Parallel computer algebra software as a Web component

Macaulay is a system for computing in algebraic geometry and cummutative algebra; it is capable of a variety of computations which are tedious or impossible to perform by hand. The primitive types in the system are polynomials, matrices, ideals, polynomial rings, modules, maps between rings, and complexes of modules. The system performs algebraic manipulation on objects of these types. The possible manipulations include the computation of standard (Gröbner) bases, modules of syzygies, finite free resolutions, Hilbert polynomials and functions. Using these basic operations, a variety of derived operations are possible, such as projections, ideal intersections, and the computation of coherent sheaf cohomology groups. The algorithm used for constructing standard (Gröbner) bases and syzygies is described in ([Buc76], [Zac78], [Sch80], [Bay82], [BaSt86a]).

Computer algebra systems are frequently used for research. In addition, some instructors have based entire advanced courses around these systems. One benefit is that they allow students to become familiar with the methods of calculus by individual experimentation. However, instructors have generally seen computer algebra systems as unsuitable for introductory algebra since the software is capable of doing all the math for the students. That barrier could be overcome if a suitable user interface were developed. Furthermore, embracing computer algebra could make for a completely different type of introductory course that shifts the focus from calculation to problem-solving. Computer algebra systems could also make life easier for math instructors as problem generators for tests and as automatic on-line graders, even of non-multiple choice problems. Computer algebra systems offer many new opportunities for math education.

Computation in commutative algebra and algebraic geometry has taken a major step forward in the last decade. This is due to the development of Grobner bases, computer algebra systems which are readily available to researchers, and the great increase in power of computers in this last decade.

In this paper we will present SDeval, a software project that contains tools for creating and running benchmarks with a focus on problems in computer algebra. It is built on top of the Symbolic Data project, able to translate problems in the database into executable code for various computer algebra systems. The included tools are designed to be very flexible to use and to extend, such that they can be easily deployed even in contexts of other communities. We also address particularities of benchmarking in the field of computer algebra. Furthermore, with SDEval, we provide a feasible and automatable way of reproducing benchmarks published in current research works, which appears to be a difficult task in general due to the customizability of the available programs.

Methods of computer algebra become more familiar to a wide audience of theoretical mathematicians and physicists. The environment of computer algebra system leads to a greater acceptance of computer instruments in the mathematical research. Methods of symbolic manipulation provided by computer algebra systems in combination with high-power number crunching abilities of traditional hardware and software open the way to truly large scale computations often needed by mathematicians and physicists. This chapter describes new low complexity (both operational and logical) methods and algorithms for computations of solutions of differential equations and their efficient evaluation, and of solution of algebraic equations. These computations are often basic in applied problems, but even more so in a variety of problems of number theory and algebraic geometry. Power series manipulations over various rings and fields are one of the most important features of advanced computer algebra systems.

Exploring Third-Order Chromatic Aberrations of Electron Lenses with Computer Algebra

Owing to its superb drawing utilities and symbolic computation capabilities, computer algebra system (CAS) has become one of the most preferred tools for drawing scientific artworks. However, according to the result of our questionnaire survey, many collegiate mathematics teachers in Japan feel difficulty in effectively using the graphics generated by CAS in printed materials. For instance, quite a number of mathematics teachers in universities are using TeX as their daily tool for editing high-quality mathematical documents, but the use of graphics generated by CAS in TeX documents seems not to be so easy task for usual TeX users. This difficulty seems to prevent many teachers from using CAS graphics. To fill this gap, some dynamic geometry softwares (DGS) and others have been equipped with the capability to export TeX-readable code of their graphical output. Also the authors have developed a macro package KETpic designed for CAS to supply high-quality graphics in TeX documents. In this paper, we will propose a scheme for demonstrating and improving the effect of CAS use in mathematics education. Through this scheme, it is shown that we can greatly improve the educational effect of our mathematics class materials by appropriately using the precise 2D-graphics generated by CAS and KETpic.

This paper describes the implementation of recursive algorithms in unique factorization domains, namely multivariate polynomial greatest common divisors (gcd) and factorization into irreducible parts in the Java computer algebra library (JAS). The implementation of gcds, resultants and factorization is part of the essential building blocks for any computation in algebraic geometry, in particular in automated deduction in geometry. There are various implementations of these algorithms in procedural programming languages. Our aim is an implementation in a modern object oriented programming language with generic data types, as it is provided by Java programming language. We exemplify that the type design and implementation of JAS is suitable for the implementation of several greatest common divisor algorithms and factorization of multivariate polynomials. Due to the design we can employ this package in very general settings not commonly seen in other computer algebra systems. As for example, in the coefficient arithmetic for advanced Grobner basis computations like in polynomial rings over rational function fields or (finite, commutative) regular rings. The new package provides factory methods for the selection of one of the several implementations for non experts. Further we introduce a parallel proxy for gcd implementations which runs different implementations concurrently.

