Physical Sciences and Mathematics Commons^™

Greedy Signal Recovery Review, Deanna Needell, Joel A. Tropp, Roman Vershynin

CMC Faculty Publications and Research

The two major approaches to sparse recovery are L1-minimization and greedy methods. Recently, Needell and Vershynin developed Regularized Orthogonal Matching Pursuit (ROMP) that has bridged the gap between these two approaches. ROMP is the first stable greedy algorithm providing uniform guarantees.

Even more recently, Needell and Tropp developed the stable greedy algorithm Compressive Sampling Matching Pursuit (CoSaMP). CoSaMP provides uniform guarantees and improves upon the stability bounds and RIC requirements of ROMP. CoSaMP offers rigorous bounds on computational cost and storage. In many cases, the running time is just O(NlogN), where N is the ambient dimension of the signal. This …

Imagine Math Day: Encouraging Secondary School Students And Teachers To Engage In Authentic Mathematical Discovery, Darryl H. Yong, Michael E. Orrison Jr.

All HMC Faculty Publications and Research

Research mathematicians and school children experience mathematics in profoundly different ways. Ask a group of mathematicians what it means to “do mathematics” and you are likely to get a myriad of responses: mathematics involves analyzing and organizing patterns and relationships, reasoning and drawing conclusions about the world, or creating languages and tools to describe and solve important problems. Students of mathematics often report “doing mathematics” as performing calculations or following rules. It’s natural that they see mathematics as monolithic rather than an evolving, growing, socially constructed body of knowledge, because most mathematical training in primary and secondary schools consists of …

The Art Of Teaching Mathematics, Garikai Campbell, Jon T. Jacobsen, Aimee S A Johnson, Michael E. Orrison Jr.

All HMC Faculty Publications and Research

On June 10–12, 2007, Harvey Mudd College hosted A Conference on the Art of Teaching Mathematics. The conference brought together approximately thirty mathematicians from the Claremont Colleges, Denison, DePauw, Furman, Middlebury, Penn State, Swarthmore, and Vassar to explore the topic of teaching as an art. Assuming there is an element of artistic creativity in teaching mathematics, in what ways does it surface and what should we be doing to develop this creativity?