Geneseo Mathematics Colloquium Schedule
Suppose that you walk into the Fraser Study Area and find that a strange machine has been installed. It asks you to input a matrix. So, you give it one, it shakes and rattles a bit, and then it gives you a new matrix. Curious, you inspect the device and find the following message:
"This machine is linear and it does not change eigenvalues."
Is this enough information to figure out how the machine works? Come and find out the answer! Along the way, we will discuss the history of such machines, the current ones being studied, and their use in quantum computing.
The change in both the nature and the content of the natural sciences beginning with Copernicus' consideration of a different underlying dynamic for the motions of the heavenly bodies to the culmination of the process in Newton's Principia has been called the "Scientific Revolution". In recent years the concept of the "Scientific Revolution" has come under attack by historians and philosophers of science (and others). The chief criticism is that the accepted story of the revolution is far too simple. A major component of the scientific revolution was the alteration in the way mathematics was used in science, particularly in Physics. Newton and Galileo were two of the principle figures in this revolution but the way they each used mathematics was very different and often at odds with the accepted story of the revolution. This talk will deal with just how each of these figures used mathematics in advancing a new Physics.
This research is a reflection of the need for education to prepare students for either careers or college. As the world is becoming increasingly more globalized, it is more necessary for high school graduates to have basic understandings of other cultures and subcultures. We worked with three middle schools in Connecticut that are implementing interdisciplinary units that have components of multicultural knowledge, building "intercultural competence," or ICC, in their students. I worked to develop assessment tools for these teachers and school districts. The tools will measure specific qualities we determined to show "high ICC levels" in middle school students. There is a strong theoretical background influencing these decisions and the creation of the tools, which have multiple uses within classroom environments to gain a comprehensive understanding of the students' skills.
Megan will also introduce the research she did the previous summer at Kansas State University that focused on graph theory and combinatorial optimization.
n is more than n2-ε for any ε > 0. This is known as the "sum-product problem".