Three fermions with six single particle states can be entangled in two inequivalent ways

Using a generalization of Cayley's hyperdeterminant as a new measure of tripartite fermionic entanglement we obtain the SLOCC classification of three-fermion systems with six single particle states. A special subclass of such three-fermion systems is shown to have the same properties as the well-known three-qubit ones. Our results can be presented in a unified way using Freudenthal triple systems based on cubic Jordan algebras. For systems with an arbitrary number of fermions and single particle states we propose the Pl\"ucker relations as a sufficient and necessary condition of separability.Comment: 23 pages LATE

The emergence of meaningful geometry

publishedVersio

A formula for the First Eigenvalue of the Dirac Operator on Compact Spin Symmetric Spaces

Let $G/K$ be a simply connected spin compact inner irreducible symmetric space, endowed with the metric induced by the Killing form of $G$ sign-changed. We give a formula for the square of the first eigenvalue of the Dirac operator in terms of a root system of $G$. As an example of application, we give the list of the first eigenvalues for the spin compact irreducible symmetric spaces endowed with a quaternion-K\"{a}hler structure

Magic Supergravities, N= 8 and Black Hole Composites

We present explicit U-duality invariants for the R, C, Q, O$ (real, complex, quaternionic and octonionic) magic supergravities in four and five dimensions using complex forms with a reality condition. From these invariants we derive an explicit entropy function and corresponding stabilization equations which we use to exhibit stationary multi-center 1/2 BPS solutions of these N=2 d=4 theories, starting with the octonionic one with E_{7(-25)} duality symmetry. We generalize to stationary 1/8 BPS multicenter solutions of N=8, d=4 supergravity, using the consistent truncation to the quaternionic magic N=2 supergravity. We present a general solution of non-BPS attractor equations of the STU truncation of magic models. We finish with a discussion of the BPS-non-BPS relations and attractors in N=2 versus N= 5, 6, 8.Comment: 33 pages, references added plus brief outline at end of introductio

Small Orbits

We study both the "large" and "small" U-duality charge orbits of extremal black holes appearing in D = 5 and D = 4 Maxwell-Einstein supergravity theories with symmetric scalar manifolds. We exploit a formalism based on cubic Jordan algebras and their associated Freudenthal triple systems, in order to derive the minimal charge representatives, their stabilizers and the associated "moduli spaces". After recalling N = 8 maximal supergravity, we consider N = 2 and N = 4 theories coupled to an arbitrary number of vector multiplets, as well as N = 2 magic, STU, ST^2 and T^3 models. While the STU model may be considered as part of the general N = 2 sequence, albeit with an additional triality symmetry, the ST^2 and T^3 models demand a separate treatment, since their representative Jordan algebras are Euclidean or only admit non-zero elements of rank 3, respectively. Finally, we also consider minimally coupled N = 2, matter coupled N = 3, and "pure" N = 5 theories.Comment: 40 pages, 9 tables. References added. Expanded comments added to sections III. C. 1. and III. F.

Diagnosing students' difficulties in learning mathematics

This study considers the results of a diagnostic test of student difficulty and contrasts the difference in performance between the lower attaining quartile and the higher quartile. It illustrates a difference in qualitative thinking between those who succeed and those who fail in mathematics, illustrating a theory that those who fail are performing a more difficult type of mathematics (coordinating procedures) than those who succeed (manipulating concepts). Students who have to coordinate or reverse processes in time will encounter far greater difficulty than those who can manipulate symbols in a flexible way. The consequences of such a dichotomy and implications for remediation are then considered

Using tasks to explore teacher knowledge in situation-specific contexts

This article was published in the journal, Journal of Mathematics Teacher Education [© Springer] and the original publication is available at www.springerlink.comResearch often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of x+x−1=0 of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore