The geometric algebraCℓ 3 as a model for a projective plane

We show that the geometric algebraCℓ ₃ can be used as a model for the real projective plane, in the sense that the axioms defining the plane and their duals can be proved as theorems. However, it seems that there is some difficulty in using a geometric algebra to model a projective space over a noncommutative division ring.     

The effectiveness of ‘what if not’ strategy coupled with dynamic geometry software in an inquiry-based geometry classroom

In this paper we present the results of a study which was carried out in an inquiry-based teaching and learning environment with the use of ‘what if not’ methodology coupled with the integration of dynamic geometry software. The vast majority of the students reported that they perceived themselves as participants rather than spectators. Most of the prospective teachers came to the conclusion that the implementation of the findings of this study in their future teachings was a good idea and that it will raise the students’ motivation and enhance and deepen the knowledge pool of the learners.     

Teachers’ reactions to animations as representations of geometry instruction

This study looks at future and novice teachers’ responses to and perceptions of a set of animations as representations of geometry instruction. While the future teachers responded more agreeably to the animations, discussion forum and survey data provide evidence that the animations prompted both future and novice teachers to consider how pedagogical decisions affect the classroom environment and how students think about and communicate geometric ideas. Data also suggest that the animations helped both groups refresh their content knowledge.     

Twisted rings and moduli stacks of “fat” point modules in non-commutative projective geometry

The Hilbert scheme of point modules was introduced by Artin–Tate–Van den Bergh to study non-commutative graded algebras. The key tool is the construction of a map from the algebra to a twisted ring on this Hilbert scheme. In this paper, we study moduli stacks of more general “fat” point modules, and show that there is a similar map to a twisted ring associated to the stack. This is used to provide a sufficient criterion for a non-commutative projective surface to be birationally PI. It is hoped that such a criterion will be useful in understanding Mike Artin?s conjecture on the birational classification of non-commutative surfaces.     

Modelling ‘contracts’ between a terrorist group and a government in a sequential game

In this paper, we apply a sequential game to study the possibility of ‘contracts’ (or at least mutually beneficial arrangements) between a government and a terrorist group. We find equilibrium solutions for complete and incomplete information models, where the government defends and/or provides positive rent, and the terrorist group attacks. We also study the sensitivities of equilibria as a function of both players’ target valuations and preferences for rent. The contract option, if successful, may achieve (partial) attack deterrence, and significantly increase the payoffs not only for the government, but also for some types of terrorist groups. Our work thus provides some novel insights in combating terrorism.     

Kronecker’s density theorem and irrational numbers in constructive reverse mathematics

To prove Kronecker’s density theorem in Bishop-style constructive analysis one needs to define an irrational number as a real number that is bounded away from each rational number. In fact, once one understands “irrational” merely as “not rational”, then the theorem becomes equivalent to Markov’s principle. To see this we undertake a systematic classification, in the vein of constructive reverse mathematics, of logical combinations of “rational” and “irrational” as predicates of real numbers.     

Characterizing student mathematics teachers’ levels of understanding in spherical geometry

This article presents an exploratory study aimed at the identification of students’ levels of understanding in spherical geometry as van Hiele did for Euclidean geometry. To do this, we developed and implemented a spherical geometry course for student mathematics teachers. Six structured, task-based interviews were held with eight student mathematics teachers at particular times through the course to determine the spherical geometry learning levels. After identifying the properties of spherical geometry levels, we developed Understandings in Spherical Geometry Test to test whether or not the levels form hierarchy, and 58 student mathematics teachers took the test. The outcomes seemed to support our theoretical perspective that there are some understanding levels in spherical geometry that progress through a hierarchical order as van Hiele levels in Euclidean geometry.     

Murphy’s law in algebraic geometry: Badly-behaved deformation spaces

We consider the question: “How bad can the deformation space of an object be?” The answer seems to be: “Unless there is some a priori reason otherwise, the deformation space may be as bad as possible.” We show this for a number of important moduli spaces. More precisely, every singularity of finite type over ? (up to smooth parameters) appears on: the Hilbert scheme of curves in projective space; and the moduli spaces of smooth projective general-type surfaces (or higher-dimensional varieties), plane curves with nodes and cusps, stable sheaves, isolated threefold singularities, and more. The objects themselves are not pathological, and are in fact as nice as can be: the curves are smooth, the surfaces are automorphism-free and have very ample canonical bundle, the stable sheaves are torsion-free of rank 1, the singularities are normal and Cohen-Macaulay, etc. This justifies Mumford’s philosophy that even moduli spaces of well-behaved objects should be arbitrarily bad unless there is an a priori reason otherwise. Thus one can construct a smooth curve in projective space whose deformation space has any given number of components, each with any given singularity type, with any given non-reduced behavior. Similarly one can give a surface over $\mathbb{F}_{p}We consider the question: “How bad can the deformation space of an object be?” The answer seems to be: “Unless there is some a priori reason otherwise, the deformation space may be as bad as possible.” We show this for a number of important moduli spaces. More precisely, every singularity of finite type over ℤ (up to smooth parameters) appears on: the Hilbert scheme of curves in projective space; and the moduli spaces of smooth projective general-type surfaces (or higher-dimensional varieties), plane curves with nodes and cusps, stable sheaves, isolated threefold singularities, and more. The objects themselves are not pathological, and are in fact as nice as can be: the curves are smooth, the surfaces are automorphism-free and have very ample canonical bundle, the stable sheaves are torsion-free of rank 1, the singularities are normal and Cohen-Macaulay, etc. This justifies Mumford’s philosophy that even moduli spaces of well-behaved objects should be arbitrarily bad unless there is an a priori reason otherwise. Thus one can construct a smooth curve in projective space whose deformation space has any given number of components, each with any given singularity type, with any given non-reduced behavior. Similarly one can give a surface over that lifts to ℤ/p⁷ but not ℤ/p⁸. (Of course the results hold in the holomorphic category as well.) It is usually difficult to compute deformation spaces directly from obstruction theories. We circumvent this by relating them to more tractable deformation spaces via smooth morphisms. The essential starting point is Mn?v’s universality theorem. Mathematics Subject Classification (2000) 14B12, 14C05, 14J10, 14H50, 14B07, 14N20, 14D22, 14B05     

