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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. -
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. -
Part III Essay on Serre's Conjecture
Serre’s conjecture Alex J. Best June 2015 Contents 1 Introduction 2 2 Background 2 2.1 Modular forms . 2 2.2 Galois representations . 6 3 Obtaining Galois representations from modular forms 13 3.1 Congruences for Ramanujan’s t function . 13 3.2 Attaching Galois representations to general eigenforms . 15 4 Serre’s conjecture 17 4.1 The qualitative form . 17 4.2 The refined form . 18 4.3 Results on Galois representations associated to modular forms 19 4.4 The level . 21 4.5 The character and the weight mod p − 1 . 22 4.6 The weight . 24 4.6.1 The level 2 case . 25 4.6.2 The level 1 tame case . 27 4.6.3 The level 1 non-tame case . 28 4.7 A counterexample . 30 4.8 The proof . 31 5 Examples 32 5.1 A Galois representation arising from D . 32 5.2 A Galois representation arising from a D4 extension . 33 6 Consequences 35 6.1 Finiteness of classes of Galois representations . 35 6.2 Unramified mod p Galois representations for small p . 35 6.3 Modularity of abelian varieties . 36 7 References 37 1 1 Introduction In 1987 Jean-Pierre Serre published a paper [Ser87], “Sur les representations´ modulaires de degre´ 2 de Gal(Q/Q)”, in the Duke Mathematical Journal. In this paper Serre outlined a conjecture detailing a precise relationship between certain mod p Galois representations and specific mod p modular forms. This conjecture and its variants have become known as Serre’s conjecture, or sometimes Serre’s modularity conjecture in order to distinguish it from the many other conjectures Serre has made. -
Determining Large Groups and Varieties from Small Subgroups and Subvarieties
Determining large groups and varieties from small subgroups and subvarieties This course will consist of two parts with the common theme of analyzing a geometric object via geometric sub-objects which are `small' in an appropriate sense. In the first half of the course, we will begin by describing the work on H. W. Lenstra, Jr., on finding generators for the unit groups of subrings of number fields. Lenstra discovered that from the point of view of computational complexity, it is advantageous to first consider the units of the ring of S-integers of L for some moderately large finite set of places S. This amounts to allowing denominators which only involve a prescribed finite set of primes. We will de- velop a generalization of Lenstra's method which applies to find generators of small height for the S-integral points of certain algebraic groups G defined over number fields. We will focus on G which are compact forms of GLd for d ≥ 1. In the second half of the course, we will turn to smooth projective surfaces defined by arithmetic lattices. These are Shimura varieties of complex dimension 2. We will try to generate subgroups of finite index in the fundamental groups of these surfaces by the fundamental groups of finite unions of totally geodesic projective curves on them, that is, via immersed Shimura curves. In both settings, the groups we will study are S-arithmetic lattices in a prod- uct of Lie groups over local fields. We will use the structure of our generating sets to consider several open problems about the geometry, group theory, and arithmetic of these lattices. -
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. -
Iwasawa Theory and Motivic L-Functions
IWASAWA THEORY AND MOTIVIC L-FUNCTIONS MATTHIAS FLACH to Jean-Pierre Serre Abstract. We illustrate the use of Iwasawa theory in proving cases of the (equivariant) Tamagawa number conjecture. Contents Part 1. Motivic L-functions 2 1. Review of the Tamagawa Number Conjecture 2 2. Limit formulas 5 2.1. Dirichlet L-functions 6 2.2. The Kronecker limit formula 7 2.3. Other Limit Formulas 15 Part 2. Iwasawa Theory 16 3. The Zeta isomorphism of Kato and Fukaya 18 4. Iwasawa theory of imaginary quadratic ¯eld 19 4.1. The main conjecture for imaginary quadratic ¯elds 19 4.2. The explicit reciprocity law 22 5. The cyclotomic deformation and the exponential of Perrin-Riou 31 6. Noncommutative Iwasawa theory 33 References 34 The present paper is a continuation of the survey article [19] on the equivariant Tamagawa number conjecture. We give a presentation of the Iwasawa theory of imaginary quadratic ¯elds from the modern point of Kato and Fukaya [21] and shall take the opportunity to briefly mention developments which have occurred after the publication of [19], most notably the limit formula proved by Gealy [23], and work of Bley 2000 Mathematics Subject Classi¯cation. Primary: 11G40, Secondary: 11R23, 11R33, 11G18. The author was supported by grant DMS-0401403 from the National Science Foundation. 1 2 MATTHIAS FLACH [4], Johnson [27] and Navilarekallu [32]. Unfortunately, we do not say as much about the history of the subject as we had wished. Although originally planned we also did not include a presentation of the full GL2- Iwasawa theory of elliptic modular forms following Kato and Fukaya (see Colmez' paper [14] for a thoroughly p-adic presentation). -
