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The dissertation investigates the wide class of Epstein zeta-functions in terms of uniform distribution modulo one of the ordinates of their nontrivial zeros. Main results are a proof of a Landau type theorem for all Epstein zeta-functions as well as uniform distribution modulo one for the zero ordinates of all Epstein zeta-functions asscoiated with binary quadratic forms.
In financial mathematics, it is a typical approach to approximate financial markets operating in discrete time by continuous-time models such as the Black Scholes model. Fitting this model gives rise to difficulties due to the discrete nature of market data. We thus model the pricing process of financial derivatives by the Black Scholes equation, where the volatility is a function of a finite number of random variables. This reflects an influence of uncertain factors when determining volatility. The aim is to quantify the effect of this uncertainty when computing the price of derivatives. Our underlying method is the generalized Polynomial Chaos (gPC) method in order to numerically compute the uncertainty of the solution by the stochastic Galerkin approach and a finite difference method. We present an efficient numerical variation of this method, which is based on a machine learning technique, the so-called Bi-Fidelity approach. This is illustrated with numerical examples.
Die vorliegende Arbeit beschäftigt sich explorativ mit Metakognition beim Umgang mit Mathematik. Aufbauend auf der vorgestellten Forschungsliteratur wird der Einsatz von Metakognition im Rahmen einer qualitativen Studie bei Studienanfänger_innen aus verschiedenen Mathematik-(Lehramts-)Studiengängen dokumentiert. Unter Verwendung der Qualitativen Inhaltsanalyse nach Mayring erfolgt die Etablierung eines Kategoriensystems für den Begriff Metakognition im Hinblick auf den Einsatz in der Mathematik, das bisherige Systematisierungen erweitert. Schließlich wird der Einsatz der entsprechenden metakognitiven Aspekte am Beispiel verschiedener Begriffe und Verfahren aus dem Analysis-Unterricht exemplarisch aufgezeigt.
In dieser Arbeit wird mathematisches Papierfalten und speziell 1-fach-Origami im universitären Kontext untersucht. Die Arbeit besteht aus drei Teilen.
Der erste Teil ist im Wesentlichen der Sachanalyse des 1-fach-Origami gewidmet. Im ersten Kapitel gehen wir auf die geschichtliche Einordnung des 1-fach-Origami, betrachten axiomatische Grundlagen und diskutieren, wie das Axiomatisieren von 1-fach-Origami zum Verständnis des Axiomenbegriffs beitragen könnte. Im zweiten Kapitel schildern wir das Design der zugehörigen explorativen Studie, beschreiben unsere Forschungsziele und -fragen. Im dritten Kapitel wird 1-fach-Origami mathematisiert, definiert und eingehend untersucht.
Der zweite Teil beschäftigt sich mit den von uns gestalteten und durchgeführten Kursen »Axiomatisieren lernen mit Papierfalten«. Im vierten Kapitel beschreiben wir die Lehrmethodik und die Gestaltung der Kurse, das fünfte Kapitel enthält ein Exzerpt der Kurse.
Im dritten Teil werden die zugehörigen Tests beschrieben. Im sechsten Kapitel erläutern wir das Design der Tests sowie die Testmethodik. Im siebten Kapitel findet die Auswertung ebendieser Tests statt.
We construct a foliation of an asymptotically flat end of a Riemannian manifold by hypersurfaces which are critical points of a natural functional arising in potential theory. These hypersurfaces are perturbations of large coordinate spheres, and they admit solutions of a certain over-determined boundary value problem involving the Laplace–Beltrami operator. In a key step we must invert the Dirichlet-to-Neumann operator, highlighting the nonlocal nature of our problem.
Bivariate copula monitoring
(2022)
The assumption of multivariate normality underlying the Hotelling T\(^{2}\) chart is often violated for process data. The multivariate dependency structure can be separated from marginals with the help of copula theory, which permits to model association structures beyond the covariance matrix. Copula‐based estimation and testing routines have reached maturity regarding a variety of practical applications. We have constructed a rich design matrix for the comparison of the Hotelling T\(^{2}\) chart with the copula test by Verdier and the copula test by Vuong, which allows for weighting the observations adaptively. Based on the design matrix, we have conducted a large and computationally intensive simulation study. The results show that the copula test by Verdier performs better than Hotelling T\(^{2}\) in a large variety of out‐of‐control cases, whereas the weighted Vuong scheme often fails to provide an improvement.
A sequentialquadratic Hamiltonian schemefor solving open-loop differential Nash games is proposed and investigated. This method is formulated in the framework of the Pontryagin maximum principle and represents an efficient and robust extension of the successive approximations strategy for solving optimal control problems. Theoretical results are presented that prove the well-posedness of the proposed scheme, and results of numerical experiments are reported that successfully validate its computational performance.
