing (SP) based on the experimental educational math assistant Isabelle/{\sisac} ({\em Isa}belle for Transparent {\em C}alculations in Applied Mathematics). |
90 The Baccalaureate Thesis creates interactive course material for Signal Processing (SP) based on the experimental educational math assistant Isabelle/{\sisac} ({\em Isa}belle for Transparent {\em C}alculations in Applied Mathematics). |
78 \par The content of the course material is defined together with the Signal Processing and Speech Communication Laboratory (SPSC Lab) of Graz University of Technology (TUG). The content is planned to be used in specific lectures and labs of the SPSC and thus is thoroughly concerned with underlying mathematical and physical theory. |
91 \par The content of the course material is defined together with the Signal Processing and Speech Communication Laboratory (SPSC Lab) of Graz University of Technology (TUG). The content is planned to be used in specific lectures and labs of the SPSC and thus is thoroughly concerned with underlying mathematical and physical theory. |
79 One challenge of this thesis is, that much theory required for SPSC is not yet mechanized in Computer Theorem Provers (CTP); so this thesis will provide preliminary definitions and theorems (without proofs~!) implemented in Isabelle \emph{theories}. |
92 One challenge of this thesis is, that much theory required for SPSC is not yet mechanized in Computer Theorem Provers (CTP); so this thesis will provide preliminary definitions and theorems (without proofs~!) implemented in Isabelle \emph{theories}. |
80 \par Another challenge is the implementation of interactive courses: this is done within the educational math assistant Isabelle/{\sisac}, which is under development at TU Graz. The present state of {\sisac{}} happens to provide the {\em first} occasion for authoring by a non-member of the {\sisac}-developer team. So this challenge involves alpha-testing of the underlying \emph{CTP-based programming language}, because error messages are still not user-friendly and need frequent contact with {\sisac}-developers. |
93 \par Another challenge is the implementation of interactive courses: this is done within the educational math assistant Isabelle/{\sisac}, which is under development at TU Graz. The present state of {\sisac{}} happens to provide the {\em first} occasion for authoring by a non-member of the {\sisac}-developer team. So this challenge involves alpha-testing of the underlying \emph{CTP-based programming language}, because error messages are still not user-friendly and need frequent contact with {\sisac}-developers. |
86 \end{abstract} |
99 \end{abstract} |
87 \clearpage |
100 \clearpage |
88 |
101 |
89 %----------// EMPTY PAGE \\----------%6 |
102 %----------// EMPTY PAGE \\----------%6 |
90 |
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91 \thispagestyle{empty}\mbox{}\newpage |
104 %the following command was replaced by \newevenside |
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105 %\thispagestyle{empty}\mbox{}\newpage |
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106 |
93 %----------// T O C \\----------%7 |
107 %----------// T O C \\----------%7 |
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108 |
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109 \newevenside |
94 |
110 |
95 \pagenumbering{Roman} |
111 \pagenumbering{Roman} |
96 %This thesis is structured into a fundamental part introducing the motivation, the basic notions concerning the thesis aswell as the {\sisac{}} project and describing the mathematic base. Further a automatically generated practical part representing the work on {\sisac{}} which can be extended. |
112 %This thesis is structured into a fundamental part introducing the motivation, the basic notions concerning the thesis aswell as the {\sisac{}} project and describing the mathematic base. Further a automatically generated practical part representing the work on {\sisac{}} which can be extended. |
97 \tableofcontents |
113 \tableofcontents |
98 \clearpage |
114 \clearpage |
99 \pagenumbering{arabic} |
115 \pagenumbering{arabic} |
100 \setcounter{page}{8} |
116 \setcounter{page}{8} |
101 |
117 |
102 %----------// PART-1 \\----------% |
118 %----------// PART-1 \\----------% |
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119 |
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120 \newevenside |
103 |
121 |
104 \part{Project Fundamentals} |
122 \part{Project Fundamentals} |
105 |
123 |
106 \section{Introduction} |
124 \section{Introduction} |
107 Didactics of mathematics faces a specific issue, a gap between (1) introduction of math concepts and skills and (2) application of these concepts and skills, which ususally are separated into different units in curricula (for good reasons). For instance, (1) teaching partial fraction decomposition is separated from (2) application for inverse Z-transform in signal processing. |
125 Didactics of mathematics faces a specific issue, a gap between (1) introduction of math concepts and skills and (2) application of these concepts and skills, which ususally are separated into different units in curricula (for good reasons). For instance, (1) teaching partial fraction decomposition is separated from (2) application for inverse Z-transform in signal processing. |