Historical Projects in Discrete Mathematics and Computer Science
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"Computers" Abacus—The First Calculator
Component 4: Introduction to Information and Computer Science Unit 1: Basic Computing Concepts, Including History Lecture 4 BMI540/640 Week 1 This material was developed by Oregon Health & Science University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000015. The First "Computers" • The word "computer" was first recorded in 1613 • Referred to a person who performed calculations • Evidence of counting is traced to at least 35,000 BC Ishango Bone Tally Stick: Science Museum of Brussels Component 4/Unit 1-4 Health IT Workforce Curriculum 2 Version 2.0/Spring 2011 Abacus—The First Calculator • Invented by Babylonians in 2400 BC — many subsequent versions • Used for counting before there were written numbers • Still used today The Chinese Lee Abacus http://www.ee.ryerson.ca/~elf/abacus/ Component 4/Unit 1-4 Health IT Workforce Curriculum 3 Version 2.0/Spring 2011 1 Slide Rules John Napier William Oughtred • By the Middle Ages, number systems were developed • John Napier discovered/developed logarithms at the turn of the 17 th century • William Oughtred used logarithms to invent the slide rude in 1621 in England • Used for multiplication, division, logarithms, roots, trigonometric functions • Used until early 70s when electronic calculators became available Component 4/Unit 1-4 Health IT Workforce Curriculum 4 Version 2.0/Spring 2011 Mechanical Computers • Use mechanical parts to automate calculations • Limited operations • First one was the ancient Antikythera computer from 150 BC Used gears to calculate position of sun and moon Fragment of Antikythera mechanism Component 4/Unit 1-4 Health IT Workforce Curriculum 5 Version 2.0/Spring 2011 Leonardo da Vinci 1452-1519, Italy Leonardo da Vinci • Two notebooks discovered in 1967 showed drawings for a mechanical calculator • A replica was built soon after Leonardo da Vinci's notes and the replica The Controversial Replica of Leonardo da Vinci's Adding Machine . -
Suanpan” in Chinese)
Math Exercise on the Abacus (“Suanpan” in Chinese) • Teachers’ Introduction • Student Materials Introduction Cards 1-7 Practicing Basics Cards 8-11 Exercises Cards 12, 14, 16 Answer keys Cards 13, 15, 17 Learning: Card 18 “Up,” “Down,” “Rid,” “Advance” Exercises: Addition (the numbers 1-9) Cards 18-28 Advanced Addition Cards 29-30 Exercises: Subtraction Cards 31-39 (the numbers 1-9) Acknowledgment: This unit is adapted from A Children’s Palace, by Michele Shoresman and Roberta Gumport, with illustrations by Elizabeth Chang (University of Illinois Urbana-Champagne, Center for Asian Studies, Outreach Office, 3rd ed., 1986. Print edition, now out of print.) 1 Teachers’ Introduction: Level: This unit is designed for students who understand p1ace value and know the basic addition and subtraction facts. Goals: 1. The students will learn to manipulate one form of ca1cu1ator used in many Asian countries. 2. The concept of p1ace value will be reinforced. 3. The students will learn another method of adding and subtracting. Instructions • The following student sheets may be copied so that your students have individual sets. • Individual suanpan for your students can be ordered from China Sprout: http://www.chinasprout.com/shop/ Product # A948 or ATG022 Evaluation The students will be able to manipulate a suanpan to set numbers, and to do simple addition and subtraction problems. Vocabulary suanpan set beam rod c1ear ones rod tens rod hundreds rod 2 Card 1 Suanpan – Abacus The abacus is an ancient calculator still used in China and other Asian countries. In Chinese it is called a “Suanpan.” It is a frame divided into an upper and lower section by a bar called the “beam.” The abacus can be used for addition, subtraction, multiplication, and division. -
An EM Construal of the Abacus
An EM Construal of the Abacus 1019358 Abstract The abacus is a simple yet powerful tool for calculations, only simple rules are used and yet the same outcome can be derived through various processes depending on the human operator. This paper explores how a construal of the abacus can be used as an educational tool but also how ‘human computing’ is illustrated. The user can gain understanding regarding how to operate the abacus for addition through a constructivist approach but can also use the more informative material elaborated in the EMPE context. 1 Introduction encapsulates all of these components together. The abacus can, not only be used for addition and 1.1 The Abacus subtraction, but also for multiplication, division, and even for calculating the square and cube roots of The abacus is a tool engineered to assist with numbers [3]. calculations, to improve the accuracy and the speed The Japanese also have a variation of the to complete such calculations at the same time to abacus known as the Soroban where the only minimise the mental calculations involved. In a way, difference from the Suanpan is each column an abacus can be thought of as one’s pen and paper contains one less Heaven and Earth bead [4]. used to note down the relevant numerals for a calculation or the modern day electronic calculator we are familiar with. However, the latter analogy may be less accurate as an electronic calculator would compute an answer when a series of buttons are pressed and requires less human input to perform the calculation compared to an abacus. -
