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Parametrizations of K-Nonnegative Matrices
Parametrizations of k-Nonnegative Matrices Anna Brosowsky, Neeraja Kulkarni, Alex Mason, Joe Suk, Ewin Tang∗ October 2, 2017 Abstract Totally nonnegative (positive) matrices are matrices whose minors are all nonnegative (positive). We generalize the notion of total nonnegativity, as follows. A k-nonnegative (resp. k-positive) matrix has all minors of size k or less nonnegative (resp. positive). We give a generating set for the semigroup of k-nonnegative matrices, as well as relations for certain special cases, i.e. the k = n − 1 and k = n − 2 unitriangular cases. In the above two cases, we find that the set of k-nonnegative matrices can be partitioned into cells, analogous to the Bruhat cells of totally nonnegative matrices, based on their factorizations into generators. We will show that these cells, like the Bruhat cells, are homeomorphic to open balls, and we prove some results about the topological structure of the closure of these cells, and in fact, in the latter case, the cells form a Bruhat-like CW complex. We also give a family of minimal k-positivity tests which form sub-cluster algebras of the total positivity test cluster algebra. We describe ways to jump between these tests, and give an alternate description of some tests as double wiring diagrams. 1 Introduction A totally nonnegative (respectively totally positive) matrix is a matrix whose minors are all nonnegative (respectively positive). Total positivity and nonnegativity are well-studied phenomena and arise in areas such as planar networks, combinatorics, dynamics, statistics and probability. The study of total positivity and total nonnegativity admit many varied applications, some of which are explored in “Totally Nonnegative Matrices” by Fallat and Johnson [5]. -
Section 2.4–2.5 Partitioned Matrices and LU Factorization
Section 2.4{2.5 Partitioned Matrices and LU Factorization Gexin Yu [email protected] College of William and Mary Gexin Yu [email protected] Section 2.4{2.5 Partitioned Matrices and LU Factorization One approach to simplify the computation is to partition a matrix into blocks. 2 3 0 −1 5 9 −2 3 Ex: A = 4 −5 2 4 0 −3 1 5. −8 −6 3 1 7 −4 This partition can also be written as the following 2 × 3 block matrix: A A A A = 11 12 13 A21 A22 A23 3 0 −1 In the block form, we have blocks A = and so on. 11 −5 2 4 partition matrices into blocks In real world problems, systems can have huge numbers of equations and un-knowns. Standard computation techniques are inefficient in such cases, so we need to develop techniques which exploit the internal structure of the matrices. In most cases, the matrices of interest have lots of zeros. Gexin Yu [email protected] Section 2.4{2.5 Partitioned Matrices and LU Factorization 2 3 0 −1 5 9 −2 3 Ex: A = 4 −5 2 4 0 −3 1 5. −8 −6 3 1 7 −4 This partition can also be written as the following 2 × 3 block matrix: A A A A = 11 12 13 A21 A22 A23 3 0 −1 In the block form, we have blocks A = and so on. 11 −5 2 4 partition matrices into blocks In real world problems, systems can have huge numbers of equations and un-knowns. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
History of Algebra and Its Implications for Teaching
Maggio: History of Algebra and its Implications for Teaching History of Algebra and its Implications for Teaching Jaime Maggio Fall 2020 MA 398 Senior Seminar Mentor: Dr.Loth Published by DigitalCommons@SHU, 2021 1 Academic Festival, Event 31 [2021] Abstract Algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities (letters and other general sym- bols) defined by the equations that they satisfy. Algebraic problems have survived in mathematical writings of the Egyptians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts. In this paper, we will discuss historically famous mathematicians from all over the world along with their key mathematical contributions. Mathe- matical proofs of ancient and modern discoveries will be presented. We will then consider the impacts of incorporating history into the teaching of mathematics courses as an educational technique. 1 https://digitalcommons.sacredheart.edu/acadfest/2021/all/31 2 Maggio: History of Algebra and its Implications for Teaching 1 Introduction In order to understand the way algebra is the way it is today, it is important to understand how it came about starting with its ancient origins. In a mod- ern sense, algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities defined by the equations that they sat- isfy. Algebraic problems have survived in mathematical writings of the Egyp- tians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts, but these concepts had a heavier focus on geometry [1]. The combination of all of the discoveries of these great mathematicians shaped the way algebra is taught today. -
