The History of Mathematics: Alternative Perspectives
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Scalar Curvature and Geometrization Conjectures for 3-Manifolds
Comparison Geometry MSRI Publications Volume 30, 1997 Scalar Curvature and Geometrization Conjectures for 3-Manifolds MICHAEL T. ANDERSON Abstract. We first summarize very briefly the topology of 3-manifolds and the approach of Thurston towards their geometrization. After dis- cussing some general properties of curvature functionals on the space of metrics, we formulate and discuss three conjectures that imply Thurston’s Geometrization Conjecture for closed oriented 3-manifolds. The final two sections present evidence for the validity of these conjectures and outline an approach toward their proof. Introduction In the late seventies and early eighties Thurston proved a number of very re- markable results on the existence of geometric structures on 3-manifolds. These results provide strong support for the profound conjecture, formulated by Thur- ston, that every compact 3-manifold admits a canonical decomposition into do- mains, each of which has a canonical geometric structure. For simplicity, we state the conjecture only for closed, oriented 3-manifolds. Geometrization Conjecture [Thurston 1982]. Let M be a closed , oriented, 2 prime 3-manifold. Then there is a finite collection of disjoint, embedded tori Ti 2 in M, such that each component of the complement M r Ti admits a geometric structure, i.e., a complete, locally homogeneous RiemannianS metric. A more detailed description of the conjecture and the terminology will be given in Section 1. A complete Riemannian manifold N is locally homogeneous if the universal cover N˜ is a complete homogenous manifold, that is, if the isometry group Isom N˜ acts transitively on N˜. It follows that N is isometric to N=˜ Γ, where Γ is a discrete subgroup of Isom N˜, which acts freely and properly discontinuously on N˜. -
From Al-Khwarizmi to Algorithm (71-74)
Olympiads in Informatics, 2017, Vol. 11, Special Issue, 71–74 71 © 2017 IOI, Vilnius University DOI: 10.15388/ioi.2017.special.11 From Al-Khwarizmi to Algorithm Bahman MEHRI Sharif University of Technology, Iran e-mail: [email protected] Mohammad ibn Musa al-Khwarizmi (780–850), Latinized as Algoritmi, was a Persian mathematician, astronomer, and geographer during the Abbasid Caliphate, a scholar in the House of Wisdom in Baghdad. In the 12th century, Latin translations of his work on the Indian numerals introduced the decimal number system to the Western world. Al-Khwarizmi’s The Compendious Book on Calculation by Completion and Balancing resented the first systematic solu- tion of linear and quadratic equations in Arabic. He is often considered one of the fathers of algebra. Some words reflect the importance of al-Khwarizmi’s contributions to mathematics. “Algebra” (Fig. 1) is derived from al-jabr, one of the two operations he used to solve quadratic equations. Algorism and algorithm stem from Algoritmi, the Latin form of his name. Fig. 1. A page from al-Khwarizmi “Algebra”. 72 B. Mehri Few details of al-Khwarizmi’s life are known with certainty. He was born in a Per- sian family and Ibn al-Nadim gives his birthplace as Khwarazm in Greater Khorasan. Ibn al-Nadim’s Kitāb al-Fihrist includes a short biography on al-Khwarizmi together with a list of the books he wrote. Al-Khwārizmī accomplished most of his work in the period between 813 and 833 at the House of Wisdom in Baghdad. Al-Khwarizmi contributions to mathematics, geography, astronomy, and cartogra- phy established the basis for innovation in algebra and trigonometry. -
Generalized Riemann Hypothesis Léo Agélas