An Exploration of the Relationship Between Mathematics and Music
An Exploration of the Relationship between Mathematics and Music Shah, Saloni 2010 MIMS EPrint: 2010.103 Manchester Institute for Mathematical Sciences School of Mathematics The University of Manchester Reports available from: http://eprints.maths.manchester.ac.uk/ And by contacting: The MIMS Secretary School of Mathematics The University of Manchester Manchester, M13 9PL, UK ISSN 1749-9097 An Exploration of ! Relation"ip Between Ma#ematics and Music MATH30000, 3rd Year Project Saloni Shah, ID 7177223 University of Manchester May 2010 Project Supervisor: Professor Roger Plymen ! 1 TABLE OF CONTENTS Preface! 3 1.0 Music and Mathematics: An Introduction to their Relationship! 6 2.0 Historical Connections Between Mathematics and Music! 9 2.1 Music Theorists and Mathematicians: Are they one in the same?! 9 2.2 Why are mathematicians so fascinated by music theory?! 15 3.0 The Mathematics of Music! 19 3.1 Pythagoras and the Theory of Music Intervals! 19 3.2 The Move Away From Pythagorean Scales! 29 3.3 Rameau Adds to the Discovery of Pythagoras! 32 3.4 Music and Fibonacci! 36 3.5 Circle of Fifths! 42 4.0 Messiaen: The Mathematics of his Musical Language! 45 4.1 Modes of Limited Transposition! 51 4.2 Non-retrogradable Rhythms! 58 5.0 Religious Symbolism and Mathematics in Music! 64 5.1 Numbers are God"s Tools! 65 5.2 Religious Symbolism and Numbers in Bach"s Music! 67 5.3 Messiaen"s Use of Mathematical Ideas to Convey Religious Ones! 73 6.0 Musical Mathematics: The Artistic Aspect of Mathematics! 76 6.1 Mathematics as Art! 78 6.2 Mathematical Periods! 81 6.3 Mathematics Periods vs. -
18.703 Modern Algebra, Permutation Groups
5. Permutation groups Definition 5.1. Let S be a set. A permutation of S is simply a bijection f : S −! S. Lemma 5.2. Let S be a set. (1) Let f and g be two permutations of S. Then the composition of f and g is a permutation of S. (2) Let f be a permutation of S. Then the inverse of f is a permu tation of S. Proof. Well-known. D Lemma 5.3. Let S be a set. The set of all permutations, under the operation of composition of permutations, forms a group A(S). Proof. (5.2) implies that the set of permutations is closed under com position of functions. We check the three axioms for a group. We already proved that composition of functions is associative. Let i: S −! S be the identity function from S to S. Let f be a permutation of S. Clearly f ◦ i = i ◦ f = f. Thus i acts as an identity. Let f be a permutation of S. Then the inverse g of f is a permutation of S by (5.2) and f ◦ g = g ◦ f = i, by definition. Thus inverses exist and G is a group. D Lemma 5.4. Let S be a finite set with n elements. Then A(S) has n! elements. Proof. Well-known. D Definition 5.5. The group Sn is the set of permutations of the first n natural numbers. We want a convenient way to represent an element of Sn. The first way, is to write an element σ of Sn as a matrix. -
On Popularization of Scientific Education in Italy Between 12Th and 16Th Century
PROBLEMS OF EDUCATION IN THE 21st CENTURY Volume 57, 2013 90 ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY Raffaele Pisano University of Lille1, France E–mail: [email protected] Paolo Bussotti University of West Bohemia, Czech Republic E–mail: [email protected] Abstract Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathe- matics education is framed changes according to modifications of the social environment and know–how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of math- ematical analysis was profound: there were two complex examinations in which the theory was as impor- tant as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth–month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and math- ematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of “scientific education” (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by “maestri d’abaco” to the Renaissance hu- manists, and with respect to mathematics education nowadays is discussed. -
Permutation Group and Determinants (Dated: September 16, 2021)
