Finite-Field Matrix Channels for Network Coding

In 2010, Silva et al. studied certain classes of finite-field matrix channels in order to model random linear network coding where exactly t random errors are introduced. In this paper, we consider a generalization of these matrix channels where the number of errors is not required to be constant, indeed the number of errors may follow any distribution. We show that a capacity-achieving input distribution can always be taken to have a very restricted form (the distribution should be uniform given the rank of the input matrix). This result complements, and is inspired by a paper of Nobrega et al., which establishes a similar result for a class of matrix channels that model network coding with link erasures. Our result shows that the capacity of our channels can be expressed as maximization over probability distributions on the set of possible ranks of input matrices: a set of linear rather than exponential size

Maths lecturers in denial about their own maths practice? A case of teaching matrix operations to undergraduate students

This case study provides evidence of an apparent disparity in the way that certain mathematics topics are taught compared to the way that they are used in professional practice. In particular, we focus on the topic of matrices by comparing sources from published research articles against typical undergraduate textbooks and lecture notes. Our results show that the most important operation when using matrices in research is that of matrix multiplication, with 33 of the 40 publications which we surveyed utilising this as the most prominent operation and the remainder of the publications instead opting not to use matrix multiplication at all rather than offering weighting to alternative operations. This is in contrast to the way in which matrices are taught, with very few of these teaching sources highlighting that matrix multiplication is the most important operation for mathematicians. We discuss the implications of this discrepancy and offer an insight as to why it can be beneficial to consider the professional uses of such topics when teaching mathematics to undergraduate students