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Generalizing a geometric idea due to J. Sondow, we give a geometric proof for the Cantor's Theorem. Moreover, it is given an irrationality measure for some Cantor series.
In this article we present a new recurrence formula for a finite sum involving the Fibonacci sequence. Furthermore, we state an algorithm to compute the sum of a power series related to Fibonacci series, without the use of term-by-term differentiation theorem
Some geometric structures with associated Riemannian metrics have been considered in the book.
Limit can be defined by two axioms: 1. Strict inequality between limits implies, ultimately, strict inequality between functions. 2. For constant functions limit is trivial. How can basic results on convergence be derived from these axioms? In this paper we propose two answers: a) at the most elementary level- add two more axioms, b) at somewhat higher level, do it in three steps, and, in our forthcoming paper "Axiomatic definition of limit", a third answer- c) do it neater - in an abstract framework, where only order relations are present.
We introduce the linear operators of fractional integration and fractional differentiation in the framework of the Riemann-Liouville fractional calculus. Particular attention is devoted to the technique of Laplace transforms for treating these operators in a way accessible to applied scientists, avoiding unproductive generalities and excessive mathematical rigor. By applying this technique we shall derive the analytical solutions of the most simple linear integral and differential equations of fractional order. We show the fundamental role of the Mittag-Leffler function, whose properties are reported in an ad hoc Appendix. The topics discussed here will be: (a) essentials of Riemann-Liouville fractional calculus with basic formulas of Laplace transforms, (b) Abel type integral equations of first and second kind, (c) relaxation and oscillation type differential equations of fractional order.
Problem-based learning (PBL) is a constructivist learner-centered instructional approach based on the analysis, resolution and discussion of a given problem. It can be applied to any subject, indeed it is especially useful for the teaching of mathematics. When compared to "traditional" teaching, the PBL approach requires increased responsibility for the teachers (in addition to the presentation of mathematical knowledge, they need to engage students in gathering information and using their knowledge to solve given problems). It thus become crucial that the future teachers become aware of its effectiveness. One of the main obstacle to this awareness lies usually on the fact that future teachers did not find this methodology in their own pre-service training. In this paper we will describe the attempt to introduce PBL in University courses so to have future maths teacher "experience mathematics" themselves.
Maybe the first inverse problem presented in the history of the occidental thought is described in the book Republic, written by Plato. The problem is posed in the Book VII in a text known as the Allegory of the Cave. That text motivated us to formulate a simple mathematical model that simulates, in a sense, the situation of the persons described in that problem.
In this paper, we prove that if a finite number of rectangles, every of which has at least one integer side, perfectly tile a big rectangle then there exists a strategy which reduces the number of these tiles (rectangles) without violating the condition on the borders of the tiles. Consequently this strategy leads to yet another solution to the famous rectangle tiling theorem.
Translated from the Latin original "Novae demonstrationes circa resolutionem numerorum in quadrata" (1774). E445 in the Enestrom index. See Chapter III, section XI of Weil's "Number theory: an approach through history". Also, a very clear proof of the four squares theorem based on Euler's is Theorem 370 in Hardy and Wright, "An introduction to the theory of numbers", fifth ed. It uses Theorem 87 in Hardy and Wright, but otherwise does not assume anything else from their book. I translated most of the paper and checked those details a few months ago, but only finished last few parts now. If anything isn't clear please email me.
Lecture given before the Royal Academy Vienna that summarizes the state of knowledge about the mathematics of the ancient Egyptians, up to 1884. Contains all relevant references to classical Greek texts, and the 'latest' archeology results. Later published as booklet. A list with completed bibliographic references is appended. ----- Vortrag vor der k.u.k. Akademie der Wissenschaften in Wien, 1884, ueber den damaligen Wissensstand zur Mathematik der Aegypter, mit Referenzen zu den klassischen griechischen Texten und damalige 'neue' Erkenntnisse der Archaeologie. Spaeter als Heftchen gedruckt. Hinzugefiegt wurden komplette bibliografische Referenzen fuer diejenigen, die im Text unvollstaendig angegeben wurden.
Dirichlet proves the general convergence of Fourier series, after pointing out errors in an earlier attempt by Cauchy. We transcribed from Crelle's Journal (1829) with numerous typographical corrections, and added a completed bibliography. Dirichlet prouve la convergence générale de la séries de Fourier, après avoir montré des erreurs dans un essai par Cauchy. Nous avons transcrit de Crelle's journal (1829) avec de nombreuses corrections typographiques, et avons ajouté une bibliographie complète.