A Taste of Set Theory for Philosophers
Journal of the Indian Council of Philosophical Research, Vol. XXVII, No. 2. A Special Issue on "Logic and Philosophy Today", 143-163, 2010. Reprinted in "Logic and Philosophy Today" (edited by A. Gupta ans J.v.Benthem), College Publications vol 29, 141-162, 2011. A taste of set theory for philosophers Jouko Va¨an¨ anen¨ ∗ Department of Mathematics and Statistics University of Helsinki and Institute for Logic, Language and Computation University of Amsterdam November 17, 2010 Contents 1 Introduction 1 2 Elementary set theory 2 3 Cardinal and ordinal numbers 3 3.1 Equipollence . 4 3.2 Countable sets . 6 3.3 Ordinals . 7 3.4 Cardinals . 8 4 Axiomatic set theory 9 5 Axiom of Choice 12 6 Independence results 13 7 Some recent work 14 7.1 Descriptive Set Theory . 14 7.2 Non well-founded set theory . 14 7.3 Constructive set theory . 15 8 Historical Remarks and Further Reading 15 ∗Research partially supported by grant 40734 of the Academy of Finland and by the EUROCORES LogICCC LINT programme. I Journal of the Indian Council of Philosophical Research, Vol. XXVII, No. 2. A Special Issue on "Logic and Philosophy Today", 143-163, 2010. Reprinted in "Logic and Philosophy Today" (edited by A. Gupta ans J.v.Benthem), College Publications vol 29, 141-162, 2011. 1 Introduction Originally set theory was a theory of infinity, an attempt to understand infinity in ex- act terms. Later it became a universal language for mathematics and an attempt to give a foundation for all of mathematics, and thereby to all sciences that are based on mathematics. -
$ P $-Adic Wan-Riemann Hypothesis for $\Mathbb {Z} P $-Towers of Curves
p-adic Wan-Riemann Hypothesis for Zp-towers of curves Roberto Alvarenga Abstract. Our goal in this paper is to investigatefour conjectures, proposed by Daqing Wan, about the stable behavior of a geometric Zp-tower of curves X∞/X. Let hn be the class number of the n-th layer in X∞/X. It is known from Iwasawa theory that there are integers µ(X∞/X),λ(X∞/X) and ν(X∞/X) such that the p-adic valuation vp(hn) n equals to µ(X∞/X)p + λ(X∞/X)n + ν(X∞/X) for n sufficiently large. Let Qp,n be the splitting field (over Qp) of the zeta-function of n-th layer in X∞/X. The p-adic Wan- Riemann Hypothesis conjectures that the extension degree [Qp,n : Qp] goes to infinity as n goes to infinity. After motivating and introducing the conjectures, we prove the p-adic Wan-Riemann Hypothesis when λ(X∞/X) is nonzero. 1. Introduction Intention and scope of this text. Let p be a prime number and Zp be the p-adic integers. Our exposition is meant as a reader friendly introduction to the p-adic Wan- Riemann Hypothesis for geometric Zp-towers of curves. Actually, we shall investigate four conjectures stated by Daqing Wan concerning the stable behavior of zeta-functions attached to a geometric Zp-tower of curves, where these curves are defined over a finite field Fq and q is a power of the prime p. The paper is organized as follows: in this first section we introduce the basic background of this subject and motivate the study of Zp-towers; in the Section 2, we state the four conjectures proposed by Daqing Wan (in particular the p-adic Wan-Riemann Hypothesis for geometric Zp-towers of curves) and re-write those conjectures in terms of some L-functions; in the last section, we prove the main theorem of this article using the T -adic L-function. -
Arxiv:0906.3146V1 [Math.NT] 17 Jun 2009
Λ-RINGS AND THE FIELD WITH ONE ELEMENT JAMES BORGER Abstract. The theory of Λ-rings, in the sense of Grothendieck’s Riemann– Roch theory, is an enrichment of the theory of commutative rings. In the same way, we can enrich usual algebraic geometry over the ring Z of integers to produce Λ-algebraic geometry. We show that Λ-algebraic geometry is in a precise sense an algebraic geometry over a deeper base than Z and that it has many properties predicted for algebraic geometry over the mythical field with one element. Moreover, it does this is a way that is both formally robust and closely related to active areas in arithmetic algebraic geometry. Introduction Many writers have mused about algebraic geometry over deeper bases than the ring Z of integers. Although there are several, possibly unrelated reasons for this, here I will mention just two. The first is that the combinatorial nature of enumer- ation formulas in linear algebra over finite