We prove a sharp Bernstein-type inequality for complex polynomials which are positive and satisfy a polynomial growth condition on the positive real axis. This leads to an improved upper estimate in the recent work of Culiuc and Treil (Int. Math. Res. Not. 2019: 3301–3312, 2019) on the weighted martingale Carleson embedding theorem with matrix weights. In the scalar case this new upper bound is optimal.
Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it.
We give a collection of 16 examples which show that compositions \(g\) \(\circ\) \(f\) of well-behaved functions \(f\) and \(g\) can be badly behaved. Remarkably, in 10 of the 16 examples it suffices to take as outer function \(g\) simply a power-type or characteristic function. Such a collection of examples may serve as a source of exercises for a calculus course.
Composite optimization problems, where the sum of a smooth and a merely lower semicontinuous function has to be minimized, are often tackled numerically by means of proximal gradient methods as soon as the lower semicontinuous part of the objective function is of simple enough structure. The available convergence theory associated with these methods (mostly) requires the derivative of the smooth part of the objective function to be (globally) Lipschitz continuous, and this might be a restrictive assumption in some practically relevant scenarios. In this paper, we readdress this classical topic and provide convergence results for the classical (monotone) proximal gradient method and one of its nonmonotone extensions which are applicable in the absence of (strong) Lipschitz assumptions. This is possible since, for the price of forgoing convergence rates, we omit the use of descent-type lemmas in our analysis.
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.
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.
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.
To study coisotropic reduction in the context of deformation quantization we introduce constraint manifolds and constraint algebras as the basic objects encoding the additional information needed to define a reduction. General properties of various categories of constraint objects and their compatiblity with reduction are examined. A constraint Serre-Swan theorem, identifying constraint vector bundles with certain finitely generated projective constraint modules, as well as a constraint symbol calculus are proved. After developing the general deformation theory of constraint algebras, including constraint Hochschild cohomology and constraint differential graded Lie algebras, the second constraint Hochschild cohomology for the constraint algebra of functions on a constraint flat space is computed.
We generalize a theorem by Titchmarsh about the mean value of Hardy’s \(Z\)-function at the Gram points to the Hecke \(L\)-functions, which in turn implies the weak Gram law for them. Instead of proceeding analogously to Titchmarsh with an approximate functional equation we employ a different method using contour integration.
For a graph \(\Gamma\) , let K be the smallest field containing all eigenvalues of the adjacency matrix of \(\Gamma\) . The algebraic degree \(\deg (\Gamma )\) is the extension degree \([K:\mathbb {Q}]\). In this paper, we completely determine the algebraic degrees of Cayley graphs over abelian groups and dihedral groups.
The concept of derivative is characterised with reference to four basic mental models. These are described as theoretical constructs based on theoretical considerations. The four basic mental models—local rate of change, tangent slope, local linearity and amplification factor—are not only quantified empirically but are also validated. To this end, a test instrument for measuring students’ characteristics of basic mental models is presented and analysed regarding quality criteria.
Mathematics students (n = 266) were tested with this instrument. The test results show that the four basic mental models of the derivative can be reconstructed among the students with different characteristics. The tangent slope has the highest agreement values across all tasks. The agreement on explanations based on the basic mental model of rate of change is not as strongly established among students as one would expect due to framework settings in the school system by means of curricula and educational standards. The basic mental model of local linearity plays a rather subordinate role. The amplification factor achieves the lowest agreement values. In addition, cluster analysis was conducted to identify different subgroups of the student population. Moreover, the test results can be attributed to characteristics of the task types as well as to the students’ previous experiences from mathematics classes by means of qualitative interpretation. These and other results of students’ basic mental models of the derivative are presented and discussed in detail.
Mathematical concepts are regularly used in media reports concerning the Covid-19 pandemic. These include growth models, which attempt to explain or predict the effectiveness of interventions and developments, as well as the reproductive factor. Our contribution has the aim of showing that basic mental models about exponential growth are important for understanding media reports of Covid-19. Furthermore, we highlight how the coronavirus pandemic can be used as a context in mathematics classrooms to help students understand that they can and should question media reports on their own, using their mathematical knowledge. Therefore, we first present the role of mathematical modelling in achieving these goals in general. The same relevance applies to the necessary basic mental models of exponential growth. Following this description, based on three topics, namely, investigating the type of growth, questioning given course models, and determining exponential factors at different times, we show how the presented theoretical aspects manifest themselves in teaching examples when students are given the task of reflecting critically on existing media reports. Finally, the value of the three topics regarding the intended goals is discussed and conclusions concerning the possibilities and limits of their use in schools are drawn.