Generalized Riemann Hypothesis Léo Agélas To cite this version: Léo Agélas. Generalized Riemann Hypothesis. 2019. hal-00747680v3 HAL Id: hal-00747680 https://hal.archives-ouvertes.fr/hal-00747680v3 Preprint submitted on 29 May 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Generalized Riemann Hypothesis L´eoAg´elas Department of Mathematics, IFP Energies nouvelles, 1-4, avenue de Bois-Pr´eau,F-92852 Rueil-Malmaison, France Abstract (Generalized) Riemann Hypothesis (that all non-trivial zeros of the (Dirichlet L-function) zeta function have real part one-half) is arguably the most impor- tant unsolved problem in contemporary mathematics due to its deep relation to the fundamental building blocks of the integers, the primes. The proof of the Riemann hypothesis will immediately verify a slew of dependent theorems (Borwien et al.(2008), Sabbagh(2002)). In this paper, we give a proof of Gen- eralized Riemann Hypothesis which implies the proof of Riemann Hypothesis and Goldbach's weak conjecture (also known as the odd Goldbach conjecture) one of the oldest and best-known unsolved problems in number theory. 1. Introduction The Riemann hypothesis is one of the most important conjectures in math- ematics. -
Two Editions of Ibn Al-Haytham's Completion of the Conics
Historia Mathematica 29 (2002), 247–265 doi:10.1006/hmat.2002.2352 Two Editions of Ibn al-Haytham’s Completion of the Conics View metadata, citation and similar papers at core.ac.uk brought to you by CORE Jan P. Hogendijk provided by Elsevier - Publisher Connector Mathematics Department, University of Utrecht, P.O. Box 80.010, 3508 TA Utrecht, Netherlands E-mail: [email protected] The lost Book VIII of the Conics of Apollonius of Perga (ca. 200 B.C.) was reconstructed by the Islamic mathematician Ibn al-Haytham (ca. A.D. 965–1041) in his Completion of the Conics. The Arabic text of this reconstruction with English translation and commentary was published as J. P. Hogendijk, Ibn al-Haytham’s Completion of the Conics (New York: Springer-Verlag, 1985). In a new Arabic edition with French translation and commentary (R. Rashed, Les mathematiques´ infinitesimales´ du IXe au XIe siecle.´ Vol. 3., London: Al-Furqan Foundation, 2000), it was claimed that my edition is faulty. In this paper the similarities and differences between the two editions, translations, and commentaries are discussed, with due consideration for readers who do not know Arabic. The facts will speak for themselves. C 2002 Elsevier Science (USA) C 2002 Elsevier Science (USA) C 2002 Elsevier Science (USA) 247 0315-0860/02 $35.00 C 2002 Elsevier Science (USA) All rights reserved. 248 JAN P. HOGENDIJK HMAT 29 AMS subject classifications: 01A20, 01A30. Key Words: Ibn al-Haytham; conic sections; multiple editions; Rashed. 1. INTRODUCTION The Conics of Apollonius of Perga (ca. 200 B.C.) is one of the fundamental texts of ancient Greek geometry. -
History of Mathematics in Mathematics Education. Recent Developments Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang
History of mathematics in mathematics education. Recent developments Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang To cite this version: Kathy Clark, Tinne Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, Xiaoqin Wang. History of mathematics in mathematics education. Recent developments. History and Pedagogy of Mathematics, Jul 2016, Montpellier, France. hal-01349230 HAL Id: hal-01349230 https://hal.archives-ouvertes.fr/hal-01349230 Submitted on 27 Jul 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. HISTORY OF MATHEMATICS IN MATHEMATICS EDUCATION Recent developments Kathleen CLARK, Tinne Hoff KJELDSEN, Sebastian SCHORCHT, Constantinos TZANAKIS, Xiaoqin WANG School of Teacher Education, Florida State University, Tallahassee, FL 32306-4459, USA [email protected] Department of Mathematical Sciences, University of Copenhagen, Denmark [email protected] Justus Liebig University Giessen, Germany [email protected] Department of Education, University of Crete, Rethymnon 74100, Greece [email protected] Department of Mathematics, East China Normal University, China [email protected] ABSTRACT This is a survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the HPM domain). Section 1 explains the rationale of the study and formulates the key issues. -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
The "Greatest European Mathematician of the Middle Ages"
