Constants and Darboux Polynomials for Tensor Products of Polynomial Algebras with Derivations

Abstract

Let d ₁ : k[X] → k[X] and d ₂ : k[Y] → k[Y] be k-derivations, where k[X] ? k[x ₁,…,x _n ], k[Y] ? k[y ₁,…,y _m ] are polynomial algebras over a field k of characteristic zero. Denote by d ₁ ⊕ d ₂ the unique k-derivation of k[X, Y] such that d| _k[X] = d ₁ and d| _k[Y] = d ₂. We prove that if d ₁ and d ₂ are positively homogeneous and if d ₁ has no nontrivial Darboux polynomials, then every Darboux polynomial of d ₁ ⊕ d ₂ belongs to k[Y] and is a Darboux polynomial of d ₂. We prove a similar fact for the algebra of constants of d ₁ ⊕ d ₂ and present several applications of our results.     

代数课程教学改革的一些探索

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Algebras of fuzzy sets

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高等代数与解析几何一体化教学思考

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Using interactive algebra software to support a discourse community

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具有奇异值分解性质的代数

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On approximations of the de Rham complex and their cohomology

For a commutative algebra R, its de Rham cohomology is an important invariant of R. In the paper, an infinite chain of de Rham-like complexes is introduced where the first member of the chain is the de Rham complex. The complexes are called approximations of the de Rham complex. Their cohomologies are found for polynomial rings and algebras of power series over a field of characteristic zero.     

Developing and refining a framework for mathematical and linguistic complexity in tasks related to rates of change

We present and develop a preliminary framework for describing the relationship between the mathematical and linguistic complexity of instructional tasks used in secondary mathematics. The initial framework was developed through a review of relevant literature. It was refined by examining how 4 ninth grade mathematics teachers of linguistically diverse groups of students described the linguistic and mathematical complexity of a set of tasks from their curriculum unit on linear functions. We close by presenting our refined framework for describing the interaction of linguistic complexity and mathematical complexity in curriculum materials, and discuss potential uses of this framework in the design of more accessible classroom learning environments for linguistically diverse students.