Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

In this thesis, we classify finite orbits of the action of the pure braid group over a certain large open subset of the SL(2,C) character variety of the Riemann sphere with five boundary components, i.e. Σ5. This problem arises in the context of classifying algebraic solutions of the Garnier system G2, that is the two variable analogue of the famous sixth Painleve equation PVI. The structure of the analytic continuation of these solutions is described in terms of the action of the pure braid group on the fundamental group of Σ5. To deal with this problem, we introduce a system of co-adjoint coordinates on a big open subset of the SL(2,C) character variety of Σ5. Our classifica- tion method is based on the definition of four restrictions of the action of the pure braid group such that they act on some of the co-adjoint coordi- nates of Σ5 as the pure braid group acts on the co-adjoint coordinates of the character variety of the Riemann sphere with four boundary components, i.e. Σ4, for which the classification of all finite orbits is known. In order to avoid redundant elements in our final list, a group of symmetries G of the large open subset is introduced and the final classification is achieved modulo the action of G. We present a final list of 54 finite orbits.

Globally convergent, probability-one homotopy methods have proven to be very effective for finding all the isolated solutions to polynomial systems of equations. After many years of development, homotopy path trackers based on probability-one homotopy methods are reliable and fast. Now, theoretical advances reducing the number of homotopy paths that must be tracked, and in the handling of singular solutions, have made probability-one homotopy methods even more practical. This thesis describes the theory behind and performance of the new code POLSYS_PLP, which consists of Fortran 90 modules for finding all isolated solutions of a complex coefficient polynomial system of equations by a probability-one homotopy method. The package is intended to be used in conjunction with HOMPACK90, and makes extensive use of Fortran 90 derived data types to support a partitioned linear product (PLP) polynomial system structure. PLP structure is a generalization of m-homogeneous structure, whereby each component of the system can have a different m-homogeneous structure. POLSYS_PLP employs a sophisticated power series end game for handling singular solutions, and provides support for problem definition both at a high level and via hand-crafted code. Different PLP structures and their corresponding Bezout numbers can be systematically explored before committing to root finding. / Master of Science

This thesis deals with analyzing multivariate financial and economical data. The first section describes the theory of multivariate time series and multivariate ARMA models. The second part deals with some models with exogenous variables such as simultaneous equations models and ARMAX model. In the final chapter, the described theory is applied to analyze the reciprocal dependence of time series of inflation rates and dependence of inflation rates on various macroeconomical indicators. The results were obtained by software Mathematica 8, Mathematica 10, EViews and R. Powered by TCPDF (www.tcpdf.org)

This study used the multiple methods of classroom observation, interview with teachers and students, and paper-and-pencil test to investigate the ability development of seventh-grade students in learning two-dimensional linear systems of equations and the corresponding error analysis. Hopefully, the results of this study can be as a reference for the middle school math teachers to plan the suitable teaching strategies when they teach two-dimensional linear systems of equations to their students. At the beginning, the researcher entered two seventh-grade classrooms of one middle school in Kaohsiung to make the preliminary observations and let students (also the teachers) to get used to the appearance of the researcher in the classroom during the period that one-variable linear equations were taught. Subsequently, the formal observations were carried out for 40 class periods that two-dimensional linear systems of equations were taught. All the observations made about how teachers taught and how students learned were recorded and content analyzed. Two paper-and-pencil tests were administered during the period of preliminary observations. And three paper-and pencil tests were given during the period of the formal observations. All the test results were collected and analyzed in numerous ways. Based on the literature survey and the interviews with six middle school math teachers, all relevant abilities of mastering two-dimensional linear systems of equations were classified into three categories: Character Symbols (10 sub-abilities), Operational Principals (five sub-abilities), and Other Abilities (16 sub-abilities). Based on the results of the content analyses of classroom observations and the error analyses of five paper-and-pencils tests for each sub-abilities of mastering the subject, it was observed that during the period of developing the abilities on solving two-dimensional linear systems of equations, most students showed some signs of obstacles and puzzles. Even by the end of the course on two-dimensional linear systems of equations, most students still did not master the subject well. Based on the results of this study, it is proposed that the length of teaching period needs to be increased and more efficient learning strategies need to be introduced to the students when two-dimensional linear systems of equations are taught.

Thesis (Ph.D.) - University of Glasgow, 2008. / Ph.D. thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Mathematics, 2008. Includes bibliographical references. Print version also available.

Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 72-85). Also available in electronic version.

In the maximum solution equation problem a collection of equations are given over some algebraic structure. The objective is to find an assignment to the variables in the equations such that all equations are satisfied and the sum of the variables is maximised. We give tight approximability results for the maximum solution equation problem when the equations are given over finite abelian groups. We also prove that the weighted and unweighted versions of this problem have asymptotically equal approximability thresholds. Furthermore, we show that the problem is equally hard to solve as the general problem even if each equation is restricted to contain at most three variables and solvable in polynomial time if the equations are restricted to contain at most two variables each. All of our results also hold for the generalised version of maximum solution equation where the elements of the group are mapped arbitrarily to non-negative integers in the objective function.

abstract: The extent of students’ struggles in linear algebra courses is at times surprising to mathematicians and instructors. To gain insight into the challenges, the central question I investigated for this project was: What is the nature of undergraduate students’ conceptions of multiple analytic representations of systems (of equations)? My methodological choices for this study included the use of one-on-one, task-based clinical interviews which were video and audio recorded. Participants were chosen on the basis of selection criteria applied to a pool of volunteers from junior-level applied linear algebra classes. I conducted both generative and convergent analyses in terms of Clement’s (2000) continuum of research purposes. The generative analysis involved an exploration of the data (in transcript form). The convergent analysis involved the analysis of two student interviews through the lenses of Duval’s (1997, 2006, 2017) Theory of Semiotic Representation Registers and a theory I propose, the Theory of Quantitative Systems. All participants concluded that for the four representations in this study, the notation was varying while the solution was invariant. Their descriptions of what was represented by the various representations fell into distinct categories. Further, the students employed visual techniques, heuristics, metaphors, and mathematical computation to account for translations between the various representations. Theoretically, I lay out some constructs that may help with awareness of the complexity in linear algebra. While there are many rich concepts in linear algebra, challenges may stem from less-than-robust communication. Further, mathematics at the level of linear algebra requires a much broader perspective than that of the ordinary algebra of real numbers. Empirically, my results and findings provide important insights into students’ conceptions. The study revealed that students consider and/or can have their interest piqued by such things as changes in register. The lens I propose along with the empirical findings should stimulate conversations that result in linear algebra courses most beneficial to students. This is especially important since students who encounter undue difficulties may alter their intended plans of study, plans which would lead them into careers in STEM (Science, Technology, Engineering, & Mathematics) fields. / Dissertation/Thesis / Doctoral Dissertation Mathematics 2019

We report on some experience with a new version of the well known Gröbner algorithm with factorization and constraint inequalities, implemented in our REDUCE package CALI, [12]. We discuss some of its details and present run time comparisons with other existing implementations on well splitting examples.