SUMMER, A. Y.

2017 - 2018
Leo Carlo M. Montebon THEORY AND PHILOSOPHY OF NUMBERS
Student No: 1603189 Course: PHDM706
PhD Mathematics P. CUARTO, Ph.D.

Set Theory in Linear Algebra

Hamide Dogan

Brief Introduction

Set theory language is an essential prerequisite for the cognition of linear algebra
concepts. Many difficulties of cognition in linear algebra may be explained by the lack of
mastery of set theory concepts. In this research, an in-depth discussion of documented
categories of difficulties originated from set theory is provided.

In this paper, the author further explained the three categories as likely aspects of set
theory whose lack of seems to cause difficulties with the cognition of linear algebra concepts
such as Inability to recognize appropriate criteria to determine elements of a set, Inability to
distinguish between the general membership description and the description of a single
member, Inability to recognize various representations of the same set, and particularly inability
to describe other representations using set theory language.

Critical Evaluation/Conclusions

Many difficulties of cognition in linear algebra may be explained by the lack of mastery of set
theory concepts. In this paper, the author attempted to share student work to document the set
theoretic origin of cognitive difficulties with the cognition of linear algebra concepts. Author’s
investigations identified three main sources of struggle originating from set theory. This three by
all means may not be the only sources of difficulties. The work provided in this research
however may become a spring board for future studies in identifying other sources and
providing recommendations for addressing set theory originated learning difficulties, not only in
linear algebra but in all mathematics courses where set theory knowledge is an essential
prerequisite for a successful mastery of its objects.

Reference: Hamide Dogan (2011). Set Theory in Linear Algebra. Mathematica Aeterna, Vol. 1,
2011, no. 05, 317 – 327. http://www.e-hilaris.com/MA/MA_5_6.pdf

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
 SUMMER, A. Y. 2017 - 2018
Leo Carlo M. Montebon THEORY AND PHILOSOPHY OF NUMBERS
Student No: 1603189 Course: PHDM706
PhD Mathematics P. CUARTO, Ph.D.

Applications of Max Algebra to Diagonal Scaling of Matrices

Peter Butkovic and Hans Schneider

Brief Introduction

In this study, the results are proven on an inequality in max algebra and applied to
theorems on the diagonal similarity scaling of matrices. Thus, the set of all solutions to several
scaling problems is obtained. Authors described and introduced the “full term rank” scaling of a
matrix to a matrix with prescribed row and column maxima with the additional requirement that
all the maxima are attained at entries each from a different row and column. An algorithm which
finds such a scaling when it exists is given.

Critical Evaluation/Conclusions

The study contributes to the fields of linear algebra and mathematical biology. Using max
algebra can provide a simple proof of a solution in a given nonnegative square matrix and a
positive constant. The importance of solving this problem lies in the fact that many other scaling
problems can be reduced to it. The main emphasis of this paper is the use of a matrix Δ(A)
which is the cumulative max algebra sum of powers of A. Then to apply the results to several
scaling problems which have been previously considered. The method yields a complete
description of the set of X which solve the desired scaling to a newly defined type of scaling (”
full term rank scaling”). The basic intention is to produce a theoretical solution and show how it
may be obtained by an algorithm. For the sake of simplicity, this intends to determine necessary
and sufficient conditions for a solution of the problem to exist and, if these are satisfied, then to
find a solution or even all solutions, either in the form of a theorem or by an algorithm.

Reference: Peter Butkovic; Hans Schneider (2005). Applications of Max Algebra to Diagonal
Scaling of Matrices. Electronic Journal of Linear Algebra ISSN 1081-3810. A publication of the
International Linear Algebra Society. Volume 13, pp. 262-273, November 2005
https://www.emis.de/journals/ELA/ela-articles/articles/vol13_pp262-273.pdf

SUMMER, A. Y. 2017 - 2018

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
 Leo Carlo M. Montebon THEORY AND PHILOSOPHY OF NUMBERS
Student No: 1603189 Course: PHDM706
PhD Mathematics P. CUARTO, Ph.D.

Review and Application of Group Theory to Molecular Systems Biology

Edward A Rietman, Robert L Karp, Jack A Tuszynski

Brief Introduction

In this paper, the authors provide a review of selected mathematical ideas that can help
us better understand the boundary between living and non-living systems. They focus on group
theory and abstract algebra applied to molecular systems biology. Throughout this paper they
briefly describe possible open problems.

