Category: mathematics

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What do you remember about maths at school? Did you whizz through the problems and enjoy getting the answers right? Or did you often feel lost and worried you weren’t keeping up? Perhaps you felt maths wasn’t for you and you stopped doing it altogether.

Maths can generate strong emotions in students. When these emotions are negative, it leads to poor mathematical wellbeing. This means students do not feel good when doing maths and do not function well. They may experience feelings of hopelessness and despair, and view themselves as incapable of learning maths.

Poor mathematical wellbeing, if not addressed, can develop into maths anxiety). This can impact working memory (which we use for calculating and problem-solving) and produce physical symptoms such as increased heart and breathing rates. It can also lead to students avoiding maths subjects, courses and careers.

Research shows students often start primary school enjoying and feeling optimistic about maths. However, these emotions can decline rapidly as students progress through school and can continue into adulthood.

Our new, as-yet-unpublished, research shows how this can be an issue for those studying to become teachers.

Our research

We frequently see students enter our university courses lacking confidence in their maths knowledge and ability to teach the subject. Some students describe it as “maths trauma”.

To better understand this issue, we surveyed 300 students who are studying to be primary teachers. All were enrolled in their first maths education unit.

We asked them to recount a negative and positive experience with maths at school. Many described feelings of shame and hopelessness. These feelings were often attributed to unsupportive teachers and teaching practices when learning maths at school.

As teacher educators, we often see students who do not have confidence to teach maths. Ground Picture/ Shutterstock

‘I felt so much anxiety’

The responses describing unpleasant experiences were highly emotional. The most common emotion experienced was shame (35%), followed by anxiety (27%), anger (18%), hopelessness (12%) and boredom (8%). Students also described feeling stupid, afraid, left behind, panicked, rushed and unsupported.

Being put on the spot in front of their peers and being afraid of providing wrong answers was a significant cause of anxiety:

The teacher had the whole class sitting in a circle and was asking students at random different times tables questions like ‘what is 4 x 8?’ I remember I felt so much anxiety sitting in that circle as I was not confident, especially with my six and eight times tables.

Students recalled how competition between students being publicly “right” or “wrong” featured in their maths lessons. Another student recalled how their teacher held back the whole class until a classmate could perfectly recite a certain times table.

Students also told us about feeling left behind and not being able to catch up.

In around Year 9, I remember doing algebra, and feeling like I didn’t ‘get’ it. I remember the feeling of falling behind. Not nice! The feeling of gentle panic, like you’re trying to hang on and the rope is pulled through your hands.

Students also described the stress of results being made public in front of their classmates. Another respondent told us how the teacher called out NAPLAN maths results from lowest to highest in front of the whole class.

Students often feel more negatively about maths as they progress through school. Juice Verve/Shutterstock

‘I was scared of maths teachers’

In other studies, primary and high school students have said a supportive teacher is one of the most important influences on their mathematical wellbeing.

In our research, many of the students’ descriptions directly mentioned “the teacher”. This further shows how important the teacher/student relationship is and its impact on students’ feelings about maths. As one student told us, they were:

[…] belittled by the teacher and the class [was] asked to tell me the answer to the question that I didn’t know. I felt lost and embarrassed and upset.

Another student told us how they were asked to stay behind after class after others had left because they didn’t understand “wordy maths problems”.

[there were] sighs and huffs from the teacher as it was taking so long to learn. I was scared of maths and maths teachers.

But teachers were also mentioned extensively when students reflected on pleasant experiences. Approximately one third of student responses mentioned teachers who were understanding, kind and supportive:

In Year 8 my teacher for maths made it fun and engaging and made sure to help every student […] The teacher made me feel smart and that if I put my mind to it I could do it.

What can we do differently?

Our research suggests there are four things teachers can do differently when teaching maths to support students’ learning and feelings about maths.

1. Work with negative emotions: we can support students to tune into negative emotions and use them to their advantage. For example, we can show students how to embrace being confused – this is an opportunity to learn and with the right level of support, overcome the issue. In turn, this teaches students resilience.
2. Normalise negative emotions: we can invite students to share their emotions with others in the class. Chances are, they will not be the only one feeling worried. This can help students feel supported and show them they are not alone.
3. Treat mathematical wellbeing as seriously as maths learning: teachers can be patient and supportive and make sure maths lessons are engaging and relevant to students’ lives. When teachers focus on enjoying learning and supporting students’ psychological safety, this encourages risk-taking and makes it harder to develop negative emotions.
4. Ditch the ‘scary’ methods: avoid teaching approaches that students find unpleasant – such as pitting students against each other or calling on students for an answer in front of their peers. In doing so, teachers can avoid creating more “maths scars” in the next generation of students.

