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Artykuły w czasopismach na temat „MATHEMATICS / Algebra / Elementary”

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Data publikacji: 29 lipca 2024

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1

Parajuli, Krishna Kanta. "Elementary Algebra on Vedic Mathematics." Mathematics Education Forum Chitwan 6, no. 6 (2021): 82–94. http://dx.doi.org/10.3126/mefc.v6i6.42410.

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The South Asian region has a long history of discovering new ideas, ideologies, and technologies. Since the Vedic period, the land has been known as a fertile place for innovative discoveries. The Vedic technique used by Bharati Krishna Tirthaji is unique among South Asian studies. The focus of this study was mostly on algebraic topics, which are typically taught in our school level. The study also looked at how Vedic Mathematics solves issues of elementary algebra using Vedic techniques such as Paravartya Yojayet, Sunyam Samyasamuccaye, Anurupye Sunyamanyat, Antyayoreva and Lopanasthapanabhya

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Mathieu, Martin. "Elementary operators on prime C*-algebras II." Glasgow Mathematical Journal 30, no. 3 (1988): 275–84. http://dx.doi.org/10.1017/s0017089500007369.

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Compact elementary operators acting on the algebra ℒ(H) of all bounded operators on some Hilbert space H were characterised by Fong and Sourour in [9]. Akemann and Wright investigated compact and weakly compact derivations on C*-algebras [1], and also studied compactness properties of the sum and the product of the right and the left regular representation of an element in a C*-algebra [2]. They used the concept of a compact Banach algebra element due to Vala [17]: an element a in a Banach algebra A is called compact if the mapping x → axa is compact on A. This notion has been further investig

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3

Timoney, Richard M. "AN INTERNAL CHARACTERIZATION OF COMPLETE POSITIVITY FOR ELEMENTARY OPERATORS." Proceedings of the Edinburgh Mathematical Society 45, no. 2 (2002): 285–300. http://dx.doi.org/10.1017/s0013091500000687.

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AbstractComplete positivity of ‘atomically extensible’ bounded linear operators between $C^*$-algebras is characterized in terms of positivity of a bilinear form on certain finite-rank operators. In the case of an elementary operator on a $C^*$-algebra, the approach leads us to characterize k-positivity of the operator in terms of positivity of a quadratic form on a subset of the dual space of the algebra and in terms of a certain inequality involving factorial states of finite type I.As an application we characterize those $C^*$-algebras where every k-positive elementary operator on the algeb

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4

Tasic, Milan, Predrag Stanimirovic, Ivan Stanimirovic, Marko Petkovic, and Nebojsa Stojkovic. "Some useful MATHEMATICA teaching examples." Facta universitatis - series: Electronics and Energetics 18, no. 2 (2005): 329–44. http://dx.doi.org/10.2298/fuee0502329t.

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We show how a computer algebra system in MATHEMATICA can be used in several elementary courses in mathematics for students. We have also developed an application in programming language DELPHI for testing students in MATHEMATICA.

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5

Bernau, S. J., and C. B. Huijsmans. "Almost f-algebras and d-algebras." Mathematical Proceedings of the Cambridge Philosophical Society 107, no. 2 (1990): 287–308. http://dx.doi.org/10.1017/s0305004100068560.

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In this paper we study the classes of almost f-algebras and d-algebras. Apart from a survey of known properties we present some ‘new’ properties of almost f-algebras and d-algebras and we consider their connection with f-algebras. To be more precise, we show, among other things, in an elementary intrinsic manner, that every Archimedean almost f-algebra is commutative. This result is a considerable improvement upon the fact that every Archimedean f-algebra is commutative. Furthermore, we give a description of the set of nilpotent elements in both an Archimedean d-algebra and an Archimedean almo

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6

Magajna, Bojan. "Uniform approximation by elementary operators." Proceedings of the Edinburgh Mathematical Society 52, no. 3 (2009): 731–49. http://dx.doi.org/10.1017/s0013091507001290.

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AbstractOn a separable C*-algebra A every (completely) bounded map which preserves closed two-sided ideals can be approximated uniformly by elementary operators if and only if A is a finite direct sum of C*-algebras of continuous sections vanishing at ∞ of locally trivial C*-bundles of finite type.