Permutation group and determinants (Dated: September 16, 2021) 1 I. SYMMETRIES OF MANY-PARTICLE FUNCTIONS Since electrons are fermions, the electronic wave functions have to be antisymmetric. This chapter will show how to achieve this goal. The notion of antisymmetry is related to permutations of electrons’ coordinates. Therefore we will start with the discussion of the permutation group and then introduce the permutation-group-based definition of determinant, the zeroth-order approximation to the wave function in theory of many fermions. This definition, in contrast to that based on the Laplace expansion, relates clearly to properties of fermionic wave functions. The determinant gives an N-particle wave function built from a set of N one-particle waves functions and is called Slater’s determinant. II. PERMUTATION (SYMMETRIC) GROUP Definition of permutation group: The permutation group, known also under the name of symmetric group, is the group of all operations on a set of N distinct objects that order the objects in all possible ways. The group is denoted as SN (we will show that this is a group below). We will call these operations permutations and denote them by symbols σi. For a set consisting of numbers 1, 2, :::, N, the permutation σi orders these numbers in such a way that k is at jth position. Often a better way of looking at permutations is to say that permutations are all mappings of the set 1, 2, :::, N onto itself: σi(k) = j, where j has to go over all elements. Number of permutations: The number of permutations is N! Indeed, we can first place each object at positions 1, so there are N possible placements. -
The Abacus: Instruction by Teachers of Students with Visual Impairments Sheila Amato, Sunggye Hong, and L
CEU Article The Abacus: Instruction by Teachers of Students with Visual Impairments Sheila Amato, Sunggye Hong, and L. Penny Rosenblum Structured abstract: Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opin ions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be taught abacus computation skills and which skills they teach. Data were also gathered on those who reported that they did not teach computation with the abacus. Results: The participants resided in the United States and Canada and had various numbers of years of teaching experience. More than two-thirds of those who reported that they taught abacus computation skills indicated that they began instruction when their students were between preschool and the second grade. When students were provided with instruction in abacus computation, the most frequently taught skills were the operations of addition and subtraction. More than two-thirds of the participants reported that students were allowed to use an abacus on high- stakes tests in their state or province. Discussion: Teachers of students with visual impairments are teaching students to compute using the Cranmer abacus. A small number of participants reported they did not teach computation with an abacus to their students because of their own lack of knowledge. Implications for practitioners: The abacus has a role in the toolbox of today’s students with visual impairments. Among other implications for educational practice, further studies are needed to examine more closely how teachers of students with visual impairments are instructing their students in computation with an abacus. -
Academia Sinica ▶
Photo by Joan Lebold Cohen © 2009 by Berkshire Publishing Group LLC A Comprehensive index starts in volume 5, page 2667. Abacus Suànpán 算 盘 Considered to be the first computer, the aba- cus has been used since ancient times by a number of civilizations for basic arithmetical calculations. It is still used as a reliable reck- oner (and one that does not require electricity or batteries) by merchants and businesspeople in parts of Asia and Africa. he abacus, or counting plate (suan pan), is a man- ual computing device used since ancient times in The heaven and earth design of the abacus has China as well as in a number of ancient civiliza- remained unchanged for centuries. tions. The Latin word abacus has its roots in the Greek word abax, meaning slab, which itself might have origi- nated in the Semitic term for sand. In its early Greek and Because of the traditional Chinese use of 16 as an impor- Latin forms the abacus was said to be a flat surface cov- tant standard of measure, the Chinese abacus is particu- ered with sand in which marks were made with a stylus larly useful for calculations using a base number system and pebbles. of 2 and 16. The Chinese abacus as we know it today evolved to Chinese sources document wide use of abaci by 190 become a frame holding thirteen vertical wires wires ce, with popularization during the Song dynasty (960– with seven beads on each wire. A horizontal divider 1279) and printed instructions for their use appearing in separates the top two beads from the bottom five, some- the 1300s during the Yuan dynasty (1279– 1368). -
The Mathematics Major's Handbook
