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NishMath - #academia
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@artsci.washington.edu
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University of Washington professors Xiaodong Xu, Cynthia Vinzant, and Shayan Oveis Gharan have been honored by the National Academy of Sciences (NAS) for their outstanding research achievements. The NAS awards program has been recognizing outstanding achievement in the physical, biological, and social sciences since 1866. The annual awards ceremony will honor the major contributions made by 20 researchers.
Xu received the NAS Award for Scientific Discovery for his experimental observation of the fractional quantum anomalous Hall effect. This award, presented every two years, recognizes an accomplishment or discovery in basic research within the previous five years that is expected to have a significant impact on astronomy, biochemistry, biophysics, chemistry, materials science, or physics. Xu's research explores new quantum phenomena in layered two-dimensional materials and engineered quantum systems. Vinzant and Oveis Gharan, along with Nima Anari and Kuikui Liu, will receive the Michael and Sheila Held Prize for breakthrough work advancing the theory of matroids and mixing rates of Markov chains. The Michael and Sheila Held Prize is presented annually to honor outstanding, innovative, creative, and influential research in the areas of combinatorial and discrete optimization, or related parts of computer science, such as the design and analysis of algorithms and complexity theory. This $100,000 prize is intended to recognize recent work.
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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educator questioned whether it was appropriate to correct the more experienced teacher for using what they perceived as outdated or imprecise "edu-speak."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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