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7

Chrastina, Jan. "From elementary algebra to Bäcklund transformations." Czechoslovak Mathematical Journal 40, no. 2 (1990): 239–57. http://dx.doi.org/10.21136/cmj.1990.102378.

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8

Earnest, Darrell, and Aadina A. Balti. "Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration." Teaching Children Mathematics 14, no. 9 (2008): 518–22. http://dx.doi.org/10.5951/tcm.14.9.0518.

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Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators around the country. Algebra is commonly regarded as a gateway to future opportunity (e.g., Moses and Cobb 2001), and elementary mathematics standards at both the state and national levels now reflect this effort to provide students with opportunities to learn critical concepts before middle and high school (California Department of Education 1997; NCTM 2000). However, implementing algebra standards at the elementary level is challenging—how do mathematics educators effectively and m

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9

Bains, R. "Elementary linear algebra." Engineering Analysis with Boundary Elements 9, no. 4 (1992): 368. http://dx.doi.org/10.1016/0955-7997(92)90033-4.

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10

Bay-Williams, Jennifer M. "Principles and Standards: What is Algebra in Elementary School." Teaching Children Mathematics 8, no. 4 (2001): 196–200. http://dx.doi.org/10.5951/tcm.8.4.0196.

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Patterns have long been part of early mathematics experiences. The K–4 Patterns and Relationships Standard in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) was replaced in Principles and Standards for School Mathematics (NCTM 2000) with a K–12 Algebra Standard. This Standard encompasses patterns, functions, and some topics that are beyond what traditionally was considered to be algebra. However, the word algebra, often associated with content covered in a traditional middle school or high school course, can evoke feelings of anxiety and raise questions of appropriatene

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11

LYAKHOVSKY, V. D., and M. E. SAMSONOV. "ELEMENTARY PARABOLIC TWIST." Journal of Algebra and Its Applications 01, no. 04 (2002): 413–24. http://dx.doi.org/10.1142/s0219498802000306.

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The twist deformations for simple Lie algebras [Formula: see text] whose twisting elements ℱ are known explicitly are usually defined on the carrier subspace injected in the Borel subalgebra [Formula: see text]. We consider the case where the carrier of the twist intersects nontrivially with both [Formula: see text] and [Formula: see text]. The main element of the new deformation is the parabolic twist ℱ℘ whose carrier is the minimal parabolic subalgebra of simple Lie algebra [Formula: see text]. It has the structure of the algebra of two-dimensional motions, contains [Formula: see text] and i

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12

Diniz, Diogo, Claudemir Fidelis, and Plamen Koshlukov. "Graded identities for algebras with elementary gradings over an infinite field." Proceedings of the Edinburgh Mathematical Society 65, no. 1 (2022): 146–66. http://dx.doi.org/10.1017/s0013091521000857.

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AbstractLet $F$ be an infinite field of positive characteristic $p > 2$ and let $G$ be a group. In this paper, we study the graded identities satisfied by an associative algebra equipped with an elementary $G$-grading. Let $E$ be the infinite-dimensional Grassmann algebra. For every $a$, $b\in \mathbb {N}$, we provide a basis for the graded polynomial identities, up to graded monomial identities, for the verbally prime algebras $M_{a,b}(E)$, as well as their tensor products, with their elementary gradings. Moreover, we give an alternative proof of the fact that the tensor product $M_{a,b}(E

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13

Hohensee, Charles, Teo Paoletti, Allison L. Gantt, Srujana Acharya, and Julien Corven. "Elementary Preservice Teachers’ Flexible Use of Strategies for Solving Linear Relationship Problems Using Strip Diagrams." Mathematics Teacher Educator 13, no. 2 (2025): 108–21. https://doi.org/10.5951/mte.2023-0012.

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Research has shown there are algebra concepts elementary teachers can introduce that help prepare elementary students for the eventual transition to algebra (e.g., the relational interpretation of the equal sign). Early algebra refers to the use of informal approaches to introduce such concepts to elementary students. Strip diagrams, a type of informal diagram, can be used for early algebra. We present an instructional sequence mathematics teacher educators could use to introduce elementary preservice teachers to or reacquaint them with strip diagrams. We also present strategies elementary pre

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14

Gogić, Ilja. "On derivations and elementary operators on C*-algebras." Proceedings of the Edinburgh Mathematical Society 56, no. 2 (2013): 515–34. http://dx.doi.org/10.1017/s0013091512000302.