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

*Credit for article given to Tracey Muir, Julia Hill,  & Sharyn Livy*

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A major international test has revealed a concerning gender gap in maths among Australian school students.

In the 2023 Trends in International Mathematics and Science Study (TIMSS), Australia’s boys did much better than girls.

Year 4 boys outperformed girls by the equal highest margin out of 58 countries that did the test. The story is not much better for Year 8 students – Australia had the 12th-largest gender gap of the 42 countries.

This is out of character with other subjects, such as literacy, where the gender gap is either much smaller, or girls outperform boys.

Why is there a gap?

International researchers have been aware of a gender gap in maths for decades and have been trying to understand why and how to fix it .

It has previously been suggested boys are just better at mathematics than girls. However, this has been thoroughly debunked, with many studies finding no statistically significant biological difference between boys and girls in maths ability.

Yet figures consistently show girls are under-represented in the most advanced maths courses at school. For example, for the two most advanced Year 11 and 12 courses in New South Wales, girls are outnumbered by a ratio of roughly two to one.

NSW girls are less likely to study advanced maths subjects in senior high school than boys. Juice Verve/ Shutterstock

A ‘boys’ subject?‘

Studies suggest social factors and individual motivation are playing a part in the maths gender gap.

Research has found stereotyping is a problem, with maths been seen as a “boys’ subject”. These ideas start developing from an early age, even as young as five.

These stereotypes can negatively impact girls’ motivation in maths and their self-efficacy (their perception of how well they can do), which then impacts performance.

Girls are also more likely to develop maths anxiety, which may be due to lacking confidence in their ability.

Another possible reason for this gap is it is not as important for girls themselves to be seen as skilled at maths as it is for boys. This has been linked to differences in subject engagement and subsequent performance.

Given how important mathematical skills are for workplaces today and in the future, we need to change these attitudes.

Girls can start seeing maths as a ‘boys’ subject from early primary school. Monkey Business Images/ Shutterstock

What can we do?

Unfortunately, there are no simple answers. However, we recommend three strategies to help narrow the gap.

1. Treat boys and girls equally when it comes to maths: there is a noted tendency to expect boys to engage in more challenging maths than girls. If parents and teachers expect less from girls, we are feeding the stereotype that maths is “more suited to boys”. Simply holding beliefs that boys are better at maths can result in spending more time with or giving more attention to boys in maths. It can also be seen in behaviours where we think we are being supportive, such as reassuring a struggling girl, “it’s ok if you’re not great at maths”!
2. Talk to girls about maths: girls historically report lower confidence in maths when correlated with their actual achievement. This means girls potentially have inaccurate beliefs about their ability. So we need to understand how they feel they are progressing and make sure they understand their genuine progress.
3. Make use of female maths role models: when girls see themselves represented in maths-intensive careers – such as engineers, actuaries, chemists, economists, data scientists, architects and software developers – they are more likely to see the importance and value of maths. We know this can inspire young people.

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

*Credit for article given to Ben Zunica & Bronwyn Reid O’Connor*

From the Fibonacci sequence to the Bell numbers, there is more overlap between mathematics and poetry than you might think, says Peter Rowlett, who has found his inner poet.

People like to position maths as cold, hard logic, quite distinct from creative pursuits. Actually, maths often involves a great deal of creativity. As mathematician Sofya Kovalevskaya wrote, “It is impossible to be a mathematician without being a poet in soul.” Poetry is often constrained by rules, and these add to, rather than detract from, its creativity.

Rhyming poems generally follow a scheme formed by giving each line a letter, so that lines with matching letters rhyme. This verse from a poem by A. A. Milne uses an ABAB scheme:

What shall I call
My dear little dormouse?
His eyes are small,
But his tail is e-nor-mouse.

In poetry, as in maths, it is important to understand the rules well enough to know when it is okay to break them. “Enormous” doesn’t rhyme with “dormouse”, but using a nonsense word preserves the rhyme while enhancing the playfulness.

