A Semblance of Similarity: Student Categorisation of Simple Algorithmic Problem Statements

2021 ◽  
Author(s):  
James Finnie-Ansley ◽  
Paul Denny ◽  
Andrew Luxton-Reilly
Keyword(s):  
Author(s):  
Anany Levitin ◽  
Maria Levitin

While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.


2021 ◽  
Vol 48 (3) ◽  
pp. 39-44 ◽  
Author(s):  
Wenkai Dai ◽  
Klaus-Tycho Foerster ◽  
David Fuchssteiner ◽  
Stefan Schmid

Emerging reconfigurable data centers introduce the unprecedented flexibility in how the physical layer can be programmed to adapt to current traffic demands. These reconfigurable topologies are commonly hybrid, consisting of static and reconfigurable links, enabled by e.g. an Optical Circuit Switch (OCS) connected to top-of-rack switches in Clos networks. Even though prior work has showcased the practical benefits of hybrid networks, several crucial performance aspects are not well understood. In this paper, we study the algorithmic problem of how to jointly optimize topology and routing in reconfigurable data centers with a known traffic matrix, in order to optimize a most fundamental metric, maximum link load. We chart the corresponding algorithmic landscape by investigating both un-/splittable flows and (non-)segregated routing policies. We moreover prove that the problem is not submodular for all these routing policies, even in multi-layer trees, where a topological complexity classification of the problem reveals that already trees of depth two are intractable. However, networks that can be abstracted by a single packet switch (e.g., nonblocking Fat-Tree topologies) can be optimized efficiently, and we present optimal polynomialtime algorithms accordingly. We complement our theoretical results with trace-driven simulation studies, where our algorithms can significantly improve the network load in comparison to the state of the art.


2018 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Binod Prasad Pant

I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.


1985 ◽  
Vol 50 (3) ◽  
pp. 743-772 ◽  
Author(s):  
Fritz Grunewald ◽  
Daniel Segal

This paper is a continuation of our previous work in [12]. The results, and some applications, have been described in the announcement [13]; it may be useful to discuss here, a little more fully, the nature and purpose of this work.We are concerned basically with three kinds of algorithmic problem: (1) isomorphism problems, (2) “orbit problems”, and (3) “effective generation”.(1) Isomorphism problems. Here we have a class of algebraic objects of some kind, and ask: is there a uniform algorithm for deciding whether two arbitrary members of are isomorphic? In most cases, the answer is no: no such algorithm exists. Indeed this has been one of the most notable applications of methods of mathematical logic in algebra (see [26, Chapter IV, §4] for the case where is the class of all finitely presented groups). It turns out, however, that when consists of objects which are in a certain sense “finite-dimensional”, then the isomorphism problem is indeed algorithmically soluble. We gave such algorithms in [12] for the following cases: = {finitely generated nilpotent groups}; = {(not necessarily associative) rings whose additive group is finitely generated}; = {finitely Z-generated modules over a fixed finitely generated ring}.Combining the methods of [12] with his own earlier work, Sarkisian has obtained analogous results with the integers replaced by the rationals: in [20] and [21] he solves the isomorphism problem for radicable torsion-free nilpotent groups of finite rank and for finite-dimensional Q-algebras.


1980 ◽  
Vol 20 (5) ◽  
pp. 761-764
Author(s):  
V. N. Remeslennikov

2013 ◽  
Vol 12 (2) ◽  
pp. 239-249 ◽  
Author(s):  
Jennifer Momsen ◽  
Erika Offerdahl ◽  
Mila Kryjevskaia ◽  
Lisa Montplaisir ◽  
Elizabeth Anderson ◽  
...  

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.


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