Top Mathematics discussions
NishMath - #academia
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Miranda Martinengo@Istituto Grothendieck
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Recent developments in the mathematics community showcase notable achievements and career advancements. Ryuya Hora, a doctoral scholar from the University of Tokyo specializing in topos theory and automata theory applications, has been appointed Research Associate of the Centre for Topos Theory and its Applications (CTTA). He is scheduled to collaborate with Olivia Caramello and other researchers at the Centre in Paris between April and June 2025. His appointment signifies a valuable addition to the field, with opportunities to follow his work, including his talk at the "Toposes in Mondovì" conference.
Cesare Tronci has been promoted to Professor of Mathematics at the University of Surrey, effective April 1, 2025. This promotion acknowledges his contributions to the field, and further information about his research can be found on his website. Also at the University of Surrey, Jessica Furber has successfully defended her PhD thesis, "Mathematical Analysis of Fine-Scale Badger Movement Data," marking the completion of her doctoral studies. Her external examiner was Prof Yuliya Kyrychko from Sussex, and the internal examiner was Dr Joaquin Prada from the Vet School, Surrey. In related news, the Mathematics Division at Stellenbosch University in South Africa is seeking a new permanent appointee at the Lecturer or Senior Lecturer level, with consideration potentially given to other levels under specific circumstances. While preference will be given to candidates working in number theory or a related area, applications from those in other areas of mathematics will also be considered. The deadline for applications is April 30, 2025, with detailed information available in the official advertisement.
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Unknown (noreply@blogger.com)@Pat'sBlog
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A recent discussion has emerged regarding the use of specific mathematical terminology in educational settings. A young educator expressed concern over a visiting math teacher's use of the term "reduce fractions" during a lesson. The educator questioned whether it was appropriate to correct the more experienced teacher for using what they perceived as outdated or imprecise "edu-speak." This situation has sparked debate about the evolution of mathematical language and its implications for teaching practices.
Many modern elementary teachers get upset by the use of the term "reduce a fraction". Some argue that the term "reduce" can be misinterpreted by students as solely meaning "make smaller," potentially leading to confusion. However, historical context reveals that the term "reduction" in mathematics once had a broader meaning, encompassing the transformation of a quantity from one denomination to another without altering its value. This broader definition was prevalent in arithmetic textbooks until the late 1930s and 40s, when the term became primarily associated with fractions in "lowest terms" or "simplest terms."
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