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AbstractLet A be a unital C*-algebra with the canonical (H) C*-bundle $\mathfrak{A}$ over the maximal ideal space of the centre of A, and let E(A) be the set of all elementary operators on A. We consider derivations on A which lie in the completely bounded norm closure of E(A), and show that such derivations are necessarily inner in the case when each fibre of $\mathfrak{A}$ is a prime C*-algebra. We also consider separable C*-algebras A for which $\mathfrak{A}$ is an (F) bundle. For these C*-algebras we show that the following conditions are equivalent: E(A) is closed in the operator norm; A

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15

Pham My, Hanh, та Giau Tran Thi Ngoc. "Vận dụng phương pháp mô hình hóa trong giảng dạy học phần đại số sơ cấp ngành Sư phạm Toán". Dong Thap University Journal of Science 10, № 1 (2021): 26–32. http://dx.doi.org/10.52714/dthu.10.1.2021.841.

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16

Berman, Barbara, and Fredda Friederwitzer. "Algebra Can Be Elementary … When It's Concrete." Arithmetic Teacher 36, no. 8 (1989): 21–24. http://dx.doi.org/10.5951/at.36.8.0021.

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Effective mathematics requires more than the use of symbols or numerals. All students, and even many adults, need concrete models to understand mathematical concepts. Elementary and middle school children can understand and master basic concepts of mathematics, including algebra, when concrete materials are used to model these concepts. This article presents a rationale for these statements and describes a model for teaching early algebraic concepts using manipulative materials.

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17

Asfaw, Ayanaw Yigletu, Kassa Michael Weldeyesus, and Mulugeta Atnafu Ayele. "The effect of assessment for learning on prospective teachers’ learning of algebra through a professional development program." International Electronic Journal of Mathematics Education 17, no. 4 (2022): em0718. http://dx.doi.org/10.29333/iejme/12587.

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Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job-embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention

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18

Strand, Krista, and Briana Mills. "Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Algebra." Mathematics Enthusiast 11, no. 2 (2014): 385–432. http://dx.doi.org/10.54870/1551-3440.1307.

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Алиева, С., С. Жеңіс та Е. Сапажанов. "ЭЛЕМЕНТАР МАТЕМАТИКА МЕН СЫЗЫҚТЫ АЛГЕБРАНЫ СТУДЕНТТІҢ НЕГІЗГІ МАМАНДЫҒЫМЕН БІРГЕ ОҚЫТУДЫҢ ҮЙЛЕСІМДІЛІГІН ЗЕРТТЕУ". Педагогика и методы обучения 54, № 1 (2024): 87–95. http://dx.doi.org/10.47344/sdu20bulletin.v54i1.677.

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Elementary mathematics and linear algebra are compulsory basic courses for students in universities, and they also play a very important role in management, economics, engineering, and other professional disciplines. However, in many colleges and universities, mathematics teaching has nothing to do with the professional needs of students. As a result, students' interest in education decreases, and the quality of teaching cannot be improved. This article contains some suggestions on how to combine the teaching of elementary mathematics and linear algebra with the majors of university students.

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Hudson, Richard. "Mathematics in Language." Cognitive Semantics 6, no. 2 (2020): 243–78. http://dx.doi.org/10.1163/23526416-bja10005.

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Abstract Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other respects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, ari

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21

Suh, Jennifer M. "Investigations: Developing Algebra-'Rithmetic in the Elementary Grades." Teaching Children Mathematics 14, no. 4 (2007): 246–53. http://dx.doi.org/10.5951/tcm.14.4.0246.

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The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

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22

Sangwin, Christopher J. "Assessing elementary algebra with STACK." International Journal of Mathematical Education in Science and Technology 38, no. 8 (2007): 987–1002. http://dx.doi.org/10.1080/00207390601002906.

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McGlaughlin, Sean M., Andrew J. Knoop, and Gregory A. Holliday. "Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis." Learning Disability Quarterly 28, no. 3 (2005): 223–32. http://dx.doi.org/10.2307/1593660.

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Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to working memory, math fluency, nonverbal/visual reasoning, attention, and reading were analyzed using a MANOVA and separate ANOVAs. Significant differences were found on all but attention, supporting the findings of research on students in elementary and

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24

Bates, Teresa. "Applications of the Gauge-invariant uniqueness theorem for graph algebras." Bulletin of the Australian Mathematical Society 66, no. 1 (2002): 57–67. http://dx.doi.org/10.1017/s0004972700020670.