The Evolution of Equation-Solving: Linear, Quadratic, and Cubic
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2006 The evolution of equation-solving: Linear, quadratic, and cubic Annabelle Louise Porter Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Mathematics Commons Recommended Citation Porter, Annabelle Louise, "The evolution of equation-solving: Linear, quadratic, and cubic" (2006). Theses Digitization Project. 3069. https://scholarworks.lib.csusb.edu/etd-project/3069 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE EVOLUTION OF EQUATION-SOLVING LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degre Master of Arts in Teaching: Mathematics by Annabelle Louise Porter June 2006 THE EVOLUTION OF EQUATION-SOLVING: LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino by Annabelle Louise Porter June 2006 Approved by: Shawnee McMurran, Committee Chair Date Laura Wallace, Committee Member , (Committee Member Peter Williams, Chair Davida Fischman Department of Mathematics MAT Coordinator Department of Mathematics ABSTRACT Algebra and algebraic thinking have been cornerstones of problem solving in many different cultures over time. Since ancient times, algebra has been used and developed in cultures around the world, and has undergone quite a bit of transformation. This paper is intended as a professional developmental tool to help secondary algebra teachers understand the concepts underlying the algorithms we use, how these algorithms developed, and why they work. -
Mathematics for Earth Science
Mathematics for Earth Science The module covers concepts such as: • Maths refresher • Fractions, Percentage and Ratios • Unit conversions • Calculating large and small numbers • Logarithms • Trigonometry • Linear relationships Mathematics for Earth Science Contents 1. Terms and Operations 2. Fractions 3. Converting decimals and fractions 4. Percentages 5. Ratios 6. Algebra Refresh 7. Power Operations 8. Scientific Notation 9. Units and Conversions 10. Logarithms 11. Trigonometry 12. Graphs and linear relationships 13. Answers 1. Terms and Operations Glossary , 2 , 3 & 17 are TERMS x4 + 2 + 3 = 17 is an EQUATION 17 is the SUM of + 2 + 3 4 4 4 is an EXPONENT + 2 + 3 = 17 4 3 is a CONSTANT 2 is a COEFFICIENT is a VARIABLE + is an OPERATOR +2 + 3 is an EXPRESSION 4 Equation: A mathematical sentence containing an equal sign. The equal sign demands that the expressions on either side are balanced and equal. Expression: An algebraic expression involves numbers, operation signs, brackets/parenthesis and variables that substitute numbers but does not include an equal sign. Operator: The operation (+ , ,× ,÷) which separates the terms. Term: Parts of an expression− separated by operators which could be a number, variable or product of numbers and variables. Eg. 2 , 3 & 17 Variable: A letter which represents an unknown number. Most common is , but can be any symbol. Constant: Terms that contain only numbers that always have the same value. Coefficient: A number that is partnered with a variable. The term 2 is a coefficient with variable. Between the coefficient and variable is a multiplication. Coefficients of 1 are not shown. Exponent: A value or base that is multiplied by itself a certain number of times. -
Math 217: True False Practice Professor Karen Smith 1. a Square Matrix Is Invertible If and Only If Zero Is Not an Eigenvalue. Solution Note: True