There are lots of rhyme schemes. We can count up all the possibilities for any number of lines using what are known as the Bell numbers. These count the ways of dividing up a set of objects into smaller groupings. Two lines can either rhyme or not, so AA and AB are the only two possibilities. With three lines, we have five: AAA, ABB, ABA, AAB, ABC. With four, there are 15 schemes. And for five lines there are 52 possible rhyme schemes!

Maths is also at play in Sanskrit poetry, in which syllables have different weights. “Laghu” (light) syllables take one unit of metre to pronounce, and “guru” (heavy) syllables take two units. There are two ways to arrange a line of two units: laghu-laghu, or guru. There are three ways for a line of three units: laghu-laghu-laghu; laghu-guru; and guru-laghu. For a line of four units, we can add guru to all the ways to arrange two units or add laghu to all the ways to arrange three units, yielding five possibilities in total. As the number of arrangements for each length is counted by adding those of the previous two, these schemes correspond with Fibonacci numbers.

Not all poetry rhymes, and there are many ways to constrain writing. The haiku is a poem of three lines with five, seven and five syllables, respectively – as seen in an innovative street safety campaign in New York City, above.

Some creative mathematicians have come up with the idea of a π-ku (pi-ku) based on π, which can be approximated as 3.14. This is a three-line poem with three syllables on the first line, one on the second and four on the third. Perhaps you can come up with your own π-ku – here is my attempt, dreamt up in the garden:

White seeds float,
dance,
spinning around.

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

*Credit for article given to Peter Rowlett

Math education outcomes in the United States have been unequal for decades. Learners in the top 10% socioeconomically tend to be about four grade levels ahead of learners in the bottom 10%—a statistic that has remained stubbornly persistent for 50 years.

To advance equity, policymakers and educators often focus on boosting test scores and grades and making advanced courses more widely available. Through this lens, equity means all students earn similar grades and progress to similar levels of math.

With more than three decades of experience as a researcher, math teacher and teacher educator, we advocate for expanding what equity means in mathematics education. We believe policymakers and educators should focus less on test scores and grades and more on developing students’ confidence and ability to use math to make smart personal and professional decisions. This is mathematical power—and true equity.

What is ‘equity’ in math?

To understand the limitations of thinking about equity solely in terms of academic achievements, consider a student whom We interviewed during her freshman year of college.

Jasmine took Algebra 1 in ninth grade, followed by a summer online geometry course. This put her on a pathway to study calculus during her senior year in an AP class in which she earned an A. She graduated high school in the top 20% of her class and went to a highly selective liberal arts college. Now in her first year, she plans to study psychology.

Did Jasmine receive an equitable mathematics education? From an equity-as-achievement perspective, yes. But let’s take a closer look.

Jasmine experienced anxiety in her math classes during her junior and senior years in high school. Despite strong grades, she found herself “in a little bit of a panic” when faced with situations that require mathematical analysis. This included deciding the best loan options.

In college, Jasmine’s major required statistics. Her counsellor and family encouraged her to take calculus over statistics in high school because calculus “looked better” for college applications. She wishes now she had studied statistics as a foundation for her major and for its usefulness outside of school. In her psychology classes, knowledge of statistics helps her better understand the landscape of disorders and to ask questions like, “How does gender impact this disorder?”

These outcomes suggest Jasmine did not receive an equitable mathematics education, because she did not develop mathematical power. Mathematical power is the know-how and confidence to use math to inform decisions and navigate the demands of daily life—whether personal, professional or civic. An equitable education would help her develop the confidence to use mathematics to make decisions in her personal life and realize her professional goals. Jasmine deserved more from her mathematics education.

The prevalence of inequitable math education

Experiences like Jasmine’s are unfortunately common. According to one large-scale study, only 37% of U.S. adults have mathematical skills that are useful for making routine financial and medical decisions.

A National Council on Education and the Economy report found that coursework for nine common majors, including nursing, required relatively few of the mainstream math topics taught in most high schools. A recent study found that teachers and parents perceive math education as “unengaging, outdated and disconnected from the real world.”

Looking at student experiences, national survey results show that large proportions of students experience anxiety about math class, low levels of confidence in math, or both. Students from historically marginalized groups experience this anxiety at higher rates than their peers. This can frustrate their postsecondary pursuits and negatively affect their lives.

How to make math education more equitable

In 2023, We collaborated with other educators from Connecticut’s professional math education associations to author an equity position statement. The position statement, which was endorsed by the Connecticut State Board of Education, outlines three commitments to transform mathematics education.