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We give applications of the gauge-invariant uniqueness theorem, which states that the Cuntz-Krieger algebras of directed graphs are characterised by the existence of a canonical action of . We classify the C*-algebras of higher order graphs, identify the C*-algebras of cartesian product graphs with a certain fixed point algebra and investigate a relation called elementary shift equivalence on graphs and its effect on the associated graph C*-algebras.

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25

Li, Fang. "Characterization of left Artinian algebras through pseudo path algebras." Journal of the Australian Mathematical Society 83, no. 3 (2007): 385–416. http://dx.doi.org/10.1017/s144678870003799x.

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AbstractIn this paper, using pseudo path algebras, we generalize Gabriel's Theorem on elementary algebras to left Artinian algebras over a field k when the quotient algebra can be lifted by a radical. Our particular interest is when the dimension of the quotient algebra determined by the nth Hochschild cohomology is less than 2 (for example, when k is finite or char k = 0). Using generalized path algebras, a generalization of Gabriel's Theorem is given for finite dimensional algebras with 2-nilpotent radicals which is splitting over its radical. As a tool, the so-called pseudo path algebra is

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Fernandez, Maria L., and Cynthia O. Anhalt. "Transition Toward Algebra." Mathematics Teaching in the Middle School 7, no. 4 (2001): 236–41. http://dx.doi.org/10.5951/mtms.7.4.0236.

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IN PREPARING STUDENTS FOR ALGEBRA, EDucators must consider the range of mathematics and the continued development of mathematics as a science of pattern and order. Informal explorations involving physical models, data, graphs, and symbols are vital to a solid foundation for students' transition into algebra. Also important is developing a deep understanding of such concepts as decimals, fractions, ratio and proportion, measurement, integers, functional relationships, and variables. As students in elementary school and middle school work with number and operation and other mathematics strands,

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Behncke, Horst, and George A. Elliott. "Lexicographic Direct Sums of Elementary C*-Algebras." Canadian Journal of Mathematics 39, no. 2 (1987): 257–96. http://dx.doi.org/10.4153/cjm-1987-012-3.

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Besides the simple ones, there are several other kinds of C*-algebras which it has proved interesting to try to classify. For instance, a large body of results relates to the extensions of one given C*-algebra, possibly simple, by another. Extrapolating in this direction, we have considered the class of C*-algebras which can be decomposed in the strongest possible nontrivial sense in terms of their simple subquotients, and such that these simple subquotients in turn are as uncomplicated as possible.We have found that the classification of these C*-algebras, namely, the lexicographic direct sum

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Arı, Ayşe Arzu, and Barış Demir. "An Innovative Approach to Linear Algebra Course: Using Manga Comics." Shanlax International Journal of Education 11, S1-Oct (2023): 29–38. http://dx.doi.org/10.34293/education.v11is1-oct.6371.

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The aim of this study is to investigate the effect of using manga comics in Linear Algebra course on elementary mathematics teacher candidates’ attitudes and achievement towards the course. Pre-test-post-test control group experimental design was used in the study. The study was conducted with 48 elementary mathematics teacher candidates’ taking Linear Algebra 1 course. In the study, the experimental group received lessons that were taught under the guidance of the researcher using the Linear Algebra Manga Guidebook. On the other hand, the control group received lessons taught by the researche

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Bay-Williams, Jennifer M. "Teaching Mathematics Then and Now: Still Hazy after All These Years? A Reaction Paper to Algebra in the Elementary Schools." Teaching Children Mathematics 13, no. 5 (2007): 248–51. http://dx.doi.org/10.5951/tcm.13.5.0248.

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In his song “Still Crazy after All These Years,” Paul Simon (1974) writes, “I seem to lean on old familiar ways.” Shipley's article “Algebra in the Elementary Schools,” written in 1912, offers the opportunity for us to reflect on what we have accomplished, what we have learned, and what remains hazy even 100 years later with respect to teaching and learning mathematics. Do we still lean on old familiar ways of teaching algebra? This article has many messages that are relevant to us today in thinking about algebra and about teaching and learning mathematics in general. In addition, it raises th

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Carducci, Olivia M. "FOUR ELEMENTARY LINEAR ALGEBRA PROJECTS." PRIMUS 3, no. 4 (1993): 337–44. http://dx.doi.org/10.1080/10511979308965714.