(c)2015 UM Math Dept licensed under a Creative Commons By-NC-SA 4.0 International License. Math 217: True False Practice Professor Karen Smith 1. A square matrix is invertible if and only if zero is not an eigenvalue. Solution note: True. Zero is an eigenvalue means that there is a non-zero element in the kernel. For a square matrix, being invertible is the same as having kernel zero. 2. If A and B are 2 × 2 matrices, both with eigenvalue 5, then AB also has eigenvalue 5. Solution note: False. This is silly. Let A = B = 5I2. Then the eigenvalues of AB are 25. 3. If A and B are 2 × 2 matrices, both with eigenvalue 5, then A + B also has eigenvalue 5. Solution note: False. This is silly. Let A = B = 5I2. Then the eigenvalues of A + B are 10. 4. A square matrix has determinant zero if and only if zero is an eigenvalue. Solution note: True. Both conditions are the same as the kernel being non-zero. 5. If B is the B-matrix of some linear transformation V !T V . Then for all ~v 2 V , we have B[~v]B = [T (~v)]B. Solution note: True. This is the definition of B-matrix. 21 2 33 T 6. Suppose 40 2 05 is the matrix of a transformation V ! V with respect to some basis 0 0 1 B = (f1; f2; f3). Then f1 is an eigenvector. Solution note: True. It has eigenvalue 1. The first column of the B-matrix is telling us that T (f1) = f1. -
Homogeneous Systems (1.5) Linear Independence and Dependence (1.7)
Math 20F, 2015SS1 / TA: Jor-el Briones / Sec: A01 / Handout Page 1 of3 Homogeneous systems (1.5) Homogenous systems are linear systems in the form Ax = 0, where 0 is the 0 vector. Given a system Ax = b, suppose x = α + t1α1 + t2α2 + ::: + tkαk is a solution (in parametric form) to the system, for any values of t1; t2; :::; tk. Then α is a solution to the system Ax = b (seen by seeting t1 = ::: = tk = 0), and α1; α2; :::; αk are solutions to the homoegeneous system Ax = 0. Terms you should know The zero solution (trivial solution): The zero solution is the 0 vector (a vector with all entries being 0), which is always a solution to the homogeneous system Particular solution: Given a system Ax = b, suppose x = α + t1α1 + t2α2 + ::: + tkαk is a solution (in parametric form) to the system, α is the particular solution to the system. The other terms constitute the solution to the associated homogeneous system Ax = 0. Properties of a Homegeneous System 1. A homogeneous system is ALWAYS consistent, since the zero solution, aka the trivial solution, is always a solution to that system. 2. A homogeneous system with at least one free variable has infinitely many solutions. 3. A homogeneous system with more unknowns than equations has infinitely many solu- tions 4. If α1; α2; :::; αk are solutions to a homogeneous system, then ANY linear combination of α1; α2; :::; αk is also a solution to the homogeneous system Important theorems to know Theorem. (Chapter 1, Theorem 6) Given a consistent system Ax = b, suppose α is a solution to the system. -
Me Me Ft-Uiowa-Math2550 Assignment Hw6fall14 Due 10/09/2014 at 11:59Pm CDT
me me ft-uiowa-math2550 Assignment HW6fall14 due 10/09/2014 at 11:59pm CDT The columns of A could be either linearly dependent or lin- 1. (1 pt) Library/WHFreeman/Holt linear algebra/Chaps 1-4- early independent depending on the case. /2.3.40.pg Correct Answers: • B n Let S be a set of m vectors in R with m > n. Select the best statement. 3. (1 pt) Library/WHFreeman/Holt linear algebra/Chaps 1-4- /2.3.42.pg • A. The set S is linearly independent, as long as it does Let A be a matrix with more columns than rows. not include the zero vector. Select the best statement. • B. The set S is linearly dependent. • C. The set S is linearly independent, as long as no vec- • A. The columns of A are linearly independent, as long tor in S is a scalar multiple of another vector in the set. as they does not include the zero vector. • D. The set S is linearly independent. • B. The columns of A could be either linearly dependent • E. The set S could be either linearly dependent or lin- or linearly independent depending on the case. early independent, depending on the case. • C. The columns of A must be linearly dependent. • F. none of the above • D. The columns of A are linearly independent, as long Solution: (Instructor solution preview: show the student so- as no column is a scalar multiple of another column in lution after due date. ) A • E. none of the above SOLUTION Solution: (Instructor solution preview: show the student so- By theorem 2.13, a linearly independent set in n can contain R lution after due date. -
Algebra Vocabulary List (Definitions for Middle School Teachers)
