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Affine Bruhat--Tits buildings are geometric spaces extracting the combinatorics of algebraic groups. The building of PGL parametrizes flags of subspaces/lattices in or, equivalently, norms on a fixed finite-dimensional vector space, up to homothety. It has first been studied by Goldman and Iwahori as a piecewise-linear analogue of symmetric spaces. The space of seminorms compactifies the space of norms and admits a natural surjective restriction map from the Berkovich analytification of projective space that factors the natural tropicalization map. Inspired by Payne's result that the analytification is the limit of all tropicalizations, we show that the space of seminorms is the limit of all tropicalized linear embeddings ι:Pr↪Pn and prove a faithful tropicalization result for compactified linear spaces. The space of seminorms is in fact the tropical linear space associated to the universal realizable valuated matroid.
We use recent results by Bainbridge–Chen–Gendron–Grushevsky–Möller on compactifications of strata of abelian differentials to give a comprehensive solution to the realizability problem for effective tropical canonical divisors in equicharacteristic zero. Given a pair (Γ,D) consisting of a stable tropical curve Γ and a divisor D in the canonical linear system on Γ, we give a purely combinatorial condition to decide whether there is a smooth curve X over a non-Archimedean field whose stable reduction has Γ as its dual tropical curve together with an effective canonical divisor KX that specializes to D.
We show that the non-Archimedean skeleton of the d-th symmetric power of a smooth projective algebraic curve X is naturally isomorphic to the d-th symmetric power of the tropical curve that arises as the non-Archimedean skeleton of X. The retraction to the skeleton is precisely the specialization map for divisors. Moreover, we show that the process of tropicalization naturally commutes with the diagonal morphisms and the Abel-Jacobi map and we exhibit a faithful tropicalization for symmetric powers of curves. Finally, we prove a version of the Bieri-Groves Theorem that allows us, under certain tropical genericity assumptions, to deduce a new tropical Riemann-Roch-Theorem for the tropicalization of linear systems.
Using the notion of a root datum of a reductive group G we propose a tropical analogue of a principal G-bundle on a metric graph. We focus on the case G=GLn, i.e. the case of vector bundles. Here we give a characterization of vector bundles in terms of multidivisors and use this description to prove analogues of the Weil--Riemann--Roch theorem and the Narasimhan--Seshadri correspondence. We proceed by studying the process of tropicalization. In particular, we show that the non-Archimedean skeleton of the moduli space of semistable vector bundles on a Tate curve is isomorphic to a certain component of the moduli space of semistable tropical vector bundles on its dual metric graph.
In this article we provide a stack-theoretic framework to study the universal tropical Jacobian over the moduli space of tropical curves. We develop two approaches to the process of tropicalization of the universal compactified Jacobian over the moduli space of curves -- one from a logarithmic and the other from a non-Archimedean analytic point of view. The central result from both points of view is that the tropicalization of the universal compactified Jacobian is the universal tropical Jacobian and that the tropicalization maps in each of the two contexts are compatible with the tautological morphisms. In a sequel we will use the techniques developed here to provide explicit polyhedral models for the logarithmic Picard variety.
Foundations of geometry
(2020)
In this thesis, the focus is on the actions of primary school children using digital and analogue materials in comparable mathematical situations. To emphasise actions on different materials in the mathematical learning process, a semiotic perspective according to C. S. Peirce (CP 1931-35) on mathematics learning is adopted. This theoretical research perspective highlights the activity itself on diagrams as a mathematical activity and brings actions to the forefront of interest. The actions on comparable digital and analogue diagrams are the basis for the reconstruction of mathematical interpretations of learners in 3rd and 4th grade.
The research questions investigate to what extent possible differences between the reconstructed interpretations of the learners can be attributed to the different materials and what influence the material has on the mathematical relationships that the learners take into account in their actions to manipulate the diagram.
