Fireflies, brain cells, dancers: Synchronization research shows nature’s perfect timing is all about connections

Getting in sync can be exhilarating when you’re dancing in rhythm with other people or clapping along in an audience. Fireflies too know the joy of synchronization, timing their flashes together to create a larger display to attract mates.

Synchronization is important at a more basic level in our bodies, too. Our heart cells all beat together (at least when things are going well) and synchronized electrical waves can help coordinate brain regions—but too much synchronization of brain cells is what happens in an epileptic seizure.

Sync most often emerges spontaneously rather than through following the lead of some central timekeeper. How does this happen? What is it about a system that determines whether sync will emerge, and how strong it will be?

In new research published in Proceedings of the National Academy of Sciences, we show how the strength of synchronization in a network depends on the structure of the connections between its members—whether they be brain cells, fireflies, or groups of dancers.

The science of sync

Scientists originally became interested in sync to understand the inner workings of natural systems. We have also become interested in designing sync as a desired behaviour in human-made systems such as power grids (to keep them in phase).

Mathematicians can analyse sync by treating the individuals in the system as “coupled oscillators.” An oscillator is something that periodically repeats the same pattern of activity, like the sequence of steps in a repetitive dance, and coupled oscillators are ones that can influence each other’s behaviour.

It can be useful to measure whether a system of oscillators can synchronize their actions, and how strong that synchronization would be. Strength of synchronization means how well the sync can recover from disturbances.

Take a group dance, for example. A disturbance might be one person starting to get some steps wrong. The person might quickly recover by watching their friends, they might throw their friends off for a few steps before everyone recovers, or in the worst case it might just cause chaos.

Synced systems are strong but hard to unravel

Two factors make it difficult to determine how strong the synchronization in a set of coupled oscillators could be.

First, it’s rare for a single oscillator to be in charge and telling everyone else what to do. In our dance example, that means there’s neither music nor lead dancers to set the tempo.

And second, usually each oscillator is only connected to a few others in the system. So each dancer can only see and react to a few others, and everyone is taking their cues from a completely different set of dancers.

This is the case in the brain, for example, where there is a complex network structure of connections between different regions.

Real complex systems like this, where there is no central guiding signal and oscillators are connected in a complex network, are very robust to damage and adaptable to change, and can more easily scale to different sizes.

Stronger sync comes from more wandering walks

One drawback of such complicated systems is for scientists, as they are mathematically difficult to come to grips with. However, our new research has made a significant advance on this front.

We have shown how the network structure connecting a set of oscillators controls how well they can synchronize. The quality of sync depends on “walks” on a network, which are sequences of hops between connected oscillators or nodes.

Our math examines what are called “paired walks.” If you start at one node and take two walks with randomly chosen next hops for a specific number of hops, the two walks might end up at the same node (these are convergent walks) or at different nodes (divergent walks).

We found that the more often paired walks on a network were convergent rather than divergent, the worse the synchronization on the network would be.

When more paired walks are convergent, disturbances tend to be reinforced.

In our dancing example, one person making the wrong steps might lead some neighbours astray, who may then lead some of their neighbours astray and so on.

These chains of potential disturbances are like walks on the network. When those disturbances propagate through multiple neighbours and then converge on one person, that person is going to be much more likely to copy the out-of-sync moves than if only one of their neighbours was offbeat.

Social networks, power grids and beyond

So networks with many convergent walks are prone to poorer synchronization. This is good news for the brain avoiding epilepsy, as its highly modular structure brings a high proportion of convergent walks.

We can see this reflected in the echo chamber phenomenon in social media. Tightly coupled subgroups reinforcing their own messages can synchronize themselves well, but may fall far out of step with the wider population.

Our results bring a new understanding to how synchronization functions in different natural network structures. It opens new opportunities in terms of designing network structures or interventions on networks, either to aid synchronization (in power grids, say) or to avoid synchronization (say in the brain).

More widely, it represents a major step forward in our understanding of how the structure of complex networks affects their behaviour and capabilities.

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Joseph Lizier, The Conversation


Mathematics: Why We Need More Qualified Teachers

There is a crisis in the education system, and it’s affecting the life chances of many young Australians. The number of secondary teaching graduates with adequate qualifications to teach mathematics is well below what it should be, and children’s education is suffering.

A report completed for the Australian Council of Deans of Science in 2006 documented the problem, but the situation has deteriorated since. The percentage of Year 12 students completing the more advanced mathematics courses continues to decline. This affects mathematics enrolments in the universities and a number no longer offer a major in mathematics, worsening an already inadequate supply of qualified teachers.

Changing qualifications

To exacerbate an already serious problem, the Australian Institute for Teaching and School Leadership (AITSL) currently proposes that graduate entry secondary programs must comprise at least two years of full-time equivalent professional studies in education.

There will be no DipEd pathway, which allows graduates to enter the profession within a year. Forcing them to spend more time in education will lead to increased debt. You couldn’t blame people for changing their mind about becoming a teacher.

I believe the changes in qualifications will lead to a disaster, denying even more young people access to a quality mathematics education that gives them real opportunities in the modern world.

An unequal opportunity

This is a social justice issue because access to a decent mathematics education in Australia is now largely determined by where you live and parental income.

In the past there have been concerns regarding the participation of girls in mathematics and the effect on their careers and life chances.

Australia now seems incapable of responding to a situation where only the privileged have access to well-qualified teachers of mathematics.

The Northern Territory is a prime example. The contraction of mathematics at Charles Darwin University means the NT is now totally dependent on the rest of Australia for its secondary mathematics teachers. And how can talented mathematics students in the NT be encouraged to pursue mathematical careers when it means moving away?

Elsewhere most of regional Australia is largely dependent on mathematics teachers who complete their mathematics in the capital or large regional cities.

Examine the policy

In what is supposed to be a research-driven policy environment, has anyone considered the consequences of the AITSL proposal? And whether this will actually give teachers the skills they need for the positions they subsequently occupy?

In my own case I came to Melbourne with a BSc (Hons) from the University of Adelaide. In the early 1970s I completed a DipEd at La Trobe. The only real cost was some childcare. If I remember correctly the government was so keen to get professional women into the workforce they even helped with the cost of books. Would I have committed to a two-year course? I’m not sure but I had no HECS debt and ongoing employment was just about guaranteed.

My first school had a very high percentage of students from a non-English speaking background. Many of the Year 7s had very poor achievement in mathematics and I turned my attention to finding out what could be done to help them reach a more appropriate standard.

In the course of this I met Associate Professor John Munro who stressed the importance of language in the learning of mathematics. To be a better mathematics teacher, I completed another degree in teaching English as a second language.

Later I coordinated a DipEd program. Many of our better students were of a mature age and struggling with money, family, jobs and a host of other things. They managed for a year. Requiring them to complete two would have seen many of them not enrol in the first place or drop out when it became too much.

Learn on the job

A two-year teaching qualification does not necessarily equip you for the teaching situation you find yourself in. If AITSL wants all teachers to have a second year, let that be achieved in work-related learning over, for example, 5-7 years.

Australia can’t afford to lose a single prospective teacher who is an articulate, well-qualified graduate in mathematics. If the one-year DipEd goes, many will be lost. They have too many options. The new graduates will think about other courses, the career change, mature-age graduates will decide it is all too hard.

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Jan Thomas*