Amherst College - mathematics
https://www.amherst.edu/taxonomy/term/1701
enCantor and a Perspective on the Infinite
https://www.amherst.edu/users/L/u5klefebvre/the_dude_imbibes/node/611771
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>Georg Cantor made many invaluable contributions to mathematics, it is to him that we owe the earliest technical explanation of <a href="https://en.wikipedia.org/wiki/Transcendental_number">transcendental numbers</a>, the formulation of the <a href="http://en.wikipedia.org/wiki/Heine-Cantor_theorem">Heine–Cantor theorem</a>, and most famously his development of <a href="http://en.wikipedia.org/wiki/set_theory">set theory</a>. The latter is a mainstay in grade school mathematics today, but it remains difficult to explain at its most basic level absent some analogous comparison.<br><br><img src="http://i.imgur.com/Q9KwAJj.gif" alt="" width="223" height="223" style="line-height:19.2000007629395px;max-height:100%;"></p>
<p><!--break--></p>
<p>In middle school al<span style="line-height:19.2000007629395px;">gebra, most of us learned that-</span></p>
<p>n {0, 1e-10, 2e-10...1e-9... 1...∞} > n {1, 2, 3, 4, 5...∞}<br>or rather that is to say there are an infinitely greater number of real numbers than there are integers, even though there are already an infinite number of integers. While we can correlate different sets of integers such as odd numbers and even numbers by offsetting their values, as in--<br><br>1 ----> 2<br>3 ----> 4<br>5 ----> 6<br>∞ ----> ∞+1 <sup>(yes I realize how ridiculous this notation is)<br><br>ratio: 1:1<br><br></sup>the number of values we can equate any whole integer with in an set of infinite decimals between integers, is, in itself infinite (ratio 1:<span>∞)</span>. So there are far more possible values in a set of real numbers approaching infinity than there are <a href="http://en.wikipedia.org/wiki/rational_numbers">rational numbers</a>, even as a <a href="http://en.wikipedia.org/wiki/dense_set">dense set</a>. However, at the same time, in a set approaching infinity there are as many rational numbers as there are integers, because they make use of defined units that have one-to-one correspondence with all integers. For more reading on how infinitely divisible real numbers are an exception to this, you can refer to the Wikipedia article on <a href="http://en.wikipedia.org/wiki/Cantor's_diagonal_argument">Cantor's diagonal argument</a>.<br><br>So if I have even made any remote sense in explaining the concept of infinite sets and "more infinite" (uncountable) sets, how can we translate this into something that high school students can understand, let alone most adults? I submit one of the best ways this can be explained- sine functions and radio frequencies.</p>
<p><br><img src="http://i.imgur.com/AYFzZjE.png" alt="" width="480" height="138" style="max-height:593px;max-width:636px;"></p>
<p>With the above sine function we have a simple graphical representation of correlating numbers in infinite sets; each corresponding hue represents a single whole digit of a set of 10. The gradient transitions between these represent infinitessimally smaller and smaller decimal values between each whole digit. Now, let's say this axis goes on infinitely in either direction to represent the entire spectrum of potential frequencies, not just the visible light spectrum. There will always be units by which we can express frequency, and in a sense we can always tune into these units.<br><br>For example, 1000 hertz go into 1 kilohertz.<br><img src="http://i.imgur.com/0ZWOJ6q.png" alt="" style="max-height:100%;"><br>When we realize that hertz are an arbitrary unit that can be broken down further, approaching an infinite number of divisions, we can see how<br>-1, graphically represented on an infinite set of real numbers, the spectrum in hZ appears as densely lines instead of a perfect gradient<br>-2, how non-matching sets of infinity ("more infinity"), are like tuning into a specific frequency lacking units in a broader spectrum of possible numbers.<br><br>Is this a proof? Nope. Not in the least.<br>Does it show some semblance of how you can have infinite and uncountably infinite sets? I hope so. I also hope that this conflation of the electromagnetic spectrum with mathematical numbers does a good job of illustrating this concept for teaching. I'll try to reword this in the future to make it more concise, but until then, I welcome any and all criticism on this lesson design.<br><br></p>