The Mathematics Major’s Handbook (updated Spring 2016) Mathematics Faculty and Their Areas of Expertise Jennifer Bowen Abstract Algebra, Nonassociative Rings and Algebras, Jordan Algebras James Hartman Linear Algebra, Magic Matrices, Involutions, (on leave) Statistics, Operator Theory Robert Kelvey Combinatorial and Geometric Group Theory Matthew Moynihan Abstract Algebra, Combinatorics, Permutation Enumeration R. Drew Pasteur Differential Equations, Mathematics in Biology/Medicine, Sports Data Analysis Pamela Pierce Real Analysis, Functions of Generalized Bounded Variation, Convergence of Fourier Series, Undergraduate Mathematics Education, Preparation of Pre-service Teachers John Ramsay Topology, Algebraic Topology, Operations Research OndˇrejZindulka Real Analysis, Fractal geometry, Geometric Measure Theory, Set Theory 1 2 Contents 1 Mission Statement and Learning Goals 5 1.1 Mathematics Department Mission Statement . 5 1.2 Learning Goals for the Mathematics Major . 5 2 Curriculum 8 3 Requirements for the Major 9 3.1 Recommended Timeline for the Mathematics Major . 10 3.2 Requirements for the Double Major . 10 3.3 Requirements for Teaching Licensure in Mathematics . 11 3.4 Requirements for the Minor . 11 4 Off-Campus Study in Mathematics 12 5 Senior Independent Study 13 5.1 Mathematics I.S. Student/Advisor Guidelines . 13 5.2 Project Topics . 13 5.3 Project Submissions . 14 5.3.1 Project Proposal . 14 5.3.2 Project Research . 14 5.3.3 Annotated Bibliography . 14 5.3.4 Thesis Outline . 15 5.3.5 Completed Chapters . 15 5.3.6 Digitial I.S. Document . 15 5.3.7 Poster . 15 5.3.8 Document Submission and oral presentation schedule . 15 6 Independent Study Assessment Guide 21 7 Further Learning Opportunities 23 7.1 At Wooster . -
Universal Invariant and Equivariant Graph Neural Networks
Universal Invariant and Equivariant Graph Neural Networks Nicolas Keriven Gabriel Peyré École Normale Supérieure CNRS and École Normale Supérieure Paris, France Paris, France [email protected] [email protected] Abstract Graph Neural Networks (GNN) come in many flavors, but should always be either invariant (permutation of the nodes of the input graph does not affect the output) or equivariant (permutation of the input permutes the output). In this paper, we consider a specific class of invariant and equivariant networks, for which we prove new universality theorems. More precisely, we consider networks with a single hidden layer, obtained by summing channels formed by applying an equivariant linear operator, a pointwise non-linearity, and either an invariant or equivariant linear output layer. Recently, Maron et al. (2019b) showed that by allowing higher- order tensorization inside the network, universal invariant GNNs can be obtained. As a first contribution, we propose an alternative proof of this result, which relies on the Stone-Weierstrass theorem for algebra of real-valued functions. Our main contribution is then an extension of this result to the equivariant case, which appears in many practical applications but has been less studied from a theoretical point of view. The proof relies on a new generalized Stone-Weierstrass theorem for algebra of equivariant functions, which is of independent interest. Additionally, unlike many previous works that consider a fixed number of nodes, our results show that a GNN defined by a single set of parameters can approximate uniformly well a function defined on graphs of varying size. 1 Introduction Designing Neural Networks (NN) to exhibit some invariance or equivariance to group operations is a central problem in machine learning (Shawe-Taylor, 1993). -
Lecture 9: Permutation Groups
Lecture 9: Permutation Groups Prof. Dr. Ali Bülent EKIN· Doç. Dr. Elif TAN Ankara University Ali Bülent Ekin, Elif Tan (Ankara University) Permutation Groups 1 / 14 Permutation Groups Definition A permutation of a nonempty set A is a function s : A A that is one-to-one and onto. In other words, a pemutation of a set! is a rearrangement of the elements of the set. Theorem Let A be a nonempty set and let SA be the collection of all permutations of A. Then (SA, ) is a group, where is the function composition operation. The identity element of (SA, ) is the identity permutation i : A A, i (a) = a. ! 1 The inverse element of s is the permutation s such that 1 1 ss (a) = s s (a) = i (a) . Ali Bülent Ekin, Elif Tan (Ankara University) Permutation Groups 2 / 14 Permutation Groups Definition The group (SA, ) is called a permutation group on A. We will focus on permutation groups on finite sets. Definition Let In = 1, 2, ... , n , n 1 and let Sn be the set of all permutations on f g ≥ In.The group (Sn, ) is called the symmetric group on In. Let s be a permutation on In. It is convenient to use the following two-row notation: 1 2 n s = ··· s (1) s (2) s (n) ··· Ali Bülent Ekin, Elif Tan (Ankara University) Permutation Groups 3 / 14 Symmetric Groups 1 2 3 4 1 2 3 4 Example: Let f = and g = . Then 1 3 4 2 4 3 2 1 1 2 3 4 1 2 3 4 1 2 3 4 f g = = 1 3 4 2 4 3 2 1 2 4 3 1 1 2 3 4 1 2 3 4 1 2 3 4 g f = = 4 3 2 1 1 3 4 2 4 2 1 3 which shows that f g = g f .