510 Mathematik
Refine
Year of publication
Document Type
- Doctoral Thesis (129) (remove)
Has Fulltext
- yes (129)
Is part of the Bibliography
- no (129)
Keywords
- point process (3)
- ALICE (2)
- Algebraische Geometrie (2)
- Arithmetische Gruppe (2)
- FPGA (2)
- Integral Geometry (2)
- Mathematik (2)
- Semidefinite Programming (2)
- Tropische Geometrie (2)
- Valuation Theory (2)
Institute
- Mathematik (69)
- Informatik und Mathematik (50)
- Informatik (6)
- Psychologie (2)
- Erziehungswissenschaften (1)
- Physik (1)
- keine Angabe Institut (1)
Matroids are combinatorial objects that generalize linear independence. A matroid can be represented geometrically by its Bergman fan and we compare the symmetries of these two objects. Sometimes, the Bergman fan has additional automorphisms, which are related to Cremona transformations in projective space. Their existence depends on a combinatorial property of the matroid, as has been shown by Shaw and Werner, and we study the consequences for the structure of such matroids. This allows us to gain a better understanding of the so-called Cremona group of a matroid and we apply our results to root system matroids.
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.
Interactional niche in the development of geometrical and spatial thinking in the familial context
(2016)
In the analysis of mathematics education in early childhood it is necessary to consider the familial context, which has a significant influence on development in early childhood. Many reputable international research studies emphasize that the more children experience mathematical situations in their families, the more different emerging forms of participation occur for the children that enable them to learn mathematics in the early years. In this sense mathematical activities in the familial context are cornerstones of children’s mathematical development, which is also affected by the ethnic, cultural, educational and linguistic features of their families. Germany has a population of approximately 82 million, about 7.2 million of whom are immigrants (Statisches Bundesamt 2009, pp.28-32). Children in immigrant families grow up with multiculturalism and multilingualism, therefore these children are categorized as a risk group in Germany. “Early Steps in Mathematics Learning – Family Study” (erStMaL-FaSt) is the one of the first familial studies in Germany to deal with the impact of familial socialization on mathematics learning. The study enables us to observe children from different ethnic groups with their family members in different mathematical play situations. The family study (erStMaL-FaSt) is empirically performed within the framework of the erStMaL (Early Steps in Mathematics Learning) project, which relates to the investigation of longitudinal mathematical cognitive development in preschool and early primary-school ages from a socio-constructivist perspective. This study uses two selected mathematical domains, Geometry and Measurement, and four play situations within these two mathematical domains.
My PhD study is situated in erStMaL-FaSt. Therefore, in the beginning of this first chapter, I briefly touch upon IDeA Centre and the erStMaL project and then elaborate on erStMaL-FaSt. As parts of my research concepts, I specify two themes of erStMaL-FaSt: family and play. Thereafter I elaborate upon my research interest. The aim of my study is the research and development of theoretical insights in the functioning of familial interactions for the formation of geometrical (spatial) thinking and learning of children of Turkish ethnic background. Therefore, still in Chapter 1, I present some background on the Turkish people who live in Germany and the spatial development of the children.
This study is designed as a longitudinal study and constructed from interactionist and socio-constructivist perspectives. From a socio-constructivist perspective the cognitive development of an individual is constitutively bound to the participation of this individual in a variety of social interactions. In this regard the presence of each family member provides the child with some “learning opportunities” that are embedded in the interactive process of negotiation of meaning about mathematical play. During the interaction of such various mathematical learning situations, there occur different emerging forms of participation and support. For the purpose of analysing the spatial development of a child in interaction processes in play situations with family members, various statuses of participation are constructed and theoretically described in terms of the concept of the “interactional niche in the development of mathematical thinking in the familial context” (NMT-Family) (Acar & Krummheuer, 2011), which is adapted to the special needs of familial interaction processes. The concept of the “interactional niche in the development of mathematical thinking” (NMT) consists of the “learning offerings” provided by a group or society, which are specific to their culture and are categorized as aspects of “allocation”, and of the situationally emerging performance occurring in the process of meaning negotiation, both of which are subsumed under the aspect of the “situation”, and of the individual contribution of the particular child, which constitutes the aspect of “child’s contribution” (Krummheuer 2011a, 2011b, 2012, 2014; Krummheuer & Schütte 2014). Thereby NMT-Family is constructed as a subconcept of NMT, which offers the advantage of closer analyses and comparisons between familial mathematical learning occasions in early childhood and primary school ages.
