All Questions
262 questions
28
votes
4
answers
3k
views
The function $\sum_{0}^{\infty} x^n/n^n$
The function $F(x) = \sum_{0}^{\infty} x^n/n^n$ may be familiar to many readers as an example sometimes used when teaching tests for absolute convergence of entire functions defined by power series. I ...
- 91.8k
51
votes
22
answers
19k
views
Why linear algebra is fun!(or ?)
Edit: the original poster is Menny, but the question is CW; the first-person pronoun refers to Menny, not to the most recent editor.
I'm doing an introductory talk on linear algebra with the ...
- 878
7
votes
1
answer
372
views
Theory of surfaces in $\mathbb{R}^3$ as level sets
Is there a book that treats the classical theory of surfaces in $\mathbb{R}^3$ from the point of view of level sets of a function? I seem to remember someone telling me that such a book exists, but I ...
- 4,713
33
votes
15
answers
3k
views
Historical (personal) examples of teaching-based research
The phrase "teaching-based research" brings to mind research about teaching, though important, it is not what I mean. Unfortunately, I couldn't come up with a better phrase, thus please bear with me ...
- 4,786
6
votes
2
answers
1k
views
Pages from a known textbook on Euclidean geometry?
Do you recall having seen the attached pages in a textbook once? If so, would you be so kind as to share its bibliographic record (or the main items in it) with me below?
A teacher provided us xerox ...
- 6,700
69
votes
20
answers
19k
views
Fun applications of representations of finite groups
Are there some fun applications of the theory of representations of finite groups? I would like to have some examples that could be explained to a student who knows what is a finite group but does not ...
- 13.6k
0
votes
1
answer
114
views
Name of a matrix with one column and row removed [closed]
I am looking for the exact name of a matrix where the i-th column and rows have been removed.
I cannot remember how it is called in linear algebra, does anyone got an idea?
Thanks!
- 20.2k
7
votes
2
answers
1k
views
How should you respond to a student who asks whether a very nice physical example constitutes a proof? [closed]
"Is this really a proof?" is the exact question e-mailed to me today from an undergraduate mathematics student whom I know as a highly competent student. The one sentence question was accompanied with ...
- 6,039
24
votes
15
answers
5k
views
Applications of connectedness
In an «advanced calculus» course, I am talking tomorrow about connectedness (in the context of metric spaces, including notably the real line).
What are nice examples of applications of the idea of ...
CommunityBot
- 1
15
votes
7
answers
6k
views
Freshman's definition of sin(x)?
I would like to know how you would rigorously introduce the trigonometric functions ($\sin(x)$ and relatives) to first year calculus students. Suppose they have a reasonable definition of $\mathbb{R}$ ...
- 4,713
8
votes
2
answers
447
views
Big ideas and big ways of thinking in statistics?
I'm moving to a new university for the fall semester, and I'll be teaching a statistics class for the first time. I'm familiar enough with doing statistics (my dissertation in math ed was a mixed-...
- 6,237
17
votes
17
answers
3k
views
Readings for an honors liberal art math course
Our university has an Honors section of our "liberal arts mathematics" course. Typically 10-20 students enroll each Fall, with most of them extremely bright, but lacking the interest and/or ...
CommunityBot
- 1
263
votes
29
answers
89k
views
Mathematical games interesting to both you and a 5+-year-old child
Background: My daughter is 6 years old now, once I wanted to think on some math (about some Young diagrams), but she wanted to play with me...
How to make both of us to do what they want ? I guess ...
CommunityBot
- 1
43
votes
9
answers
29k
views
Applications of knot theory
An answer of André Henriques' inspired the following closely related CW question. Parts of the following is extracted from his answer and my comments.
I regularly teach a knot theory class. ...
- 23
33
votes
11
answers
13k
views
Lecture notes on representations of finite groups
Next term I am supposed to teach a course on representation of finite groups. This is a third year course for undegrads. I was thinking to use the book of Grodon James and Martin Liebeck "...
- 111
8
votes
2
answers
2k
views
Examples of analytic functions to motivate a first course in complex variables
[Changed title as a plea to re-open the question.]
If one is to motivate a course in complex variables, what specific analytic (holomorphic/meromorphic) function of one variable would you cite as an ...
- 485
35
votes
2
answers
2k
views
Is it consistent with ZF that $V \to V^{\ast \ast}$ is always an isomorphism?
Let $k$ be a field and $V$ a $k$-vector space. Then there is a map $V \to V^{\ast \ast}$, where $V^{\ast}$ is the dual vector space. If we are in ZFC and $\dim V$ is infinite, then this map is not ...