Unpacking learner’s growth in geometric understanding when solving problems in a dynamic geometry environment: Coordinating two frames

The emergence of dynamic geometry environments challenges researchers in mathematics education to develop theories that capture learner’s growth in geometric understanding in this particular environment. This study coordinated the Pirie-Kieren theory and instrumental genesis to examine learner’s growth in geometric understanding when solving problems in a dynamic geometry environment. Data analysis suggested that coordinating the two theoretical approaches provided a productive means to capture the dynamic interaction between the growth in mathematical understanding and the formation/application of utilization scheme during a learner’s mathematical exploration with dynamic geometry software. The analysis of one episode on inscribing a square in a triangle was shared to illustrate this approach. This study contributes to the continuing conversation of “networking theories” in the mathematics education research community. By networking the two theoretical approaches, this paper presents a model for studying learner's growth in mathematical understanding in a dynamic learning environment while accounting for interaction with digital tools.     

‘There are great alterations in the geometry of late’. The rise of Isaac Newton’s early Scottish circle†

This paper traces the rise of three Scottish mathematicians – Colin Campbell, John Craig, and David Gregory – to become key figures in the dissemination and promotion of Newton’s mathematical ideas and natural philosophy in the 1680s. Two medical men – Archibald Pitcairne and his former student George Cheyne – both likewise captivated by the Principia, played minor roles in the story of Newton’s mathematics, while at the same time promoting the concept of mathematical medicine derived from his philosophical thought. Drawing on contemporary correspondence and previously unpublished papers, it considers how these men contributed to the scholarly perception of Newton and how, conversely, Newton used his increasing influence in order to encourage their work, most notably obtaining for Gregory the vacant chair in astronomy at Oxford in 1691.     

On a characterization of convexity-preserving maps, Davidon’s collinear scalings and Karmarkar’s projective transformations

In a recent paper, the authors have proved results characterizing convexity-preserving maps defined on a subset of a not-necessarily finite dimensional real vector space as projective maps. The purpose of this note is three-fold. First, we state a theorem characterizing continuous, injective, convexity-preserving maps from a relatively open, connected subset of an affine subspace of ℝ ^m into ℝ ⁿ as projective maps. This result follows from the more general results stated and proved in a coordinate-free manner in the above paper, and is intended to be more accessible to researchers interested in optimization algorithms. Second, based on that characterization theorem, we offer a characterization theorem for collinear scalings first introduced by Davidon in 1977 for deriving certain algorithms for nonlinear optimization, and a characterization theorem for projective transformations used by Karmarkar in 1984 in his linear programming algorithm. These latter two theorems indicate that Davidon’s collinear scalings and Karmarkar’s projective transformations are the only continuous, injective, convexity-preserving maps possessing certain features that Davidon and Karmarkar respectively desired in the derivation of their algorithms. The proofs of these latter two theorems utilize our characterization of continuous, injective, convexity-preserving maps in a way that has implications to the choice of scalings and transformations in the derivation of optimization algorithms in general. The third purpose of this note is to point this out. Received: January 2000 / Accepted: November 2000?Published online January 17, 2001     

Conversion of a rhotrix to a ‘coupled matrix’

In this note, a method of converting a rhotrix to a special form of matrix termed a ‘coupled matrix’ is proposed. The special matrix can be used to solve various problems involving n?×?n and (n?–?1)?×?(n?–?1) matrices simultaneously.     

The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics.     

The crossing number of a projective graph is quadratic in the face–width

We show that for each integer $g⩾0$ there is a constant $c_g>0$ such that every graph that embeds in the projective plane with sufficiently large face–width r has crossing number at least $c_g{r}^2$ in the orientable surface ${\mathrm{\Sigma }}_g$ of genus g. As a corollary, we give a polynomial time constant factor approximation algorithm for the crossing number of projective graphs with bounded degree.