What Is Number Theory?
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Math/CS 467 (Lesieutre) Homework 2 September 9, 2020 Submission
Math/CS 467 (Lesieutre) Homework 2 September 9, 2020 Submission instructions: Upload your solutions, minus the code, to Gradescope, like you did last week. Email your code to me as an attachment at [email protected], including the string HW2 in the subject line so I can filter them. Problem 1. Both prime numbers and perfect squares get more and more uncommon among larger and larger numbers. But just how uncommon are they? a) Roughly how many perfect squares are there less than or equal to N? p 2 For a positivep integer k, notice that k is less than N if and only if k ≤ N. So there are about N possibilities for k. b) Are there likely to be more prime numbers or perfect squares less than 10100? Give an estimate of the number of each. p There are about 1010 = 1050 perfect squares. According to the prime number theorem, there are about 10100 10100 π(10100) ≈ = = 1098 · log 10 = 2:3 · 1098: log(10100) 100 log 10 That’s a lot more primes than squares. (Note that the “log” in the prime number theorem is the natural log. If you use log10, you won’t get the right answer.) Problem 2. Compute g = gcd(1661; 231). Find integers a and b so that 1661a + 231b = g. (You can do this by hand or on the computer; either submit the code or show your work.) We do this using the Euclidean algorithm. At each step, we keep track of how to write ri as a combination of a and b. -
La Controverse De 1874 Entre Camille Jordan Et Leopold Kronecker
La controverse de 1874 entre Camille Jordan et Leopold Kronecker. * Frédéric Brechenmacher ( ). Résumé. Une vive querelle oppose en 1874 Camille Jordan et Leopold Kronecker sur l’organisation de la théorie des formes bilinéaires, considérée comme permettant un traitement « général » et « homogène » de nombreuses questions développées dans des cadres théoriques variés au XIXe siècle et dont le problème principal est reconnu comme susceptible d’être résolu par deux théorèmes énoncés indépendamment par Jordan et Weierstrass. Cette controverse, suscitée par la rencontre de deux théorèmes que nous considèrerions aujourd’hui équivalents, nous permettra de questionner l’identité algébrique de pratiques polynomiales de manipulations de « formes » mises en œuvre sur une période antérieure aux approches structurelles de l’algèbre linéaire qui donneront à ces pratiques l’identité de méthodes de caractérisation des classes de similitudes de matrices. Nous montrerons que les pratiques de réductions canoniques et de calculs d’invariants opposées par Jordan et Kronecker manifestent des identités multiples indissociables d’un contexte social daté et qui dévoilent des savoirs tacites, des modes de pensées locaux mais aussi, au travers de regards portés sur une histoire à long terme impliquant des travaux d’auteurs comme Lagrange, Laplace, Cauchy ou Hermite, deux philosophies internes sur la signification de la généralité indissociables d’idéaux disciplinaires opposant algèbre et arithmétique. En questionnant les identités culturelles de telles pratiques cet article vise à enrichir l’histoire de l’algèbre linéaire, souvent abordée dans le cadre de problématiques liées à l’émergence de structures et par l’intermédiaire de l’histoire d’une théorie, d’une notion ou d’un mode de raisonnement. -
500 Natural Sciences and Mathematics
500 500 Natural sciences and mathematics Natural sciences: sciences that deal with matter and energy, or with objects and processes observable in nature Class here interdisciplinary works on natural and applied sciences Class natural history in 508. Class scientific principles of a subject with the subject, plus notation 01 from Table 1, e.g., scientific principles of photography 770.1 For government policy on science, see 338.9; for applied sciences, see 600 See Manual at 231.7 vs. 213, 500, 576.8; also at 338.9 vs. 352.7, 500; also at 500 vs. 001 SUMMARY 500.2–.8 [Physical sciences, space sciences, groups of people] 501–509 Standard subdivisions and natural history 510 Mathematics 520 Astronomy and allied sciences 530 Physics 