Within the scope of NMT-Family, a “mathematics learning support system” (MLSS) is an interactional system which may emerge between the child and the family members in the course of the interaction process of concrete situations in play (Krummheuer & Acar Bayraktar, 2011). All these topics are addressed in Chapter 2 as theoretical approaches and in Chapter 3 as the research method of this study. In Chapter 4 the data collection and analysis is clarified in respect of these approaches...
Antimicrobial resistant infections arise as a consequential response to evolutionary mechanisms within microbes which cause them to be protected from the effects of antimicrobials. The frequent occurrence of resistant infections poses a global public health threat as their control has become challenging despite many efforts. The dynamics of such infections are driven by processes at multiple levels. For a long time, mathematical models have proved valuable for unravelling complex mechanisms in the dynamics of infections. In this thesis, we focus on mathematical approaches to modelling the development and spread of resistant infections at between-host (population-wide) and within-host (individual) levels.
Within an individual host, switching between treatments has been identified as one of the methods that can be employed for the gradual eradication of resistant strains on the long term. With this as motivation, we study the problem using dynamical systems and notions from control theory. We present a model based on deterministic logistic differential equations which capture the general dynamics of microbial resistance inside an individual host. Fundamentally, this model describes the spread of resistant infections whilst accounting for evolutionary mutations observed in resistant pathogens and capturing them in mutation matrices. We extend this model to explore the implications of therapy switching from a control theoretic perspective by using switched systems and developing control strategies with the goal of reducing the appearance of drug resistant pathogens within the host.
At the between-host level, we use compartmental models to describe the transmission of infection between multiple individuals in a population. In particular, we make a case study of the evolution and spread of the novel coronavirus (SARS-CoV-2) pandemic. So far, vaccination remains a critical component in the eventual solution to this public health crisis. However, as with many other pathogens, vaccine resistant variants of the virus have been a major concern in control efforts by governments and all stakeholders. Using network theory, we investigate the spread and transmission of the disease on social networks by compartmentalising and studying the progression of the disease in each compartment, considering both the original virus strain and one of its highly transmissible vaccine-resistant mutant strains. We investigate these dynamics in the presence of vaccinations and other interventions. Although vaccinations are of absolute importance during viral outbreaks, resistant variants coupled with population hesitancy towards vaccination can lead to further spread of the virus.
We thoroughly study the properties of conically stable polynomials and imaginary projections. A multivariate complex polynomial is called stable if its nonzero whenever all coordinates of the respective argument have a positive imaginary part. In this dissertation we consider the generalized notion of K-stability. A multivariate complex polynomial is called K-stable if its non-zero whenever the imaginary part of the respective argument lies in the relative interior of the cone K. We study connections to various other objects, including imaginary projections as well as preservers and combinatorial criteria for conically stable polynomials.
In this thesis, we cover two intimately related objects in combinatorics, namely random constraint satisfaction problems and random matrices. First we solve a classic constraint satisfaction problem, 2-SAT using the graph structure and a message passing algorithm called Belief Propagation. We also explore another message passing algorithm called Warning Propagation and prove a useful result that can be employed to analyze various type of random graphs. In particular, we use this Warning Propagation to study a Bernoulli sparse parity matrix and reveal a unique phase transition regarding replica symmetry. Lastly, we use variational methods and a version of local limit theorem to prove a sufficient condition for a general random matrix to be of full rank.
Ausgangspunkt der Forschungsarbeit ist der Gebrauch von Gesten in mathematischen Interaktionen von Lernenden. Es wird untersucht, inwiefern Gesten Teil des mathematischen Aushandlungsprozesses sind. Damit ist die Rekonstruktion einer potentiell fachlichen Bedeutung des Gestengebrauchs beim Mathematiklernen das zentrale Forschungsanliegen.
