Many topics that mathematicians study at times seem so unrelated such as Geometry and Abstract Algebra. These two branches of math would seem unrelated at first glance. I will try to bridge Geometry and Abstract Algebra just a bit with the following topics. We can be sure that after we construct our basic parallel and perpendicular lines, bisected angles, regular polygons, and other basic geometric figures, we are actually constructing what in geometry is simply stated and accepted, because it will be proven using abstract algebra. Also we will look at many classic problems in Geometry that are not possible with only straightedge and compass but need a marked ruler.

Orientador: Rafael Santos Mendes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-24T01:12:10Z (GMT). No. of bitstreams: 1 Candido_RenatoMarkeleFerreira_M.pdf: 1921815 bytes, checksum: a5e82ec1bfadd836b1ba66fda5ce00ec (MD5) Previous issue date: 2013 / Resumo: A principal contribuição desta dissertação é a proposta de algoritmos de filtragem por partículas em sistemas a eventos discretos nos quais predominam os problemas de sincronização. Esta classe de sistemas pode ser descrita por meio de equações lineares em uma álgebra não convencional usualmente conhecida como álgebra Max Plus. Os Filtros de Partículas são algoritmos Bayesianos sub-ótimos que realizam uma amostragem sequencial de Monte Carlo para construir uma aproximação discreta da densidade de probabilidade dos estados baseada em um conjunto de partículas com pesos associados. É apresentada uma revisão de sistemas a eventos discretos, de filtragem não linear e de filtros de partículas de um modo geral. Após apresentar esta base teórica, são propostos dois algoritmos de filtros de partículas aplicados a sistemas Max Plus. Em seguida algumas simulações foram apresentadas e os resultados apresentados mostraram a eficiência dos filtros desenvolvidos / Abstract: This thesis proposes, as its main contribution, particle filtering algorithms for discrete event systems in which synchronization phenomena are prevalent. This class of systems can be described by linear equation systems in a nonconventional algebra commonly known as Max Plus algebra. Particles Filters are suboptimal Bayesian algorithms that perform a sequential Monte Carlo sampling to construct a discrete approximation of the probability density of states based on a set of particles with associated weights. It is presented a review of discrete event systems, nonlinear filtering and particle filters. After presenting this theoretical background, two particle filtering algorithms applied to Max Plus systems are proposed. Finally some simulation results are presented, confirming the accuracy of the designed filters / Mestrado / Automação / Mestre em Engenharia Elétrica

The topics explored in this project present and interesting picture of close connections between algebra and geometry. Given a specific system of polynomial equations we show how to construct a Groebner basis using Buchbergers Algorithm. Gröbner bases have very nice properties, e.g. they do give a unique remainder in the division algorithm. We use these bases to solve systems of polynomial quations in several variables and to determine whether a function lies in the ideal.

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L'apprentissage de l’algèbre abstraite semble correspondre, pour les étudiants de niveau universitaire ou collégial, à l'introduction d'une multitude de nouveautés conceptuelles. Afin de mieux comprendre les raisons du taux d'échec important mesuré dans cette discipline, nous avons tenté de dégager les obstacles ou les difficultés rencontrés et nous les avons regroupés en quatre familles. Sur la base d'un exemple tiré d'une séquence d'introduction à l'algèbre abstraite et des productions des étudiants, nous relèverons que, en plus de devoir franchir un cap dans le niveau d'abstraction requis, les étudiants sont, souvent pour la première fois de leur parcours, confrontés à une théorie axiomatique développée comme telle, à des définitions de nature essentielle dont l'emploi va parfois à l'encontre du sens usuel, à l'absence de représentation graphique ainsi qu'à un processus de preuve formelle pour lequel ils n'ont été jusque-là que peu entraînés. / For university or college students, the learning of abstract algebra seems to involve a multitude of conceptual innovations. To better understand the reasons for the high failure rate in abstract algebra courses, we have aimed at identifying the obstacles or difficulties encountered and grouped them into four families. Based on an example from an introductory sequence in abstract algebra, we will show that in addition to having to reach an unprecedented level of abstraction, students, often for the first time in their mathematical instruction, have to face simultaneously an axiomatic theory developed with essential type definitions that seem to go against the usual meaning, a lack of graphical representation as well as a process of formal proof for which they had little to no training.

Within undergraduate mathematics education, there are few validated instruments designed for large-scale usage. The Group Concept Inventory (GCI) was created as an instrument to evaluate student conceptions related to introductory group theory topics. The inventory was created in three phases: domain analysis, question creation, and field-testing. The domain analysis phase included using an expert consensus protocol to arrive at the topics to be assessed, analyzing curriculum, and reviewing literature. From this analysis, items were created, evaluated, and field-tested. First, 383 students answered open-ended versions of the question set. The questions were converted to multiple-choice format from these responses and disseminated to an additional 476 students over two rounds. Through follow-up interviews intended for validation, and test analysis processes, the questions were refined to best target conceptions and strengthen validity measures. The GCI consists of seventeen questions, each targeting a different concept in introductory group theory. The results from this study are broken into three papers. The first paper reports on the methodology for creating the GCI with the goal of providing a model for building valid concept inventories. The second paper provides replication results and critiques of previous studies by leveraging three GCI questions (on cyclic groups, subgroups, and isomorphism) that have been adapted from prior studies. The final paper introduces the GCI for use by instructors and mathematics departments with emphasis on how it can be leveraged to investigate their students' understanding of group theory concepts. Through careful creation and extensive field-testing, the GCI has been shown to be a meaningful instrument with powerful ability to explore student understanding around group theory concepts at the large-scale.

This dissertation consists of three related papers. The first paper, Rethinking mathematics bridge courses--An inquiry model for community colleges, introduces the activities of conventionalizing and axiomatizing from a practitioner perspective. In the paper, I offer a curricular model that includes both inquiry and traditional instruction for two-year college students interested in mathematics. In particular, I provide both examples and rationales of tasks from the research-based Teaching Abstract Algebra for Understanding (TAAFU) curriculum, which anchors the inquiry-oriented version of the mathematics bridge course. The second paper, the role of past experience in creating a shared representation system for a mathematical operation: A case of conventionalizing, adds to the existing literature on mathematizing (Freudenthal, 1973) by "zooming in" on the early stages of the classroom enactment of an inquiry-oriented curriculum for reinventing the concept of group (Larsen, 2013). In three case study episodes, I shed light onto "How might conventionalizing unfold in a mathematics classroom?" and offer an initial framework that relates students' establishment of conventions in light of their past mathematical experiences. The third paper, Collective axiomatizing as a classroom activity, is a detailed case study (Yin, 2009) that examines how students collectively engage in axiomatizing. In the paper, I offer a revision to De Villiers's (1986) model of descriptive axiomatizing. The results of this study emphasize the additions of pre-axiomatic activity and axiomatic creation to the model and elaborate the processes of axiomatic formulation and analysis within the classroom community.