Who was Fibonacci? The "greatest European mathematician of the middle ages", his full name was Leonardo of Pisa, or Leonardo Pisano in Italian since he was born in Pisa (Italy), the city with the famous Leaning Tower, about 1175 AD. Pisa was an important commercial town in its day and had links with many Mediterranean ports. Leonardo's father, Guglielmo Bonacci, was a kind of customs officer in the North African town of Bugia now called Bougie where wax candles were exported to France. They are still called "bougies" in French, but the town is a ruin today says D E Smith (see below). So Leonardo grew up with a North African education under the Moors and later travelled extensively around the Mediterranean coast. He would have met with many merchants and learned of their systems of doing arithmetic. He soon realised the many advantages of the "Hindu-Arabic" system over all the others. D E Smith points out that another famous Italian - St Francis of Assisi (a nearby Italian town) - was also alive at the same time as Fibonacci: St Francis was born about 1182 (after Fibonacci's around 1175) and died in 1226 (before Fibonacci's death commonly assumed to be around 1250). By the way, don't confuse Leonardo of Pisa with Leonardo da Vinci! Vinci was just a few miles from Pisa on the way to Florence, but Leonardo da Vinci was born in Vinci in 1452, about 200 years after the death of Leonardo of Pisa (Fibonacci). His names Fibonacci Leonardo of Pisa is now known as Fibonacci [pronounced fib-on-arch-ee] short for filius Bonacci. -
Mathematical Analysis of the Accordion Grating Illusion: a Differential Geometry Approach to Introduce the 3D Aperture Problem
Neural Networks 24 (2011) 1093–1101 Contents lists available at SciVerse ScienceDirect Neural Networks journal homepage: www.elsevier.com/locate/neunet Mathematical analysis of the Accordion Grating illusion: A differential geometry approach to introduce the 3D aperture problem Arash Yazdanbakhsh a,b,∗, Simone Gori c,d a Cognitive and Neural Systems Department, Boston University, MA, 02215, United States b Neurobiology Department, Harvard Medical School, Boston, MA, 02115, United States c Universita' degli studi di Padova, Dipartimento di Psicologia Generale, Via Venezia 8, 35131 Padova, Italy d Developmental Neuropsychology Unit, Scientific Institute ``E. Medea'', Bosisio Parini, Lecco, Italy article info a b s t r a c t Keywords: When an observer moves towards a square-wave grating display, a non-rigid distortion of the pattern Visual illusion occurs in which the stripes bulge and expand perpendicularly to their orientation; these effects reverse Motion when the observer moves away. Such distortions present a new problem beyond the classical aperture Projection line Line of sight problem faced by visual motion detectors, one we describe as a 3D aperture problem as it incorporates Accordion Grating depth signals. We applied differential geometry to obtain a closed form solution to characterize the fluid Aperture problem distortion of the stripes. Our solution replicates the perceptual distortions and enabled us to design a Differential geometry nulling experiment to distinguish our 3D aperture solution from other candidate mechanisms (see Gori et al. (in this issue)). We suggest that our approach may generalize to other motion illusions visible in 2D displays. ' 2011 Elsevier Ltd. All rights reserved. 1. Introduction need for line-ends or intersections along the lines to explain the illusion. -
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
Mathematics in African History and Cultures