Theoretisch gerahmt wird die Arbeit von Erkenntnissen aus der psychologisch-linguistischen Gestenforschung zur systematischen Beschreibung von Gestik im Zusammenspiel mit der gleichzeitig geäußerten Lautsprache (McNeill, 1992; Kendon, 2004). Es werden ebenso ausgewählte Forschungen zur Gestik beim Mathematiklernen beleuchtet (Arzarello, 2006; Wille, 2020; Kiesow, 2016). Die mathematikdidaktische Interaktionstheorie begründet den sozial-konstruktivistischen Lernbegriff (Krummheuer, 1992). Ausgewählte Aspekte der Semiotik nach C. S. Peirce bieten eine theoretische Fundierung des Zeichenbegriffs und des Kerns mathematischen Agierens, verstanden als diagrammatisches Arbeiten (Peirce, 1931, CP 1.54 u. 1932, CP 2.228).
Von besonderer Bedeutung für die vorliegende Forschungsarbeit ist der linguistische Ansatz der Code-Integration und -Manifestation von redebegleitenden Gesten im Sprachsystem nach Fricke (2007, 2012) in Verbindung mit dem Peirce’schen Diagrammbegriff. Diese Perspektive ermöglicht eine theoretische Fundierung der zunächst empirisch beobachtbaren Multimodalität der Ausdrucksweisen von Lernenden beim gemeinsamen Mathematiktreiben. Der Peirce’sche Diagrammbegriff dient hierbei zur Rekonstruktion einer systemischen Relevanz von Gesten für das Betreiben von Mathematik: Bestimmte Gesten sind semiotisch als mathematische Zeichen beschreibbar und haben potentiell konstituierende Funktion für das diagrammatische Arbeiten der Lernenden. Der übergeordnete Forschungsfokus lautet: Wie nutzen Grundschüler*innen Gestik und Lautsprache, insbesondere in deren Zusammenspiel, um ihre mathematischen Ideen in den interaktiven Aushandlungsprozess einzubringen und über den Verlauf der Interaktion aufzugreifen, möglicherweise weiterzuentwickeln oder auch zu verwerfen? In der Ausdifferenzierung wird die Funktion der verwendeten Gesten und die Rekonstruktion von potentiell gemeinsam gebrauchten Gesten der Interagierenden in den Blick genommen.
Methodisch lässt sich die Forschungsarbeit der qualitativen Sozialforschung (Bohnsack, 2008) bzw. der interpretativen mathematikdidaktischen Unterrichtsforschung zuordnen (Krummheuer & Naujok, 1999). Es werden Beispiele aus mathematischen Interaktionssituationen ausgewertet, in denen sich Paare von Zweitklässler*innen mit einem mathematischen Problem aus der Kombinatorik und der Geometrie beschäftigen. Eine eigens theoriekonform entwickelte Transkriptpartitur dient zur Aufarbeitung der Videodaten. Mit der textbasierten Interaktionsanalyse (Krummheuer, 1992) und der grafisch angelegten Semiotischen Analyse (Schreiber, 2010) in einer Weiterentwicklung der Semiotischen Prozess-Karten (Huth, 2014) werden zwei hierarchisch aufeinander aufbauende Analyseverfahren verwendet.
Zentrale Forschungsergebnisse sind 1) die funktionale und gestalterische Flexibilität des Gestengebrauchs beim diagrammatischen Arbeiten der Lernenden, 2) die Rekonstruktion von Modusschnittstellen der Gesten mit anderen Ausdrucksmodi in Funktion, interaktionaler Bedeutungszuschreibung und Chronologie, und 3) die häufige Verwendung der Gesten als Modus der Wahl der Lernenden in mathematischen Interaktionen. Gesten weisen eine unmittelbare und voraussetzungslose Verfügbarkeit auf, eine funktionale und gestalterische Flexibilität in der mathematischen Auseinandersetzung und die Möglichkeit, Funktionen anderer Modi (vorübergehen) zu übernehmen. Es zeigt sich eine konstitutive und fachliche Bedeutung der Gestik für das mathematisch-diagrammatische Agieren der Lernenden. In der Arbeit wird daraus schließlich das doppelte Kontinuum der Gesten für das Mathematiklernen entwickelt. Es zeigt in der Dimension der Funktion des Gestengebrauchs und der Dimension des Objektbezugs der Gestengestalt die Vielfältigkeit der Gestenfunktionen im gemeinsamen diagrammatischen Arbeiten der Lernenden und gibt Einblick in die verwendeten Gestengestalten.
