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The core diagram of a double Lie algebroid consists of the core of the double Lie algebroid, together with the two core-anchor maps to the sides of the double Lie algebroid. If these two core-anchors are surjective, then the double Lie algebroid and its core diagram are called transitive. This paper establishes an equivalence between transitive double Lie algebroids, and transitive core diagrams over a fixed base manifold. In other words, it proves that a transitive double Lie algebroid is completely determined by its core diagram.
The comma double Lie algebroid associated to a morphism of Lie algebroids is defined. If the latter morphism is one of the core-anchors of a transitive core diagram, then the comma double algebroid can be quotiented out by the second core-anchor, yielding a transitive double Lie algebroid, which is the one that is equivalent to the transitive core diagram.
Brown's and Mackenzie's equivalence of transitive core diagrams (of Lie groupoids) with transitive double Lie groupoids is then used in order to show that a transitive double Lie algebroid with integrable sides and core is automatically integrable to a transitive double Lie groupoid.
The article deals with the pedagogical content knowledge of mathematical modelling as part of the professional competence of pre-service teachers. With the help of a test developed for this purpose from a conceptual model, we examine whether this pedagogical content knowledge can be promoted in its different facets—especially knowledge about modelling tasks and about interventions—by suitable university seminars. For this purpose, the test was administered to three groups in a seminar for the teaching of mathematical modelling: (1) to those respondents who created their own modelling tasks for use with students, (2) to those trained to intervene in mathematical modelling processes, and (3) participating students who are not required to address mathematical modelling. The findings of the study—based on variance analysis—indicate that certain facets (knowledge of modelling tasks, modelling processes, and interventions) have increased significantly in both experimental groups but to varying degrees. By contrast, pre-service teachers in the control group demonstrated no significant change to their level of pedagogical content knowledge.
Optimization problems with composite functions consist of an objective function which is the sum of a smooth and a (convex) nonsmooth term. This particular structure is exploited by the class of proximal gradient methods and some of their generalizations like proximal Newton and quasi-Newton methods. The current literature on these classes of methods almost exclusively considers the case where also the smooth term is convex. Here we present a globalized proximal Newton-type method which allows the smooth term to be nonconvex. The method is shown to have nice global and local convergence properties, and some numerical results indicate that this method is very promising also from a practical point of view.
Coisotropic algebras consist of triples of algebras for which a reduction can be defined and unify in a very algebraic fashion coisotropic reduction in several settings. In this paper, we study the theory of (formal) deformation of coisotropic algebras showing that deformations are governed by suitable coisotropic DGLAs. We define a deformation functor and prove that it commutes with reduction. Finally, we study the obstructions to existence and uniqueness of coisotropic algebras and present some geometric examples.
This paper is devoted to a theoretical and numerical investigation of Nash equilibria and Nash bargaining problems governed by bilinear (input-affine) differential models. These systems with a bilinear state-control structure arise in many applications in, e.g., biology, economics, physics, where competition between different species, agents, and forces needs to be modelled. For this purpose, the concept of Nash equilibria (NE) appears appropriate, and the building blocks of the resulting differential Nash games are different control functions associated with different players that pursue different non-cooperative objectives. In this framework, existence of Nash equilibria is proved and computed with a semi-smooth Newton scheme combined with a relaxation method. Further, a related Nash bargaining (NB) problem is discussed. This aims at determining an improvement of all players’ objectives with respect to the Nash equilibria. Results of numerical experiments successfully demonstrate the effectiveness of the proposed NE and NB computational framework.
Providing adaptive, independence-preserving and theory-guided support to students in dealing with real-world problems in mathematics lessons is a major challenge for teachers in their professional practice. This paper examines this challenge in the context of simulations and mathematical modelling with digital tools: in addition to mathematical difficulties when autonomously working out individual solutions, students may also experience challenges when using digital tools. These challenges need to be closely examined and diagnosed, and might – if necessary – have to be overcome by intervention in such a way that the students can subsequently continue working independently. Thus, if a difficulty arises in the working process, two knowledge dimensions are necessary in order to provide adapted support to students. For teaching simulations and mathematical modelling with digital tools, more specifically, these knowledge dimensions are: pedagogical content knowledge about simulation and modelling processes supported by digital tools (this includes knowledge about phases and difficulties in the working process) and pedagogical content knowledge about interventions during the mentioned processes (focussing on characteristics of suitable interventions as well as their implementation and effects on the students’ working process). The two knowledge dimensions represent cognitive dispositions as the basis for the conceptualisation and operationalisation of a so-called adaptive intervention competence for teaching simulations and mathematical modelling with digital tools. In our article, we present a domain-specific process model and distinguish different types of teacher interventions. Then we describe the design and content of a university course at two German universities aiming to promote this domain-specific professional adaptive intervention competence, among others. In a study using a quasi-experimental pre-post design (N = 146), we confirm that the structure of cognitive dispositions of adaptive intervention competence for teaching simulations and mathematical modelling with digital tools can be described empirically by a two-dimensional model. In addition, the effectiveness of the course is examined and confirmed quantitatively. Finally, the results are discussed, especially against the background of the sample and the research design, and conclusions are derived for possibilities of promoting professional adaptive intervention competence in university courses.
For a connected real Lie group G we consider the canonical standard-ordered star product arising from the canonical global symbol calculus based on the half-commutator connection of G. This star product trivially converges on polynomial functions on T\(^*\)G thanks to its homogeneity. We define a nuclear Fréchet algebra of certain analytic functions on T\(^*\)G, for which the standard-ordered star product is shown to be a well-defined continuous multiplication, depending holomorphically on the deformation parameter \(\hbar\). This nuclear Fréchet algebra is realized as the completed (projective) tensor product of a nuclear Fréchet algebra of entire functions on G with an appropriate nuclear Fréchet algebra of functions on \({\mathfrak {g}}^*\). The passage to the Weyl-ordered star product, i.e. the Gutt star product on T\(^*\)G, is shown to preserve this function space, yielding the continuity of the Gutt star product with holomorphic dependence on \(\hbar\).
Let (ϕ\(_t\))\(_{t≥0}\) be a semigroup of holomorphic functions in the unit disk \(\mathbb {D}\) and K a compact subset of \(\mathbb {D}\). We investigate the conditions under which the backward orbit of K under the semigroup exists. Subsequently, the geometric characteristics, as well as, potential theoretic quantities for the backward orbit of K are examined. More specifically, results are obtained concerning the asymptotic behavior of its hyperbolic area and diameter, the harmonic measure and the capacity of the condenser that K forms with the unit disk.
This paper studies differential graded modules and representations up to homotopy of Lie n-algebroids, for general \(n\in {\mathbb {N}}\). The adjoint and coadjoint modules are described, and the corresponding split versions of the adjoint and coadjoint representations up to homotopy are explained. In particular, the case of Lie 2-algebroids is analysed in detail. The compatibility of a Poisson bracket with the homological vector field of a Lie n-algebroid is shown to be equivalent to a morphism from the coadjoint module to the adjoint module, leading to an alternative characterisation of non-degeneracy of higher Poisson structures. Moreover, the Weil algebra of a Lie n-algebroid is computed explicitly in terms of splittings, and representations up to homotopy of Lie n-algebroids are used to encode decomposed VB-Lie n-algebroid structures on double vector bundles.