Attention to meaning by algebra teachers

Non-attendance to meaning by students is a prevalent phenomenon in school mathematics. Our goal is to investigate features of instruction that might account for this phenomenon. Drawing on a case study of two high school algebra teachers, we cite episodes from the classroom to illustrate particular teaching actions that de-emphasize meaning. We categorize these actions as pertaining to (a) purpose of new concepts, (b) distinctions in mathematics, (c) mathematical terminology, and (d) mathematical symbols. The specificity of the actions that we identify allows us to suggest several conjectures as to the impact of the teaching practices observed on student learning: that students will develop the belief that mathematics involves executing standard procedures much more than meaning and reasoning, that students will come to see mathematical definitions and results as coincidental or arbitrary, and that students’ treatment of symbols will be largely non-referential.     

Acquiring new use of multiplication through classroom teaching: an exploratory study

This article analyzes the process in which pupils acquire new uses of multiplication to measure area. Behaviors of five 4th-grade pupils in a series of lessons on areas were studied in depth by qualitative case-study methodology. Their use of multiplication changed as the lesson evolved, characterized conceptually as “using multiplication as a label,” “using it positively to approach problems which have not been solved before,” and “using it effectively to achieve the goal of measuring areas.” These three phases show the pupils’ understanding of multiplication in the context of measuring areas from a secondary accompaniment to a powerful tool of thinking. The phases observed and the students’ progress between the phases differs noticeably among the pupils. Factors that foster learners’ progress are investigated by comparing their behaviors.     

The b-transform

The b-transform is used to convert entire functions into “primary b-functions” by replacing the powers and factorials in the Taylor series of the entire function with corresponding “generalized powers” (which arise from a polynomial function with combinatorial applications) and “generalized factorials.” The b-transform of the exponential function turns out to be a generalization of the Euler partition generating function, and partition generating functions play a key role in obtaining results for the b-transforms of the elementary entire transcendental functions. A variety of normal-looking results arise, including generalizations of Euler's formula and De Moivre's theorem. Applications to discrete probability and applied mathematics (i.e., damped harmonic motion) are indicated. Also, generalized derivatives are obtained by extending the concept of a b-transform.     

The rate of convergence for the cyclic projections algorithm III: Regularity of convex sets

The cyclic projections algorithm is an important method for determining a point in the intersection of a finite number of closed convex sets in a Hilbert space. That is, for determining a solution to the “convex feasibility” problem. This is the third paper in a series on a study of the rate of convergence for the cyclic projections algorithm. In the first of these papers, we showed that the rate could be described in terms of the “angles” between the convex sets involved. In the second, we showed that these angles often had a more tractable formulation in terms of the “norm” of the product of the (nonlinear) metric projections onto related convex sets.In this paper, we show that the rate of convergence of the cyclic projections algorithm is also intimately related to the “linear regularity property” of Bauschke and Borwein, the “normal property” of Jameson (as well as Bakan, Deutsch, and Li’s generalization of Jameson’s normal property), the “strong conical hull intersection property” of Deutsch, Li, and Ward, and the rate of convergence of iterated parallel projections. Such properties have already been shown to be important in various other contexts as well.     

Fuzzy probability system: fuzzy-probability space (1)

The present paper discusses “The major objective of the theory of probability”, and hence provides a fuzzy probability system, which links both Von Mises's probability system and Kolmogorov's probability system to be a new one. Such a probability system has a more original theoretical starting point, and appears to deal with such uncertainty as has subjectivity and fuzziness. In addition, this probability system has some softness too. This paper attempts to induct the subject and the subjective factor into mathematics.     

Exploiting structure in quantified formulas

We study the computational problem “find the value of the quantified formula obtained by quantifying the variables in a sum of terms.” The “sum” can be based on any commutative monoid, the “quantifiers” need only satisfy two simple conditions, and the variables can have any finite domain. This problem is a generalization of the problem “given a sum-of-products of terms, find the value of the sum” studied in [R.E. Stearns and H.B. Hunt III, SIAM J. Comput. 25 (1996) 448–476]. A data structure called a “structure tree” is defined which displays information about “subproblems” that can be solved independently during the process of evaluating the formula. Some formulas have “good” structure trees which enable certain generic algorithms to evaluate the formulas in significantly less time than by brute force evaluation. By “generic algorithm,” we mean an algorithm constructed from uninterpreted function symbols, quantifier symbols, and monoid operations. The algebraic nature of the model facilitates a formal treatment of “local reductions” based on the “local replacement” of terms. Such local reductions “preserve formula structure” in the sense that structure trees with nice properties transform into structure trees with similar properties. These local reductions can also be used to transform hierarchical specified problems with useful structure into hierarchically specified problems having similar structure.     