Die Forschungsarbeit offenbart den Bedarf einer Beachtung von Gesten in der fachdidaktischen Planung und Gestaltung von Mathematikunterricht und in der Erforschung und Diagnostik der mathematischen Entwicklung von Lernenden. Es handelt sich bei Gesten in mathematischen Interaktionen nicht um ein reines Beiwerk der Äußerung, sondern um einen fachlich bedeutsamen Modus in Bezug auf das Mathematiklernen. Der Gebrauch von Gestik ermöglicht die Erzeugung von Diagrammen im Handumdrehen und eröffnet perspektivisch eine Erforschung ihrer Bedeutung für mathematische Lehr-Lern-Prozesse.
Die in dieser Zusammenfassung angegebene Literatur findet sich im Literaturverzeichnis der vorgelegten Forschungsarbeit.
Aus Sicht der Pädagogischen Psychologie ist Lernen ein Prozess, bei dem es zu überdauernden Änderungen im Verhaltenspotenzial als Folge von Erfahrungen kommt. Aus konstruktivistischer Perspektive lässt sich Lernen am besten als eine individuelle Konstruktion von Wissen infolge des Entdeckens, Transformierens und Interpretierens komplexer Informationen durch den Lernenden selbst beschreiben. Erkennt der Lernende den Sinn und übernimmt, erweitert oder verändert ihn für sich selbst, so ist der Grundstein für nachhaltiges Lernen gelegt.
Lernen ist ein sehr individueller Prozess. Schule muss also individuelles Lernen auch im Klassenverband ermöglichen und der Lehrende muss zum Lerncoach werden, da sonst kein individuelles und eigenaktives Lernen möglich ist. Das Unterrichtskonzept des forschend-entdeckenden Lernens bietet genau diese Möglichkeit. Es erlaubt die Erfüllung der drei Grundbedürfnisse eines Menschen nach Kompetenz, Autonomie und sozialer Eingebundenheit und ermöglicht damit Motivation, Leistung und Wohlbefinden (Ryan & Deci, 2004).
Forschend-entdeckendes Lernen im Mathematikunterricht ist schrittweise geprägt von folgenden Merkmalen:
- eine problemorientierte Organisation
- selbstständiges, eigenaktives und eigenverantwortliches Lernen der Schülerinnen und Schüler
- individuelle Lernwege und Lernprozesse
- Entwicklung eigener Fragestellungen und Vorgehensweisen der Lernenden
- eigenes Aufstellen von Hypothesen und Vermutungen; Überprüfung der Vermutungen; Dokumentation, Interpretation und Präsentation der Ergebnisse
- eine fördernde Atmosphäre, in der die Lernenden nach und nach forschende Arbeitstechniken vermitteln bekommen
- kooperative Lernformen und damit Förderung von Team- und Kommunikationsfähigkeit
- Unterrichtsinhalte mit hohem Realitäts- und Sinnbezug, gesellschaftlicher Relevanz, Möglichkeiten der Interdisziplinarität
- Stetige Angebote der Unterstützung
Das entdeckende Lernen kann als Vorstufe des forschenden Lernens gesehen werden, da hier der wissenschaftliche Fokus noch nicht so stark ausgeprägt ist. Um alle Phasen auf dem Weg zu annähernd wissenschaftlichen forschenden Lernens anzusprechen, verwenden wir den Begriff des forschend-entdeckenden Lernens.