16
votes
2
answers
1k
views
Teaching Steenrod Operations
I am teaching a class on topology and want to introduce Steenrod Operations. I have talked about simplicial sets and classifying spaces of groups but have not talked about Eilenberg–MacLane spaces. ...
- 3,439
22
votes
13
answers
8k
views
Category theory sans (much) motivation?
So I have a friend (no, really) who's taking algebra and is struggling to gain intuition for it. My story is as follows: I used to hate abstract algebra, with pretty much a burning passion, until I ...
- 1,228
24
votes
11
answers
8k
views
The role of the mean value theorem (MVT) in first-year calculus
Should the mean value theorem be taught in first-year calculus?
Most calculus textbooks present the MVT just before the section that says that if $f'>0$ on an interval then $f$ increases on that ...
CommunityBot
- 1
9
votes
5
answers
3k
views
Assessing effectiveness of (epsilon, delta) definitions [closed]
There is much discussion both in the education community and the mathematics community concerning the challenge of (epsilon, delta) type definitions in calculus and the student reception of them. The ...
- 16.6k
16
votes
1
answer
2k
views
A conjecture in which both "if" and "only if" are near misses
[Migrated from Math Stack Exchange]
More than a year ago, I posted the following on the Math Stack Exchange.
Consider $2^n-1$. Based on checking a few small numbers for $n$ (in
fact, the first ...
- 32.5k
13
votes
2
answers
2k
views
teaching higher algebra
Has anyone ever (successfully or unsuccessfully) taught a course in higher algebra (in the $\infty$-categorical sense)?
I'm asking out of curiosity (and also hoping for more resources).
The kind of ...
CommunityBot
- 1
7
votes
3
answers
3k
views
Problems reducing to a graph-theory algorithm
This is essentially a question in pedagogy -- the answers could be useful to teach (or rather, motivate) graph theory, and especially the algorithmic side of it.
I have been very impressed with this ...
CommunityBot
- 1
11
votes
3
answers
448
views
Easy proof that reflections generate $N(T)/T$ for connected compact group?
I'm teaching a course on Coxeter groups and I'd like to provide an overview of the connection to compact Lie groups. Let $G$ be a compact connected Lie group, $T$ a maximal torus and $N(T)$ the ...
- 878
39
votes
4
answers
2k
views
Important open exposition problems?
Timothy Chow, in his article A beginner's guide to forcing, defines an open exposition problem as a certain concept or topic in mathematics that has yet to be explained "in a way that renders it ...
CommunityBot
- 1
7
votes
5
answers
6k
views
Advantages of the sequence definition of limits
I will be teaching an introductory analysis course in the coming semester. In it the students will learn about limits of real sequences, and then will learn about limits of functions in terms of ...
- 16.6k
21
votes
7
answers
3k
views
What should be taught in a 1st course on Riemann Surfaces?
I am teaching a topics course on Riemann Surfaces/Algebraic Curves next term. The course is aimed at 1st and 2nd year US graduate students who have have taken basic coursework in algebra and manifold ...
CommunityBot
- 1
6
votes
1
answer
462
views
How to talk about certain "free" categories?
Given two categories $\mathcal{C}$ and $\mathcal{D}$, we can describe the following category $\mathcal{E}$. It is the initial category whose object set contains $\mathrm{Obj}(\mathcal{C}) \times \...
CommunityBot
- 1
13
votes
17
answers
3k
views
Short Course Suggestions For High School Students
I am planning to teach a course for talented high school students at a summer camp and I need suggestions for possible topics. The students usually have different backgrounds but most of them are ...
CommunityBot
- 1
49
votes
14
answers
21k
views
Applications of the Cayley-Hamilton theorem
The Cayley-Hamilton theorem is usually presented in standard undergraduate courses in linear algebra as an important result. Recall that it says that any square matrix is a "root" of its own ...
CommunityBot
- 1
13
votes
7
answers
35k
views
Real analysis has no applications?
I'm teaching an undergrad course in real analysis this Fall and we are using the text "Real Mathematical Analysis" by Charles Pugh. On the back it states that real analysis involves no "applications ...
12
votes
12
answers
2k
views
What are fun elementary subjects in probability?
I have to read several lectures on probability or applications of probability for high school students (of high level). There is no necessary part I must lecture, that is, my aim is just advertisement....
- 39.9k
27
votes
10
answers
4k
views
What (fun) results in graph theory should undergraduates learn?
I have the task of creating a 3rd year undergraduate course in graph theory (in the UK). Essentially the students will have seen minimal discrete math/combinatorics before this course. Since graph ...
