Conjectures pertaining to repeated partitioning of a triangle

This note describes two conjectures pertaining to repeated partitioning of an arbitrary triangle. The first conjecture turns out to be true, and hence gives rise to a new, more general, conjecture that is also addressed in this article. Both conjectures can be explored in a dynamic geometry environment. The proofs to the conjectures addressed in this article require knowledge of high school Euclidean geometry.     

Standard simplices and pluralities are not the most noise stable

The Standard Simplex Conjecture and the Plurality is Stablest Conjecture are two conjectures stating that certain partitions are optimal with respect to Gaussian and discrete noise stability respectively. These two conjectures are natural generalizations of the Gaussian noise stability result by Borell (1985) and the Majority is Stablest Theorem (2004). Here we show that the standard simplex is not the most stable partition in Gaussian space and that Plurality is not the most stable low influence partition in discrete space for every number of parts k ≥ 3, for every value ρ ≠ 0 of the noise and for every prescribed measure for the different parts as long as they are not all equal to 1/k. Our results do not contradict the original statements of the Plurality is Stablest and Standard Simplex Conjectures in their original statements concerning partitions to sets of equal measure. However, they indicate that if these conjectures are true, their veracity and their proofs will crucially rely on assuming that the sets are of equal measures, in stark contrast to Borell’s result, the Majority is Stablest Theorem and many other results in isoperimetric theory. Given our results it is natural to ask for (conjectured) partitions achieving the optimum noise stability.     

Counter-examples for refinement of conjectures and proofs in primary school mathematics

The purpose of this study is to explore how primary school students reexamine their conjectures and proofs when they confront counter-examples to the conjectures they have proved. In the case study, a pair of Japanese fifth graders thought that they had proved their primitive conjecture with manipulative objects (that is, they constructed an action proof), and then the author presented a counter-example to them. Confronting the counter-example functioned as a driving force for them to refine their conjectures and proofs. They understood the reason why their conjecture was false through their analysis of its proof and therefore could modify their primitive conjecture. They also identified the part of the proof which was applicable to the counter-example. This identification and their action proof were essential for their invention of a more comprehensive conjecture.     

Combinatorial proofs and generalizations of conjectures related to Euler’s partition theorem

In a recent work, Andrews gave analytic proofs of two conjectures concerning some variations of two combinatorial identities between partitions of a positive integer into odd parts and partitions into distinct parts discovered by Beck. Subsequently, using the same method as Andrews, Chern presented the analytic proof of another Beck’s conjecture relating the gap-free partitions and distinct partitions with odd length. However, the combinatorial interpretations of these conjectures are still unclear and required. In this paper, motivated by Glaisher’s bijection, we give the combinatorial proofs of these three conjectures directly or by proving more generalized results.     

Using dynamic geometry to explore non-traditional theorems

The purpose of this article is to provide examples of ‘non-traditional’ theorems that can be explored in a dynamic geometry environment by university and high school students. These theorems were encountered in the dynamic geometry environment. The author believes that teachers can ask their students to construct proofs for these theorems. The Appendix contains proof outlines for each theorem.     

On the shoulders of technology: calculators as cognitive amplifiers

This article presents teaching ideas designed to support the belief that students at all levels (preservice teachers, majors, secondary and elementary students) need exposure to non-routine problems that illustrate the effective use of technology in their resolution. Such use provides students with rapid and accurate data collection, leading them to sound conjectures, which is a precursor to learning mathematical proof. Students will therefore learn that while technology can be an effective tool for investigating problems, the onus of providing convincing arguments and proofs of their conjectures rests squarely on their shoulders. The paper describes how a diverse group of students took advantage of the power of the TI-92 to enhance their chances of reaching this final stage of proof. A series of mathematical problems are presented and analysed with a keen eye on the appropriate integration of the TI-92. A student survey was used to inform the results. To conclude, several challenging, yet accessible, non-routine problems were completed by students as undergraduate research projects, all using the TI-92 as a laboratory. Although most of the problems presented here have a discrete mathematics flavour, the authors' message is independent of the mathematical topic chosen.     

Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functions

In advanced mathematical thinking, proving and refuting are crucial abilities to demonstrate whether and why a proposition is true or false. Learning proofs and counterexamples within the domain of continuous functions is important because students encounter continuous functions in many mathematics courses. Recently, a growing number of studies have provided evidence that students have difficulty with mathematical proofs. Few of these research studies, however, have focused on undergraduates’ abilities to produce proofs and counterexamples in the domain of continuous functions. The goal of this study is to contribute to research on student productions of proofs and counterexamples and to identify their abilities and mathematical understandings. The findings suggest more attention should be paid to teaching and learning proofs and counterexamples, as participants showed difficulty in writing these statements. More importantly, the analysis provides insight into the design of curriculum and instruction that may improve undergraduates’ learning in advanced mathematics courses.     

Minuscule representations and Panyushev conjectures Dedicated to the Memory of Professor Bertram Kostant

Recently, Panyushev(2015) raised five conjectures concerning the structure of certain root posets arising from Z-gradings of simple Lie algebras. This paper aims to provide proofs for four of them. Our study also links these posets with Kostant-Macdonald identity, minuscule representations, Stembridge's "t =-1 phenomenon", and the cyclic sieving phenomenon due to Reiner et al.(2004).     

Dynamic geometry as a context for exploring conjectures

The purpose of this paper is to provide examples of ‘non-traditional’ proof-related activities that can explored in a dynamic geometry environment by university and high school students of mathematics. These propositions were encountered in the dynamic geometry environment. The author believes that teachers can ask their students to construct proofs for these propositions.     

Integrating algebra and proof in high school mathematics: An exploratory study

Frequently, in the US students’ work with proofs is largely concentrated to the domain of high school geometry, thus providing students with a distorted image of what proof entails, which is at odds with the central role that proof plays in mathematics. Despite the centrality of proof in mathematics, there is a lack of studies addressing how to integrate proof into other mathematical domains. In this paper, we discuss a teaching experiment designed to integrate algebra and proof in the high school curriculum. Algebraic proof was envisioned as the vehicle that would provide high school students the opportunity to learn not only about proof in a context other than geometry, but also about aspects of algebra. Results from the experiment indicate that students meaningfully learned about aspects of both algebra and proof in that they produced algebraic proofs involving multiple variables, based on conjectures they themselves generated.     

The role of examples in the learning of mathematics and in everyday thought processes

The purpose of this paper is to present a view of three central conceptual activities in the learning of mathematics: concept formation, conjecture formation and conjecture verification. These activities also take place in everyday thinking, in which the role of examples is crucial. Contrary to mathematics, in everyday thinking examples are, very often, the only tool by which we can form concepts and conjectures, and verify them. Thus, relying on examples in these activities in everyday thought processes becomes immediate and natural. In mathematics, however, we form concepts by means of definitions and verify conjectures by mathematical proofs. Thus, mathematics imposes on students certain ways of thinking, which are counterintuitive and not spontaneous. In other words, mathematical thinking requires a kind of inhibition from the learners. The question is to what extent this goal can be achieved. It is quite clear that some people can achieve it. It is also quite clear that many people cannot achieve it. The crucial question is what percentage of the population is interested in achieving it or, moreover, what percentage of the population really cares about it.     

A note on two Erdősʼs proofs of the infinitude of primes

P. Erdős found numerous theorems, problems, results and conjectures in elementary number theory. Some of them are two Erdősʼs proofs of of the famous Euclidʼs theorem on the infinitude of primes. As noticed below, one of these proofs immediately implies the fact that the number of primes smaller than x is $⩾\log x/(2\log 2)$.     