fields Fq as q tends to 1 suggests that, just as one can work over all finite fields simultaneously by using algebraic geome- try over Z, perhaps one could bring in the combinatorics of finite sets by working over an even deeper base, one which somehow allows q = 1. It is common, follow- ing Tits [60], to call this mythical base F1, the field with one element. (See also Steinberg [58], p. 279.) The second purpose is to prove the Riemann hypothesis. With the analogy between integers and polynomials in mind, we might hope that Spec Z would be a kind of curve over Spec F1, that Spec Z ⊗F1 Z would not only make sense but be a surface bearing some kind of intersection theory, and that we could then mimic over Z Weil’s proof [64] of the Riemann hypothesis over function fields.1 Of course, since Z is the initial object in the category of rings, any theory of algebraic geometry over a deeper base would have to leave the usual world of rings and schemes. -
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, -
An Introduction to Iwasawa Theory
An Introduction to Iwasawa Theory Notes by Jim L. Brown 2 Contents 1 Introduction 5 2 Background Material 9 2.1 AlgebraicNumberTheory . 9 2.2 CyclotomicFields........................... 11 2.3 InfiniteGaloisTheory . 16 2.4 ClassFieldTheory .......................... 18 2.4.1 GlobalClassFieldTheory(ideals) . 18 2.4.2 LocalClassFieldTheory . 21 2.4.3 GlobalClassFieldTheory(ideles) . 22 3 SomeResultsontheSizesofClassGroups 25 3.1 Characters............................... 25 3.2 L-functionsandClassNumbers . 29 3.3 p-adicL-functions .......................... 31 3.4 p-adic L-functionsandClassNumbers . 34 3.5 Herbrand’sTheorem . .. .. .. .. .. .. .. .. .. .. 36 4 Zp-extensions 41 4.1 Introduction.............................. 41 4.2 PowerSeriesRings .......................... 42 4.3 A Structure Theorem on ΛO-modules ............... 45 4.4 ProofofIwasawa’stheorem . 48 5 The Iwasawa Main Conjecture 61 5.1 Introduction.............................. 61 5.2 TheMainConjectureandClassGroups . 65 5.3 ClassicalModularForms. 68 5.4 ConversetoHerbrand’sTheorem . 76 5.5 Λ-adicModularForms . 81 5.6 ProofoftheMainConjecture(outline) . 85 3 4 CONTENTS Chapter 1 Introduction These notes are the course notes from a topics course in Iwasawa theory taught at the Ohio State University autumn term of 2006. They are an amalgamation of results found elsewhere with the main two sources being [Wash] and [Skinner]. The early chapters are taken virtually directly from [Wash] with my contribution being the choice of ordering as well as adding details to some arguments. Any mistakes in the notes are mine. There are undoubtably type-o’s (and possibly mathematical errors), please send any corrections to [email protected]. As these are course notes, several proofs are omitted and left for the reader to read on his/her own time. -
History of Mathematics
History of Mathematics James Tattersall, Providence College (Chair) Janet Beery, University of Redlands Robert E. Bradley, Adelphi University V. Frederick Rickey, United States Military Academy Lawrence Shirley, Towson University Introduction. There are many excellent reasons to study the history of mathematics. It helps students develop a deeper understanding of the mathematics they have already studied by seeing how it was developed over time and in various places. It encourages creative and flexible thinking by allowing students to see historical evidence that there are different and perfectly valid ways to view concepts and to carry out computations. Ideally, a History of Mathematics course should be a part of every mathematics major program. A course taught at the sophomore-level allows mathematics students to see the great wealth of mathematics that lies before them and encourages them to continue studying the subject. A one- or two-semester course taught at the senior level can dig deeper into the history of mathematics, incorporating many ideas from the 19th and 20th centuries that could only be approached with difficulty by less prepared students. Such a senior-level course might be a capstone experience taught in a seminar format. It would be wonderful for students, especially those planning to become middle school or high school mathematics teachers, to have the opportunity to take advantage of both options. We also encourage History of Mathematics courses taught to entering students interested in mathematics, perhaps as First Year or Honors Seminars; to general education students at any level; and to junior and senior mathematics majors and minors. Ideally, mathematics history would be incorporated seamlessly into all courses in the undergraduate mathematics curriculum in addition to being addressed in a few courses of the type we have listed.