Some results on construction of orthogonal Latin squares by the method of sum composition

A method of sum composition for construction of orthogona Latin squares was introduced by A. Hedayat and E. Seiden [1]. In this paper we exhibit procedures for constructing a pair of orthogonal Latin squares of size p^α + 4 for primes of the form 4m + 1 or p ≡ 1, 2, 4 mod 7. We also show that for any p > 2n and n even one can construct and orthogonal pair of Latin squares of size p^α + n using the method of sum composition. We observe that the restriction xy = 1 used by Hedayat and Seiden is sometimes necessary.     

Neither even nor odd: Sixth grade students’ dilemmas regarding the parity of zero

This study investigates two sixth grade students’ dilemmas regarding the parity of zero. Both students originally claimed that zero was neither even nor odd. Interviews revealed a conflict between students’ formal definitions of even numbers and their concept images of even numbers, zero, and division. These images were supported by practically based explanations relying on everyday contexts. By using mathematically based explanations that rely solely on mathematical notions, students were able to correctly conclude that zero is an even number. Extending the natural number system in elementary school to include zero can be used as springboard to encourage the use of mathematically based explanations.     

On the performance of the ICP algorithm

We present upper and lower bounds for the number of iterations performed by the Iterative Closest Point (ICP) algorithm. This algorithm has been proposed by Besl and McKay as a successful heuristic for matching of point sets in d-space under translation, but so far it seems not to have been rigorously analyzed. We consider two standard measures of resemblance that the algorithm attempts to optimize: The RMS (root mean squared distance) and the (one-sided) Hausdorff distance. We show that in both cases the number of iterations performed by the algorithm is polynomial in the number of input points. In particular, this bound is quadratic in the one-dimensional problem, under the RMS measure, for which we present a lower bound construction of Ω(nlogn) iterations, where n is the overall size of the input. Under the Hausdorff measure, this bound is only O(n) for input point sets whose spread is polynomial in n, and this is tight in the worst case.We also present several structural geometric properties of the algorithm under both measures. For the RMS measure, we show that at each iteration of the algorithm the cost function monotonically and strictly decreases along the vector Δt of the relative translation. As a result, we conclude that the polygonal path π, obtained by concatenating all the relative translations that are computed during the execution of the algorithm, does not intersect itself. In particular, in the one-dimensional problem all the relative translations of the ICP algorithm are in the same (left or right) direction. For the Hausdorff measure, some of these properties continue to hold (such as monotonicity in one dimension), whereas others do not.     

A networking method to compare theories: metacognition in problem solving reformulated within the Anthropological Theory of the Didactic

An important role of theory in research is to provide new ways of conceptualizing practical questions, essentially by transforming them into scientific problems that can be more easily delimited, typified and approached. In mathematics education, theoretical developments around ‘metacognition’ initially appeared in the research domain of Problem Solving closely related to the practical question of how to learn (and teach) to solve non-routine problems. This paper presents a networking method to approach a notion as ‘metacognition’ within a different theoretical perspective, as the one provided by the Anthropological Theory of the Didactic. Instead of trying to directly ‘translate’ this notion from one perspective to another, the strategy used consists in going back to the practical question that is at the origin of ‘metacognition’ and show how the new perspective relates this initial question to a very different kind of phenomena. The analysis is supported by an empirical study focused on a teaching proposal in grade 10 concerning the problem of comparing mobile phone tariffs.     

The multichoice consistent value

We consider multichoice NTU games, i.e., cooperative NTU games in which players can participate in the game with several levels of activity. For these games, we define and characterize axiomatically the multichoice consistent value, which is a generalization of the consistent NTU value for NTU games and of the multichoice value for multichoice TU games. Moreover, we show that this value coincides with the consistent NTU value of a replicated NTU game and we provide a probabilistic interpretation. Received: May 1998/Final version: January 2000     

Graphical Representations of Speed: Obstacles Preservice K‐8 Teachers Experience

This study examines the difficulties college students experience when creating and interpreting graphs in which speed is one of the variables. Nineteen students, all preservice elementary or middle school teachers, completed an upper‐level course exploring algebraic concepts. Although all of these preservice teachers had previously completed several mathematics courses, including calculus, they demonstrated widespread misconceptions about the variable speed. This study identifies four cognitive obstacles held by the students, provides excerpts of their graphical constructions and verbal interpretations, and discusses potential causes for the confusion. In particular, misconceptions arose when students interpreted the behavior and nature of speed within a graphical context, as well as in situations where they were required to construct a graph involving speed as a variable. The study concludes by offering implications for the teaching and learning of speed and its interpretation within a graphical setting.     

On realistic terrains

We study worst-case complexities of visibility and distance structures on terrains under realistic assumptions on edge length ratios and the angles of the triangles, and a more general low-density assumption. We show that the visibility map of a point for a realistic terrain with n triangles has complexity . We also prove that the shortest path between two points p and q on a realistic terrain passes through triangles, and that the bisector of p and q has complexity . We use these results to show that the shortest path map for any point on a realistic terrain has complexity , and that the Voronoi diagram for any set of m points on a realistic terrain has complexity and . Our results immediately imply more efficient algorithms for computing the various structures on realistic terrains.     

The snowblower problem

We introduce the snowblower problem (SBP), a new optimization problem that is closely related to milling problems and to some material-handling problems. The objective in the SBP is to compute a short tour for the snowblower to follow to remove all the snow from a domain (driveway, sidewalk, etc.). When a snowblower passes over each region along the tour, it displaces snow into a nearby region. The constraint is that if the snow is piled too high, then the snowblower cannot clear the pile.We give an algorithmic study of the SBP. We show that in general, the problem is NP-complete, and we present polynomial-time approximation algorithms for removing snow under various assumptions about the operation of the snowblower. Most commercially available snowblowers allow the user to control the direction in which the snow is thrown. We differentiate between the cases in which the snow can be thrown in any direction, in any direction except backwards, and only to the right. For all cases, we give constant-factor approximation algorithms; the constants increase as the throw direction becomes more restricted. Our results are also applicable to robotic vacuuming (or lawnmowing) with bounded-capacity dust bin.