11,852 research outputs found

    Signalizers in groups of Lie type

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    We classify all CG(t)-signalizers, where G is a finite group of Lie type and t is an automorphism of G of prime order s > 3. Our results extend existing work by Korchagina ([Ko], [Ko2])

    Super Landau-Ginzburg mirrors and algebraic cycles

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    We investigate the super Landau-Ginzburg mirrors of gauged linear sigma models which, in an appropriate low energy limit, reduce to nonlinear sigma models with Kaehler supermanifold target spaces of nonnegative super-first Chern class.Comment: 29 pages, 5 figures, uses edited version of jheppub.sty. Dedicated to our dear friend and coauthor Maximilian Kreuzer, who died November 26, 2010. v3: Modifications to the Introduction, Equations (4.2), (5.2), and (6.2), and Remark 8.2. v2: Theorem A.1 and Corollary A.1 corrected; corresponding changes made in Section 4. Minor change in Section 2. Minor changes in Section

    Mathematics Specialists Task Force Report

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    Bytes of π, Fall 2013

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    K-12 Mathematics: What Should Students Learn and When Should They Learn it?

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    The conference was held at the National Rural Electric Cooperative Conference Center on February 5-6, 2007 and Organized by the Center for the Study of Mathematics Curriculum. The conference was also webcast and archived sessions are available at: http://cltnet.org/cltnet/misc/csmcmath07/In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended curriculum standards or focal points for K-12 mathematics. In response, the Center for the Study of Mathematics Curriculum (CSMC) organized several meetings of representatives of each group to discuss the nature of their work and possible collaboration. As a result of those meetings, the groups agreed to cosponsor a national conference to highlight the recommendations and to engage “users” of standards (state and district curriculum specialists, textbook and assessment publishers, K-12 district and teacher leaders, and representatives from higher education and business) in discussions about implications for their work.This report is based on the work of the Center for the Study of Mathematics Curriculum, supported by the National Science Foundation under Grant No. ESI-0333879. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

    Declaración de posición sobre las matemáticas en la primera infancia

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    Este artículo es una declaración conjunta de posición de la Asociación Australiana de Profesores de Matemáticas y Primera Infancia en Australia sobre las Matemáticas en la primera infancia

    CONTENTS 2

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    Math/CompSci Newsletter, Fall 2008

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