Interactions with diagrams and the making of reasoned conjectures in geometry

Four potential modes of interaction with diagrams in geometry are introduced. These are used to discuss how interaction with diagrams has supported the customary work of ‘doing proofs’ in American geometry classes and what interaction with diagrams might support the work of building reasoned conjectures. The extent to which the latter kind of interaction may induce tensions on the work of a teacher as she manages students’ mathematical work is illustrated.     

Bridging the gap between mathematical conjecture and proof through computer-supported cognitive conflicts

In many mathematical problems, students can feel that the universalityof a conjecture or a formula is validated by their experimentand experience. In contrast, students generally do not feelthat deductive explanations strengthen their conviction thata conjecture or a formula is true. In order to cope up withstudents’ conviction based only on empirical experienceand to create a need for deductive explanations, we developeda problem-solving activity with technology support intendedto cause cognitive conflict. In this article, we describe theprocess conducted for this activity that led students to contradictionsbetween conjectures and findings. The teacher could create familiarproblem-solving situations and use students’ naïveinductive approaches to make students think mathematically andestablish the necessity for proof via computer support.     

Ergodic theorems for coupled random walks and other systems with locally interacting components

Summary In [5] the second author introduced a variety of new infinite systems with locally interacting components. On the basis of computations for the finite analogues of these systems, he made conjectures ragarding their limiting behavior as t. This paper is devoted to the construction of these processes and to the proofs of these conjectures. We restrict ourselves primarily to spatially homogeneous situations; interesting problems remain unsolved in inhomogeneous cases. Two features distinguish these processes from most other infinite particle systems which have been studied. One is that the state spaces of these systems are noncompact; the other that even though the invariant measures are not generally of product form, one can nevertheless compute explicitly the first and second moments of the number of particles per site in equilibrium. The second moment computations are of inherent interest of course, and they play an important role in the proofs of the ergodic theorems as well.Research supported in part by NSF Grant MCS 77-02121Research supported in part by NSF Grant MCS 77-03543.     

Equidistribution for Torsion Points of a Drinfeld Module

We prove an equidistribution result for torsion points of Drinfeld modules of generic characteristic. We also show that similar equidistribution statements would provide proofs for the Manin–Mumford and the Bogomolov conjectures for Drinfeld modules.     

Integrating Algebra and Proof in High School: Students' Work with Multiple Variables and a Single Parameter in a Proof Context

In the United States, researchers argue that proof is largely concentrated in the domain of high school geometry, thus providing students a distorted image of what proof entails, which is at odds with the central role that proof plays in mathematics. Despite the centrality of proof, there is a lack of studies addressing how to integrate proof into other mathematical domains. In this article, we discuss a teaching experiment designed to integrate algebra and proof in the high school curriculum. Algebraic proof was envisioned as the vehicle that would provide high school students the opportunity to learn not only about proof in a context other than geometry but also about aspects of algebra. Results from the experiment indicate that students meaningfully learned about aspects of both algebra and proof in that they produced algebraic proofs involving multiple variables and a single parameter, based on conjectures they themselves generated.     

Finding low cost TSP and 2-matching solutions using certain half-integer subtour vertices

Consider the traveling salesman problem (TSP) defined on the complete graph, where the edge costs satisfy the triangle inequality. Let TOUR denote the optimal solution value for the TSP. Two well-known relaxations of the TSP are the subtour elimination problem and the 2-matching problem. If we let SUBT and 2M represent the optimal solution values for these two relaxations, then it has been conjectured that TOUR/SUBT ≤4/3, and that 2M/SUBT ≤10/9.In this paper, we exploit the structure of certain 1/2-integer solutions for the subtour elimination problem in order to obtain low cost TSP and 2-matching solutions. In particular, we show that for cost functions for which the optimal subtour elimination solution found falls into our classes, the above two conjectures are true. Our proofs are constructive and could be implemented in polynomial time, and thus, for such cost functions, provide a 4/3 (or better) approximation algorithm for the TSP.