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Johanning, Debra, William B. Weber, Christine Heidt, Marian Pearce, and Karen Horner. "Links to Literature: The Polar Express to Early Algebraic Thinking." Teaching Children Mathematics 16, no. 5 (2009): 300–307. http://dx.doi.org/10.5951/tcm.16.5.0300.

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Algebra in the early grades (pre-K-2) is a relatively new focus area in the mathematics education community. As students, many of today's elementary school teachers did not study algebra until they were in high school.

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Barksdale, James B. "Elementary Affine Transformation Models." Mathematics Teacher 81, no. 2 (1988): 127–30. http://dx.doi.org/10.5951/mt.81.2.0127.

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Elementary algebra is often the earliest mathematics course for college students. As the reader is well aware, one of the first topics in such a course is the notion of an affine function, f(x) = mx + k, and its straight-line graph. Of course, many reasons account for the early introduction of this topic, including conceptual simplicity, fundamental character, and broad applicability

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Maida, Paula. "Using Algebra without Realizing It." Mathematics Teaching in the Middle School 9, no. 9 (2004): 484–88. http://dx.doi.org/10.5951/mtms.9.9.0484.

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The phrase “Algebra for All” has been suggested as a standard for mathematics education. “By viewing algebra as a strand in the curriculum from prekindergarten on, teachers can help students build a solid foundation of understanding and experience as a preparation for more-sophisticated work in algebra in the middle grades and high school” (NCTM 2000, p. 37) Although current mathematics teachers are working toward achieving this goal, it is crucial to prepare future elementary and middle school teachers to integrate algebraic concepts into their lessons.

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Lin, Cheng-Yao, Yi-Yin Ko, and Yu-Chun Kuo. "Changes in Pre-Service Teachers’ Algebraic Misconceptions by Using Computer-Assisted Instruction." International Journal for Technology in Mathematics Education 21, no. 3 (2014): 89–101. http://dx.doi.org/10.1564/174427114838794361.

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In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers’ misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have si

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Cargal, James M. "Some notes on elementary Boolean algebra." International Journal of Mathematical Education in Science and Technology 19, no. 2 (1988): 231–41. http://dx.doi.org/10.1080/0020739880190203.

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Maria, Concepcion V. Rimiendo, and V. Tabbada Epifania. "Instructional Enhancement in Elementary Patterns and Algebra." International Journal of Education, Development, Society and Technology (IJEDST) ISSN: 2321 – 7537 8, no. 1 (2020): 1–23. https://doi.org/10.5281/zenodo.3655146.

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Instructional Enhancement in Elementary Patterns and Algebra Maria Concepcion V. Rimiendo, Ph.D. and Epifania V. Tabbada, Ph.D. 1 Doctor of Philosophy (Ph.D.) major in Curriculum and Supervision, Centro Escolar University (CEU), Philippines 2 Dissertation Adviser, Centro Escolar University (CEU); Academic Consultant of the College of Education, ICCT Colleges Foundation and former Department Head, Philippine Normal University (PNU), Philippines  mariconvillanueva82@yahoo.com, epifania_tabbada@yahoo.com IJEDST (2020), 8(1):1-23 ABSTRACT: The main objective of this research was to assess the

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Martinez, Joseph G. R. "Building Conceptual Bridges from Arithmetic to Algebra." Mathematics Teaching in the Middle School 7, no. 6 (2002): 326–31. http://dx.doi.org/10.5951/mtms.7.6.0326.

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How can we help students make the transition from elementary school mathematics to middle school algebra? Although algebraic thinking and some important concepts are now routinely taught in the early grades, some students still approach algebra as an alien domain with an incomprehensible language.

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Gogić, Ilja. "Elementary operators and subhomogeneous C*-algebras." Proceedings of the Edinburgh Mathematical Society 54, no. 1 (2010): 99–111. http://dx.doi.org/10.1017/s0013091509001114.

