Education Commons^™

Ramanujan–Slater Type Identities Related To The Moduli 18 And 24, James Mclaughlin, Andrew Sills

Department of Mathematical Sciences Faculty Publications

We present several new families of Rogers–Ramanujan type identities related to the moduli 18 and 24. A few of the identities were found by either Ramanujan, Slater, or Dyson, but most are believed to be new. For one of these families, we discuss possible connections with Lie algebras. We also present two families of related false theta function identities.

Rogers-Ramanujan-Slater Type Identities, James Mclaughlin, Andrew Sills, Peter Zimmer

Department of Mathematical Sciences Faculty Publications

In this survey article, we present an expanded version of Lucy Slater's famous list of identities of the Rogers-Ramanujan type, including identities of similar type, which were discovered after the publication of Slater's papers, and older identities (such as those in Ramanujan's lost notebook) which were not included in Slater's papers. We attempt to supply the earliest known reference for each identity. Also included are identities of false theta functions, along with their relationship to Rogers-Ramanujan type identities. We also describe several ways in which pairs/larger sets of identities may be related, as well as dependence relationships between identities.

Disturbing The Q-Dyson Conjecture, Andrew Sills

Department of Mathematical Sciences Faculty Publications

I discuss the computational methods behind the formulation of some conjectures related to variants on Andrews’ q-Dyson conjecture.

Inequalities And Exponential Approximations For Residual Life Reliability Functions, Broderick O. Oluyede, Marvis Pararai

Department of Mathematical Sciences Faculty Publications

Given that a unit is of age t, the remaining life after time t is random. The expected value of this random residual life is called the mean residual life at time t. Specifically, if T is the life of a component with distribution function F, then δF (t) = E(T −t|T > t) is called the mean residual life function (MRLF). It is well known that the class of distributions with decreasing mean residual life (DMR) contains the class of distributions with increasing hazard rate (IHR). In this note, …

Harmonic Analysis Related To Schrödinger Operators, Gestur Olafsson, Shijun Zheng

Department of Mathematical Sciences Faculty Publications

In this article, we give an overview of some recent developments in Littlewood-Paley theory for Schrödinger operators. We extend the Littlewood-Paley theory for special potentials considered in our previous work [J. Fourier Anal. Appl. 12 (2006), no. 6, 653–674; MR2275390]. We elaborate our approach by considering a potential in C^∞₀ or the Schwartz class in one dimension. In particular, the low energy estimates are treated by establishing some new and refined asymptotics for the eigenfunctions and their Fourier transforms. We give a maximal function characterization of the Besov spaces and Triebel-Lizorkin spaces associated with H. Then we …

A Note On Extreme Bernoulli And Dependent Families Of Bivariate Distributions, Broderick O. Oluyede, Marvis Pararai

Department of Mathematical Sciences Faculty Publications

The objective and purpose of this note is to generate bivariate distributions via extreme Bernoulli distributions and obtain results on positively and negatively dependent families of bivariate binomial distributions generated by extreme Bernoulli distributions. Some distributional properties and results are presented. The factorial moment generating functions, correlation functions, conditional distributions and the regression functions are given.

A Partition Bijection Related To The Rogers-Selberg Identities And Gordon's Theorem, Andrew Sills

Department of Mathematical Sciences Faculty Publications

We provide a bijective map from the partitions enumerated by the series side of the Rogers–Selberg mod 7 identities onto partitions associated with a special case of Basil Gordon's combinatorial generalization of the Rogers–Ramanujan identities. The implications of applying the same map to a special case of David Bressoud's even modulus analog of Gordon's theorem are also explored.

On The Ordinary And Signed Göllnitz-Gordon Partitions, Andrew Sills

Department of Mathematical Sciences Faculty Publications

A partition of an integer n is a representation of n as an unordered sum of positive integers. In a recent paper [1], Andrews introduced the notion of a "signed partition," that is, a representation of a positive integer as an unordered sum of integers, some possibly negative.

Proceedings Of The Second Annual Meeting Of The Georgia Association Of Mathematics Teacher Educators Front Matter

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Contents of 2nd Annual GAMTE Proceedings Front Matter:

• Proceedings Committee
• Officers of GAMTE
• Purposes and Goals of GAMTE
• Table of Contents
• Letter from President

The Paaps Strategy For Teaching Mathematics Content, Greg Harrell

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

In the fall of 2005, I started teaching the mathematics content course Algebra and Geometry for Teachers. The majority of students in the course are pre-service middle school teachers. Instead of teaching the course by demonstrating rigorous proofs, I wanted to use teaching strategies that would build the students’ content knowledge and connect to their roles as future mathematics

teachers. I chose to make problem solving a focal process standard by having students problem- solve for a majority of classroom time. In addition, the students complete a major project entitled

“Provide, Attempt, and Assess Problem Solving” or PAAPS. For PAAPS, …

Preservice Teachers’ Disposition Self-Appraisals: Is There A Connection To Mathematics Instructional Practices?, Shonda Lemons-Smith

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

This paper explores preservice teachers’ dispositions and the connection to mathematics instructional practices. The Theory of Culturally Relevant Pedagogy served as the theoretical grounding for the study. Hence, its three broad propositions: conceptions of self and others, social relations, and conceptions of knowledge structure the argument presented. The participants in the study are elementary preservice teachers enrolled in a post-baccalaureate alternative certification program. The full-time, accelerated program focuses on and is specifically designed for individuals committed to teaching in urban, high-poverty schools. A dispositions survey, open-ended narratives, and teaching observation rubric served as data sources for the qualitative study. Findings …

Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study

employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the …

Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …

Virtual Vs. Concrete Manipulatives In Mathematics Teacher Education: A Call For Research, Annita W. Hunt

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

Are virtual manipulatives as effective as concrete (hands-on) manipulatives to build conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University’s preservice middle grades teachers has proven to be a very effective way to build conceptual understanding of a variety of mathematical topics. This paper presents an argument for the need for research into the usefulness of virtual manipulatives for enhancing mathematics teacher education and their potential to supplement (or replace?) concrete manipulatives.