Revealing hidden mathematics curriculum to pre-teachers using technology: the case of partitions

Motivated by work done with pre-teachers of mathematics in a problem-solving course, this paper shows how computing technologies, including a spreadsheet and Maple, facilitate an informal journey into a hidden aspect of the formal content of the pre-college curriculum dealing with the arithmetic of partitions. By using three problems from different grade levels within a state curriculum as an example, the paper suggests that a deeper perspective on seemingly disconnected problem-solving contexts may serve as a powerful didactical tool in helping teachers to appreciate mathematics and its pedagogy as an integrated whole. The connection of the hidden aspect of the curriculum to the concept of mathematical play is also explored.     

The mathematics of war

During the Desert Storm, the Gulf war, it was possible to read in the newspapers words such as: “Inmathematical terms, was is becoming more and more electronically controlled and, as a result, it is moving away from the battlefield. Then, when war comes down to earth, it becomes bloody, it loses its mathematical asceticism” Reading the newspapers in those days, one had the impression that modern warfare is based on mathematics, as if it were not men but computers that decided where to carry out “surgical operations”. By contrast, the volume published a few years before the Gulf war conceived as a didactic unit to be used in schools with a guide for the teacher with the titleLa matematica della guerra (The Mathematics of War) published by Gruppo Abele in Turin begins with the words “Mathematics, like any other discipline, lends itself to building several paths towards education for peace”. The volume, written by a group of teachers belonging to an anti-violence organisation forming part of the “education for peace” project, highlights the power or ambiguitiy of mathematical models used to simulate war or conflict situations and demonstrates that in some cases the use of mathematics leads to a better understanding of the situation, but in other cases, the mathematical model itself can lead to conclusions which are either wrong or morally unacceptable.     

The mathematics of the grand unified theory

This paper surveys the mathematics of GUT and highlights the author’s new real number system which is a continuum, non-Archimedean and non-Hausdorff, but its subspace of decimals is countably infinite, discrete, Archimedean and Hausdorff. The paper also proves Goldbach’s conjecture in and provides an overview of GUT and qualitative and computational models of many of the presently ill-defined physical concepts, e.g., gravity.     

The use of concrete learning objects taken from the history of mathematics in mathematics education

This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25. Data were collected by using worksheets, an achievement exam and written opinion forms. The data from the achievement exam were analysed by using the Mann-Whitney U-test while the data from written opinion forms were analysed through content analysis. The Mann–Whitney U-test results showed a significant difference between the mean ranks of the experimental and control groups in favour of the former. Findings from the written opinion forms suggested that the students found the activities to be instructive and fun, enjoyed using concrete models in their classes, and learned from discovering the rules. It was also found that students had previously not engaged in similar activities and had only experienced the history of mathematics through the life stories and works of mathematicians and the representation of ancient numbers at the beginning of each unit.     

The mathematics of ageing:

Central European Journal of Operations Research - Age is a crucial variable in social sciences and particularly in population dynamics. In this paper, we link methods from formal demography and...     

The mathematics of eigenvalue optimization

 Optimization problems involving the eigenvalues of symmetric and nonsymmetric matrices present a fascinating mathematical challenge. Such problems arise often in theory and practice, particularly in engineering design, and are amenable to a rich blend of classical mathematical techniques and contemporary optimization theory. This essay presents a personal choice of some central mathematical ideas, outlined for the broad optimization community. I discuss the convex analysis of spectral functions and invariant matrix norms, touching briefly on semidefinite representability, and then outlining two broader algebraic viewpoints based on hyperbolic polynomials and Lie algebra. Analogous nonconvex notions lead into eigenvalue perturbation theory. The last third of the article concerns stability, for polynomials, matrices, and associated dynamical systems, ending with a section on robustness. The powerful and elegant language of nonsmooth analysis appears throughout, as a unifying narrative thread. Received: December 4, 2002 / Accepted: April 22, 2003 Published online: May 28, 2003 Key Words.  eigenvalue optimization – convexity – nonsmooth analysis – duality – semidefinite program – subdifferential – Clarke regular – chain rule – sensitivity – eigenvalue perturbation – partly smooth – spectral function – unitarily invariant norm – hyperbolic polynomial – stability – robust control – pseudospectrum – H _∞ norm Mathematics Subject Classification (2000): 90C30, 15A42, 65F15, 49K40     

The mathematics of Bruce Rothschild

A review is given of some of the mathematical research of Bruce Rothschild, emphasizing his results in combinatorial theory, especially that part known as Ramsey Theory. Special emphasis is given to the Graham-Rothschild Parameter Sets Theorem, its consequences, and some extensions.     

The mathematics of Ponzi schemes

A first order linear differential equation is used to describe the dynamics of an investment fund that promises more than it can deliver, also known as a Ponzi scheme. The model is based on a promised, unrealistic interest rate; on the actual, realized nominal interest rate; on the rate at which new deposits are accumulated and on the withdrawal rate. Conditions on these parameters are given for the fund to be solvent or to collapse. The model is fitted to data available on Charles Ponzi’s 1920 eponymous scheme and illustrated with a philanthropic version of the scheme.