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AbstractLet A be a C*-algebra and let ΘA be the canonical contraction form the Haagerup tensor product of M(A) with itself to the space of completely bounded maps on A. In this paper we consider the following conditions on A: (a) A is a finitely generated module over the centre of M(A); (b) the image of ΘA is equal to the set E(A) of all elementary operators on A; and (c) the lengths of elementary operators on A are uniformly bounded. We show that A satisfies (a) if and only if it is a finite direct sum of unital homogeneous C*-algebras. We also show that if a separable A satisfies (b) or (c),

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GOLDBRING, ISAAC, and THOMAS SINCLAIR. "ON THE AXIOMATIZABILITY OF C*-ALGEBRAS AS OPERATOR SYSTEMS." Glasgow Mathematical Journal 61, no. 03 (2018): 629–35. http://dx.doi.org/10.1017/s001708951800040x.

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AbstractWe show that the class of unital C*-algebras is an elementary class in the language of operator systems and that the algebra multiplication is a definable function in this language. Moreover, we prove a general model theoretic fact which implies that the aforementioned class is ∀∃∀-axiomatizable. We conclude by showing that this class is, however, neither ∀∃-axiomatizable nor ∃∀-axiomatizable.

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Hersberger, Jim, and Bill Frederick. "Flower Beds and Landscape Consultants: Making Connections in Middle School Mathematics." Mathematics Teaching in the Middle School 1, no. 5 (1995): 364–67. http://dx.doi.org/10.5951/mtms.1.5.0364.

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Kumar, Nand Kishor, and Kripa Sindhu Prasad. "Exploring Fibonacci Algebraic Equations and Their Application." Cognition 7, no. 1 (2025): 45–53. https://doi.org/10.3126/cognition.v7i1.74741.

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This article explores the sequence's generating functions, algebraic equations regulating it, and relationships to abstract algebra. Fibonacci algebra shows how patterns, numbers, and equations interact, from quadratic equations and generating functions to matrix algebra and beyond. Its simplicity and the surprising breadth of its linkages to other areas of mathematics are what give it its ongoing appeal. The study of Fibonacci algebraic equations is not just an exploration of an ancient sequence but a gateway to profound mathematical structures and applications. Whether through its connection

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Lendert, Rola M., S. N. Aulele, and Y. A. Lesnussa. "ANALISIS PENGARUH DAERAH ASAL SMA TERHADAP NILAI UJIAN MAHASISWA DENGAN MENGGUNAKAN UJI WALD-WOLFOWITZ." VARIANCE : Journal of Statistics and Its Applications 1, no. 1 (2019): 11–15. http://dx.doi.org/10.30598/variancevol1iss1page11-15.

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Origin is a factor that influences one's behavior about the value of the Mathematics Student's exam that comes from the Ambon city area and outside the city of Ambon. In this research, the method used to look at two independent samples is the Wald-Wolfowitz Test in the academic year 2016/2017. The purpose of this study to determine the influence of the origin of high school to the value of the middle exam of Elementary Linear Algebra in Department Mathematics FMIPA Unpatti. The result shows that there is no difference in the middle exam of Elementary Linear Algebra value between students who a

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BROWN, JONATHAN, and JONATHAN BRUNDAN. "ELEMENTARY INVARIANTS FOR CENTRALIZERS OF NILPOTENT MATRICES." Journal of the Australian Mathematical Society 86, no. 1 (2009): 1–15. http://dx.doi.org/10.1017/s1446788708000608.

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AbstractWe construct an explicit set of algebraically independent generators for the center of the universal enveloping algebra of the centralizer of a nilpotent matrix in the general linear Lie algebra over a field of characteristic zero. In particular, this gives a new proof of the freeness of the center, a result first proved by Panyushev, Premet and Yakimova.

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Aldhafeeri, S., and M. Bani-Ata. "On root-involutions and root-subgroups of E6(K) for fields K of characteristic two." Journal of Algebra and Its Applications 18, no. 01 (2019): 1950017. http://dx.doi.org/10.1142/s0219498819500178.

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The purpose of this paper is to investigate the root-involutions and root-subgroups of the Chevalley group [Formula: see text] for fields [Formula: see text] of characteristic two. The approach we follow is elementary and self-contained depends on the notion of [Formula: see text]-sets which we have introduced in [Aldhafeeri and M. Bani-Ata, On the construction of Lie-algebras of type [Formula: see text] for fields of characteristic two, Beit. Algebra Geom. 58 (2017) 529–534]. The approach is elementary on the account that it consists of little more than naive linear algebra. It is remarkable

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Muiruri, P.M, D.N King'ang'I, and S.W Musundi. "ON THE NORM OF JORDAN ELEMENTARY OPERATOR IN TENSOR PRODUCT OF C*-ALGEBRAS." GPH - International Journal of Mathematics 07, no. 03 (2024): 01–10. https://doi.org/10.5281/zenodo.10794296.

