The signature of a rough path: uniqueness

In the context of controlled differential equations, the signature is the exponential function on paths. B. Hambly and T. Lyons proved that the signature of a bounded variation path is trivial if and only if the path is tree-like. We extend Hambly–Lyons' result and their notion of tree-like paths to the setting of weakly geometric rough paths in a Banach space. At the heart of our approach is a new definition for reduced path and a lemma identifying the reduced path group with the space of signatures.

Indecomposable and noncrossed product division algebras over function fields of smooth p-adic curves

We construct indecomposable and noncrossed product division algebras over function fields of connected smooth curves X over Z(p). This is done by defining an index preserving morphism s: Br(<(K(X))over cap>)` --> Br(K(X))` which splits res : Br(K (X)) --> Br(<(K(X))over cap>), where <(K(X))over cap> is the completion of K (X) at the special fiber, and using it to lift indecomposable and noncrossed product division algebras over <(K(X))over cap>. (C) 2010 Elsevier Inc. All rights reserved.

Stability of gradient semigroups under perturbations

In this paper we prove that gradient-like semigroups (in the sense of Carvalho and Langa (2009 J. Diff. Eqns 246 2646-68)) are gradient semigroups (possess a Lyapunov function). This is primarily done to provide conditions under which gradient semigroups, in a general metric space, are stable under perturbation exploiting the known fact (see Carvalho and Langa (2009 J. Diff. Eqns 246 2646-68)) that gradient-like semigroups are stable under perturbation. The results presented here were motivated by the work carried out in Conley (1978 Isolated Invariant Sets and the Morse Index (CBMS Regional Conference Series in Mathematics vol 38) (RI: American Mathematical Society Providence)) for groups in compact metric spaces (see also Rybakowski (1987 The Homotopy Index and Partial Differential Equations (Universitext) (Berlin: Springer)) for the Morse decomposition of an invariant set for a semigroup on a compact metric space).

The doodle of a finitely determined map germ from R(2) to R(3)

Let f : U subset of R(2) -> R(3) be a representative of a finitely determined map germ f : (R(2), 0) -> (R(3), 0). Consider the curve obtained as the intersection of the image of the mapping f with a sufficiently small sphere s(epsilon)(2) centered at the origin in R(3), call this curve the associated doodle of the map germ f. For a large class of map germs the associated doodle has many transversal self-intersections. The topological classification of such map germs is considered from the point of view of the associated doodles. (C) 2009 Elsevier Inc. All rights reserved.

Sparse partition universal graphs for graphs of bounded degree

In 1983, Chvatal, Trotter and the two senior authors proved that for any Delta there exists a constant B such that, for any n, any 2-colouring of the edges of the complete graph K(N) with N >= Bn vertices yields a monochromatic copy of any graph H that has n vertices and maximum degree Delta. We prove that the complete graph may be replaced by a sparser graph G that has N vertices and O(N(2-1/Delta)log(1/Delta)N) edges, with N = [B`n] for some constant B` that depends only on Delta. Consequently, the so-called size-Ramsey number of any H with n vertices and maximum degree Delta is O(n(2-1/Delta)log(1/Delta)n) Our approach is based on random graphs; in fact, we show that the classical Erdos-Renyi random graph with the numerical parameters above satisfies a stronger partition property with high probability, namely, that any 2-colouring of its edges contains a monochromatic universal graph for the class of graphs on n vertices and maximum degree Delta. The main tool in our proof is the regularity method, adapted to a suitable sparse setting. The novel ingredient developed here is an embedding strategy that allows one to embed bounded degree graphs of linear order in certain pseudorandom graphs. Crucial to our proof is the fact that regularity is typically inherited at a scale that is much finer than the scale at which it is assumed. (C) 2011 Elsevier Inc. All rights reserved.

Paper surfaces and dynamical limits

It is very common in mathematics to construct surfaces by identifying the sides of a polygon together in pairs: For example, identifying opposite sides of a square yields a torus. In this article the construction is considered in the case where infinitely many pairs of segments around the boundary of the polygon are identified. The topological, metric, and complex structures of the resulting surfaces are discussed: In particular, a condition is given under which the surface has a global complex structure (i.e., is a Riemann surface). In this case, a modulus of continuity for a uniformizing map is given. The motivation for considering this construction comes from dynamical systems theory: If the modulus of continuity is uniform across a family of such constructions, each with an iteration defined on it, then it is possible to take limits in the family and hence to complete it. Such an application is briefly discussed.

Representation type of Jordan algebras

The problem of classification of Jordan bit-nodules over (non-semisimple) finite dimensional Jordan algebras with respect to their representation type is considered. The notions of diagram of a Jordan algebra and of Jordan tensor algebra of a bimodule are introduced and a mapping Qui is constructed which associates to the diagram of a Jordan algebra J the quiver of its universal associative enveloping algebra S(J). The main results are concerned with Jordan algebras of semi-matrix type, that is, algebras whose semi-simple component is a direct sum of Jordan matrix algebras. In this case, criterion of finiteness and tameness for one-sided representations are obtained, in terms of diagram and mapping Qui, for Jordan tensor algebras and for algebras with radical square equals to 0. (c) 2010 Elsevier Inc. All rights reserved.

On Polar Foliations and the Fundamental Group

In this work we investigate the relation between the fundamental group of a complete Riemannian manifold M and the quotient between the Weyl group and reflection group of a polar action on M, as well as the relation between the fundamental group of M and the quotient between the lifted Weyl group and lifted reflection group. As applications we give alternative proofs of two results. The first one, due to the author and Toben, implies that a polar action does not admit exceptional orbits, if M is simply connected. The second result, due to Lytchak, implies that the orbits are closed and embedded if M is simply connected. All results are proved in the more general case of polar foliations.

