What “counts” as algebra in the eyes of preservice elementary teachers?

This study examined conceptions of algebra held by 30 preservice elementary teachers. In addition to exploring participants’ general “definitions” of algebra, this study examined, in particular, their analyses of tasks designed to engage students in relational thinking or a deep understanding of the equal sign as well as student work on these tasks. Findings from this study suggest that preservice elementary teachers’ conceptions of algebra as subject matter are rather narrow. Most preservice teachers equated algebra with the manipulation of symbols. Very few identified other forms of reasoning - in particular, relational thinking - with the algebra label. Several participants made comments implying that student strategies that demonstrate traditional symbol manipulation might be valued more than those that demonstrate relational thinking, suggesting that what is viewed as algebra is what will be valued in the classroom. This possibility, along with implications for mathematics teacher education, will be discussed.     

Quantum symmetric spaces

Let G be a semisimple Lie group, g its Lie algebra. For any symmetric space M over G we construct a new (deformed) multiplication in the space A of smooth functions on M. This multiplication is invariant under the action of the Drinfeld-Jimbo quantum group U_hg and is commutative with respect to an involutive operator . Such a multiplication is unique. Let M be a kählerian symmetric space with the canonical Poisson structure. Then we construct a U_hg-invariant multiplication in A which depends on two parameters and is a quantization of that structure.     

Cycling in proofs and feasibility

There is a common perception by which small numbers are considered more concrete and large numbers more abstract. A mathematical formalization of this idea was introduced by Parikh (1971) through an inconsistent theory of feasible numbers in which addition and multiplication are as usual but for which some very large number is defined to be not feasible. Parikh shows that sufficiently short proofs in this theory can only prove true statements of arithmetic. We pursue these topics in light of logical flow graphs of proofs (Buss, 1991) and show that Parikh's lower bound for concrete consistency reflects the presence of cycles in the logical graphs of short proofs of feasibility of large numbers. We discuss two concrete constructions which show the bound to be optimal and bring out the dynamical aspect of formal proofs. For this paper the concept of feasible numbers has two roles, as an idea with its own life and as a vehicle for exploring general principles on the dynamics and geometry of proofs. Cycles can be seen as a measure of how complicated a proof can be. We prove that short proofs must have cycles.

     

The BLM realization for the integral form of Uv(glm|n)

In this paper, we embed the integral form of the quantum supergroup U_v(gl_(m|n)) to the product of a family of integral quantum Schur super algebras. We show that the image of the embedding is a free Z[v, v~(-1)]-module by finding the basis explicitly and calculating the fundamental multiplication formulas of these bases. Unlike the non-super case, the fundamental multiplication formula, which is the key step, is more complicated since we have to deal with the case of multiplying the odd root vectors. As a consequence, via the base change, we realize the quantum supergroup at roots of unity as a subalgebra of the product of quantum Schur superalgebras. Thus, we find a new basis of quantum supergroups at odd roots of unity which comes from quantum Schur superalgebras.     

Estimation of the criticality parameters of branching processes by the Monte Carlo method

Monte Carlo algorithms designed for the estimation of the criticality parameters of multiplying particle transport processes (actually, these are inhomogeneous branching processes) are described and examined. The effective multiplication factor and the time multiplication constant are used as the basic criticality parameters. Algorithms for the direct simulation of “trees” of trajectories are considered as algorithms for the statistical modeling of the iterations of an integral operator with the kernel equal to the substochastic density of the transition to the next generation of fission events in the corresponding phase space. These algorithms provide a basis for constructing effective statistical estimates of the criticality parameters (with regard to the sequence of generations with different indexes) and for the analysis of the corresponding error.     