1. Foster positive math identities: The first commitment is to foster positive math identities, which includes students’ confidence levels and their beliefs about math and their ability to learn it. Many students have a very negative relationship with mathematics. This commitment is particularly important for students of colour and language learners to counteract the impact of stereotypes about who can be successful in mathematics.

A growing body of material exists to help teachers and schools promote positive math identities. For example, writing a math autobiography can help students see the role of math in their lives. They can also reflect on their identity as a “math person.” Teachers should also acknowledge students’ strengths and encourage them to share their own ideas as a way to empower them.

2. Modernize math content: The second commitment is to modernize the mathematical content that school districts offer to students. For example, a high school mathematics pathway for students interested in health care professions might include algebra, math for medical professionals and advanced statistics. With these skills, students will be better prepared to calculate drug dosages, communicate results and risk factors to patients, interpret reports and research, and catch potentially life-threatening errors.
3. Align state policies and requirements:The third commitment is to align state policies and school districts in their definition of mathematical proficiency and the requirements for achieving it. In 2018, for instance, eight states had a high school math graduation requirement insufficient for admission to the public universities in the same state. Other states’ requirements exceed the admission requirements. Aligning state and district definitions of math proficiency clears up confusion for students and eliminates unnecessary barriers.

What’s next?

As long as educators and policymakers focus solely on equalizing test scores and enrolment in advanced courses, we believe true equity will remain elusive. Mathematical power—the ability and confidence to use math to make smart personal and professional decisions—needs to be the goal.

No one adjustment to the U.S. math education system will immediately result in students gaining mathematical power. But by focusing on students’ identities and designing math courses that align with their career and life goals, we believe schools, universities and state leaders can create a more expansive and equitable math education system.

For more insights like this, visit our website at www.international-maths-challenge.com.

Credit of the article given to Megan Staples, The Conversation

Researchers at The University of Western Australia’s ARC Industrial Transformation Research Hub for Transforming Energy Infrastructure through Digital Engineering (TIDE) have made a significant mathematical breakthrough that could help transform ocean research and technology.

Research Fellow Dr. Lachlan Astfalck, from UWA’s School of Physics, Mathematics and Computing, and his team developed a new method for spectral density estimation, addressing long-standing biases and paving the way for more accurate oceanographic studies.

The study was published in the journal Biometrika, known for its emphasis on original methodological and theoretical contributions of direct or potential value in applications.

“Understanding the ocean is crucial for numerous fields, including offshore engineering, climate assessment and modeling, renewable technologies, defense and transport,” Dr. Astfalck said.

“Our new method allows researchers and industry professionals to advance ocean technologies with greater confidence and accuracy.”

Spectral density estimation is a mathematical technique used to measure the energy contribution of oscillatory signals, such as waves and currents, by identifying which frequencies carry the most energy.

“Traditionally, Welch’s estimator has been the go-to method for this analysis due to its ease of use and widespread citation, however this method has an inherent risk of bias, which can distort the expected estimates based on the model’s assumption, a problem often overlooked,” Dr. Astfalck said.

The TIDE team developed the debiased Welch estimator, which uses non-parametric statistical learning to remove these biases.

“Our method improves the accuracy and reliability of spectral calculations without requiring specific assumptions about the data’s shape or distribution, which is particularly useful when dealing with complex data that doesn’t follow known analytical patterns, such as internal tides in oceanic shelf regions,” Dr. Astfalck said.

The new method was recently applied in a TIDE research project by Senior Lecturer at UWA’s Oceans Graduate School and TIDE collaborator, Dr. Matt Rayson, to look at complex non-linear ocean processes.

“The ocean is difficult to measure and understand and the work we are doing is all about uncovering some of those mysteries,” Dr. Rayson said.

“The new method means we can better understand ocean processes, climate models, ocean currents and sediment transport, bringing us closer to developing the next generation of numerical ocean models.

For more insights like this, visit our website at www.international-maths-challenge.com.

Credit of the article given to University of Western Australia.

How can you figure out which points lie on a certain curve? And how many possible curves do you count by a given number of points? These are the kinds of questions Pim Spelier of the Mathematical Institute studied during his Ph.D. research. Spelier received his doctorate with distinction on June 12.

What does counting curves mean on an average day? “A lot of sitting and gazing,” Spelier replies. “When I’m asked what exactly do, can’t always answer that easily. Usually give the example about the particle traveling through time.”