This work is an introduction to modern mathematical physics. We begin with Maxwell laws and vector calculus, pass next to consider the action and the Feynman integral in quantum mechanics, next relativity and differential geometry to formulate the electromagnetic laws in intrinsic form. Next we see gravitation to study the covariant derivative. We end with the electromagnetic bundle U(1). It contains the know-how + the know-why. The text is written in Spanish. 340 pps.
E30 in the Enestrom index. Translated from the Latin original "De formis radicum aequationum cuiusque ordinis coniectatio" (1733). For an equation of degree n, Euler wants to define a "resolvent equation" of degree n-1 whose roots are related to the roots of the original equation. Thus by solving the resolvent we can solve the original equation. In sections 2 to 7 he works this out for quadratic, cubic and biquadratic equations. Apparently he gives a new method for solving the quartic in section 5. Then in section 8 Euler says that he wants to try the same approach for solving the quintic equation and general nth degree equations. In the rest of the paper Euler tries to figure out in what cases resolvents will work. Two references I found useful were Chapter 14, p.p. 106-113 of C. Edward Sandifer, "The Early Mathematics of Leonhard Euler", published 2007 by The Mathematical Association of America and Olaf Neumann, "Cyclotomy: from Euler through Vandermonde to Gauss", p.p. 323-362 in the collection "Leonhard Euler: Life, Work and Legacy" edited by Bradley and Sandifer, 2007. Stacy Langton has given a lot of details about Euler's work on the theory of equations, and also some advice on the translation; of course any mistakes are my own. If Langton ends up writing anything about Euler' and the theory of equations I would highly recommend reading it.
The objective of this article is to stimulate discussions in mathematical society about the role of mathematical departments in the life of the community. University community is the center of knowledge and promotes the intellectual development. However, this is questioned today because of its reduced participation on the global learning process as there are many other components.
A number which is S.P in base r is a positive integer which is equal to the sum of its base-r digits multiplied by the product of its base-r digits. These numbers have been studied extensively in The Mathematical Gazette. Recently, Shah Ali obtained the first effective bound on the sizes of S.P numbers. Modifying Shah Ali's method, we obtain an improved bound on the number of digits in a base-r S.P number. Our bound is the first sharp bound found for the case r=2.
In this paper I propose the idea to establish a clear distinction between the foundations of truth and the foundations of meaning in Mathematics. I explore on the most basic example, the mathematical line, the possibility that the foundations of its meaning are provided by a protomathematical object resulting from the identification by our perceptual system of the visual line and the vestibular line, a point of view suggested by recent results of neurophysiology.
Translation from the Latin original, "Inventio summae cuiusque seriei ex dato termino generali" (1735). E47 in the Enestrom index. In this paper Euler derives the Euler-Maclaurin summation formula, by expressing y(x-1) with the Taylor expansion of y about x. In sections 21 to 23 Euler uses the formula to find expressions for the sums of the nth powers of the first x integers. He gives the general formula for this, and works it out explicitly up to n=16. In sections 25 to 28 he applies the summation formula to getting approximations to partial sums of the harmonic series, and in sections 29 to 30 to partial sums of the reciprocals of the odd positive integers. In sections 31 to 32, Euler gets an approximation to zeta(2); in section 33, approximations for zeta(3) and zeta(4). I found David Pengelley's paper "Dances between continuous and discrete: Euler's summation formula", in the MAA's "Euler at 300: An Appreciation", edited by Robert E. Bradley, Lawrence A. D'Antonio, and C. Edward Sandifer, very helpful and I recommend it if you want to understand the summation formula better.
In this paper we focus on the problem of the degree sequence for the following random graph process. At any time-step $t$, one of the following three substeps is executed: with probability $α_1$, a new vertex $x_t$ and $m$ edges incident with $x_t$ are added; or, with probability $α-α_1$, $m$ edges are added; or finally, with probability $1-\a$, $m$ random edges are deleted. Note that in any case edges are added in the manner of preferential attachment. we prove that there exists a critical point $α_c$ satisfying: 1) if $α_1<α_c$, then the model has power law degree sequence; 2) if $α_1>α_c$, then the model has exponential degree sequence; and 3) if $α_1=α_c$, then the model has a degree sequence lying between the above two cases.