<hr><p><span class="fine-print">Image credits: 1. "Infinite Tangent Circles", Florida Center for Instruction Technology <em>Clipart ETC</em> (Tampa: U of S. Florida, 2007)</span></p>
<p><span class="fine-print">2. Self made, using Grapher on OS X</span></p>
<p><span class="fine-print">3. Derivative of work from AmateurSpectroscopy.com</span></p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/22747">Cantor, Georg</a></div><div class="field-item even"><a href="/taxonomy/term/22748">illustrations</a></div><div class="field-item odd"><a href="/taxonomy/term/22749">infographics</a></div><div class="field-item even"><a href="/taxonomy/term/22750">teaching methods</a></div></div></div>Mon, 03 Aug 2015 05:43:13 +0000u5klefebvre611771 at https://www.amherst.eduhttps://www.amherst.edu/users/L/u5klefebvre/the_dude_imbibes/node/611771#commentsPlacement in Mathematics and Statistics
https://www.amherst.edu/academiclife/departments/mathematics-statistics/placement/node/6363
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><strong class="mediainline">General Information:</strong> Students enter Amherst with varying degrees of preparation in mathematics and statistics. It is not always easy to decide which course is most appropriate. Students who study mathematics during their first semester at Amherst typically take Math 105, 111, 121 or 211. Students who study statistics during their first year at Amherst typically take Stat 111, 135, or 230. See <a href="/mm/20331">course descriptions</a> for more information.</p>
<p><span><span>There are a lot of ways to complete a major in mathematics over the course of your college career. Below are some sample pathways. You should construct your own path in consultation with a math professor, taking into account your prior math preparation, interests, and other commitments:</span></span></p>
<ul><li><a href="/mm/483945">Pathways through a major in Mathematics</a></li>
<li><a href="/mm/434581">Pathways through a major in Statistics</a></li>
</ul><p>To determine what mathematics course is appropriate for you, please read on in the <strong>Mathematics Placement section</strong>. For statistics placement, please scroll down to the <strong>Statistics Placement Section</strong>.</p>
<hr><h3>Orientation Advisors</h3>
<p>See <a href="/mm/438760">Mathematics and Statistics Placement information</a> to aid in Orientation Advising. Contact Professor Danielle Benedetto (x5465 or <a href="mailto:dbenedetto@amherst.edu">dbenedetto@amherst.edu</a>) with questions about Mathematics Placement and contact Professor Nicholas Horton (x5655 or <a href="mailto:nhorton@amherst.edu">nhorton@amherst.edu</a>) with questions about Statistics Placement.</p>
<hr><h4><em>Please read the following information carefully.</em></h4>
<h3>Mathematics Placement</h3>
<p><strong>The DEFAULT Calculus placement for most incoming first-year students is Math 111.</strong> This placement may be appropriately adjusted based on the following sets of criteria:<em><br></em></p>
<p class="text"><strong>AP Calculus Courses:</strong> Students taking an Advanced Placement Calculus course (Calculus AB or Calculus BC) in high school are urged to take the appropriate AP examination. <em>If your scores have not been reported to Amherst College (this happens to many students who take the AP exams in their junior year), please email your scores to Danielle Benedetto at </em><a href="mailto:dbenedetto@amherst.edu">dbenedetto@amherst.edu</a>. Otherwise you may be incorrectly placed in the wrong Calculus course. If you do not report your AP Calculus scores, you may receive the default placement of Math 111, and you should contact Professor Danielle Benedetto at <a href="mailto:dbenedetto@amherst.edu">dbenedetto@amherst.edu</a>.</p>
<p class="text"><strong>Placement into Math 105 or the intensive section of Math 111 (Math 111 01):</strong> Placement in these sections is based on the student's admission profile. Students need permission from Danielle Benedetto, the Mathematics Placement Advisor, in order to take a different section of calculus.</p>
<p class="text"><strong>To place into Mathematics 121 (Intermediate Calculus), skipping Math 111 (Introduction to the Calculus):</strong></p>
<ul class="text"><li>Score a 4 or 5 on the Calculus AB test, or score a 3 on the Calculus BC test<br>OR</li>
