Sedenions Cayley-dickson e dilatação de funções k-quaseconformes

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Sedenions of Cayley-Dickson and the Cauchy-Riemann like relations

This work is an extension to sedenions of the Cauchy-Riemann relations, following a similar earlier construction made by one of the authors (M. Borges) to quaternions and octonions, see [1], [2], [3]. © 2011 Academic Publications.

The smallest simple Moufang loop

We study the simple Moufang loop GLL(F(2)) and give a complete description of its lattice of subloops. (C) 2008 Elsevier Inc. All rights reserved.

Finiteness of hermitian levels of some algebras

We characterize the hermitian levels of quaternion and octonion algebras and of an 8-dimensional algebra D over the ground field F, constructed using a weak version of the Cayley-Dickson double process. It is shown that all values of the hermitian levels of quaternion algebras with the hat-involution also occur as hermitian levels of D. We give some limits to the levels of the algebra D over some ground field. © Soc. Paran. de Mat.

CLASSIFICATION OF SUBALGEBRAS OF THE CAYLEY ALGEBRA OVER A FINITE FIELD

We classify all unital subalgebras of the Cayley algebra O(q) over the finite field F(q), q = p(n). We obtain the number of subalgebras of each type and prove that all isomorphic subalgebras are conjugate with respect to the automorphism group of O(q). We also determine the structure of the Moufang loops associated with each subalgebra of O(q).

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.