Voraussetzung ist, dass die Lehrkräfte das forschende Lernen als aktiven, produktiven und selbstbestimmten Lernprozess selbst zuvor erlebt haben müssen. Unter anderem können die Lehrkräfte Unterrichtsprozesse danach besser planen und währenddessen unterstützen, da sie selbst forschend-entdeckendem Lernen „ausgesetzt“ waren und vergleichbare Prozesse durchlebt haben.
Hiermit wird deutlich, dass forschendes Lernen nicht bedeuten kann, dass die Schülerinnen und Schüler auf sich gestellt sind. Die gezielte Unterstützung der Lernenden beim Entdecken und Forschen durch die Lehrkraft ist für einen ertragreichen Lernerfolg unverzichtbar und muss Teil der Vorbereitung und des Prozesses sein.
Internationale Studien zeigen, dass forschend-entdeckende Unterrichtsansätze (inquiry-based learning IBL) im Mathematikunterricht bei geeigneter Umsetzung Lernen verbessern, Lernerfolg und Lernleistung steigern und Freude gegenüber Mathematikunterricht erhöhen können. Die Implementierung dieses Unterrichtsansatzes ist trotz der positiven Ergebnisse nicht alltäglich.
Um neue Unterrichtskonzepte in den Schulalltag zu bringen beziehungsweise um bestehende Unterrichtskonzepte neu in den Schulalltag zu bringen bedarf es Fortbildungen zur Professionalisierung von Lehrerinnen und Lehrern.
Although everyone is familiar with using algorithms on a daily basis, formulating, understanding and analysing them rigorously has been (and will remain) a challenging task for decades. Therefore, one way of making steps towards their understanding is the formulation of models that are portraying reality, but also remain easy to analyse. In this thesis we take a step towards this way by analyzing one particular problem, the so-called group testing problem. R. Dorfman introduced the problem in 1943. We assume a large population and in this population we find a infected group of individuals. Instead of testing everybody individually, we can test group (for instance by mixing blood samples). In this thesis we look for the minimum number of tests needed such that we can say something meaningful about the infection status. Furthermore we assume various versions of this problem to analyze at what point and why this problem is hard, easy or impossible to solve.
In this thesis we discuss the group Out(Gal_K) of outer automorphism of the absolute Galois group Gal_K of a p-adic number field K. Using results about the mapping class group of a surface S, as well as a result by Jannsen--Wingberg on the structure of the absolute Galois group Gal_K, we construct a large subgroup of Out(Gal_K) arising as images of certain Dehn twists on S.
This thesis is concerned with the study of symmetry breaking phenomena for several different semilinear partial differential equations. Roughly speaking, this encompasses equations whose symmetries are not necessarily inherited by their solutions, which is particularly interesting for ground state solutions.
This thesis concerns three specific constraint satisfaction problems: the k-SAT problem, random linear equations and the Potts model. We investigated a phenomenon called replica symmetry, its consequences and its limitation. For the $k$-SAT problem, we were able to show that replica symmetry holds up to a threshold $d^{*}$. However, after another critical threshold $d^{**}$, we discovered that replica symmetry could not hold anymore, which enabled us to establish the existence of a replica symmetry breaking region. For the random linear problem, a peculiar phenomenon occurs. We observed that a more robust version of replica symmetry (strong replica symmetry) holds up to a threshold $d=e$ and ceases to hold after. This phenomenon is linked to the fact that before the threshold $d=e$, the fraction of frozen variables, i.e. variable forced to take the same value in all solutions, is concentrated around a deterministic value but vacillates between two values with equal probability for $d>e$. Lastly, for the Potts model, we show that a phenomenon called metastability occurs. The latter phenomenon can be understood as a consequence of trivial replica symmetry breaking scheme. This metastability phenomenon further produces slow mixing results for two famous Markov chains, the Glauber and the Swendsen-Wang dynamics.
Monte Carlo methods : barrier option pricing with stable Greeks and multilevel Monte Carlo learning
(2021)
For discretely observed barrier options, there exists no closed solution under the Black-Scholes model. Thus, it is often helpful to use Monte Carlo simulations, which are easily adapted to these models. However, as presented above, the discontinuous payoff may lead to instability in option's sensitivities for Monte Carlo algorithms.