All possible curves

Imagine a particle moving through space and you follow the path the particle makes through time. That path is a curve, a geometric object. How many possible paths can the particle follow, if we assume certain properties? For example, a straight line can only pass through two points in one way. But how many paths are possible for the particle if we look at more difficult curves? And how do you study that?

By looking at all possible curves at the same time. For example, all possible directions from a given point form with each other a circle, and that is called a modulspace. And that circle is itself a geometric object.

The mathematical magic can happen because this set of all curves itself has geometrical properties, Spelier says, to which you can apply geometrical tricks. Next, you can make that far more complicated with even more complex curves and spaces. So not counting in three but, for example, in eleven dimensions.

Spelier tries to find patterns that always apply to the curves he studies. His approach? Breaking up complicated spaces into small, easy spaces. You can also break curves into partial curves. That way, the spaces in which you’re counting are easier. But the curves sometimes get complicated properties, because you have to be able to glue them back together.

Spelier says, “The goal is to find enough principles to determine the number of curves exactly.”

In addition to curves, Spelier also counted points on curves. He studied the question: how many solutions does a given mathematical equation have?

These are equations that are a bit more complicated than the a² + b² = c² of the Pythagorean theorem. That equation is about the lengths of the sides of a right triangle. If you replace the squares with higher powers, it is more difficult to investigate solutions. Spelier studied solutions in whole numbers, for example, 3² + 4² = 5².

Meanwhile, there is a method to find those solutions. Professor of Mathematics Bas Edixhoven, who died in 2022, and his Ph.D. student Guido Lido developed an alternative approach to the same problem. But to what extent the two methods match and differ was still unclear. During his Ph.D. research, Spelier developed an algorithm to investigate this.

The first person with an answer

Developing that algorithm is necessary to implement the method. If you want to do it by hand, you get pages and pages of equations. Edixhoven’s method uses algebraic geometry. Through clever geometric tricks, you can calculate exactly the whole number points of a given curve. Spelier proved that the Edixhoven-Lido method is better than the old one.

David Holmes, professor of Pure Mathematics and supervisor of Spelier, praises the proof provided. “When you’re the first person to answer a question that everyone in our community wants an answer to, that’s very impressive. Pim proves that these two methods for finding rational points are similar, an issue that really kept mathematicians busy.”

Doing math together

The best part of his Ph.D.? The meetings with his supervisor. After the first year, it was more collaboration than supervision, both for Spelier and Holmes. Spelier says, “Doing math together is still more fun than doing it alone.”

Spelier starts in September as a postdoc in Utrecht and is apparently not yet done with counting. After counting points and curves, he will soon start counting surfaces.

For more insights like this, visit our website at www.international-maths-challenge.com.

Credit of the article given to Leiden University.

Whether you are sharing a cake or a coastline, maths can help make sure everyone is happy with their cut, says Katie Steckles.

One big challenge in life is dividing things fairly. From sharing a tasty snack to allocating resources between nations, having a strategy to divvy things up equitably will make everyone a little happier.

But it gets complicated when the thing you are dividing isn’t an indistinguishable substance: maybe the cake you are sharing has a cherry on top, and the piece with the cherry (or the area of coastline with good fish stocks) is more desirable. Luckily, maths – specifically game theory, which deals with strategy and decision-making when people interact – has some ideas.

When splitting between two parties, you might know a simple rule, proven to be mathematically optimal: I cut, you choose. One person divides the cake (or whatever it is) and the other gets to pick which piece they prefer.

Since the person cutting the cake doesn’t choose which piece they get, they are incentivised to cut the cake fairly. Then when the other person chooses, everyone is satisfied – the cutter would be equally happy with either piece, and the chooser gets their favourite of the two options.

This results in what is called an envy-free allocation – neither participant can claim they would rather have the other person’s share. This also takes care of the problem of non-homogeneous objects: if some parts of the cake are more desirable, the cutter can position their cut so the two pieces are equal in value to them.

What if there are more people? It is more complicated, but still possible, to produce an envy-free allocation with several so-called fair-sharing algorithms.

Let’s say Ali, Blake and Chris are sharing a cake three ways. Ali cuts the cake into three pieces, equal in value to her. Then Blake judges if there are at least two pieces he would be happy with. If Blake says yes, Chris chooses a piece (happily, since he gets free choice); Blake chooses next, pleased to get one of the two pieces he liked, followed by Ali, who would be satisfied with any of the pieces. If Blake doesn’t think Ali’s split was equitable, Chris looks to see if there are two pieces he would take. If yes, Blake picks first, then Chris, then Ali.

