Encouraging versatile thinking in algebra using the computer

In this article we formulate and analyse some of the obstacles to understanding the notion of a variable, and the use and meaning of algebraic notation, and report empirical evidence to support the hypothesis that an approach using the computer will be more successful in overcoming these obstacles. The computer approach is formulated within a wider framework ofversatile thinking in which global, holistic processing complements local, sequential processing. This is done through a combination of programming in BASIC, physical activities which simulate computer storage and manipulation of variables, and specific software which evaluates expressions in standard mathematical notation. The software is designed to enable the user to explore examples and non-examples of a concept, in this case equivalent and non-equivalent expressions. We call such a piece of software ageneric organizer because if offers examples and non-examples which may be seen not just in specific terms, but as typical, or generic, examples of the algebraic processes, assisting the pupil in the difficult task of abstracting the more general concept which they represent. Empirical evidence from several related studies shows that such an approach significantly improves the understanding of higher order concepts in algebra, and that any initial loss in manipulative facility through lack of practice is more than made up at a later stage

Using theoretical-computational conflicts to enrich the concept name of derivative

Recent literature has pointed out pedagogical obstacles associated with the use of computational environments in the learning of mathematics. In this paper, we focus on the pedagogical role of the computer's inherent limitations in the development of learners' concept images of derivative. In particular, we intend to discuss how the approach to this concept can be designed to prompt a positive conversion of those limitations for the enrichment of concept images. We present results of a case study with six undergraduate students in Brazil, dealing with situation of theoretical-computational conflict

Computer algebra and operators

The symbolic computation of operator expansions is discussed. Some of the capabilities that prove useful when performing computer algebra computations involving operators are considered. These capabilities may be broadly divided into three areas: the algebraic manipulation of expressions from the algebra generated by operators; the algebraic manipulation of the actions of the operators upon other mathematical objects; and the development of appropriate normal forms and simplification algorithms for operators and their actions. Brief descriptions are given of the computer algebra computations that arise when working with various operators and their actions

Convex Relaxations of SE(2) and SE(3) for Visual Pose Estimation

This paper proposes a new method for rigid body pose estimation based on spectrahedral representations of the tautological orbitopes of $SE(2)$ and $SE(3)$. The approach can use dense point cloud data from stereo vision or an RGB-D sensor (such as the Microsoft Kinect), as well as visual appearance data. The method is a convex relaxation of the classical pose estimation problem, and is based on explicit linear matrix inequality (LMI) representations for the convex hulls of $SE(2)$ and $SE(3)$. Given these representations, the relaxed pose estimation problem can be framed as a robust least squares problem with the optimization variable constrained to these convex sets. Although this formulation is a relaxation of the original problem, numerical experiments indicate that it is indeed exact - i.e. its solution is a member of $SE(2)$ or $SE(3)$ - in many interesting settings. We additionally show that this method is guaranteed to be exact for a large class of pose estimation problems.Comment: ICRA 2014 Preprin

Sensor Networks TDOA Self-Calibration: 2D Complexity Analysis and Solutions

Given a network of receivers and transmitters, the process of determining their positions from measured pseudo-ranges is known as network self-calibration. In this paper we consider 2D networks with synchronized receivers but unsynchronized transmitters and the corresponding calibration techniques,known as TDOA techniques. Despite previous work, TDOA self-calibration is computationally challenging. Iterative algorithms are very sensitive to the initialization, causing convergence issues.In this paper, we present a novel approach, which gives an algebraic solution to three previously unsolved scenarios. Our solvers can lead to a position error <1.2% and are robust to noise

On Buffon Machines and Numbers

The well-know needle experiment of Buffon can be regarded as an analog (i.e., continuous) device that stochastically "computes" the number 2/pi ~ 0.63661, which is the experiment's probability of success. Generalizing the experiment and simplifying the computational framework, we consider probability distributions, which can be produced perfectly, from a discrete source of unbiased coin flips. We describe and analyse a few simple Buffon machines that generate geometric, Poisson, and logarithmic-series distributions. We provide human-accessible Buffon machines, which require a dozen coin flips or less, on average, and produce experiments whose probabilities of success are expressible in terms of numbers such as, exp(-1), log 2, sqrt(3), cos(1/4), aeta(5). Generally, we develop a collection of constructions based on simple probabilistic mechanisms that enable one to design Buffon experiments involving compositions of exponentials and logarithms, polylogarithms, direct and inverse trigonometric functions, algebraic and hypergeometric functions, as well as functions defined by integrals, such as the Gaussian error function.Comment: Largely revised version with references and figures added. 12 pages. In ACM-SIAM Symposium on Discrete Algorithms (SODA'2011

Procedural embodiment and magic in linear equations

How do students think about algebra? Here we consider a theoretical framework which builds from natural human functioning in terms of embodiment – perceiving the world, acting on it and reflecting on the effect of the actions – to shift to the use of symbolism to solve linear equations. In the main, the students involved in this study do not encapsulate algebraic expressions from process to object, they do not solve ‘evaluation equations’ such as by ‘undoing’ the operations on the left, they do not find such equations easier to solve than , and they do not use general principles of ‘do the same thing to both sides.’ Instead they build their own ways of working based on the embodied actions they perform on the symbols, mentally picking them up and moving them around, with the added ‘magic’ of rules such as ‘change sides, change signs.’ We consider the need for a theoretical framework that includes both embodiment and process-object encapsulation of symbolism and the need for communication of theoretical insights to address the practical problems of teachers and students