Polygonal Complexes and Graphs for Crystallographic Groups

The paper surveys highlights of the ongoing program to classify discrete polyhedral structures in Euclidean 3-space by distinguished transitivity properties of their symmetry groups, focussing in particular on various aspects of the classification of regular polygonal complexes, chiral polyhedra, and more generally, two-orbit polyhedra.Comment: 21 pages; In: Symmetry and Rigidity, (eds. R.Connelly, A.Ivic Weiss and W.Whiteley), Fields Institute Communications, to appea

Developing Mathematics Enrichment Workshops for Middle School Students: Philosophy and Sample Workshops

This paper describes our approach to organizing enrichment activities using advanced mathematics topics for diverse audiences of middle school students. We discuss our philosophy and approaches for the structure of these workshops, and then provide sample schedules and resource materials. The workshops cover activities on the following topics: Graphing Calculators; The Chaos Game; Statistical Sampling; CT Scans–the reconstruction problem; The Platonic and Archimedean solids; The Shape of Space; Symmetry; The Binary Number System and the game of NIM; Graph Theory: Proof by Counterexample

Optimal Tile-Based DNA Self-Assembly Designs for Lattice Graphs and Platonic Solids

A design goal in self-assembly of DNA nanostructures is to find minimal sets of branched junction molecules that will self-assemble into targeted structures. This process can be modeled using techniques from graph theory. This paper is a collection of proofs for a set of DNA complexes which can be represented by specific graphs, namely Platonic solids, square lattice graphs, and triangular lattice graphs. This work supplements the results presented in https://arxiv.org/abs/2108.0003

Near-Miss Symmetric Polyhedral Cages

Following the experimental discovery of several nearly symmetric protein cages, we define the concept of homogeneous symmetric congruent equivalent near-miss polyhedral cages made out of P-gons. We use group theory to parameterize the possible configurations and we minimize the irregularity of the P-gons numerically to construct all such polyhedral cages for =6 to =20 with deformation of up to 10%

Symbols and the bifurcation between procedural and conceptual thinking

Symbols occupy a pivotal position between processes to be carried out and concepts to be thought about. They allow us both to d o mathematical problems and to think about mathematical relationships. In this presentation we consider the discontinuities that occur in the learning path taken by different students, leading to a divergence between conceptual and procedural thinking. Evidence will be given from several different contexts in the development of symbols through arithmetic, algebra and calculus, then on to the formalism of axiomatic mathematics. This is taken from a number of research studies recently performed for doctoral dissertations at the University of Warwick by students from the USA, Malaysia, Cyprus and Brazil, with data collected in the USA, Malaysia and the United Kingdom. All the studies form part of a broad investigation into why some students succeed yet others fail