CommunityBot
- 1
6
votes
0
answers
622
views
How necessary is the knowledge of Lebesgue integral for non-analysts? [closed]
Recently I have learned that at some math department the introductory course to Lebesgue integration not obligatory. Thus in another course on introduction to Hilbert spaces the $L^2(0,1)$ space is ...
- 21.8k
6
votes
2
answers
588
views
Applications of isotropic quadratic forms
I will soon be teaching an introductory course on bilinear algebra and quadratic forms. I will likely spend most of the time and effort on positive definite quadratic forms and euclidean spaces. These ...
- 79.9k
13
votes
3
answers
1k
views
Teaching polarisation formula
When teaching about Hilbert spaces, one begins with a polarisation formula, which allows us to reconstruct the scalar product from the norm:
$$\langle u,v\rangle=\frac14(\|u+v\|^2-\|u-v\|^2+\imath\|u+\...
CommunityBot
- 1
5
votes
0
answers
2k
views
A course on modern algebraic geometry from "The Stacks Project"
I hope this question is viable for this site. I'm sincerely sorry, if you think it isn't.
For a lot of time, "EGA" by Alexander Grothendieck and Jean Dieudonne was "the" reference on the basics of ...
- 59
55
votes
16
answers
16k
views
Why do we need random variables?
In this MathStackExchange post the question in the title was asked without much outcome, I feel.
Edit: As Douglas Zare kindly observes, there is one more answer in MathStackExchange now.
I am not ...
CommunityBot
- 1
33
votes
20
answers
5k
views
Do names given to math concepts have a role in common mistakes by students?
Perhaps this question overlaps with similar ones, ... but I want to focus on a particular possible cause of confusion. I notice that students are often confused by the concepts of "infinite" and "...
- 6,541
16
votes
9
answers
4k
views
How to motivate the skein relations?
I am teaching an advanced undergraduate class on topology. We are doing introductory knot theory at the moment. One of my students asked how do we know to use this skein relation to compute all these ...
- 118k
1
vote
1
answer
387
views
proof without words for logarithms [closed]
Does anyone know of any PROOF WITHOUT WORDS for logarithmic functions?
The only one I've seen in calculus based and I need one for high school math kids in MATH 1,2,3.
Any suggestions would be ...
- 16.5k
49
votes
5
answers
4k
views
How do you mentor undergraduate research?
Lets say you had an undergraduate who wanted to do some advanced work and some research, possibly for a thesis, or things like that.
There are two slightly more specific groups of questions I have ...
CommunityBot
- 1
52
votes
9
answers
26k
views
Is Galois theory necessary (in a basic graduate algebra course)?
By definition, a basic graduate algebra course in a U.S. (or similar) university with
a Ph.D. program in mathematics lasts part or all of an academic year and is taken
by first (sometimes second) ...
22
votes
4
answers
2k
views
Technical issue in the approach to Lie groups taken in a book
I'm teaching Lie groups and Lie Algebras out of Brian C. Hall's book (Lie Groups, Lie Algebras, and Representations: An Elementary Introduction, Springer), which I've enjoyed using. I'm confused about ...
CommunityBot
- 1
8
votes
0
answers
416
views
Pedagogical question on Lie groups vs. matrix Lie groups
There are two common approaches taken in introductory texts on Lie groups: studying all Lie groups, or focusing only on matrix Lie groups. The main advantage of the latter approach is that one can ...
- 28.1k
21
votes
10
answers
6k
views
Not especially famous, long-open problems which higher mathematics beginners can understand
This is a pair to
Not especially famous, long-open problems which anyone can understand
So this time I'm asking for open questions so easy to state for students of subjects such as undergraduate ...
CommunityBot
- 1
52
votes
22
answers
19k
views
Interesting Calculus Questions/Exercises
I am in the process of redesigning the calculus course that I have taught five or six times. What I would like to know is if anyone has some really good examples or exercises that I could either do ...
- 39.9k
9
votes
3
answers
3k
views
Math History Question about the exponential function
While tutoring a student recently, I have come across the situation of explain logarithms by first introducing functions of the form $$f(x)= a^x$$ where $a \ge 0,x\in \mathbb{R}$. My student then ...
- 1,481
11
votes
2
answers
3k
views
Good examples of random variables whose image is not a measurable set?
Are their simple/natural examples of real-valued Borel-measurable random variables whose image is not a Borel set? Something that occurs "naturally"?
I am teaching Doob's lemma (for two real-valued ...
- 41.1k