The large scale topology and algebraic K-theory of arithmetic groups

New compactifications of symmetric spaces of noncompact type X are constructed using the asymptotic geometry of the Borel–Serre enlargement. The controlled K-theory associated to these compactifications is used to prove the integral Novikov conjecture for arithmetic groups.     

The structure of students' emotions experienced during a mathematical achievement test

Several models have been developed in order to categorize the numerous expressions that people use in order to describe their emotional experiences. The focus of the present study is on one of these theoretical classifications proposed by Pekrun (1992) specifically concerning emotions which are directly related to learning and achievement in mathematics. In his model, emotions are classified according to their valence (positive vs. negative) and their level of activation. In testing the assumptions of this model, we investigated students' enjoyment, anxiety, anger and boredom experienced before, during, and after the completion of a math test. Correspondence analyses which were used to generate a graphical illustration of structural interrelationships between these emotions provide empirical support for the theoretical classification.     

Appropriate problems for learning and for performing—an issue for teacher training

Selecting, modifying or creating appropriate problems for mathematics class has become an activity of increaing importance in the professional development of German mathematics teachers. But rather than asking in general: “What is a good problem?” there should be a stronger emphasis on considering the specific goal of a problem, e.g.: “What are the ingredients that make a problem appropriate for initiating a learning process” or “What are the characteristics that make a problem appropriate for its use in a central test?” We propose a guiding scheme for teachers that turns out to be especially helpful, since the newly introduced orientation on outcome standards a) leads to a critical predominance of test items and b) expects teachers to design adequate problems for specific learning processes (e.g. problem solving, reasoning and modelling activities).     

A Tin(IV) Porphyrin with Two Axial Organometallic NCN‐Pincer Platinum Units

A tin(IV) porphyrin was combined with two axial NCN‐pincer platinum(II) fragments by utilizing the oxophilicity of the apical positions on the tin atom and the acidic nature of the NCN‐pincer platinum derived benzoic acid. The solid‐state structure determined by X‐ray crystallography revealed some close contacts between the pincer complexes and the meso‐p‐tolyl subsitutents of the porphyrin. It was shown by ¹H NMR spectroscopy that these close contacts were not present in solution and that this compound can potentially act as a novel building block for supramolecular architectures.     

Complex backflow dynamics in nematic liquid crystals

Received December 31, 2001 / Published online May 21, 2002     

Investigating and ordering Quadrilaterals and their analogies in space—problem fields with various aspects

Problem fields with one or two generating problems and possibilities of varying existing problems give a good chance for self-activities of students and can be used for reaching different general aims. In this paper some topics concerning quadrilaterals will be presented. I hope they will animate teachers for more problem orientation in mathematics education. First we will reflect about different types of convex and non-convex quadrilaterals and possibilities of ordering them. Then we focus on middle-quadrilaterals and types of quadrilaterals with special middle-quadrilaterals as well as their logical ordering. Finally we investigate the analogies in space to the parallelogram and its sub-types and order them in the “house of parallelepipeds”.     

The Asymptotics of Spectral Gaps of a 1D Dirac Operator with Cosine Potential

Letters in Mathematical Physics -