The Phillips Machine, The Analogue Computing Traditoin in Economics and Computability

In this paper I try to argue for the desirability of analog computation in economics from a variety of perspectives, using the example of the Phillips Machine. Ultimately, a case is made for the underpinning of both analog and digital computing theory in constructive mathematics. Some conceptual confusion in the meaning of analog computing and its non-reliance on the theory of numerical analysis is also discussed. Digital computing has its mathematical foundations in (classical) recursion theory and constructive mathematics. The implicit, working, assumption of those who practice the noble art of analog computing may well be that the mathematical foundations of their subject is as sound as the foundations of the real analysis. That, in turn, implies a reliance on the soundness of set theory plus the axiom of choice. This is, surely, seriously disturbing from a computation point of view. Therefore, in this paper, I seek to locate a foundation for analog computing in exhibiting some tentative dualities with results that are analogous to those that are standard in computability theory. The main question, from the point of view of economics, is whether the Phillips Machine, as an analog computer, has universal computing properties. The conjectured answer is in the negative.Phillips Machine, Analogue Computation, Digital Computation, Computability, General Purpose Analogue Computer

Elements of a Theory of Simulation

Unlike computation or the numerical analysis of differential equations, simulation does not have a well established conceptual and mathematical foundation. Simulation is an arguable unique union of modeling and computation. However, simulation also qualifies as a separate species of system representation with its own motivations, characteristics, and implications. This work outlines how simulation can be rooted in mathematics and shows which properties some of the elements of such a mathematical framework has. The properties of simulation are described and analyzed in terms of properties of dynamical systems. It is shown how and why a simulation produces emergent behavior and why the analysis of the dynamics of the system being simulated always is an analysis of emergent phenomena. A notion of a universal simulator and the definition of simulatability is proposed. This allows a description of conditions under which simulations can distribute update functions over system components, thereby determining simulatability. The connection between the notion of simulatability and the notion of computability is defined and the concepts are distinguished. The basis of practical detection methods for determining effectively non-simulatable systems in practice is presented. The conceptual framework is illustrated through examples from molecular self-assembly end engineering.Comment: Also available via http://studguppy.tsasa.lanl.gov/research_team/ Keywords: simulatability, computability, dynamics, emergence, system representation, universal simulato

An Investigation to determine if there is a Significant Correlation between Children’s Ability to Read and their Ability to do Mathematics

This study attempted to determine whether there was a significant correlation between children\u27s reading ability and their ability to grasp mathematical concepts, to perform mathematical computations, and to solve mathematical word problems. To achieve this purpose, the Metropolitan Achievement Tests were administered to students in both reading and mathematics. One hundred fifteen fourth grade students from an upstate New York suburban community were the subjects for this study. The Metropolitan Achievement Tests were administered to all subjects by their regular classroom teachers during the first week in May. For the purpose of analysis, the raw score for total reading and the raw scores for concepts, computation and problem solving were obtained and evaluated. A Pearson\u27s Product Moment Analysis was used to determine the correlation among reading ability and each of the three areas of mathematics. Correlations were also obtained separately for both boys and girls. The results of the study found strong, significant relationships between reading ability and mathematical computations, between reading ability and mathematical concepts and between reading ability and mathematical problem solving. The study showed no significant sex variable

Emerging Developments in Interfaces and Free Boundaries

The field of the mathematical and numerical analysis of systems of nonlinear partial differential equations involving interfaces and free boundaries is a well established and flourishing area of research. This workshop focused on recent developments and emerging new themes. By bringing together experts in these fields we achieved progress in open questions and developed novel research directions in mathematics related to interfaces and free boundaries. This interdisciplinary workshop brought together researchers from distinct mathematical fields such as analysis, computation, optimisation and modelling to discuss emerging challenges

Experimental Design at the Intersection of Mathematics, Science, and Technology in Grades K-6

Interdisciplinary courses, highlighting as they do the area(s) the disciplines have in common, often give the misperception of a single body of knowledge and/or way of knowing. However, discipline based courses often leave the equally mistaken notion that the disciplines have nothing in common. The task of the methods courses described in this paper is to reach an appropriate balance so that our pre-service elementary (K-6) teachers have a realistic perception of the independence and interdependence of mathematics and science. At the College of William and Mary each cohort of pre-service elementary teachers enrolls in mathematics and science methods courses taught in consecutive hours. Both instructors emphasize the importance of the content pedagogy unique to their disciplines such as strategies for teaching problem solving, computation, algebraic thinking, and proportional reasoning in mathematics and strategies for teaching students how to investigate and understand the concepts of science. The instructors model interdisciplinary instruction by collaboratively teaching common content pedagogy such as the use of technology, data analysis, and interpretation. Students also identify real-life application of the mathematical principles they are learning that can be applied to science. The concept of simultaneously teaching appropriately selected math and science skills are stressed. Given this approach students are not left with the notion that mathematics is the handmaid of science nor the notion that it is the queen of the sciences. Rather, they view mathematics as a co-equal partner

Notes on the Mathematical Foundations of Analogue Computation

Digital computing has its mathematical foundations in (classical) recursion theory and constructive mathematics. The implicit, working, assumption of those who practice the noble art of analog computing may well be that the mathematical foundations of their subject is as sound as the foundations of the real analysis. That, in turn, implies a reliance on the soundness of set theory plus the axiom of choice. This is, surely, seriously disturbing from a computation point of view. Therefore, in this paper, I seek to locate a foundation for analog computing in exhibiting some tentative dualities with results that are analogous to those that are standard in computability theory. The main question, from the point of view of economics, is whether the Phillips Machine, as an analog computer, has universal computing properties. The conjectured answer is in the negative.