If both Blake and Chris reject Ali’s initial chop, then there must be at least one piece they both thought was no good. This piece goes to Ali – who is still happy, because she thought the pieces were all fine – and the remaining two pieces get smooshed back together (that is a mathematical term) to create one piece of cake for Blake and Chris to perform “I cut, you choose” on.

While this seems long-winded, it ensures mathematically optimal sharing – and while it does get even more complicated, it can be extended to larger groups. So whether you are sharing a treat or a divorce settlement, maths can help prevent arguments.

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

*Credit for article given to Katie Steckles*

By rapidly analysing large amounts of data and making accurate predictions, artificial intelligence (AI) tools could help to answer many long-standing research questions. For instance, they could help to identify new materials to fabricate electronics or the patterns in brain activity associated with specific human behaviours.

One area in which AI has so far been rarely applied is number theory, a branch of mathematics focusing on the study of integers and arithmetic functions. Most research questions in this field are solved by human mathematicians, often years or decades after their initial introduction.

Researchers at the Israel Institute of Technology (Technion) recently set out to explore the possibility of tackling long-standing problems in number theory using state-of-the-art computational models.

In a recent paper, published in the Proceedings of the National Academy of Sciences, they demonstrated that such a computational approach can support the work of mathematicians, helping them to make new exciting discoveries.

“Computer algorithms are increasingly dominant in scientific research, a practice now broadly called ‘AI for Science,'” Rotem Elimelech and Ido Kaminer, authors of the paper, told Phys.org.

“However, in fields like number theory, advances are often attributed to creativity or human intuition. In these fields, questions can remain unresolved for hundreds of years, and while finding an answer can be as simple as discovering the correct formula, there is no clear path for doing so.”

Elimelech, Kaminer and their colleagues have been exploring the possibility that computer algorithms could automate or augment mathematical intuition. This inspired them to establish the Ramanujan Machine research group, a new collaborative effort aimed at developing algorithms to accelerate mathematical research.

Their research group for this study also included Ofir David, Carlos de la Cruz Mengual, Rotem Kalisch, Wolfram Berndt, Michael Shalyt, Mark Silberstein, and Yaron Hadad.

“On a philosophical level, our work explores the interplay between algorithms and mathematicians,” Elimelech and Kaminer explained. “Our new paper indeed shows that algorithms can provide the necessary data to inspire creative insights, leading to discoveries of new formulas and new connections between mathematical constants.”

The first objective of the recent study by Elimelech, Kaminer and their colleagues was to make new discoveries about mathematical constants. While working toward this goal, they also set out to test and promote alternative approaches for conducting research in pure mathematics.

“The ‘conservative matrix field’ is a structure analogous to the conservative vector field that every math or physics student learns about in first year of undergrad,” Elimelech and Kaminer explained. “In a conservative vector field, such as the electric field created by a charged particle, we can calculate the change in potential using line integrals.

“Similarly, in conservative matrix fields, we define a potential over a discrete space and calculate it through matrix multiplications rather than using line integrals. Traveling between two points is equivalent to calculating the change in the potential and it involves a series of matrix multiplications.”

In contrast with the conservative vector field, the so-called conservative matrix field is a new discovery. An important advantage of this structure is that it can generalize the formulas of each mathematical constant, generating infinitely many new formulas of the same kind.

“The way by which the conservative matrix field creates a formula is by traveling between two points (or actually, traveling from one point all the way to infinity inside its discrete space),” Elimelech and Kaminer said. “Finding non-trivial matrix fields that are also conservative is challenging.”

As part of their study, Elimelech, Kaminer and their colleagues used large-scale distributed computing, which entails the use of multiple interconnected nodes working together to solve complex problems. This approach allowed them to discover new rational sequences that converge to fundamental constants (i.e., formulas for these constants).

“Each sequence represents a path hidden in the conservative matrix field,” Elimelech and Kaminer explained. “From the variety of such paths, we reverse-engineered the conservative matrix field. Our algorithms were distributed using BOINC, an infrastructure for volunteer computing. We are grateful to the contribution by hundreds of users worldwide who donated computation time over the past two and a half years, making this discovery possible.”