In connection with the genetic code they propose that it may be possible to use
perturbation theory to explore the adjacent possibilities in the 64-dimensional space-time
manifold of the evolving genome. With regards to algebraic graph theory, there are several
minor open problems they discussed.

In relation to network dynamics and groupoid formalism they suggest that the network
graph might not be the main focus for understanding the phenotype but rather the phase space
of the network dynamics. They show a simple case of a C6 network and its phase space
network. They have envisioned that the molecular network of a cell is actually a complex
network of hypercycles and feedback circuits that could be better represented in a higher-
dimensional space. The authors have conjectured that targeting nodes in the molecular network
that have key roles in the phase space, as revealed by analysis of the automorphism
decomposition, might be a better way to drug discovery and treatment of cancer.

Critical Evaluation/Conclusions

The motivation of this study is to examine an alternative set of mathematical abstractions

applied to biology, and in particular systems biology. Symmetry and symmetry breaking play a
prominent role in developmental biology, from bilaterians to radially symmetric organisms.

The aim of this study is to enlarge the set of mathematical techniques potentially applicable
to integrating the massive amounts of data available in the post-genomic era. Today we
consider algebra to involve in an essential way study of algebraic structures, and we consider
logic to involve in an essential way study of logical deductions (including mathematical proofs).

The authors focused on questions of molecular systems biology using mathematical

techniques in the domain of abstract algebra which heretofore have been largely overlooked by

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
 researchers. As can be inferred from this article, the authors provide a review of the literature
and also offer some new work. They begin with an introduction to group theory, then review
applications to the genetic code, and the cell cycle. The last section explores ideas expanding
group theory into contemporary molecular systems biology.

Reference: Edward A Rietman, Robert L Karp, and Jack A Tuszynski; Review and Application of
Group Theory to Molecular Systems Biology. Correspondence: jackt@ualberta. ca 4Department
of Experimental Oncology, Cross Cancer Institute, 11560 University Avenue, Edmonton, AB,
T6G 1Z2, Canada. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3149578/pdf/1742-4682-8-
21.pdf

SUMMER, A. Y. 2017 - 2018

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
 Leo Carlo M. Montebon THEORY AND PHILOSOPHY OF NUMBERS
Student No: 1603189 Course: PHDM706
PhD Mathematics P. CUARTO, Ph.D.

Pre-service teachers’ Mathematics content knowledge: implications for how

Mathematics is taught in higher education
Tom Lowrie, Robyn Jorgensen

Brief Introduction

In this study, the author explored pre-service teachers’ mathematics content knowledge
(MCK) and beliefs associated with mathematics education practices. They have considered
factors in subsequent multivariate analyses to determine whether teachers’ mathematics
competence influenced their personal mathematics viewpoints and perspectives. In addition,
they have conducted an exploratory factor analysis on a beliefs and attitudes questionnaire,
produced three common attitude factors associated with (1) inquiry-based teaching; (2) how
mathematics knowledge is acquired; and (3) the applicability of mathematics. Based on the
results of their findings, there was no difference between those students who had studied
advanced and standard mathematics at school on the three belief and attitude measures,
despite distinct differences in their mathematics content knowledge (MCK).

Critical Evaluation/Conclusions

One of the most interesting aspects of this study is the concern for teaching standards
and the pedagogical attributes of teachers with strong discipline knowledge and sound
dispositions towards learning. This study is quite statistical at times. The relation to Mathematics
however is actually really developing in terms of practices and proportions of attitudes toward
teaching Mathematics. In my own perspective, considering the teacher’s attitude and confidence
in teaching mathematics could vary at a level of complexity. It takes a lot of mathematical
concepts and understanding to be able to unfold the secrets of teaching mathematics into
success. Having the critical view on quality teacher education courses, it is substantial to
explore the individual’s mathematics practices and dispositions which have been formed in their
years of schooling. The authors have arrived from the direction that exploring certain area of
teacher education is valuable as it alerts to issues within pre-service education that can be
addressed prior to teachers entering school contexts. However, I could say that teaching
mathematics should elicits firm mathematical concepts and experiences of an individual which
lead to and resulting to teaching practices and development. In general, specifically with so
much passion and dedication to teaching profession are the main influence in the success of
this endeavor, and which could simply develop different impact into complex applications and
work operations.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph
 Reference: Teaching Mathematics and its Applications: An International Journal of the IMA,
Volume 35, Issue 4, 1 December 2016, Pages 202–215, https://doi.org/10.1093/teamat/hrv008,
Published: 22 June 2015 Article history

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa

Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph