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Motivated by Gröbner basis theory for finite point configurations, we define and study the class of standard complexes associated to a matroid. Standard complexes are certain subcomplexes of the independence complex that are invariant under matroid duality. For the lexicographic term order, the standard complexes satisfy a deletion-contraction-type recurrence. We explicitly determine the lexicographic standard complexes for lattice path matroids using classical bijective combinatorics.

For an abeloid variety A over a complete algebraically closed field extension K of Qp, we construct a p-adic Corlette–Simpson correspondence, namely an equivalence between finite-dimensional continuous K-linear representations of the Tate module and a certain subcategory of the Higgs bundles on A. To do so, our central object of study is the category of vector bundles for the v-topology on the diamond associated to A. We prove that any pro-finite-étale v-vector bundle can be built from pro-finite-étale v-line bundles and unipotent v-bundles. To describe the latter, we extend the theory of universal vector extensions to the v-topology and use this to generalise a result of Brion by relating unipotent v-bundles on abeloids to representations of vector groups.

Conditional Sums-of-AM/GM-Exponentials (conditional SAGE) is a decomposition method to prove nonnegativity of a signomial or polynomial over some subset X of real space. In this article, we undertake the first structural analysis of conditional SAGE signomials for convex sets X. We introduce the X-circuits of a finite subset A⊂Rn , which generalize the simplicial circuits of the affine-linear matroid induced by A to a constrained setting. The X-circuits serve as the main tool in our analysis and exhibit particularly rich combinatorial properties for polyhedral X, in which case the set of X-circuits is comprised of one-dimensional cones of suitable polyhedral fans. The framework of X-circuits transparently reveals when an X-nonnegative conditional AM/GM-exponential can in fact be further decomposed as a sum of simpler X-nonnegative signomials. We develop a duality theory for X-circuits with connections to geometry of sets that are convex according to the geometric mean. This theory provides an optimal power cone reconstruction of conditional SAGE signomials when X is polyhedral. In conjunction with a notion of reduced X-circuits, the duality theory facilitates a characterization of the extreme rays of conditional SAGE cones. Since signomials under logarithmic variable substitutions give polynomials, our results also have implications for nonnegative polynomials and polynomial optimization.

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...

Die Welt, die Annette Werner untersucht, erscheint uns fremd, fast schon absurd: Verschiedene Zahlen haben hier die gleiche Größe, und Kreise besitzen unendlich viele Mittelpunkte. Die Mathematikprofessorin forscht auf dem Gebiet der sogenannten p-adischen Geometrie – einem Bereich der modernen Algebra, der in den letzten Jahrzehnten einen stürmischen Fortschritt erlebt hat.