Paulus Gerdes & Ahmed Djebbar MATHEMATICS IN AFRICAN HISTORY AND CULTURES: AN ANNOTATED BIBLIOGRAPHY African Mathematical Union Commission on the History of Mathematics in Africa (AMUCHMA) Mathematics in African History and Cultures Second edition, 2007 First edition: African Mathematical Union, Cape Town, South Africa, 2004 ISBN: 978-1-4303-1537-7 Published by Lulu. Copyright © 2007 by Paulus Gerdes & Ahmed Djebbar Authors Paulus Gerdes Research Centre for Mathematics, Culture and Education, C.P. 915, Maputo, Mozambique E-mail: [email protected] Ahmed Djebbar Département de mathématiques, Bt. M 2, Université de Lille 1, 59655 Villeneuve D’Asq Cedex, France E-mail: [email protected], [email protected] Cover design inspired by a pattern on a mat woven in the 19th century by a Yombe woman from the Lower Congo area (Cf. GER-04b, p. 96). 2 Table of contents page Preface by the President of the African 7 Mathematical Union (Prof. Jan Persens) Introduction 9 Introduction to the new edition 14 Bibliography A 15 B 43 C 65 D 77 E 105 F 115 G 121 H 162 I 173 J 179 K 182 L 194 M 207 N 223 O 228 P 234 R 241 S 252 T 274 U 281 V 283 3 Mathematics in African History and Cultures page W 290 Y 296 Z 298 Appendices 1 On mathematicians of African descent / 307 Diaspora 2 Publications by Africans on the History of 313 Mathematics outside Africa (including reviews of these publications) 3 On Time-reckoning and Astronomy in 317 African History and Cultures 4 String figures in Africa 338 5 Examples of other Mathematical Books and 343 -
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I The Department, in partnership with Louisiana Public Broadcasting (LPB), Illustrative Math (IM), and SchoolKit selected 20 of the critical lessons in each grade level to broadcast on LPB in July of 2020. These lessons along with a few others are still available on demand on the SchoolKit website. To ensure accessibility for students with disabilities, all recorded on-demand videos are available with closed captioning and audio description. Updated on August 6, 2020 Video Lessons for Illustrative Math Grades 6-8 and Algebra I Background Information: Lessons were identified using the following criteria: 1. the most critical content of the grade level 2. content that many students missed due to school closures in the 2019-20 school year These lessons constitute only a portion of the critical lessons in each grade level. These lessons are available at the links below: • Grade 6: http://schoolkitgroup.com/video-grade-6/ • Grade 7: http://schoolkitgroup.com/video-grade-7/ • Grade 8: http://schoolkitgroup.com/video-grade-8/ • Algebra I: http://schoolkitgroup.com/video-algebra/ The tables below contain information on each of the lessons available for on-demand viewing with links to individual lessons embedded for each grade level. • Grade 6 Video Lesson List • Grade 7 Video Lesson List • Grade 8 Video Lesson List • Algebra I Video Lesson List Video Lessons for Illustrative Math Grades 6-8 and Algebra I Grade 6 Video Lesson List 6th Grade Illustrative Mathematics Units 2, 3, -
Randomized Linear Algebra for Model Order Reduction Oleg Balabanov
Randomized linear algebra for model order reduction Oleg Balabanov To cite this version: Oleg Balabanov. Randomized linear algebra for model order reduction. Numerical Analysis [math.NA]. École centrale de Nantes; Universitat politécnica de Catalunya, 2019. English. NNT : 2019ECDN0034. tel-02444461v2 HAL Id: tel-02444461 https://tel.archives-ouvertes.fr/tel-02444461v2 Submitted on 14 Feb 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THÈSE DE DOCTORAT DE École Centrale de Nantes COMUE UNIVERSITÉ BRETAGNE LOIRE ÉCOLE DOCTORALE N° 601 Mathématiques et Sciences et Technologies de l’Information et de la Communication Spécialité : Mathématiques et leurs Interactions Par Oleg BALABANOV Randomized linear algebra for model order reduction Thèse présentée et soutenue à l’École Centrale de Nantes, le 11 Octobre, 2019 Unité de recherche : Laboratoire de Mathématiques Jean Leray, UMR CNRS 6629 Thèse N° : Rapporteurs avant soutenance : Bernard HAASDONK Professeur, University of Stuttgart Tony LELIÈVRE Professeur, École des Ponts ParisTech Composition du Jury : Président : Albert COHEN Professeur, Sorbonne Université Examinateurs : Christophe PRUD’HOMME Professeur, Université de Strasbourg Laura GRIGORI Directeur de recherche, Inria Paris, Sorbonne Université Marie BILLAUD-FRIESS Maître de Conférences, École Centrale de Nantes Dir.