540 Chemistry and allied sciences 550 Earth sciences 560 Paleontology 570 Biology 580 Plants 590 Animals .2 Physical sciences For astronomy and allied sciences, see 520; for physics, see 530; for chemistry and allied sciences, see 540; for earth sciences, see 550 .5 Space sciences For astronomy, see 520; for earth sciences in other worlds, see 550. For space sciences aspects of a specific subject, see the subject, plus notation 091 from Table 1, e.g., chemical reactions in space 541.390919 See Manual at 520 vs. 500.5, 523.1, 530.1, 919.9 .8 Groups of people Add to base number 500.8 the numbers following —08 in notation 081–089 from Table 1, e.g., women in science 500.82 501 Philosophy and theory Class scientific method as a general research technique in 001.4; class scientific method applied in the natural sciences in 507.2 502 Miscellany 577 502 Dewey Decimal Classification 502 .8 Auxiliary techniques and procedures; apparatus, equipment, materials Including microscopy; microscopes; interdisciplinary works on microscopy Class stereology with compound microscopes, stereology with electron microscopes in 502; class interdisciplinary works on photomicrography in 778.3 For manufacture of microscopes, see 681. -
Power Values of Divisor Sums Author(S): Frits Beukers, Florian Luca, Frans Oort Reviewed Work(S): Source: the American Mathematical Monthly, Vol
Power Values of Divisor Sums Author(s): Frits Beukers, Florian Luca, Frans Oort Reviewed work(s): Source: The American Mathematical Monthly, Vol. 119, No. 5 (May 2012), pp. 373-380 Published by: Mathematical Association of America Stable URL: http://www.jstor.org/stable/10.4169/amer.math.monthly.119.05.373 . Accessed: 15/02/2013 04:05 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Mathematical Association of America is collaborating with JSTOR to digitize, preserve and extend access to The American Mathematical Monthly. http://www.jstor.org This content downloaded on Fri, 15 Feb 2013 04:05:44 AM All use subject to JSTOR Terms and Conditions Power Values of Divisor Sums Frits Beukers, Florian Luca, and Frans Oort Abstract. We consider positive integers whose sum of divisors is a perfect power. This prob- lem had already caught the interest of mathematicians from the 17th century like Fermat, Wallis, and Frenicle. In this article we study this problem and some variations. We also give an example of a cube, larger than one, whose sum of divisors is again a cube. 1. INTRODUCTION. Recently, one of the current authors gave a mathematics course for an audience with a general background and age over 50. -
Kummer, Regular Primes, and Fermat's Last Theorem
e H a r v a e Harvard College r d C o l l e Mathematics Review g e M a t h e m Vol. 2, No. 2 Fall 2008 a t i c s In this issue: R e v i ALLAN M. FELDMAN and ROBERTO SERRANO e w , Arrow’s Impossibility eorem: Two Simple Single-Profile Versions V o l . 2 YUFEI ZHAO , N Young Tableaux and the Representations of the o . Symmetric Group 2 KEITH CONRAD e Congruent Number Problem A Student Publication of Harvard College Website. Further information about The HCMR can be Sponsorship. Sponsoring The HCMR supports the un- found online at the journal’s website, dergraduate mathematics community and provides valuable high-level education to undergraduates in the field. Sponsors http://www.thehcmr.org/ (1) will be listed in the print edition of The HCMR and on a spe- cial page on the The HCMR’s website, (1). Sponsorship is available at the following levels: Instructions for Authors. All submissions should in- clude the name(s) of the author(s), institutional affiliations (if Sponsor $0 - $99 any), and both postal and e-mail addresses at which the cor- Fellow $100 - $249 responding author may be reached. General questions should Friend $250 - $499 be addressed to Editors-In-Chief Zachary Abel and Ernest E. Contributor $500 - $1,999 Fontes at [email protected]. Donor $2,000 - $4,999 Patron $5,000 - $9,999 Articles. The Harvard College Mathematics Review invites Benefactor $10,000 + the submission of quality expository articles from undergrad- uate students. -
Math 788M: Computational Number Theory (Instructor’S Notes)