The author discusses how computer algebra has been used in mathematics teaching at Cornell University. He begins by illustrating some of the commands available in computer algebra software. He reviews the experience at Cornell with MuMath and other computer algebra systems, including MACSYMA, and describes plans for the future. He also discusses student and faculty reactions to the use of computers in this way. He closes with comments about the future of teaching engineering mathematics at Cornell in light of the above experience and new developments in computer technology and computer support for teaching.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Computer algebra systems have great potential for professional engineers, scientists and technologists. They can reduce the tedium of routine manipulation required in some mathematical models and procedures, give a greater assurance of accuracy, and even enable users to apply techniques which they might find difficult without such assistance. But learning the basic concepts, particularly of the more sophisticated and capable computer algebra systems, is itself a mathematical activity. For instance, the formal concepts of functions must be grasped very clearly if the user is to get the best from these systems. This paper will explore those theoretical concepts, which may be seen as essential enabling skills for users of computer algebra systems.

The architectures of the existing computer algebra systems have not been discussed sufficiently in the literature. Instead, the focus has been on the design of the related programming language, or the design of a few key data structures.We address this deficiency with a case study of the architecture of Cayley. Our aim is twofold: to capture this knowledge before the total passing of a system now made obsolete by Magma; and to encourage others to describe the architecture of the computer algebra systems with which they are familiar.The long-term goal is a better understanding of how to construct computer algebra systems in the future.

If the use of a computer algebra system (CAS) is to be meaningful and have an impact on students, then it must be grounded in good pedagogy and have some clearly defined goals. It is the authors' belief that an important goal for teaching mathematics with the CAS is that courses be designed so that students can become active participants in their learning experience, planning the problem-solving strategies and carrying them out. The CAS becomes an important tool and a partner in this learning process. To this end, here the authors' have linked the use of the CAS to an existing classification scheme for Mathematical Tasks, called the MATH Taxonomy, and illustrated, through concrete examples, how the goals of teaching and learning of mathematics can be set using this classification together with the CAS.

Advantages and disadvantages of the use of Digital Technologies (DT) and especially of Computer Algebra Systems (CAS) in mathematics lessons are worldwide discussed controversially. Many empirical studies show the benefit of the use of DT in classrooms and there are also many useful examples concerning their use. However, despite these inspiring results and the countless ideas, classroom suggestions, lesson plans and research reports, the use of DT—and especially CAS—has not succeeded, as many had expected during the last decades see Hoyles & Lagrange, (2010). The thesis of this article is that we have not been able to convince teachers, lecturers at university and parents of the benefit of CAS in the classrooms in a sufficient way. What are the arguments that justify the use of CAS in the classroom? The article gives examples of a fruitful use of CAS with regard to the generally accepted goals or standards of mathematics education—like fostering students’ abilities in problem solving, modelling, proving or communicating—and to the subjects taught in high school. The basis of the argumentation is a competence model which classifies the relation between contents or topics: sequences and limits, functions and equations; representations of DT or CAS: static isolated, static multiple, dynamic isolated and dynamic multiple representations; and classroom activities: calculate, consult, control, communicate and discover.

Examples of problems of motion stability solved with the help of computer algebra systems (CAS) are presented. The authors have experience in developing and applying problem-oriented systems of symbolic computations and software packages for solving problems of dynamics of multi-body systems. The algorithms under consideration are implemented (completely or partly) with the aid of up-to-date CAS. They are intended for inclusion in the ``Stability'' package of symbolic computation. Bibliography: 6 titles.

Multiequation models that contain observed or latent variables are common in the social sciences. To determine whether unique parameter values exist for such models, one needs to assess model identification. In practice analysts rely on empirical checks that evaluate the singularity of the information matrix evaluated at sample estimates of parameters. The discrepancy between estimates and population values, the limitations of numerical assessments of ranks, and the difference between local and global identification make this practice less than perfect. In this paper we outline how to use computer algebra systems (CAS) to determine the local and global identification of multiequation models with or without latent variables. We demonstrate a symbolic CAS approach to local identification and develop a CAS approach to obtain explicit algebraic solutions for each of the model parameters. We illustrate the procedures with several examples, including a new proof of the identification of a model for handling missing data using auxiliary variables. We present an identification procedure for Structural Equation Models that makes use of CAS and that is a useful complement to current methods.