For the reconstruction of the diagram interpretations based on the learners' actions on the material, a semiotic specification of Vogel's (2017) adaptation of Mayring's (2014) context analysis is used. This specification is based on Peirce's triadic theory of signs (Billion, 2023). The reconstructed interpretations of the analogue and digital diagrams are compared in a second step to identify possible differences and similarities.
The results of the qualitative analyses show, among other things, that despite the different actions of the learners on the digital and analogue diagrams, it is possible to reconstruct the same diagram interpretations if the learners establish the same mathematical relationships between the parts of the diagrams in their actions. There are also passages in the analyses where the same diagram interpretations cannot be reconstructed based on the actions on the digital and analogue materials. If the digital material acts as a tool and automatically creates several relationships between the parts of the diagram triggered by an action, then the reconstruction of the learners' diagram interpretations based on the analysis of their actions is partially possible. If the tool automatically establishes relationships, these must then be interpreted by the learners using gestures and phonetic utterances to understand the newly created diagram. Thus, a tool changes how mathematical relationships are expressed, because learners no longer have to interpret the relationships before their actions to manipulate the diagram itself, but afterwards through gestures and phonetic utterances. Regarding diagrammatic reasoning according to Peirce (NEM IV), this means that with analogue material the focus is on the construction and manipulation of diagrams through rule-guided actions, whereas with digital material, which functions as a tool, there is more emphasis on observing the results of the manipulations on the diagram.
At the end of the thesis, a recommendation for teachers on how to design mathematics lessons for primary school children using digital and analogue materials will be derived from the results.
The literature cited in this summary can be found in the references of the presented thesis.
In 1999, Merino and Welsh conjectured that evaluations of the Tutte polynomial of a graph satisfy an inequality. In this short article, we show that the conjecture generalized to matroids holds for the large class of all split matroids by exploiting the structure of their lattice of cyclic flats. This class of matroids strictly contains all paving and copaving matroids.
We present a massively parallel framework for computing tropicalizations of algebraic varieties which can make use of symmetries using the workflow management system GPI-Space and the computer algebra system Singular. We determine the tropical Grassmannian TGr0(3,8). Our implementation works efficiently on up to 840 cores, computing the 14763 orbits of maximal cones under the canonical S8-action in about 20 minutes. Relying on our result, we show that the Gröbner structure of TGr0(3,8) refines the 16-dimensional skeleton of the coarsest fan structure of the Dressian Dr(3,8), except for 23 orbits of special cones, for which we construct explicit obstructions to the realizability of their tropical linear spaces. Moreover, we propose algorithms for identifying maximal-dimensional cones which belong to positive tropicalizations of algebraic varieties. We compute the positive Grassmannian TGr+(3,8) and compare it to the cluster complex of the classical Grassmannian Gr(3,8).
Thought structures of modelling task solutions and their connection to the level of difficulty
(2015)
Although efforts have been made to integrate the concept of mathematical modelling in school, among others PISA and TIMSS revealed weaknesses of not only German students in the field of mathematical modelling. There may be various reasons starting from educational policy via curricular issues to practical instructional concerns. Studies show that mathematical modelling has not been arrived yet in everyday school class (Blum &BorromeoFerri, 2009, p. 47). Thus, the proportion of mathematical modelling in everyday school classes is low (Jordan et al., 2006). When focusing on the teachers’ point of view there are difficulties which may contribute to avoid modelling tasks in class. The development of reasonable modelling tasks, estimating the task space, valuating the task difficulty and assessing the student solutions are difficulties which occur to an increasing degree compared to ordinary mathematics tasks.The project MokiMaS (transl.: modeling competency in math classes of secondary education) aims at providing inter-year modelling tasks, whose task space and level of difficulty is known, together with an evaluation scheme. In particular a theory based method has been developed to determine the level of difficulty of modelling tasks on the basis of thought structures, representing the cognitive load of solution approaches. The current question is whether this method leads to a realistic rating. To go further into that question an evaluation scheme has been developed which is guided by the daily assessment work of teachers, to investigate the relation of task difficulty and student performance.