Math 788M: Computational Number Theory (Instructor’s Notes) The Very Beginning: • A positive integer n can be written in n steps. • The role of numerals (now O(log n) steps) • Can we do better? (Example: The largest known prime contains 258716 digits and doesn’t take long to write down. It’s 2859433 − 1.) Running Time of Algorithms: • A positive integer n in base b contains [logb n] + 1 digits. • Big-Oh & Little-Oh Notation (as well as , , ∼, ) Examples 1: log (1 + (1/n)) = O(1/n) Examples 2: [logb n] + 1 log n Examples 3: 1 + 2 + ··· + n n2 These notes are for a course taught by Michael Filaseta in the Spring of 1996 and being updated for Fall of 2007. Computational Number Theory Notes 2 Examples 4: f a polynomial of degree k =⇒ f(n) = O(nk) Examples 5: (r + 1)π ∼ rπ • We will want algorithms to run quickly (in a small number of steps) in comparison to the length of the input. For example, we may ask, “How quickly can we factor a positive integer n?” One considers the length of the input n to be of order log n (corresponding to the number of binary digits n has). An algorithm runs in polynomial time if the number of steps it takes is bounded above by a polynomial in the length of the input. An algorithm to factor n in polynomial time would require that it take O (log n)k steps (and that it factor n). Addition and Subtraction (of n and m): • We are taught how to do binary addition and subtraction in O(log n + log m) steps. -
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. -
A Simple Proof of the Mean Fourth Power Estimate
ANNALI DELLA SCUOLA NORMALE SUPERIORE DI PISA Classe di Scienze K. RAMACHANDRA A simple proof of the mean fourth power estimate for 1 1 z(2 + it) and L(2 + it;c) Annali della Scuola Normale Superiore di Pisa, Classe di Scienze 4e série, tome 1, no 1-2 (1974), p. 81-97 <http://www.numdam.org/item?id=ASNSP_1974_4_1_1-2_81_0> © Scuola Normale Superiore, Pisa, 1974, tous droits réservés. L’accès aux archives de la revue « Annali della Scuola Normale Superiore di Pisa, Classe di Scienze » (http://www.sns.it/it/edizioni/riviste/annaliscienze/) implique l’accord avec les conditions générales d’utilisation (http://www.numdam.org/conditions). Toute utilisa- tion commerciale ou impression systématique est constitutive d’une infraction pénale. Toute copie ou impression de ce fichier doit contenir la présente mention de copyright. Article numérisé dans le cadre du programme Numérisation de documents anciens mathématiques http://www.numdam.org/ A Simple Proof of the Mean Fourth Power Estimate for 03B6(1/2 + it) and L(1/2 + it, ~). K. RAMACHANDRA (*) To the memory of Professor ALBERT EDWARD INGHAM 1. - Introduction. The main object of this paper is to prove the following four well-known theorems by a simple method. THEOREM 1. and then THEOREM 2. If T ~ 3, R>2 and Ti and also 1, then THEOREM 3. Let y be a character mod q (q fixed), T ~ 3, - tx,2 ... T, (.Rx > 2), and tx.i+,- 1. If with each y we associate such points then, where * denotes the sum over primitive character mod q. -
6Th Online Learning #2 MATH Subject: Mathematics State: Ohio
6th Online Learning #2 MATH Subject: Mathematics State: Ohio Student Name: Teacher Name: School Name: 1 Yari was doing the long division problem shown below. When she finishes, her teacher tells her she made a mistake. Find Yari's mistake. Explain it to her using at least 2 complete sentences. Then, re-do the long division problem correctly. 2 Use the computation shown below to find the products. Explain how you found your answers. (a) 189 × 16 (b) 80 × 16 (c) 9 × 16 3 Solve. 34,992 ÷ 81 = ? 4 The total amount of money collected by a store for sweatshirt sales was $10,000. Each sweatshirt sold for $40. What was the total number of sweatshirts sold by the store? (A) 100 (B) 220 (C) 250 (D) 400 5 Justin divided 403 by a number and got a quotient of 26 with a remainder of 13. What was the number Justin divided by? (A) 13 (B) 14 (C) 15 (D) 16 6 What is the quotient of 13,632 ÷ 48? (A) 262 R36 (B) 272 (C) 284 (D) 325 R32 7 What is the result when 75,069 is divided by 45? 8 What is the value of 63,106 ÷ 72? Write your answer below. 9 Divide. 21,900 ÷ 25 Write the exact quotient below. 10 The manager of a bookstore ordered 480 copies of a book. The manager paid a total of $7,440 for the books. The books arrived at the store in 5 cartons. Each carton contained the same number of books. A worker unpacked books at a rate of 48 books every 2 minutes. -