The recent work by the research team at the Technion demonstrates that mathematicians can benefit more broadly from the use of computational tools and algorithms to provide them with a “virtual lab.” Such labs provide an opportunity to try ideas experimentally in a computer, resembling the real experiments available in physics and in other fields of science. Specifically, algorithms can carry out mathematical experiments providing formulas that can be used to formulate new mathematical hypotheses.

“Such hypotheses, or conjectures, are what drives mathematical research forward,” Elimelech and Kaminer said. “The more examples supporting a hypothesis, the stronger it becomes, increasing the likelihood to be correct. Algorithms can also discover anomalies, pointing to phenomena that are the building-blocks for new hypotheses. Such discoveries would not be possible without large-scale mathematical experiments that use distributed computing.”

Another interesting aspect of this recent study is that it demonstrates the advantages of building communities to tackle problems. In fact, the researchers published their code online from their project’s early days and relied on contributions by a large network of volunteers.

“Our study shows that scientific research can be conducted without exclusive access to supercomputers, taking a substantial step toward the democratization of scientific research,” Elimelech and Kaminer said. “We regularly post unproven hypotheses generated by our algorithms, challenging other math enthusiasts to try proving these hypotheses, which when validated are posted on our project website. This happened on several occasions so far. One of the community contributors, Wolfgang Berndt, got so involved that he is now part of our core team and a co-author on the paper.”

The collaborative and open nature of this study allowed Elimelech, Kaminer and the rest of the team to establish new collaborations with other mathematicians worldwide. In addition, their work attracted the interest of some children and young people, showing them how algorithms and mathematics can be combined in fascinating ways.

In their next studies, the researchers plan to further develop the theory of conservative matrix fields. These matrix fields are a highly powerful tool for generating irrationality proofs for fundamental constants, which Elimelech, Kaminer and the team plan to continue experimenting with.

“Our current aim is to address questions regarding the irrationality of famous constants whose irrationality is unknown, sometimes remaining an open question for over a hundred years, like in the case of the Catalan constant,” Elimelech and Kaminer said.

“Another example is the Riemann zeta function, central in number theory, with its zeros at the heart of the Riemann hypothesis, which is perhaps the most important unsolved problem in pure mathematics. There are many open questions about the values of this function, including the irrationality of its values. Specifically, whether ζ(5) is irrational is an open question that attracts the efforts of great mathematicians.”

The ultimate goal of this team of researchers is to successfully use their experimental mathematics approach to prove the irrationality of one of these constants. In the future, they also hope to systematically apply their approach to a broader range of problems in mathematics and physics. Their physics-inspired hands-on research style arises from the interdisciplinary nature of the team, which combines people specialized in CS, EE, math, and physics.

“Our Ramanujan Machine group can help other researchers create search algorithms for their important problems and then use distributed computing to search over large spaces that cannot be attempted otherwise,” Elimelech and Kaminer added. “Each such algorithm, if successful, will help point to new phenomena and eventually new hypotheses in mathematics, helping to choose promising research directions. We are now considering pushing forward this strategy by setting up a virtual user facility for experimental mathematics,” inspired by the long history and impact of user facilities for experimental physics.

For more insights like this, visit our website at www.international-maths-challenge.com.

Credit of the article given to Ingrid Fadelli , Phys.org

The purpose of education is to ensure that students acquire the skills necessary for succeeding in a world that is constantly changing. Self-assessment, or teaching students how to examine and evaluate their own learning and cognitive processes, has proven to be an effective method, and this competence is partly based on metacognitive knowledge.

A new study conducted at the University of Eastern Finland shows that metacognitive knowledge, i.e., awareness of one’s cognitive processes, is also a key factor in the learning of mathematics. The work is published in the journal Cogent Education.

The study explored thinking skills and possible grade-level differences in children attending comprehensive school in Finland. The researchers investigated 6th, 7th and 9th graders’ metacognitive knowledge in the context of mathematics.

“The study showed that ninth graders excelled at explaining their use of learning strategies, while 7th graders demonstrated proficiency in understanding when and why certain strategies should be used. No other differences between grade levels were observed, which highlights the need for continuous support throughout the learning path,” says Susanna Toikka of the University of Eastern Finland, the first author of the article.

The findings emphasize the need to incorporate elements that support metacognitive knowledge into mathematics learning materials, as well as into teachers’ pedagogical practices.