<li>Place out of Math 111 by taking the <a href="https://www.amherst.edu/mm/107967"><strong>Calculus Diagnostic Examination</strong></a>. <strong>Note: If you are taking the Calculus Diagnostic Exam at any time during the year other than July/early August, please send an email to </strong><a href="mailto:mathstats@amherst.edu"><strong>mathstats@amherst.edu</strong></a><strong> so your exam will be reviewed and graded.</strong></li>
</ul><p class="text"><strong>To place into Mathematics 211 (Multivariable Calculus), skipping Math 111 and Math 121:</strong></p>
<ul><li>Score a 4 or 5 on the Calculus BC test<br>OR</li>
<li>Place out of Math 121 by passing a competency exam administered by the Department. Entering students who need to take the competency exam can do so during Orientation. Contact <a href="mailto:dbenedetto@amherst.edu">Danielle Benedetto</a>.</li>
</ul><p><strong>To place out of Math 211: </strong>Students wishing to be excused from Mathematics 211 need a passing grade on a competency exam administered by the Department or on an official transcript for a multivariable calculus course taken before coming to Amherst. Entering students who need to take the competency exam can do so during Orientation. Contact <a href="mailto:dbenedetto@amherst.edu">Danielle Benedetto</a>.</p>
<p><strong>Students who have done IB or A-Levels:</strong> If your high school math curriculum was based on the International Baccalaureate or A-Levels, then you may be automatically eligible for Math 121 or, in some cases, Math 211. This depends on several things, including your overall grade and, in the case of IB, whether or not you took the series option. Please contact <a href="mailto:dbenedetto@amherst.edu">Danielle Benedetto</a> so you and she can discuss your background and which math course is most appropriate for you.</p>
<p><strong>Questions about Mathematics Placement:</strong> Contact <a href="mailto:dbenedetto@amherst.edu">Danielle Benedetto</a>, the Mathematics Placement Advisor.</p>
<h3>Statistics Placement</h3>
<p><strong>The DEFAULT Statistics placement for most incoming first-year students is Stat 111.</strong> This placement may be appropriately adjusted based on the following sets of criteria:</p>
<p><strong>Math 121 or higher placement, OR AP Statistics 3 or 4:</strong> <span>A student with a mathematics placement of Math 121 or higher (or who completes Math 111 at Amherst) should start with Introduction to Statistics via Modeling, Stat 135, rather than Stat 111. Students with an AP Statistics exam score of 3 or 4 should take Stat 135. This is the </span><strong>recommended statistics course</strong><span> for such students. Students with an AP Statistics exam score of 4 may consider a 200-level course after conferring with the statistics placement advisor. Note that Stat 111 and 135 cannot both be taken for credit.</span></p>
<p><strong>Potential Statistics and Mathematics Majors: </strong>Should enroll in Stat 135, rather than Stat 111.</p>
<p><strong>To place out of Stat 111/Stat 135 and into Stat 230/235/240:</strong></p>
<ul><li>Score a 5 on the Statistics AP test, OR</li>
<li>Complete International Baccalaureate (HL) Levels with the Statistics Option with a score of 6 or 7, OR</li>
<li>Contact the statistics placement advisor, <a href="mailto:nhorton@amherst.edu"><span>Nicholas Horton</span></a>, and receive approval based on your statistics background</li>
</ul><p><strong>THEN</strong> review the preparation for additional courses that follows, and contact the instructor for the course you hope to enroll in <strong>BEFORE</strong> enrolling in Stat 230, Stat 235, or Stat 240.</p>
<p><strong>Preparation for Additional Courses:</strong> Students who complete Stat 111, Psyc 122, or who have successfully placed out of Stat 111/135 who intend to pursue additional courses in statistics (such as Stat 230, Stat 235, Stat 240) are required to review the material in an “Introduction to Multiple Regression” chapter and are strongly recommended to find a time to meet with a member of the Statistics faculty prior to undertaking additional statistics courses. This material is covered in Stat 135 and is assumed background for statistics electives. Contact <a href="mailto:nhorton@amherst.edu">Nicholas Horton</a> with any questions.</p>
<p><strong>Questions about Statistics Placement:</strong> Contact Professor <a href="mailto:nhorton@amherst.edu">Nicholas Horton</a>, the Statistics Placement Advisor.</p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/1705">placement</a></div></div></div>Mon, 20 May 2013 17:43:00 +0000jkprice6363 at https://www.amherst.eduhttps://www.amherst.edu/academiclife/departments/mathematics-statistics/placement/node/6363#commentsRenowned New York Times Math Blogger Steven Strogatz to Speak at Amherst College Oct. 4