Students’ conceptualisations of multiplication as repeated addition or equal groups in relation to multi-digit and decimal numbers

Multiplicative understanding is essential for mathematics learning and is supported by models for multiplication, such as equal groups and rectangular area, different calculations and arithmetical properties, such as distributivity. We investigated two students’ multiplicative understanding through their connections between models for multiplication, calculations and arithmetical properties and how their connections changed during the school years when multiplication is extended to multi-digits and decimal numbers. The case studies were conducted by individual interviews over five semesters. The students did not connect calculations to models for multiplication, but showed a robust conceptualisation of multiplication as repeated addition or equal groups. This supported their utilisation of distributivity to multi-digits, but constrained their utilisation of commutativity and for one student to make sense of decimal multiplication     

U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics

This study examined U.S. and Chinese teachers' constructing, knowing, and evaluating representations to teach mathematics. All Chinese lesson plans are very similar, because they are all based on the Chinese national unified curriculum in mathematics. However, the U.S. lesson plans are extremely varied, even for those teachers from the same school. The Chinese teachers' lessons are very detailed; the U.S. teachers' lesson plans have exclusively adopted the “outline and worksheet” format. In the Chinese lesson plans, concrete representations are used exclusively to mediate students' understanding of the concept of average. In U.S. lessons, concrete representations are not only used to model the averaging processes to foster students' understanding of the concept, but they are also used to generate data. The U.S. teachers are much more likely than the Chinese teachers to predict drawing and guess-and-check strategies. For some problems, the Chinese teachers are much more likely than are the U.S. teachers to predict algebraic approaches. For the responses using conventional strategies, both the U.S. and Chinese teachers gave them high and almost identical scores. If a response involved a drawing or an estimate of an answer, the Chinese teachers usually gave a relatively lower score, even though the strategy is appropriate for the correct answer, because it is less generalizable. This study contributed to our understanding of the cross-national differences between U.S. and Chinese students' mathematical thinking. It also contributed to our understanding about teachers' beliefs from a cross-cultural perspective.     

U.S. and Chinese Teachers' Constructing,Knowing, and Evaluating Representations to Teach Mathematics

This study examined U.S. and Chinese teachers' constructing, knowing, and evaluating representations to teach mathematics. All Chinese lesson plans are very similar, because they are all based on the Chinese national unified curriculum in mathematics. However, the U.S. lesson plans are extremely varied, even for those teachers from the same school. The Chinese teachers' lessons are very detailed; the U.S. teachers' lesson plans have exclusively adopted the "outline and worksheet" format. In the Chinese lesson plans, concrete representations are used exclusively to mediate students' understanding of the concept of average. In U.S. lessons, concrete representations are not only used to model the averaging processes to foster students' understanding of the concept, but they are also used to generate data. The U.S. teachers are much more likely than the Chinese teachers to predict drawing and guess-and-check strategies. For some problems, the Chinese teachers are much more likely than are the U.S. teachers to predict algebraic approaches. For the responses using conventional strategies, both the U.S. and Chinese teachers gave them high and almost identical scores. If a response involved a drawing or an estimate of an answer, the Chinese teachers usually gave a relatively lower score, even though the strategy is appropriate for the correct answer, because it is less generalizable. This study contributed to our understanding of the cross-national differences between U.S. and Chinese students' mathematical thinking. It also contributed to our understanding about teachers' beliefs from a cross-cultural perspective.     

Zimbabwean in-service mathematics teachers’ understanding of matrix operations

In Zimbabwe, school pupils study matrix operations, a topic that is usually covered as part of linear algebra courses taken by most mathematics undergraduate students at university. In this study we focused on Zimbabwean teachers who were studying the topic at university while also teaching the topic to their high school pupils. The purpose of the study was to explore the mental conceptions of matrix operations concepts of a sample of 116 in-service mathematics teachers. The Action Process Object Schema (APOS) theoretical framework describes the development in understanding of mathematics concepts through the hierarchical growth of mental constructions called action, process, object and schema. The results showed that many of the participants had interiorized actions on matrix operations of addition, scalar multiplication and matrix multiplication into processes. However, more than 50% of the participants struggled with scalar multiplication of a row matrix by a column matrix. In terms of notational errors, some participants could not distinguish between brackets that denote a matrix and that of a determinant, while some used the equal sign as an operator symbol and not as one denoting equivalence between two objects. It is recommended that future in-service teacher programs should try to create more structured opportunities to allow participants to engage more deeply with these concepts.     