Algebra Vocabulary List (Definitions for Middle School Teachers) A Absolute Value Function – The absolute value of a real number x, x is ⎧ xifx≥ 0 x = ⎨ ⎩−<xifx 0 http://www.math.tamu.edu/~stecher/171/F02/absoluteValueFunction.pdf Algebra Lab Gear – a set of manipulatives that are designed to represent polynomial expressions. The set includes representations for positive/negative 1, 5, 25, x, 5x, y, 5y, xy, x2, y2, x3, y3, x2y, xy2. The manipulatives can be used to model addition, subtraction, multiplication, division, and factoring of polynomials. They can also be used to model how to solve linear equations. o For more info: http://www.stlcc.cc.mo.us/mcdocs/dept/math/homl/manip.htm http://www.awl.ca/school/math/mr/alg/ss/series/algsrtxt.html http://www.picciotto.org/math-ed/manipulatives/lab-gear.html Algebra Tiles – a set of manipulatives that are designed for modeling algebraic expressions visually. Each tile is a geometric model of a term. The set includes representations for positive/negative 1, x, and x2. The manipulatives can be used to model addition, subtraction, multiplication, division, and factoring of polynomials. They can also be used to model how to solve linear equations. o For more info: http://math.buffalostate.edu/~it/Materials/MatLinks/tilelinks.html http://plato.acadiau.ca/courses/educ/reid/Virtual-manipulatives/tiles/tiles.html Algebraic Expression – a number, variable, or combination of the two connected by some mathematical operation like addition, subtraction, multiplication, division, exponents and/or roots. o For more info: http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut11 _simp.htm http://www.math.com/school/subject2/lessons/S2U1L1DP.html Area Under the Curve – suppose the curve y=f(x) lies above the x axis for all x in [a, b]. -
Review Questions for Exam 1
EXAM 1 - REVIEW QUESTIONS LINEAR ALGEBRA Questions (answers are below) Examples. For each of the following, either provide a specific example which satisfies the given description, or if no such example exists, briefly explain why not. (1) (JW) A skew-symmetric matrix A such that the trace of A is 1 (2) (HD) A nonzero singular matrix A 2 M2×2. (3) (LL) A non-zero 2 x 2 matrix, A, whose determinant is equal to the determinant of the A−1 Note: Chap. 3 is not on the exam. But this is a great one for next time. (4) (MS) A 3 × 3 augmented matrice such that it has infinitely many solutions (5) (LS) A nonsingular skew-symmetric matrix B. (6) (BP) A symmetric matrix A, such that A = A−1. (7) (CB) A 2 × 2 singular matrix with all nonzero entries. (8) (LB) A lower triangular matrix A in RREF. 3 (9) (AP) A homogeneous system Ax = 0, where A 2 M3×3 and x 2 R , which has only the trivial solution. (10) (EA) Two n × n matrices A and B such that AB 6= BA (11) (EB) A nonsingular matrix A such that AT is singular. (12) (EF) Three 2 × 2 matrices A, B, and C such that AB = AC and A 6= C. (13) (LD) A and B are n × n matrices with no zero entries such that AB = 0. (14) (OH) A matrix A 2 M2×2 where Ax = 0 has only the trivial solution. (15) (AL) An elementary matrix such that E = E−1. -
Solution to Section 3.2, Problem 9. (A) False. If the Matrix Is the Zero Matrix, Then All of the Variables Are Free (There Are No Pivots)
Solutions to problem set #3 ad problem 1: Solution to Section 3.2, problem 9. (a) False. If the matrix is the zero matrix, then all of the variables are free (there are no pivots). (b) True. Page 138 says that “if A is invertible, its reduced row echelon form is the identity matrix R = I”. Thus, every column has a pivot, so there are no free variables. (c) True. There are n variables altogether (free and pivot variables). (d) True. The pivot variables are in a 1-to-1 correspondence with the pivots in the RREF of the matrix. But there is at most one pivot per row (every pivot has its own row), so the number of pivots is no larger than the number of rows, which is m. ad problem 2: Solution to Section 3.2, problem 12. (a) The maximum number of 1’s is 11: 0 1 1 0 1 1 1 0 0 1 B 0 0 1 1 1 1 0 0 C B C @ 0 0 0 0 0 0 1 0 A 0 0 0 0 0 0 0 1 (b) The maximum number of 1’s is 13: 0 0 1 1 0 0 1 1 1 1 B 0 0 0 1 0 1 1 1 C B C @ 0 0 0 0 1 1 1 1 A 0 0 0 0 0 0 0 0 ad problem 3: Solution to Section 3.2, problem 27. Assume there exists a 3 × 3-matrix A whose nullspace equals its column space.