https://www.amherst.edu/news/news_releases/2012/10/node/433582
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><span class="fine-print">September 21, 2012</span> </p>
<p>AMHERST, Mass. – Steven Strogatz, Cornell University mathematics professor and <em>New York Times</em> math blogger, will give a talk titled “Bringing Math to the Masses” in the Cole Assembly Room of Amherst College’s Converse Hall on Thursday, Oct. 4, from 7 to 8 p.m.<!--break--> The lecture, which is free and open to the public, will be followed by a reception.</p>
<p>Strogatz—whose new book <em><a href="http://www.hmhbooks.com/hmh/site/hmhbooks/bookdetails?isbn=9780547517667">The Joy of x</a> </em>will be released Oct. 2—works in the areas of nonlinear dynamics and complex systems, often on topics inspired by the curiosities of everyday life. He is perhaps best known for the series of <em>New York Times</em> weekly <a href="http://topics.nytimes.com/top/opinion/series/steven_strogatz_on_the_elements_of_math/index.html" target="_blank" title="">blog entries about mathematics</a> that the <em>Harvard Business Review</em> <a href="http://blogs.hbr.org/schrage/2010/04/sorry-paul-too-bad-tom.html" target="_blank" title="">described</a> as “must reads for entrepreneurs and executives” and “a model for how mathematics needs to be popularized.” (On Sept. 10, 2012, he began blogging again for the<em> Times</em> in a series titled <a href="http://opinionator.blogs.nytimes.com/category/me-myself-and-math/">“Me, Myself and Math.”</a>) </p>
<p>His 1998 paper in the journal <em>Nature</em> on “small-world” networks ignited a flurry of research into the topic. He has received numerous awards for his research, teaching and public service including a Presidential Young Investigator Award from the National Science Foundation (1990); MIT’s highest teaching prize, the Everett Moore Baker Award for Excellence in Undergraduate Teaching (1991); the J.P. and Mary Barger ’50 Teaching Award (1997), the Robert ’55 and Vanne ’57 Cowie Teaching Award (2001), the Tau Beta Pi Teaching Award (2006) and the Swanson Teaching Award (2009), all from Cornell’s College of Engineering; and the Communications Award from the Joint Policy Board for Mathematics (2007), a lifetime achievement award for the communication of mathematics to the general public. In 2009 he was elected a Fellow of the Society for Industrial and Applied Mathematics for his “investigations of small-world networks and coupled oscillators and for outstanding science communication.” In 2012 he was elected a Fellow of the American Academy of Arts and Sciences. <br><br> In addition to contributing to the <em>New York Times</em>, Strogatz frequently serves as a <a href="http://www.radiolab.org/people/steve-strogatz/" target="_blank" title="">guest on National Public Radio’s <em>RadioLab</em></a>. He also filmed a series of 24 lectures on <a href="http://www.teach12.com/ttcx/coursedesclong2.aspx?cid=1333" target="_blank" title="">chaos</a> for the Teaching Company’s <em>Great Courses</em> series, available on DVD. In addition to <em>The Joy of x, </em>he is the author of <a href="http://www.westviewpress.com/book.php?isbn=9780738204536" target="_blank" title=""><em>Nonlinear Dynamics and Chaos</em> </a>(1994), <a href="http://www.hyperionbooks.com/book/sync-the-emerging-science-of-spontaneous-order-2/" target="_blank" title=""><em>Sync</em> </a>(2003) and <em><a href="http://press.princeton.edu/titles/8859.html" target="_blank" title="">The Calculus of Friendship </a></em>(2009).</p>
<p>After graduating summa cum laude in mathematics from Princeton in 1980, Strogatz studied at Trinity College in the United Kingdom, where he was a Marshall Scholar. He did his doctoral work in applied mathematics at Harvard, and then spent several years at Harvard and Boston University on a National Science Foundation postdoctoral fellowship. From 1989 to 1994, Strogatz taught in the Department of Mathematics at MIT. He joined the Cornell faculty in 1994 and now serves there as the Jacob Gould Schurman Professor of Applied Mathematics. For more on Strogatz, visit his website, <a href="http://www.stevenstrogatz.com">www.stevenstrogatz.com</a>.</p>