This thesis presents a new Monte Carlo algorithm that can calculate the pathwise sensitivities for discretely monitored barrier options. The idea is based on Glasserman and Staum's one-step survival strategy and the results of Alm et al., with which we can stably determine the option's sensitivities such as Delta and Vega by finite-differences. The basic idea of Glasserman and Staum is to use a truncated normal distribution, which excludes the values above the barrier (e.g.\ for knock-up-out options), instead of sampling from the full normal distribution. This approach avoids the discontinuity generated by any Monte Carlo path crossing the barrier and yields a Lipschitz-continuous payoff function.
The new part will be to develop an extended algorithm that estimates the sensitivities directly, without simulation at multiple parameter values as in finite-difference.
Consider the local volatility model, which is a generalisation of the Black-Scholes model. Although standard Monte Carlo algorithms work well for the pricing of continuously monitored barrier options within this model, they often do not behave stably with respect to numerical differentiation.
To bypass this problem, one would generally either resort to regularised differentiation schemes or derive an algorithm for precise differentiation. Unfortunately, while the widespread solution of using a Brownian bridge approach leads to accurate first derivatives, they are not Lipschitz-continuous. This leads to instability with respect to numerical differentiation for second-order Greeks.
To alleviate this problem - i.e. produce Lipschitz-continuous first-order derivatives - and reduce variance, we generalise the idea of one-step survival to general scalar stochastic differential equations. This approach leads to the new one-step survival Brownian bridge approximation, which allows for stable second-order Greeks calculations.
To show the new approach's numerical efficiency, we present a new respective Monte Carlo pathwise sensitivity estimator for the first-order Greeks and study different methods to compute second-order Greeks stably. Finally, we develop a one-step survival Brownian bridge multilevel Monte Carlo algorithm to reduce the computational cost in practice.
This thesis proves unbiasedness and variance reduction of our new, one-step survival version with respect to the classical, Brownian bridge approach. Furthermore, we will present a new convergence result for the Brownian bridge approach using the Milstein scheme under certain conditions. Overall, these properties imply convergence of the new one-step survival Brownian bridge approach.
In recent years, deep learning has become pervasive in various fields. As a family of machine learning methods it is used in a broad set of applications, such as image processing, voice recognition, email filtering, computer vision. Most modern deep learning algorithms are based on artificial neural networks inspired by the biological neural networks constituting animal brains. Also in computational finance deep learning may be of use: Consider there is no closed-solution available for an option price, Monte Carlo simulations are substantially for estimation. Instead of persistently contributing new price computations arising from an updated volatility term, one could replace these by evaluating a neural network.
If an according neural network is available, the evaluation could lead to substantial savings and be highly efficient. I.e., once trained, a neural network could save further expensive estimations. However, in practice, the challenge is the training process of the neural network.
We study and compare two generic neural network training algorithms' computational complexity. Then, we introduce a new multilevel training algorithm that combines a deep learning algorithm with the idea of multilevel Monte Carlo path simulation. The idea is to train several neural networks with training data computed from the so-called level estimators of the multilevel Monte Carlo approach introduced by Giles. We show that the new method can reduce computational complexity by formulating a complexity theorem.
The thesis is composed of four Chapters.
In the first Chapter, the boundary expression of the one-sided shape derivative of nonlocal Sobolev best constants is derived. As a simple consequence, we obtain the fractional version of the so-called Hadamard formula for the torsional rigidity and the first Dirichlet eigenvalue. An application to the optimal obstacle placement problem for the torsional rigidity and the first eigenvalue of the fractional Laplacian is given.
In the second Chapter, we introduce and prove a new maximum principle for doubly antisymmetric functions. The latter can be seen as the first step towards studying the optimal obstacle placement problem for the second fractional eigenvalue. Using the new maximum principle we derive new symmetry results for odd solutions to semilinear Dirichlet boundary value problems with Lipschitz nonlinearity.
In the third Chapter, we derive new integration by parts formula for the fractional Laplace operator with a general globally Lipschitz vector field and in particular, we obtain a new Pohozaev type identity generalizing the one obtained by X. Ros-Oton and J. Serra. As an application we obtain nonexistence results for semilinear Dirichlet boundary problems in bounded domains that are not necessarly starshaped.
