Limit theorems for Floyd's triangle: a new approach to not a new problem

Floyd's triangle is often presented to computer science students as an exercise or example to illustrate the concepts of text formatting and loop constructs. The paper proposes to look at an object from a different angle and to examine limit theorems for the numbers of generalized Floyd's triangles. Tasks of this type can be used as exercises in study programs of mathematics and informatics (couses of probability theory and combinatorics). It would help to master the appropriate proof techniques and mathematical apparatus. The article proposes a series of possible problems and their proof schemes.

Non-interactive zero-knowledge proof scheme from RLWE-based key exchange

Lattice-based non-interactive zero-knowledge proof has been widely used in one-way communication and can be effectively applied to resist quantum attacks. However, lattice-based non-interactive zero-knowledge proof schemes have long faced and paid more attention to some efficiency issues, such as proof size and verification time. In this paper, we propose the non-interactive zero-knowledge proof schemes from RLWE-based key exchange by making use of the Hash function and public-key encryption. We then show how to apply the proposed schemes to achieve the fixed proof size and rapid public verification. Compared with previous approaches, our schemes can realize better effectiveness in proof size and verification time. In addition, the proposed schemes are secure from completeness, soundness, and zero-knowledge.

CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks

This article addresses the didactical effects of CAS assisted proofs in Danish upper secondary mathematics textbooks as a result of the 2005 reform that introduced CAS as a part of the upper secondary level curriculum (and examinations). Based on a reading of 33 upper secondary school mathematics textbooks, 38 instances of CAS assisted proofs are identified in ten different textbooks. The CAS based proofs in these textbooks are of three types: complete outsourcing of the proof to CAS; partial outsourcing of the proof to CAS; and additional verification of the proof’ correctness by CAS. Analyses of examples of each of these types are provided. The analyses draw on theoretical constructs related to both proofs and proving (e.g. proof schemes) and to use of digital technologies in mathematics education (lever potential, blackboxing, instrumental genesis). In particular, the analyses make use of a distinction between epistemic, pragmatic and justificational mediations. Results suggest both potential problems with using CAS as an integrated part of deductive mathematical proofs in textbooks, since it appears to promote undesired proof schemes with the students, and difficulties with understanding these problems using the constructs of epistemic and pragmatic mediations that are often adopted in the literature regarding CAS use in mathematics teaching and learning.