Linear representations of the Lorentz group

1957 ◽  
pp. 379-458 ◽  
Author(s):  
M. A. Naĭmark
Keyword(s):  
Lorentz Group ◽  
Linear Representations

Linear Representations of the Lorentz Group

1968 ◽  
Vol 52 (379) ◽  
pp. 101
Author(s):  
D. F. Johnston ◽  
M. A. Naimark
Keyword(s):  
Lorentz Group ◽  
Linear Representations

On non-compact groups. II. Representations of the 2+1 Lorentz group

1965 ◽  
Vol 287 (1411) ◽  
pp. 532-548 ◽  
Keyword(s):  
Hilbert Space ◽  
Direct Product ◽  
Lorentz Group ◽  
Complex Number ◽  
Algebraic Method ◽  
Unitary Representations ◽  
Compact Groups ◽  
Matrix Elements ◽  
Linear Representations ◽  
The Matrix

A simple algebraic method based on multispinors with a complex number of indices is used to obtain the linear (and unitary) representations of non-com pact groups. The method is illustrated in the case of the 2+1 Lorentz group. All linear representations of this group, their various realizations in Hilbert space as well as the matrix elements of finite transformations have been found. The problem of reduction of the direct product is also briefly discussed.

scholarly journals The Topological Origin of Quantum Randomness

Symmetry ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 581
Author(s):  
Stefan Heusler ◽  
Paul Schlummer ◽  
Malte S. Ubben
Keyword(s):  
High School ◽  
Hilbert Space ◽  
Group Theory ◽  
Lorentz Group ◽  
Quantum Physics ◽  
Time Development ◽  
Mathematical Structures ◽  
Stochastic Nature ◽  
Quantum Randomness ◽  
And Topology

What is the origin of quantum randomness? Why does the deterministic, unitary time development in Hilbert space (the ‘4π-realm’) lead to a probabilistic behaviour of observables in space-time (the ‘2π-realm’)? We propose a simple topological model for quantum randomness. Following Kauffmann, we elaborate the mathematical structures that follow from a distinction(A,B) using group theory and topology. Crucially, the 2:1-mapping from SL(2,C) to the Lorentz group SO(3,1) turns out to be responsible for the stochastic nature of observables in quantum physics, as this 2:1-mapping breaks down during interactions. Entanglement leads to a change of topology, such that a distinction between A and B becomes impossible. In this sense, entanglement is the counterpart of a distinction (A,B). While the mathematical formalism involved in our argument based on virtual Dehn twists and torus splitting is non-trivial, the resulting haptic model is so simple that we think it might be suitable for undergraduate courses and maybe even for High school classes.

Improving Struggling Fifth-Grade Students’ Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures

2021 ◽  
pp. 001440292110088
Author(s):  
Madhavi Jayanthi ◽  
Russell Gersten ◽  
Robin F. Schumacher ◽  
Joseph Dimino ◽  
Keith Smolkowski ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Explicit Instruction ◽  
Controlled Trial ◽  
Number Line ◽  
Randomized Controlled ◽  
Fifth Grade Students ◽  
Linear Representations ◽  
Mathematical Explanations ◽  
Grade 5 ◽  
Number Line Estimation

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.

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