Alternating sums of binomial coefficients with unit fraction arithmetic sequence coefficients

Expressions for finite sums involving the binomial coefficients with unit fraction coefficients whose denominators form an arithmetic sequence are determined.

The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed and oral language) and numerical factors that include single-digit processing efficiency and multi-digit skills such as number system knowledge and estimation. This study of third graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in three significant arithmetic skills: basic calculation fluency, written multi-digit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill and their contributions are both independent of each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multi-digit skills. These findings indicate that many factors matter but multi-digit skills matter most in third grade mathematical achievement.

Trans-floating-point arithmetic removes nine quadrillion redundancies from 64-bit IEEE 754 floating-point arithmetic

IEEE 754 floating-point arithmetic is widely used in modern, general-purpose computers. It is based on real arithmetic and is made total by adding both a positive and a negative infinity, a negative zero, and many Not-a-Number (NaN) states. Transreal arithmetic is total. It also has a positive and a negative infinity but no negative zero, and it has a single, unordered number, nullity. Modifying the IEEE arithmetic so that it uses transreal arithmetic has a number of advantages. It removes one redundant binade from IEEE floating-point objects, doubling the numerical precision of the arithmetic. It removes eight redundant, relational,floating-point operations and removes the redundant total order operation. It replaces the non-reflexive, floating-point, equality operator with a reflexive equality operator and it indicates that some of the exceptions may be removed as redundant { subject to issues of backward compatibility and transient future compatibility as programmers migrate to the transreal paradigm.

Transreal arithmetic as a consistent basis for paraconsistent logics

Paraconsistent logics are non-classical logics which allow non-trivial and consistent reasoning about inconsistent axioms. They have been pro- posed as a formal basis for handling inconsistent data, as commonly arise in human enterprises, and as methods for fuzzy reasoning, with applica- tions in Artificial Intelligence and the control of complex systems. Formalisations of paraconsistent logics usually require heroic mathe- matical efforts to provide a consistent axiomatisation of an inconsistent system. Here we use transreal arithmetic, which is known to be consis- tent, to arithmetise a paraconsistent logic. This is theoretically simple and should lead to efficient computer implementations. We introduce the metalogical principle of monotonicity which is a very simple way of making logics paraconsistent. Our logic has dialetheaic truth values which are both False and True. It allows contradictory propositions, allows variable contradictions, but blocks literal contradictions. Thus literal reasoning, in this logic, forms an on-the- y, syntactic partition of the propositions into internally consistent sets. We show how the set of all paraconsistent, possible worlds can be represented in a transreal space. During the development of our logic we discuss how other paraconsistent logics could be arithmetised in transreal arithmetic.

Transreal limits expose category errors in IEEE 754 floating-point arithmetic and in mathematics

The IEEE 754 standard for oating-point arithmetic is widely used in computing. It is based on real arithmetic and is made total by adding both a positive and a negative infinity, a negative zero, and many Not-a-Number (NaN) states. The IEEE infinities are said to have the behaviour of limits. Transreal arithmetic is total. It also has a positive and a negative infinity but no negative zero, and it has a single, unordered number, nullity. We elucidate the transreal tangent and extend real limits to transreal limits. Arguing from this firm foundation, we maintain that there are three category errors in the IEEE 754 standard. Firstly the claim that IEEE infinities are limits of real arithmetic confuses limiting processes with arithmetic. Secondly a defence of IEEE negative zero confuses the limit of a function with the value of a function. Thirdly the definition of IEEE NaNs confuses undefined with unordered. Furthermore we prove that the tangent function, with the infinities given by geometrical con- struction, has a period of an entire rotation, not half a rotation as is commonly understood. This illustrates a category error, confusing the limit with the value of a function, in an important area of applied mathe- matics { trigonometry. We brie y consider the wider implications of this category error. Another paper proposes transreal arithmetic as a basis for floating- point arithmetic; here we take the profound step of proposing transreal arithmetic as a replacement for real arithmetic to remove the possibility of certain category errors in mathematics. Thus we propose both theo- retical and practical advantages of transmathematics. In particular we argue that implementing transreal analysis in trans- floating-point arith- metic would extend the coverage, accuracy and reliability of almost all computer programs that exploit real analysis { essentially all programs in science and engineering and many in finance, medicine and other socially beneficial applications.

Shadow lines in the arithmetic of elliptic curves

Let E/Q be an elliptic curve and p a rational prime of good ordinary reduction. For every imaginary quadratic field K/Q satisfying the Heegner hypothesis for E we have a corresponding line in E(K)\otimes Q_p, known as a shadow line. When E/Q has analytic rank 2 and E/K has analytic rank 3, shadow lines are expected to lie in E(Q)\otimes Qp. If, in addition, p splits in K/Q, then shadow lines can be determined using the anticyclotomic p-adic height pairing. We develop an algorithm to compute anticyclotomic p-adic heights which we then use to provide an algorithm to compute shadow lines. We conclude by illustrating these algorithms in a collection of examples.

Arithmetic fuchsian groups and space time block codes

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A new proposal of Arithmetic Logic Unit (ALU) to work with paraconsistent annotated logic

It can be observed that the number and the complexity of the application's domains, where the Paraconsistent Annotated Logic has been used, have grown a lot in the last decade. This increase in the complexity of the application's domain is an extra challenge for the designers of such systems, once there are not suitable computer hardware to run paraconsistent systems. This work proposes a new hardware architecture for the building Paraconsistent system.

Practising Arithmetic Using Educational Video Games with an Interpersonal Computer

Studies show the positive effects that video games can have on student performance and attitude towards learning. In the past few years, strategies have been generated to optimize the use of technological resources with the aim of facilitating widespread adoption of technology in the classroom. Given its low acquisition and maintenance costs, the interpersonal computer allows individual interaction and simultaneous learning with large groups of students. The purpose of this work was to compare arithmetical knowledge acquired by third-grade students through the use of game-based activities and non-game-based activities using an interpersonal computer, with knowledge acquired through the use of traditional paper-and-pencil activities, and to analyze their impact in various socio-cultural contexts. To do this, a quasi-experimental study was conducted with 271 students in three different countries (Brazil, Chile, and Costa Rica), in both rural and urban schools. A set of educational games for practising arithmetic was developed and tested in six schools within these three countries. Results show that there were no significant differences (ANCOVA) in the learning acquired from game-based vs. non-game-based activities. However, both showed a significant difference when compared with the traditional method. Additionally, both groups using the interpersonal computer showed higher levels of student interest than the traditional method group, and these technological methods were seen to be especially effective in increasing learning among weaker students.

Quaternion orders over quadratic integer rings from arithmetic fuchsian groups

In this paper we show that the quaternion orders OZ[ √ 2] ≃ ( √ 2, −1)Z[ √ 2] and OZ[ √ 3] ≃ (3 + 2√ 3, −1)Z[ √ 3], appearing in problems related to the coding theory [4], [3], are not maximal orders in the quaternion algebras AQ( √ 2) ≃ ( √ 2, −1)Q( √ 2) and AQ( √ 3) ≃ (3 + 2√ 3, −1)Q( √ 3), respectively. Furthermore, we identify the maximal orders containing these orders.