The Gelfand-Kirillov conjecture and Gelfand-Tsetlin modules for finite W-algebras

We address two problems with the structure and representation theory of finite W-algebras associated with general linear Lie algebras. Finite W-algebras can be defined using either Kostant`s Whittaker modules or a quantum Hamiltonian reduction. Our first main result is a proof of the Gelfand-Kirillov conjecture for the skew fields of fractions of finite W-algebras. The second main result is a parameterization of finite families of irreducible Gelfand-Tsetlin modules using Gelfand-Tsetlin subalgebra. As a corollary, we obtain a complete classification of generic irreducible Gelfand-Tsetlin modules for finite W-algebras. (C) 2009 Elsevier Inc. All rights reserved.

Elevers möjlighet till reflektion i matematikundervisningen : En studie i grunskolans årskurs 9

Studiens huvudsakliga syfte är att få kunskap kring om och hur elever i skolår 9 stimuleras till reflektion i matematikundervisningen. Den tidigare forskning som presenteras i litteraturgenomgången visar på reflektionens betydelse i lärprocessen och ger riktlinjer för vilka aktiviteter som uppmanar till respektive hämmar elevers reflektion. Genom en kvalitativ fallstudie, med i huvudsak lektionsobservationer som utgångspunkt och med efterföljande lärarintervjuer som stöd, har syftet uppnåtts genom att kartlägga den aktivitet som förekommer i praktiken. Undervisningsaktiviteter som kan uppvisa en positiv respektive negativ effekt på elevers möjlighet till reflektion har vid bearbetning och analys av materialet kunnat urskiljas. Resultatet visar att trots att lärare är positivt inställda till metakognition och ett reflekterande arbetssätt förekommer endast i vissa fall tillfällen då eleven stimuleras till reflektion och denna får ske. Vanligt förekommande i lärares undervisning är situationer som skulle kunna fungera som reflektionsstimulerande om de ges utrymme och reflektionen följs upp. Studiens resultat kan bidra till att påminna och göra lärare medvetna om vilka aktiviteter som stödjer reflektion samt förmedla vikten av att eleverna redan i grundskolans tidigare år undervisas om och utsättas för en undervisningspraktik som kontinuerligt kräver förekomsten av reflektion.

Förlorad i övergången från aritmetik till algebra : Hur gymnasieelever översätter aritmetik till algebra

The aim of this thesis is to look for signs of students’ understanding of algebra by studying how they make the transition from arithmetic to algebra. Students in an Upper Secondary class on the Natural Science program and Science and Technology program were given a questionnaire with a number of algebraic problems of different levels of difficulty. Especially important for the study was that students leave comments and explanations of how they solved the problems. According to earlier research, transitions are the most critical steps in problem solving. The Algebraic Cycle is a theoretical tool that can be used to make different phases in problem solving visible. To formulate and communicate how the solution was made may lead to students becoming more aware of their thought processes. This may contribute to students gaining more understanding of the different phases involved in mathematical problem solving, and to students becoming more successful in mathematics in general.The study showed that the students could solve mathematical problems correctly, but that they in just over 50% of the cases, did not give any explanations to their solutions.

Teachers' conceptions about students' mathematical reasoning : Gendered or not?

This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking. 

A reason to believe : beliefs as an influence on students task solving

Upper secondary students’ task solving reasoning was analysed, with a focus on what grounds they had for different strategy choices and conclusions. Beliefs were identified and connected with the reasoning that took place. The results indicate that beliefs have an impact on the central decisions made during task solving. Three themes stand out: safety, expectation and motivation.

Layout och typografi i vetenskapliga artiklar : En kartläggning av konventioner gällande grafisk formgivning inom matematik, medicin och utbildningsvetenskap

En deskriptiv visuell innehållsanalys genomfördes med en korpus bestående av vetenskapliga artiklar från 30 topprankade tidskrifter jämnt fördelade på de tre disciplinerna matematik, medicin och utbildningsvetenskap, med syfte att undersöka om det fanns ett samband mellan tidskrifternas disciplintillhörighet och den grafiska formgivningen. Kartläggningen omfattade layout (bl.a. sidformat, spalter, marginalstorlek, användning av grafiska element, placering av tabeller, figurer och pagina) och typografiskt utseende hos titel, rubriker, brödtext och abstrakt (t.ex. teckenstorlek, textjustering, teckengrovlek, typsnitt, färg och radavstånd). Resultaten visar att disciplinerna använde olika men även gemensamma konventioner i sitt grafiska utseende. Matematik uppvisade enkelspaltig layout med liten typografisk variation, genomgående användning av typsnitt från familjen Transitional eller Transitional/Didone för hela dokumentet, avsaknad av kulört färg och sällan användning av grafiska element. Medicin uppvisade större variation med användning av kulört färg, icke-centrerad typografi med både sansseriff- och seriff-typsnitt, grafiska element och ramar som förstärker det ofta använda dubbelspaltiga gridsystemet. Utbildningsvetenskap uppvisade en grafisk design som återfanns i båda disciplinerna, men påminde mest om matematik till utseendet. Kodbok ingår i sin helhet som bilaga. Uppsatsen i sig är delvis formgiven med utgångspunkt i de erhållna resultaten.

Rapport från projektet Multimodala uppgifter och bedömning i matematik : Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper

This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.