In the last Chapter, we study symmetry properties of second eigenfunctions of annuli. Using results from the first Chapter and the maximum principle in Chpater 2, we extend the result on the optimal obstacle placement problem from the first eigenvalue to the second eigenvalue.
We present new results on nonlocal Dirichlet problems established by means of suitable spectral theoretic and variational methods, taking care of the nonlocal feature of the operators. We mainly address: First, we estimate the Morse index of radially symmetric sign changing bounded weak solutions to a semilinear Dirichlet problem involving the fractional Laplacian. In particular, we derive a conjecture due to Bañuelos and Kulczycki on the geometric structure of the second Dirichlet eigenfunctions. Secondly, we study a small order asymptotics with respect to the parameter s of the Dirichlet eigenvalues problem for the fractional Laplacian. Thirdly, we deal with the logarithmic Schrödinger operator. In particular, we provide an alternative to derive the singular integral representation corresponding to the associated Fourier symbol and introduce tools and functional analytic framework for variational studies. Finaly, we study nonlocal operators of order strictly below one. In particular, we investigate interior regularity properties of weak solutions to the associated Poisson problem depending on the regularity of the right-hand side.
Topological phases set themselves apart from other phases since they cannot be understood in terms of the usual Landau theory of phase transitions. This fact, which is a consequence of the property that topological phase transitions can occur without breaking symmetries, is reflected in the complicated form of topological order parameters. While the mathematical classification of phases through homotopy theory is known, an intuition for the relation between phase transitions and changes to the physical system is largely inhibited by the general complexity.
In this thesis we aim to get back some of this intuition by studying the properties of the Chern number (a topological order parameter) in two scenarios. First, we investigate the effect of electronic correlations on topological phases in the Green's function formalism. By developing a statistical method that averages over all possible solutions of the manybody problem, we extract general statements about the shape of the phase diagram and investigate the stability of topological phases with respect to interactions. In addition, we find that in many topological models the local approximation, which is part of many standard methods for solving the manybody lattice model, is able to produce qualitatively correct phase transitions at low to intermediate correlations.
We then extend the statistical method to study the effect of the lattice, where we evaluate possible applications of standard machine learning techniques against our information theoretical approach. We define a measure for the information about particular topological phases encoded in individual lattice parameters, which allows us to construct a qualitative phase diagram that gives a more intuitive understanding of the topological phase.
Finally, we discuss possible applications of our method that could facilitate the discovery of new materials with topological properties.
In the first part of this thesis, we introduce the concept of prospective strict no-arbitrage for discrete-time financial market models with proportional transaction. The prospective strict no-arbitrage condition, which is a variant of strict no-arbitrage, is slightly weaker than the robust no-arbitrage condition. It still implies that the set of portfolios attainable from zero initial endowment is closed in probability. Consequently, prospective strict no-arbitrage implies the existence of consistent prices, which may lie on the boundary of the bid-ask spread. A weak version of prospective strict no-arbitrage turns out to be equivalent to the existence of a consistent price system.
In continuous-time financial market models with proportional transaction costs, efficient friction, i.e., nonvanishing transaction costs, is a standing assumption. Together with robust no free lunch with vanishing risk, it rules out strategies of infinite variation which usually appear in frictionless financial markets. In the second part of this thesis, we show how models with and without transaction costs can be unified. The bid and the ask price of a risky asset are given by cadlag processes which are locally bounded from below and may coincide at some points. In a first step, we show that if the bid-ask model satisfies no unbounded profit with bounded risk for simple long-only strategies, then there exists a semimartingale lying between the bid and the ask price process.
In a second step, under the additional assumption that the zeros of the bid-ask spread are either starting points of an excursion away from zero or inner points from the right, we show that for every bounded predictable strategy specifying the amount of risky assets, the semimartingale can be used to construct the corresponding self-financing risk-free position in a consistent way. Finally, the set of most general strategies is introduced, which also provides a new view on the frictionless case.