Polynomial identity rings as rings of functions

We generalize the usual relationship between irreducible Zariski closed subsets of the affine space, their defining ideals, coordinate rings, and function fields, to a non-commutative setting, where “varieties” carry a PGL_n-action, regular and rational “functions” on them are matrix-valued, “coordinate rings” are prime polynomial identity algebras, and “function fields” are central simple algebras of degree n. In particular, a prime polynomial identity algebra of degree n is finitely generated if and only if it arises as the “coordinate ring” of a “variety” in this setting. For n=1 our definitions and results reduce to those of classical affine algebraic geometry.     

A minimalist two-level foundation for constructive mathematics

We present a two-level theory to formalize constructive mathematics as advocated in a previous paper with G. Sambin.One level is given by an intensional type theory, called Minimal type theory. This theory extends a previous version with collections.The other level is given by an extensional set theory that is interpreted in the first one by means of a quotient model.This two-level theory has two main features: it is minimal among the most relevant foundations for constructive mathematics; it is constructive thanks to the way the extensional level is linked to the intensional one which fulfills the “proofs-as-programs” paradigm and acts as a programming language.     

CDS simulation and pattern formation of phase separation

Several properties of the generation and evolution of phase separating patterns for binary material studied by CDS model are proposed. The main conclusions are (1) for alloys spinodal decomposition, the conceptions of “macro-pattern” and “micropattern” are posed by “black-and- white graph” and “gray-scale graph” respectively. We find that though the four forms of map f that represent the self-evolution of order parameter in a cell (lattice) are similar to each other in “macro-pattern”, there are evident differences in their micro-pattern, e.g., some different fine netted structures in the black domain and the white domain are found by the micro-pattern, so that distinct mechanical and physical behaviors shall be obtained. (2) If the two constitutions of block copolymers are not symmetric (i.e. r ≠ 0.5), a pattern called “grain-strip cross pattern” is discovered, in the 0.43 <r <0.45.     

Elements in accepting an explanation

This paper addresses the question of what criteria influenced the acceptance of two “explanations” by grade 5 students. The students accepted the use of deductive reasoning as explanatory, as well as using reasoning by analogy in their own explanations. The “explanations” can be interpreted as proofs by mathematical induction. The main weakness of mathematical induction as a form of explanation was the arbitrariness of the initial step. The induction step did not seem to trouble these students. Other elements in their acceptance of explanations were concreteness, familiarity, and opportunities for multiple interpretations.     

Passage to the limit in Proposition I, Book I of Newton's Principia

The purpose of this paper is to analyze the way in which Newton uses his polygon model and passes to the limit in Proposition I, Book I of his Principia. It will be evident from his method that the limit of the polygon is indeed the orbital arc of the body and that his approximation of the actual continuous force situation by a series of impulses passes correctly in the limit into the continuous centripetal force situation. The analysis of the polygon model is done in two ways: (1) using the modern concepts of force, linear momentum, linear impulse, and velocity, and (2) using Newton's concepts of motive force and quantity of motion. It should be clearly understood that the term “force” without the adjective “motive,” is used in the modern sense, which is that force is a vector which is the time rate of change of the linear momentum. Newton did not use the word “force” in this modern sense. The symbol F denotes modern force. For Newton “force” was “motive force,” which is measured by the change in the quantity of motion of a body. Newton's “quantity of motion” is proportional to the magnitude of the modern vector momentum. Motive force is a scalar and the symbol F_m is used for motive force.     

Bicolored graph partitioning, or: gerrymandering at its worst

This study is motivated by an electoral application where we look into the following question: how much biased can the assignment of parliament seats be in a majority system under the effect of vicious gerrymandering when the two competing parties have the same electoral strength? To give a first theoretical answer to this question, we introduce a stylized combinatorial model, where the territory is represented by a rectangular grid graph, the vote outcome by a “balanced” red/blue node bicoloring and a district map by a connected partition of the grid whose components all have the same size. We constructively prove the existence in cycles and grid graphs of a balanced bicoloring and of two antagonist “partisan” district maps such that the discrepancy between their number of “red” (or “blue”) districts for that bicoloring is extremely large, in fact as large as allowed by color balance.     