<p align="center">###</p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/2457">Cole Assembly Room</a></div><div class="field-item even"><a href="/taxonomy/term/2907">converse hall</a></div><div class="field-item odd"><a href="/taxonomy/term/18023">Steven Strogatz</a></div><div class="field-item even"><a href="/taxonomy/term/18024">Bringing Math to the Masses</a></div></div></div><ul class="links inline"><li class="sharethis first last"><a href="/sharethis-ajax/433582" class="mm-sharethis">Share</a></li>
</ul>Fri, 21 Sep 2012 16:00:33 +0000channa433582 at https://www.amherst.eduDavid A. Cox Wins Ford Award from Mathematical Association of America
https://www.amherst.edu/academiclife/faculty_achievements/node/429599
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><span class="drop-cap2">T</span>he Mathematical Association of America (MAA) has named <a href="https://www.amherst.edu/people/facstaff/dacox">David A. Cox</a>, the William J. Walker of Mathematics at Amherst, one of this year’s winners of its Lester R. Ford Award honoring the author of an outstanding paper published in the previous year. Cox was recognized for his article “Why Eisenstein Proved the Eisenstein Criterion and Why Schönemann Discovered It First,” which appeared in the January 2011 issue of the MAA’s <em>The American Mathematical Monthly</em>, and accepted the award during the <a href="http://www.maa.org/mathfest/othermath.html">MAA Prize Session</a> on Aug. 3 at the <a href="http://www.maa.org/mathfest/">2012 MAA MathFest </a>in Madison, Wisc.</p>
<div class="mediainline"><span class="inline"><img src="/media/view/429601/original/Cox-MAA.jpg" alt="Cox-MAA" title="Cox-MAA" style="display:block;margin-left:auto;margin-right:auto;" class="image original" height="382" width="400"></span></div>
<p><br><br> According to Cox, “Why Eisenstein” discusses the historical context of what is called “the Eisenstein Criterion” in the theory of polynomials. Cox explains in the piece that Gotthold Eisenstein, for whom the criterion was named, was not actually the first to discover it; that honor goes to Theodor Schönemann. “The amazing thing is that Eisenstein and Schönemann were led to their discoveries by completely independent paths,” he said. “They really should both get credit.” He also explored some of the related developments in algebra and number theory that were occurring in the 19<sup>th</sup> century.</p>
<p>In <a href="http://maa.org/news/MathFest2012awards/Ford.html">the citation</a> for Cox’s award, the MAA described the Amherst professor’s paper as “an engrossing tale” and “an amazingly rich story, beautifully told, not of a priority dispute but of a grand sweeping flow of ideas beginning with [Carl Friedrich] Gauss (who partially scooped both Schönemann and Eisenstein) and extending into the beating heart of modern-day mathematics. It is a tour de force of mathematical and historical scholarship.”<br><br> For Cox, such praise and the honor itself are huge compliments. “I put a high value on quality expository writing in mathematics, so it is very satisfying when my peers recognize my contribution.” What is also gratifying, said Cox, is that the same mathematics that led to his paper also resulted in a senior thesis. “[My paper] mentions Niels Henrik Abel’s wonderful theorem about geometric constructions on a curve called the lemniscate,” he noted. “Eisenstein proved his criterion in the course of trying to understand Abel’s proof. I liked Eisenstein’s argument so much that I included a proof of Abel’s theorem in a book on Galois theory that I wrote in 2004. But my treatment had one loose end –there was one Galois group I couldn't compute. Last September, I gave this problem to Trevor Hyde ’12 for his senior thesis in mathematics. Trevor solved the problem in spectacular fashion—his thesis was awarded summa cum laude, and he received an Amherst College Post-Baccalaureate Research Fellowship.” What’s more, said Cox, he and Hyde will write up his thesis for publication in a mathematical journal. <br><br> Cox, a member of the Amherst faculty since 1979, received his bachelor of arts degree from Rice University and Ph.D. from Princeton University. His research interests include algebraic geometry, commutative algebra, geometric modeling, number theory and the history of mathematics.</p>