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<strong>The norm property of different types of Elementary operators has attracted a lot of researchers due to its wide range applications in functional analysis. From available literature the norm of Jordan elementary operator has been determined in C*-algebras, JB*-algebras,standard operator algebra and prime JB*-triple but not much has been done in tensor product of C*-algebras. This paper, dealt with the norm of Jordan elementary operator in a tensor product of C*-algebras. More precisely, the paper investigated the bounds of the norm of Jordan elementary operator in a tensor product of C*

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Meel, David E. "JOURNAL WRITING: ENLIVENING ELEMENTARY LINEAR ALGEBRA." PRIMUS 9, no. 3 (1999): 205–25. http://dx.doi.org/10.1080/10511979908965928.

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Herman, Allen. "A Constructive Brauer-Witt Theorem for Certain Solvable Groups." Canadian Journal of Mathematics 48, no. 6 (1996): 1196–209. http://dx.doi.org/10.4153/cjm-1996-063-1.

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AbstractDivision algebras occurring in simple components of group algebras of finite groups over algebraic number fields are studied. First, well-known restrictions are presented for the structure of a group that arises once no further Clifford Theory reductions are possible. For groups with these properties, a character-theoretic condition is given that forces the p-part of the division algebra part of this simple component to be generated by a predetermined p-quasi-elementary subgroup of the group, for any prime integer p. This is effectively a constructive Brauer-Witt Theorem for groups sat

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Schiller, Diane. "An Infinite Variety of Names." Arithmetic Teacher 35, no. 3 (1987): 12–13. http://dx.doi.org/10.5951/at.35.3.0012.

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An elementary school mathematics program can be structured to allow students to practice computational skills and also become familiar with concepts that need to be mastered in algebra. A basic notion needed for successful work in algebra is the idea that any number has an infinite variety of expressions. This same idea occurs in elementary school mathematics. For example, 10 = 9 + I = 8 + 2 = 7 + 3 = 6 + 4 = 5 + 5 = 100/10 = 2 × 5 = 90/9 = … = 20/2. The isolated knowledge that 3 + 7 = 10 is far less important than the chain of relationships in the previous sentence. An elementary school teach

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Oliveira, Hélia, Irene Polo Blanco, and Ana Henriques. "EXPLORING PROSPECTIVE ELEMENTARY MATHEMATICS TEACHERS’ KNOWLEDGE: A FOCUS ON FUNCTIONAL THINKING." Journal on Mathematics Education 12, no. 2 (2021): 257–78. http://dx.doi.org/10.22342/jme.12.2.13745.257-278.

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The importance of students being acquainted with algebraic ideas before secondary education has been revealed in the research literature. It is therefore essential that prospective elementary teachers (PTs) be prepared to instill an early algebra perspective in their teaching. However, PTs often show difficulties in algebra content knowledge, which need to be diagnosed aiming to assist them in developing the required knowledge to teach according to that perspective. This study aims to understand what aspects of functional thinking Spanish and Portuguese elementary PTs exhibit at the beginning

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Lukierski, Jerzy. "Palatial Twistors from Quantum Inhomogeneous Conformal Symmetries and Twistorial DSR Algebras." Symmetry 13, no. 8 (2021): 1309. http://dx.doi.org/10.3390/sym13081309.

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We construct recently introduced palatial NC twistors by considering the pair of conjugated (Born-dual) twist-deformed D=4 quantum inhomogeneous conformal Hopf algebras Uθ(su(2,2)⋉T4) and Uθ¯(su(2,2)⋉T¯4), where T4 describes complex twistor coordinates and T¯4 the conjugated dual twistor momenta. The palatial twistors are suitably chosen as the quantum-covariant modules (NC representations) of the introduced Born-dual Hopf algebras. Subsequently, we introduce the quantum deformations of D=4 Heisenberg-conformal algebra (HCA) su(2,2)⋉Hℏ4,4 (Hℏ4,4=T¯4⋉ℏT4 is the Heisenberg algebra of twistorial

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