Hilbert Space of Probability Density Functions Based on Aitchison Geometry

The set of probability functions is a convex subset of L1 and it does not have a linear space structure when using ordinary sum and multiplication by real constants. Moreover, difficulties arise when dealing with distances between densities. The crucial point is that usual distances are not invariant under relevant transformations of densities. To overcome these limitations, Aitchison＇s ideas on compositional data analysis are used, generalizing perturbation and power transformation, as well as the Aitchison inner product, to operations on probability density functions with support on a finite interval. With these operations at hand, it is shown that the set of bounded probability density functions on finite intervals is a pre-Hilbert space. A Hilbert space of densities, whose logarithm is square-integrable, is obtained as the natural completion of the pre-Hilbert space.     

Mediator: Towards a negotiation support system

Mediator is a negotiation support system (NSS) based on evolutionary systems design (ESD) and database-centered implementation. It supports negotiations by consensus seeking through exchange of information and, where consensus is incomplete, by compromise. The negotiation problem is shown — graphically or as relational data in matrix form — in three spaces as a mapping from control space to goal space and (through marginal utility functions) to utility space. Within each of these spaces the negotiation process is characterized by adaptive change, i.e., mappings of group target and feasible sets by which these sets are redefined in seeking a solution characterized by a single-point intersection between them.This concept is being implemented in Mediator, a data-based micro-mainframe NSS intended to support the players and a human mediator in multi-player decision situations. Each player employs private and shared database views, using his/her own micro-computer decision support system enhanced with a communications manager to interact with the mediator DSS. Sharing of views constitutes exchange of information which can lead towards consensus. The human mediator can support compromise, as needed, through use of solution concepts and/or concession-making procedures in the NSS model base. As a concrete example, we demonstrate the use of the system for group car buying decisions.     

Multiplication Operators on the Lipschitz Space of a Tree

In this paper, we study the multiplication operators on the space of complex-valued functions f on the set of vertices of a rooted infinite tree T which are Lipschitz when regarded as maps between metric spaces. The metric structure on T is induced by the distance function that counts the number of edges of the unique path connecting pairs of vertices, while the metric on ℂ is Euclidean. After observing that the space L{\mathcal{L}} of such functions can be endowed with a Banach space structure, we characterize the multiplication operators on L{\mathcal{L}} that are bounded, bounded below, and compact. In addition, we establish estimates on the operator norm and on the essential norm, and determine the spectrum. We then prove that the only isometric multiplication operators on L{\mathcal{L}} are the operators whose symbol is a constant of modulus one. We also study the multiplication operators on a separable subspace of L{\mathcal{L}} we call the little Lipschitz space.     

The cognitive demands of understanding the sample space

According to our analysis of cognitive demands, the concepts of classification, logical multiplication and ratio provide a basis for understanding sample space. These basic concepts develop during the elementary school years, which suggest that it is possible to teach elementary school children effectively about sample space. This hypothesis was tested in an intervention study, in which Grade 6 children (aged 10–11 years) were randomly assigned to one of three groups: a sample space group (SSG), a problem-solving group, and an unseen comparison group. The SSG showed significantly more progress than both comparison groups in three post-tests, including one given 2 months after the teaching had ended. We conclude that our analysis of the cognitive demands of sample space was supported and discuss the implications for mathematics education.     

The bilinear complexity and practical algorithms for matrix multiplication

A method for deriving bilinear algorithms for matrix multiplication is proposed. New estimates for the bilinear complexity of a number of problems of the exact and approximate multiplication of rectangular matrices are obtained. In particular, the estimate for the boundary rank of multiplying 3 × 3 matrices is improved and a practical algorithm for the exact multiplication of square n × n matrices is proposed. The asymptotic arithmetic complexity of this algorithm is O(n ^2.7743).     