<p>According to the MAA’s website, the Lester R. Ford Awards were established in 1964 to recognize authors of articles of “expository excellence published in <em>The American Mathematical Monthly</em> or <em>Mathematics Magazine</em>.” Named for mathematician Lester R. Ford, Sr., editor of the <em>American Mathematical Monthly </em>from 1942 to 1946 and president of the Mathematical Association of America from 1947 to 1948, the prize and $500 are given to up to five mathematicians annually at the summer meeting of the MAA. <br><br> Cox is not the first member of Amherst’s math department to win a Ford Prize. Dan Velleman<em>, </em><em>Julian H. Gibbs ’46 Professor of Mathematics, </em>and Tanya Leise, assistant professor of mathematics, received the award in 1994 and 2008, respectively.</p>
<p> </p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/1956">math</a></div><div class="field-item even"><a href="/taxonomy/term/4821">David Cox</a></div><div class="field-item odd"><a href="/taxonomy/term/17901">Cox</a></div><div class="field-item even"><a href="/taxonomy/term/17902">Ford Award</a></div><div class="field-item odd"><a href="/taxonomy/term/17903">MAA</a></div></div></div>Tue, 28 Aug 2012 16:35:35 +0000kdduke429599 at https://www.amherst.eduTally Me Banana
https://www.amherst.edu/amherst-story/magazine/issues/2011winter/collegerow/bananas/node/293609
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p><span class="drop-cap2">H</span>ere’s a weighty question: How many pounds of bananas does Valentine Dining Hall go through in a single year? <br> After the college posted that very question on its Facebook page, more than 40 people contributed guesses. Responses ranged from 1,500 pounds (not even close) to 47,000 pounds (very warm) to 100,000 pounds (way too many).</p><p>One poster said he multiplied the weight of a banana (source: the International Banana Association) by the number of students, faculty and staff, and then, assuming three bananas per person per week that Valentine is open, settled on exactly 61,486.7486 pounds of bananas per year.</p><p>Sadly (not only for him and but also for the International Banana Association), he overestimated the popularity of bananas on campus.</p><p>Not to fear, though: another poster, Rhea Ghosh ’10, guessed the exact amount—49,000 pounds. Here was her reasoning: “Just in case you’re curious, I Googled the average weight of a banana—7 ounces, or 7/16 pounds—settled on 40 weeks (or 280 days) as the amount of time Valentine would be in use during the year including school and camps, and decided that approximately one quarter of the student body (hoping that the faculty and staff banana-eaters would even out some other off-base assumption), or 400 students, ate bananas every day. 7/16 x 400 x 280 = 49,000. Thankfully for me it seems that banana eaters consume in round numbers.”</p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/1775">bananas</a></div><div class="field-item even"><a href="/taxonomy/term/1956">math</a></div><div class="field-item odd"><a href="/taxonomy/term/2442">valentine dining hall</a></div><div class="field-item even"><a href="/taxonomy/term/14789">weight</a></div></div></div><ul class="links inline"><li class="sharethis first last"><a href="/sharethis-ajax/293609" class="mm-sharethis">Share</a></li>
</ul>Mon, 14 Feb 2011 05:00:00 +0000kdduke293609 at https://www.amherst.eduhttps://www.amherst.edu/amherst-story/magazine/issues/2011winter/collegerow/bananas/node/293609#commentsNorton Starr Retires
https://www.amherst.edu/amherst-story/magazine/issues/2009summer/collegerow/starr/node/120274
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p></p><table class="table-align-right-gradient" border="0" cellpadding="10" width="200"><tbody><tr><td><div class="mediainline"><img class="image original" src="/media/view/120903/original/139340070.jpg" border="0" width="238" height="300" alt="image"></div><div class="fine-print" align="left">Norton Starr retired after 43 years at Amherst.</div></td></tr></tbody></table><span class="fine-print">By Emily Gold Boutilier</span><br><br><span class="drop-cap2">N</span>orton Starr, the Brian E. Boyle ’69 Professor of Mathematics and Computer Science, has retired after 43 years at Amherst.<br><br> Starr came to Amherst from MIT, where he earned a Ph.D. in mathematics, served as an instructor and received the Goodwin Medal for “conspicuously effective teaching.” In his early years at Amherst, he remembers, there were pitchers of milk and unleashed dogs in Valentine, nearly every professor lived within blocks of campus, and he once felt out of place for wearing a sweater rather than a coat and tie to a faculty meeting.