Self-assessment and understanding of one’s own learning help to face new challenges

Metacognitive knowledge helps students not only to learn mathematics, but also more broadly in self-assessment and lifelong learning. Students who can assess their own learning and understanding are better equipped to face new challenges and adapt to changing environments. Such skills are crucial for lifelong learning, as they enable continuous development and learning throughout life.

“Metacognitive knowledge is a key factor in learning mathematics and problem-solving, but its significance also extends to self-assessment and lifelong learning,” says Toikka.

In schools, metacognitive knowledge can be effectively developed as part of education. Based on earlier studies, Toikka and colleagues have developed a combination of frameworks for metacognitive knowledge, which helps to identify students’ needs for development regarding metacognitive knowledge by offering an alternative perspective to that of traditional developmental psychology.

“This also supports teachers in promoting students’ metacognitive knowledge. Teachers can use the combination of frameworks to design and implement targeted interventions that support students’ skills in lifelong learning.”

According to Toikka, the combination of frameworks enhances understanding of metacognitive knowledge and helps to identify areas where individual support is needed: “This type of understanding is crucial for the development of metacognitive knowledge among diverse learners.”

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Credit of the article given to University of Eastern Finland

Not content with shapes in two or three dimensions, mathematicians like to explore objects in any number of spatial dimensions. Now they have discovered shapes of constant width in any dimension, which roll like a wheel despite not being round.

A 3D shape of constant width as seen from three different angles. The middle view resembles a 2D Reuleaux triangle

Mathematicians have reinvented the wheel with the discovery of shapes that can roll smoothly when sandwiched between two surfaces, even in four, five or any higher number of spatial dimensions. The finding answers a question that researchers have been puzzling over for decades.

Such objects are known as shapes of constant width, and the most familiar in two and three dimensions are the circle and the sphere. These aren’t the only such shapes, however. One example is the Reuleaux triangle, which is a triangle with curved edges, while people in the UK are used to handling equilateral curve heptagons, otherwise known as the shape of the 20 and 50 pence coins. In this case, being of constant width allows them to roll inside coin-operated machines and be recognised regardless of their orientation.

Crucially, all of these shapes have a smaller area or volume than a circle or sphere of the equivalent width – but, until now, it wasn’t known if the same could be true in higher dimensions. The question was first posed in 1988 by mathematician Oded Schramm, who asked whether constant-width objects smaller than a higher-dimensional sphere might exist.

While shapes with more than three dimensions are impossible to visualise, mathematicians can define them by extending 2D and 3D shapes in logical ways. For example, just as a circle or a sphere is the set of points that sits at a constant distance from a central point, the same is true in higher dimensions. “Sometimes the most fascinating phenomena are discovered when you look at higher and higher dimensions,” says Gil Kalai at the Hebrew University of Jerusalem in Israel.

Now, Andrii Arman at the University of Manitoba in Canada and his colleagues have answered Schramm’s question and found a set of constant-width shapes, in any dimension, that are indeed smaller than an equivalent dimensional sphere.

Arman and his colleagues had been working on the problem for several years in weekly meetings, trying to come up with a way to construct these shapes before they struck upon a solution. “You could say we exhausted this problem until it gave up,” he says.

The first part of the proof involves considering a sphere with n dimensions and then dividing it into 2ⁿ equal parts – so four parts for a circle, eight for a 3D sphere, 16 for a 4D sphere and so on. The researchers then mathematically stretch and squeeze these segments to alter their shape without changing their width. “The recipe is very simple, but we understood that only after all of our elaboration,” says team member Andriy Bondarenko at the Norwegian University of Science and Technology.

The team proved that it is always possible to do this distortion in such a way that you end up with a shape that has a volume at most 0.9ⁿ times that of the equivalent dimensional sphere. This means that as you move to higher and higher dimensions, the shape of constant width gets proportionally smaller and smaller compared with the sphere.

Visualising this is difficult, but one trick is to imagine the lower-dimensional silhouette of a higher-dimensional object. When viewed at certain angles, the 3D shape appears as a 2D Reuleaux triangle (see the middle image above). In the same way, the 3D shape can be seen as a “shadow” of the 4D one, and so on.  “The shapes in higher dimensions will be in a certain sense similar, but will grow in complexity as [the] dimension grows,” says Arman.

Having identified these shapes, mathematicians now hope to study them further. “Even with the new result, which takes away some of the mystery about them, they are very mysterious sets in high dimensions,” says Kalai.

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*Credit for article given to Alex Wilkins*