**Abstract: **

With springtime come thoughts of love and gardens. These thoughts are linked in Louise Riottes gardening book, Carrots Love Tomatoes, which points out carrots tend to be healthier when planted near tomatoes. On the other hand, potatoes do not love tomatoes because they share diseases.

To design gardens with happy plants in mind, we use directed graphs to show love from plant to plant. If plant A loves plant B we draw an arrow pointing from A to B.

Even though potatoes love cabbages and cabbages love tomatoes, potatoes do not love tomatoes. Thus love is not always transitive and this must be accounted for in a garden plan. Many graph-lovers would add all arrows forced by transitivity, but here this would be a mistake: these extra arrows in the transitive closure of a garden may lie about love.

But do not despair. We present a transitive closure alternative, which may appeal to gardeners and, as well see, also has interesting applications to matrices.

Please click on the image of the poster for more information

]]>Presented by :

**Leah Christian, UWO Math Major **

**Sarah Roth, UWO Math Major**

**& Jen Szydlik, UWO Faculty Member**

In the spring of 2013, eleven UWO students and two faculty members traveled to the People’s Republic of China to study math education. In this presentation, we will tell you what we learned from Chinese teachers and students.

Wednesday, October 16 4:10 - 5:00 pm Swart 217

A partition of a number is a non-increasing sequence of positive integers that add up to it. So, for example, 4+2+1 and 4+1+1+1 are partitions of 7. It turns out that 4 has 5 partitions, 9 has 30 partitions, 14 has 135 partitions, and Ramanujan proved the following beautiful result: the number of partitions of 5n + 4 is divisible by 5 for any nonnegative integer n. The study of partitions generates a multitude of deep connections to topics in geometry, group theory, analysis, and other fields of mathematics. In this talk, I will explore some of these connections and show how to prove partition results similar to those of Ramanujan.

“My motivation to invent arrowgrams was to find a way to communicate some aspects of my scholarship to people besides mathematicians,” Price said. “I was looking to have people do math that was fun.”

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“If anyone finds and communicates to us that which thus far has eluded our efforts, great will be our gratitude."

With these words, published in 1689, Jacob Bernoulli brought to the attention of European mathematicians a problem first posed by Pietro Mengoli in 1644. The problem was to find an exact value for the infinite sum of reciprocals of squares: 1 + 1/4 + 1/9 + 1/16 + ...

The problem came to be known as the Basel Problem, after the Swiss university town where Bernoulli lived and worked. Fittingly, the problem was solved by Basel's finest mathematician, Leonard Euler, in 1735. In his long and productive career, Euler provided two separate proofs, as well as two efficient ways to calculate the value of the sum.

The Basel Problem continues to intrigue mathematicians. Dozens of proofs have been given, including two published within the last year. We will discuss Euler's first proof, as well as a few more recent proofs. We will also explore some of the many extensions and variations.

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]]>By Tom Hanaway

UW Oshkosh math graduate student Ami Messner stands in front of 40 silent Chinese ninth-graders at the Hangzhou Foreign Languages School, about to begin her stint as a guest math instructor.

“Good morning,” Messner said in English.

From the Chinese students, no response. A few hazard a giggle.

“Let’s try this again,” Messner said with a smile. “Good morning.”

This time, the students stand as a unit. “Good morning!” they respond.

Then they bow, and the math lesson begins.

Messner is one of 17 math education students from UW Oshkosh who spent three weeks in China to learn about different methods of teaching math and to experience firsthand another culture. The China trip is part of the four-week upper-division course International Comparative Mathematics Education Seminar: Math Education in China. The first week of class was held in Oshkosh where students studied theories and practices of teaching and learning.

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