Proximity relations in the fuzzy relational database model

The fuzzy relational model of Buckles and Petry is a rigorous scheme for incorporating non-ideal or fuzzy information in a relational database. In addition to providing a consistent scheme for representing fuzzy information in the relational structure, the model possesses two critical properties that hold for classical relational databases. These properties are that no two tuples have identical interpretations and each relational operation has a unique result.The fuzzy relational model relies on similarity relations for each scalar domain in the fuzzy database. These relations are reflexive, symmetric, and max-min transitive. In addition to introducing fuzziness into the relational model, each similarity relation induces equivalence classes in its domain. It is the existence of these equivalence classes that provides the model with the important properties possessed by classical relational databases.In this paper, we extend the fuzzy relational database model of Buckles and Petry to deal with proximity relations for scalar domains. Since reflexivity and symmetry are the only constraints placed on proximity relations, they generalize the notion of similarity relations. We show that it is possible to induce equivalence classes from proximity relations; thus, the ‘nice’ properties of the fuzzy relational model of Buckles and Petry are preserved. Furthermore, the removal of the max-min transitivity restriction also provides database users with more freedom to express their value structures.     

The intangible task – a revelatory case of teaching mathematical thinking in Japanese elementary schools

This paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d’être for this teaching is questioned and investigated by looking at how multiplication is described in the curriculum and representative textbook material. It is seen how Japanese teachers are institutionally conditioned to incorporate mathematical thinking in the context of multiplication, something which may appear in contrast to other countries. The lesson is analysed using the notion of praxeologies and didactic co-determination conceptualised in the Anthropological Theory of the Didactic.     

First integrals of generalized Toda chains

We construct a zero-curvature representation for generalzed Toda chains. Evaluating the first integrals amounts to multiplying the matrices that depend linearly on the fields and satisfy a given multiplication table. Translated from Teoreticheskaya i Matematicheskaya Fizika. Vol. 115, No. 3, pp. 349–357, June, 1998. Original article     

On quasilinear spaces of convex bodies and intervals

Algebraic systems abstracting properties of convex bodies and intervals, with respect to addition and multiplication by scalars, known as quasilinear spaces, are studied axiomatically. We discuss special quasilinear spaces with group structure called quasivector spaces. We show that every quasivector space is a direct sum of a vector space and a symmetric quasivector space. A complete characterization of symmetric quasivector spaces in the finite dimensional case is given, which permits to reduce computation in quasilinear spaces to computation in familiar vector spaces.     

A Framework for Characterizing Middle School Students' Statistical Thinking

People make use of quantitative information on a daily basis. Professional education organizations for mathematics, science, social studies, and geography recommend that students, as early as middle school, have experience collecting, organizing, representing, and interpreting data. However, research on middle school students' statistical thinking is sparse. A cohesive picture of middle school students' statistical thinking is needed to better inform curriculum developers and classroom teachers. The purpose of this study was to develop and validate a framework for characterizing middle school students' thinking across 4 processes: describing data, organizing and reducing data, representing data, and analyzing and interpreting data. The validation process involved interviewing, individually, 12 students across Grades 6 through 8. Results of the study indicate that students progress through 4 levels of thinking within each statistical process. These levels of thinking were consistent with the cognitive levels postulated in a general developmental model by Biggs and Collis (1991).     

A Framework for Characterizing Middle School Students' Statistical Thinking

People make use of quantitative information on a daily basis. Professional education organizations for mathematics, science, social studies, and geography recommend that students, as early as middle school, have experience collecting, organizing, representing, and interpreting data. However, research on middle school students' statistical thinking is sparse. A cohesive picture of middle school students' statistical thinking is needed to better inform curriculum developers and classroom teachers. The purpose of this study was to develop and validate a framework for characterizing middle school students' thinking across 4 processes: describing data, organizing and reducing data, representing data, and analyzing and interpreting data. The validation process involved interviewing, individually, 12 students across Grades 6 through 8. Results of the study indicate that students progress through 4 levels of thinking within each statistical process. These levels of thinking were consistent with the cognitive levels postulated in a general developmental model by Biggs and Collis (1991).