Proposal and implementation of the “science SQC” quality control principle

In forecasting the operation of the manufacturing industry in the 21^st century, the authors recently proposed “science SQC” as a demonstrative-scientific methodology and discussed its effectiveness on the basis of verification studies conducted by Toyota Motor Corporation. This study outlines a new SQC principle “science SQC”, as a demonstrative-scientific methodology, which enables the principle of TQM to be improved systematically.     

Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education

This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies that there has to be ample room for teachers to adjust their instruction to the students' thinking. But, the point of departure is that if justice is to be done to the input of the students and their ideas built on, a well-founded plan is needed. Design research on an instructional sequence on addition and subtraction up to 100 is taken as an instance to elucidate how the theory for realistic mathematics education (RME) can be used to develop a local instruction theory that can function as such a plan. Instead of offering an instructional sequence that “works,” the objective of design research is to offer teachers an empirically grounded theory on how a certain set of instructional activities can work. The example of addition and subtraction up to 100 is used to clarify how a local instruction theory informs teachers about learning goals, instructional activities, student thinking and learning, and the role of tools and imagery.     

Euler's partition theorem and the combinatorics of ℓ-sequences

Euler's partition theorem states that the number of partitions of an integer N into odd parts is equal to the number of partitions of N in which the ratio of successive parts is greater than 1. It was shown by Bousquet-Mélou and Eriksson in [M. Bousquet-Mélou, K. Eriksson, Lecture hall partitions II, Ramanujan J. 1 (2) (1997) 165–185] that a similar result holds when “odd parts” is replaced by “parts that are sums of successive terms of an ℓ-sequence” and the ratio “1” is replaced by a root of the characteristic polynomial of the ℓ-sequence. This generalization of Euler's theorem is intrinsically different from the many others that have appeared, as it involves a family of partitions constrained by the ratio of successive parts.In this paper, we provide a surprisingly simple bijection for this result, a question suggested by Richard Stanley. In fact, we give a parametrized family of bijections, that include, as special cases, Sylvester's bijection and a bijection for the lecture hall theorem. We introduce Sylvester diagrams as a way to visualize these bijections and deduce their properties.In proving the bijections, we uncover the intrinsic role played by the combinatorics of ℓ-sequences and use this structure to give a combinatorial characterization of the partitions defined by the ratio constraint. Several open questions suggested by this work are described.     

Peano's concept of number

Giuseppe Peano's development of the real number system from his postulates for the natural numbers and some of his views on definitions in mathematics are presented in order to clarify his concept of number. They show that his use of the axiomatic method was intended to make mathematical theory clearer, more precise, and easier to learn. They further reveal some of his reasons for not accepting the contemporary “philosophies” of logicism and formalism, thus showing that he never tried to found mathematics on anything beyond our experience of the material world.     

On deformation of associative algebras and graph homology

Deformation theory of associative algebras and in particular of Poisson algebras is reviewed. The role of an “almost contraction” leading to a canonical solution of the corresponding Maurer–Cartan equation is noted. This role is reminiscent of the Homotopical Perturbation Lemma, with the infinitesimal deformation cocycle as “initiator.”Applied to star-products, we show how Moyal's formula can be obtained using such an almost contraction and conjecture that the “merger operation” provides a canonical solution at least in the case of linear Poisson structures.     

The perception of randomness

Psychologists have studied people's intuitive notions of randomness by two kinds of tasks: judgment tasks (e.g., “is this series like a coin?” or “which of these series is most like a coin?”), and production tasks (e.g., “produce a series like a coin”). People's notion of randomness is biased in that they see clumps or streaks in truly random series and expect more alternation, or shorter runs, than are there. Similarly, they produce series with higher than expected alternation rates. Production tasks are subject to other biases as well, resulting from various functional limitations. The subjectively ideal random sequence obeys “local representativeness”; namely, in short segments of it, it represents both the relative frequencies (e.g., for a coin, 50%–50%) and the irregularity (avoidance of runs and other patterns). The extent to which this bias is a handicap in the real world is addressed.