Applications of finite geometries to designs and codes

This dissertation concerns the intersection of three areas of discrete mathematics: finite geometries, design theory, and coding theory. The central theme is the power of finite geometry designs, which are constructed from the points and t-dimensional subspaces of a projective or affine geometry. We use these designs to construct and analyze combinatorial objects which inherit their best properties from these geometric structures. A central question in the study of finite geometry designs is Hamada’s conjecture, which proposes that finite geometry designs are the unique designs with minimum p-rank among all designs with the same parameters. In this dissertation, we will examine several questions related to Hamada’s conjecture, including the existence of counterexamples. We will also study the applicability of certain decoding methods to known counterexamples. We begin by constructing an infinite family of counterexamples to Hamada’s conjecture. These designs are the first infinite class of counterexamples for the affine case of Hamada’s conjecture. We further demonstrate how these designs, along with the projective polarity designs of Jungnickel and Tonchev, admit majority-logic decoding schemes. The codes obtained from these polarity designs attain error-correcting performance which is, in certain cases, equal to that of the finite geometry designs from which they are derived. This further demonstrates the highly geometric structure maintained by these designs. Finite geometries also help us construct several types of quantum error-correcting codes. We use relatives of finite geometry designs to construct infinite families of q-ary quantum stabilizer codes. We also construct entanglement-assisted quantum error-correcting codes (EAQECCs) which admit a particularly efficient and effective error-correcting scheme, while also providing the first general method for constructing these quantum codes with known parameters and desirable properties. Finite geometry designs are used to give exceptional examples of these codes.

Teaching and aligning upper level mathematics classes to Michigan high school content expectations in an alternative education setting : approaches and issues

After teaching regular education secondary mathematics for seven years, I accepted a position in an alternative education high school. Over the next four years, the State of Michigan adopted new graduation requirements phasing in a mandate for all students to complete Geometry and Algebra 2 courses. Since many of my students were already struggling in Algebra 1, getting them through Geometry and Algebra 2 seemed like a daunting task. To better instruct my students, I wanted to know how other teachers in similar situations were addressing the new High School Content Expectations (HSCEs) in upper level mathematics. This study examines how thoroughly alternative education teachers in Michigan are addressing the HSCEs in their courses, what approaches they have found most effective, and what issues are preventing teachers and schools from successfully implementing the HSCEs. Twenty-six alternative high school educators completed an online survey that included a variety of questions regarding school characteristics, curriculum alignment, implementation approaches and issues. Follow-up phone interviews were conducted with four of these participants. The survey responses were used to categorize schools as successful, unsuccessful, and neutral schools in terms of meeting the HSCEs. Responses from schools in each category were compared to identify common approaches and issues among them and to identify significant differences between school groups. Data analysis showed that successful schools taught more of the HSCEs through a variety of instructional approaches, with an emphasis on varying the ways students learned the material. Individualized instruction was frequently mentioned by successful schools and was strikingly absent from unsuccessful school responses. The main obstacle to successful implementation of the HSCEs identified in the study was gaps in student knowledge. This caused pace of instruction to also be a significant issue. School representatives were fairly united against the belief that the Algebra 2 graduation requirement was appropriate for all alternative education students. Possible implications of these findings are discussed.

MAXIMAL ARCS, ABOVE AND BEYOND

This report explores combinatorial structures in Finite Geometries by giving known constructions of maximal arcs; using maximal arcs to construct two-weight codes, partial geometries, strongly regular graphs and LDPC codes; a review on how to generalize maximal arcs to higher dimensions through Perp-Systems; and an effort in finding constructions of new Perp-Systems.