<br><br> Named a full professor at Amherst in 1978, Starr has taught courses in advanced calculus, complex variables, probability, statistics and data analysis, among other subjects. He also taught a first-year seminar in computers and society. His most frequently cited publication is an article about the 1970 Vietnam draft lottery, published in the <i>Journal of Statistics Education</i> in 1997. In recent years, he has published on mathematical puzzles. <br><br> During a 1972-73 sabbatical at Canada’s University of Waterloo, he chanced into the young field of computer graphics and created a wide variety of computer drawings based on mathematical themes. A number of them have appeared in books and magazines. In 1989, he displayed his work <i>Experiment in Shading</i>, drawn by a ball-point pen under computer control, and <i>Tecumseh</i>, a lithograph of a graph-theoretic drawing made by computer-controlled fountain pen, as part of an invited exhibit at The Print Club in Philadelphia. <i>Tecumseh </i>had previously been displayed in the juried National Prints and Drawings Exhibition at Mount Holyoke in 1976. Most recently, <i>Tecumseh </i>appeared in a 2007 exhibit at Kunsthalle Bremen, where it is in the permanent collection. <br><br> When the math department moved to the Seeley Mudd Building in 1984, Starr could have picked an office with a view of the Holyoke Range. Instead, he chose a room facing the Quad, where students who walked by in the evening could see his light on and know he was available for questions. <br><br> This summer, Starr spent weeks clearing out that office, including 50 years of files and nine bookcases full of books. (The files include articles about nonacademic careers for philosophers and a list of at least 22 alumni who believe they were taught by him when, in fact, they were in none of his courses.)<p>In retirement, Starr will continue to write for a column in the <i>College Mathematical Journal</i>. “I look forward to simply being able to read a book, walk into town, see a movie,” he says. First, though, he must organize the papers and files that now overwhelm his house. Once he accomplishes that task, he says, he’ll feel retired.</p><p><span class="fine-print">Photo by Frank Ward</span></p></div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/931">retirement</a></div><div class="field-item odd"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item even"><a href="/taxonomy/term/1956">math</a></div><div class="field-item odd"><a href="/taxonomy/term/4822">Norton Starr</a></div><div class="field-item even"><a href="/taxonomy/term/10751">Starr</a></div></div></div><ul class="links inline"><li class="sharethis first last"><a href="/sharethis-ajax/120274" class="mm-sharethis">Share</a></li>
</ul>Mon, 10 Aug 2009 04:00:00 +0000kdduke120274 at https://www.amherst.eduhttps://www.amherst.edu/amherst-story/magazine/issues/2009summer/collegerow/starr/node/120274#commentsFall 2007 Math 19 Website
https://www.amherst.edu/academiclife/departments/courses/0708F/MATH/MATH-19-0708F/node/20397
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even">Prof. Leise's webpage for <a href="http://www.amherst.edu/~tleise/Math19Fall2007/Fall2007Math19.html"><span class="Apple-style-span">Fall 2007 Math 19</span></a>.</div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/4923">Fourier analysis</a></div><div class="field-item even"><a href="/taxonomy/term/4924">wavelets</a></div><div class="field-item odd"><a href="/taxonomy/term/4925">Math 19</a></div></div></div>Wed, 29 Aug 2007 16:50:49 +0000tleise20397 at https://www.amherst.eduhttps://www.amherst.edu/academiclife/departments/courses/0708F/MATH/MATH-19-0708F/node/20397#commentsMath 5 Fall 2007 Website
https://www.amherst.edu/academiclife/departments/courses/0708F/MATH/MATH-05-0708F/node/20396
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even">Prof. Leise's page for <a href="/www.amherst.edu/~tleise/Math5Fall2007/Fall2007Math5.html"> Fall 2007 Math 5</a>.</div></div></div><div class="field field-name-taxonomy-vocabulary-1 field-type-taxonomy-term-reference field-label-above"><div class="field-label">Tags: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/1701">mathematics</a></div><div class="field-item odd"><a href="/taxonomy/term/4926">calculus</a></div><div class="field-item even"><a href="/taxonomy/term/4927">algebra</a></div><div class="field-item odd"><a href="/taxonomy/term/4928">Math 5</a></div></div></div>Wed, 29 Aug 2007 16:46:16 +0000tleise20396 at https://www.amherst.eduhttps://www.amherst.edu/academiclife/departments/courses/0708F/MATH/MATH-05-0708F/node/20396#comments