Algebraic Generality Vs Arithmetic Generality in the Controversy Between C
Algebraic generality vs arithmetic generality in the controversy between C. Jordan and L. Kronecker (1874). Frédéric Brechenmacher (1). Introduction. Throughout the whole year of 1874, Camille Jordan and Leopold Kronecker were quarrelling over two theorems. On the one hand, Jordan had stated in his 1870 Traité des substitutions et des équations algébriques a canonical form theorem for substitutions of linear groups; on the other hand, Karl Weierstrass had introduced in 1868 the elementary divisors of non singular pairs of bilinear forms (P,Q) in stating a complete set of polynomial invariants computed from the determinant |P+sQ| as a key theorem of the theory of bilinear and quadratic forms. Although they would be considered equivalent as regard to modern mathematics (2), not only had these two theorems been stated independently and for different purposes, they had also been lying within the distinct frameworks of two theories until some connections came to light in 1872-1873, breeding the 1874 quarrel and hence revealing an opposition over two practices relating to distinctive cultural features. As we will be focusing in this paper on how the 1874 controversy about Jordan’s algebraic practice of canonical reduction and Kronecker’s arithmetic practice of invariant computation sheds some light on two conflicting perspectives on polynomial generality we shall appeal to former publications which have already been dealing with some of the cultural issues highlighted by this controversy such as tacit knowledge, local ways of thinking, internal philosophies and disciplinary ideals peculiar to individuals or communities [Brechenmacher 200?a] as well as the different perceptions expressed by the two opponents of a long term history involving authors such as Joseph-Louis Lagrange, Augustin Cauchy and Charles Hermite [Brechenmacher 200?b]. -
FROM HARMONIC ANALYSIS to ARITHMETIC COMBINATORICS: a BRIEF SURVEY the Purpose of This Note Is to Showcase a Certain Line Of
FROM HARMONIC ANALYSIS TO ARITHMETIC COMBINATORICS: A BRIEF SURVEY IZABELLA ÃLABA The purpose of this note is to showcase a certain line of research that connects harmonic analysis, speci¯cally restriction theory, to other areas of mathematics such as PDE, geometric measure theory, combinatorics, and number theory. There are many excellent in-depth presentations of the vari- ous areas of research that we will discuss; see e.g., the references below. The emphasis here will be on highlighting the connections between these areas. Our starting point will be restriction theory in harmonic analysis on Eu- clidean spaces. The main theme of restriction theory, in this context, is the connection between the decay at in¯nity of the Fourier transforms of singu- lar measures and the geometric properties of their support, including (but not necessarily limited to) curvature and dimensionality. For example, the Fourier transform of a measure supported on a hypersurface in Rd need not, in general, belong to any Lp with p < 1, but there are positive results if the hypersurface in question is curved. A classic example is the restriction theory for the sphere, where a conjecture due to E. M. Stein asserts that the Fourier transform maps L1(Sd¡1) to Lq(Rd) for all q > 2d=(d¡1). This has been proved in dimension 2 (Fe®erman-Stein, 1970), but remains open oth- erwise, despite the impressive and often groundbreaking work of Bourgain, Wol®, Tao, Christ, and others. We recommend [8] for a thorough survey of restriction theory for the sphere and other curved hypersurfaces. Restriction-type estimates have been immensely useful in PDE theory; in fact, much of the interest in the subject stems from PDE applications. -
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,