Matching Items (8)
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- All Subjects: Math
- Creators: School of Mathematical and Statistical Sciences
Description
The compelling question is “How can a sense of belonging be brought to the Math classroom?” This topic centers at the intersection of mathematics, history, and education. The mathematics field is overwhelmingly portrayed as antiquated, white, and male. There is a lack of history taught in the math classroom. As such, adding history that counters the perceptions of who belongs in mathematics will engage students who had not previously felt represented in the field. In addition, students who lack interest in mathematics may find themselves interested in the historical aspects, leading to more retention in the classroom. The main goals of this project are to create an addition to the mathematical curriculum that can be added as a starter to classroom discussions or a warm up before a lecture. The ideal form is a laminated flip book consisting of photos, descriptions, and fun facts about 52 mathematicians (one per week) from diverse time periods, countries, and backgrounds.
ContributorsNeff, Juniper (Author) / Klemaszewski, James (Thesis director) / Mohacsy, Hedvig (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Public Affairs (Contributor)
Created2024-05
Description
If quantum computing becomes feasible, many popular cryptographic schemes, such as RSA, Diffie-Helman, and methods using elliptic curves will no longer be secure. This paper explores code-based cryptography, specifically looking the McEliece cryptosystem, as well as the more recent Classical McEliece cryptosystem, which was proposed to the National Institute of Standards and Technology (NIST) as a potentially quantum-secure algorithm.
ContributorsFletcher, Julia (Author) / Sprung, Florian (Thesis director) / Childress, Nancy (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2024-05
Description
Partnering with a local Great Hearts Academy, we decided to look into why kids tend to not enjoy learning math. Prior to this project, we reflected on our individual experiences with math. One of us found it to be easy and thoroughly enjoyed it throughout school, while the other struggled to understand math and never enjoyed learning the subject. We wanted to look into why that could be. Was it just our teacher? Was it our curriculum? Or was it something deeper? In this project, we explore existing research behind teaching math, as well as interview teachers and students to get their perspective. Our findings showed us that self efficacy and math abilities go hand in hand. We also learned that a growth mindset is essential as students develop problem solving skills. Finally, using our findings, we suggested ways in which teachers and students can make learning math more enjoyable.
ContributorsMoore, Ethan (Author) / Partida, Jocelyne (Co-author) / Swanson, Jodi (Thesis director) / Updegraff, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Computer Science and Engineering Program (Contributor)
Created2022-05
Description
This paper encompasses a reflection of my experience engaging Algebra 1 students in a math classroom. 5 main strategies were focused on: incorporating games in the classroom, asking students to create (projects, word problems, etc), using technology in the classroom, fostering student collaboration, and allowing student choice. Each strategy was implemented three times in the classroom, student feedback collected, and the level of student engagement was assessed.
ContributorsGeorge, Ejlal (Author) / Trombley, Nicole (Thesis director) / Miiller, Samantha (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-05
Description
The Morris-Lecar two-dimensional conductance-based model for an excitable membrane can be used to simulate neurons, and these neuron models can be connected to model neuronal networks. In this work, we analyze the dynamics of the Morris-Lecar model using phase plane analysis, and we simulate the model with different parameter regimes. We also develop and simulate a two-cell model network, as well as larger networks composed of 17 cells. We show that the bifurcation type and the parameters for the synaptic connections between model neurons affect the model network dynamic behavior. In particular, we look at the synchronization of networks of identical, repetitively firing neurons.
ContributorsSchlichting, Nicolas Jordan (Author) / Crook, Dr. Sharon (Thesis director) / Baer, Dr. Steven (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
In baseball, a starting pitcher has historically been a more durable pitcher capable of lasting long into games without tiring. For the entire history of Major League Baseball, these pitchers have been expected to last 6 innings or more into a game before being replaced. However, with the advances in statistics and sabermetrics and their gradual acceptance by professional coaches, the role of the starting pitcher is beginning to change. Teams are experimenting with having starters being replaced quicker, challenging the traditional role of the starting pitcher. The goal of this study is to determine if there is an exact point at which a team would benefit from replacing a starting or relief pitcher with another pitcher using statistical analyses. We will use logistic stepwise regression to predict the likelihood of a team scoring a run if a substitution is made or not made given the current game situation.
ContributorsBuckley, Nicholas J (Author) / Samara, Marko (Thesis director) / Lanchier, Nicolas (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
We consider programmable matter as a collection of simple computational elements (or particles) that self-organize to solve system-wide problems of movement, configuration, and coordination. Here, we focus on the compression problem, in which the particle system gathers as tightly together as possible, as in a sphere or its equivalent in the presence of some underlying geometry. Within this model a configuration of particles can be represented as a unique closed self-avoiding walk on the triangular lattice. In this paper we will examine the bias parameter of a Markov chain based algorithm that solves the compression problem under the geometric amoebot model, for particle systems that begin in a connected configuration with no holes. This bias parameter, $\lambda$, determines the behavior of the algorithm. It has been shown that for $\lambda > 2+\sqrt{2}$, with all but exponentially small probability, the algorithm achieves compression. Additionally the same algorithm can be used for expansion for small values of $\lambda$; in particular, for all $0 < \lambda < \sqrt{\tau}$, where $\lim_{n\to\infty} {(p_n)^{1
}}=\tau$. This research will focus on improving approximations on the lower bound of $\tau$. Toward this end we will examine algorithmic enumeration, and series analysis for self-avoiding polygons.
}}=\tau$. This research will focus on improving approximations on the lower bound of $\tau$. Toward this end we will examine algorithmic enumeration, and series analysis for self-avoiding polygons.
ContributorsLough, Kevin James (Author) / Richa, Andrea (Thesis director) / Fishel, Susanna (Committee member) / School of Mathematical and Statistical Sciences (Contributor, Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In this paper, we study the prime factorizations of numbers slightly larger than the factorial function. While these are closely related to the factorial prime, they have more inherent structure, which allows for explicit results as of yet not established on factorial prime. Case in point, the main result of this paper is that these numbers, which are described in concrete terms below, cannot be prime powers outside of a handful of small cases; this is a generalization of a classical result stating they cannot be primes. Minor explicit results and heuristic analysis are then given to further characterize the set.
ContributorsLawson, Liam John (Author) / Jones, John (Thesis director) / Childress, Nancy (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12