We finally know how big a set of numbers can get before it has to contain a pattern known as a "polynomial progression." From a report: A new proof by Sarah Peluse of the University of Oxford establishes that one particularly important type of numerical sequence is, ultimately, unavoidable: It's guaranteed to show up in every single sufficiently large collection of numbers, regardless of how the numbers are chosen. "There's a sort of indestructibility to these patterns," said Terence Tao of the University of California, Los Angeles. Peluse's proof concerns sequences of numbers called "polynomial progressions." They are easy to generate -- you could create one yourself in short order -- and they touch on the interplay between addition and multiplication among the numbers. For several decades, mathematicians have known that when a collection, or set, of numbers is small (meaning it contains relatively few numbers), the set might not contain any polynomial progressions. They also knew that as a set grows it eventually crosses a threshold, after which it has so many numbers that one of these patterns has to be there, somewhere. It's like a bowl of alphabet soup -- the more letters you have, the more likely it is that the bowl will contain words. But prior to Peluse's work, mathematicians didn't know what that critical threshold was. Her proof provides an answer -- a precise formula for determining how big a set needs to be in order to guarantee that it contains certain polynomial progressions. Previously, mathematicians had only a vague understanding that polynomial progressions are embedded among the whole numbers (1, 2, 3 and so on). Now they know exactly how to find them.

dryriver writes: When you run a real-time video processing algorithm on a GPU, you notice that some math functions execute very quickly on the GPU and some math functions take up a lot more processing time or cycles, slowing down the algorithm. If you were to implement that exact GPU algorithm as a dedicated ASIC hardware chip or perhaps on a beefy FPGA, what kind of speedup -- if any -- could you expect over a midrange GPU like a GTX 1070? Would hardwiring the same math operations as ASIC circuitry lead to a massive execution time speedup as some people claim -- e.g. 5x or 10x faster than a general purpose Nvidia GPU -- or are GPUs and ASICs close to each other in execution speed?

Bonus question: Is there a way to calculate the speed of an algorithm implemented as an ASIC chip without having an actual physical ASIC chip produced? Could you port the algorithm to, say, Verilog or similar languages and then use a software tool to calculate or predict how fast it would run if implemented as an ASIC with certain properties (clock speed, core count, manufacturing process... )?

Texas Instruments' $100 calculators have been required in classrooms for more than twenty years, as students and teachers still struggle to afford them. From a report: Texas Instruments released its first graphing calculator, the TI-81, to the public in 1990. Designed for use in pre-algebra and algebra courses, it was superseded by other Texas Instruments models with varying shades of complexity but these calculators remained virtually untouched aesthetically. Today, Texas Instruments still sells a dozen or so different calculator models intended for different kinds of students, ranging from the TI-73 and TI-73 Explorer for middle school classes to the TI-Nspire CX and TI-Nspire CX CAS ($149), an almost smartphone-like calculator with more processing power. But the most popular calculators, teachers tell me, include the TI-83 Plus ($94), launched in 1999; the TI-84 Plus ($118), launched in 2004; the very similar TI-84 Plus Silver Edition, also launched in 2004; and the TI-89 Titanium ($128).

Thompson (anecdote in the story), like many teachers, works in a district where it's a financial impossibility to ask students and their parents to shell out $100 for a new calculator. (Graphing calculators of any brand are recommended at Thompson's school, and they are essential for the curriculum.) So the onus falls on him and other teachers, who rely on their teacher salaries -- Thompson makes $62,000 a year -- to fill in the gaps. At first, Thompson bought cheaper calculators: four-function, $3 calculators. This, he quickly realized, would be insufficient. "A lot of students were angry and actually left the class and went to the classroom of the more experienced teacher next to me and asked to borrow her calculators," he told me. The bulky, rectangular Texas Instruments calculators act more like mini-handheld computers than basic calculators, plotting graphs and solving complex functions. Seeing expressions, formulas, and graphs on-screen is integral for students in geometry, calculus, physics, statistics, business, and finance classes. They provide students access to more advanced features, letting them do all the calculations of a scientific calculator, as well as graph equations and make function tables. Giving a child a four-function calculator -- allowing for only addition, subtraction, multiplication, and division -- would leave them woefully underprepared for the requirements of more advanced math and science classes. Further reading: This is the Story of the 1970s Great Calculator Race.

An anonymous reader quotes a report from Bloomberg: Unlike other carbon-footprint calculators already on the market, the application developed by Enfuce Financial Services Oy, a Finnish payment services provider, does not rely on users inputting the data manually. Instead, it combines data from credit cards and banks with purchase data from retailers to provide real-time calculations of how a given product affects the climate. With an estimated 70% of carbon emissions globally attributed to end users, Enfuce chairman and co-founder Monika Liikamaa says the app will help people adapt their lifestyles and make them compatible with the goal of keeping global warming within 1.5 degrees Celsius.

After the initial set up and opt-in, the app will calculate a carbon footprint based on the user's purchases -- to the level of individual steaks or tomatoes. It will then propose actions to reduce their carbon impact. Typical suggestions may include taking a shorter shower, hopping on the bus instead of the car, turning down the thermostat and going vegan for a week. The app is a side project for Enfuce, which already handles sensitive payments data securely. Its core business is to run credit card systems for clients that do not require owning expensive computer servers. Enfuce is in talks with three major banks and is already working with Mastercard Inc. and Amazon.com Inc.'s cloud-server unit. No vendor will have exclusive rights to the system, which should be available by March, the company said.

A new government agency report found that U.S. workers are failing to improve the skills needed to succeed in an increasingly global economy. Bloomberg reports: The National Center for Education Statistics asked 3,300 respondents ages 16-to-65 to read simple passages and solve basic math problems. What the researchers found is that literacy, numeracy and digital problem-solving ability in the U.S. have stagnated over the past few years. Some 19% of the test-takers ranked at the lowest of three levels for literacy and 24% lacked basic digital problem-solving abilities. Meanwhile, a shocking 29% performed at the lowest level for numeracy, the same as findings from the previous study conducted in 2012-2014. Almost one in three couldn't correctly answer "how much gas is in a 24-gallon tank if the gas gauge reads three-quarters full."

There were a few bright spots among the research. Latino adults saw their overall scores improve in both literacy and digital problem solving. Some 35% ranked at the highest of three levels for the latter, up from 24% during the 2012-2014 survey period. In addition, high school graduation rates climbed 2 percentage-points to 14%, while the percentage of people with more than a high school diploma jumped 3 percentage-points to 48%.

Long-time Slashdot reader taiwanjohn shared this article from Live Science: The mind-bending calculations required to predict how three heavenly bodies orbit each other have baffled physicists since the time of Sir Isaac Newton. Now artificial intelligence (A.I.) has shown that it can solve the problem in a fraction of the time required by previous approaches.

Newton was the first to formulate the problem in the 17th century, but finding a simple way to solve it has proved incredibly difficult. The gravitational interactions between three celestial objects like planets, stars and moons result in a chaotic system -- one that is complex and highly sensitive to the starting positions of each body. Current approaches to solving these problems involve using software that can take weeks or even months to complete calculations. So researchers decided to see if a neural network -- a type of pattern recognizing A.I. that loosely mimics how the brain works -- could do better.

The algorithm they built provided accurate solutions up to 100 million times faster than the most advanced software program, known as Brutus. That could prove invaluable to astronomers trying to understand things like the behavior of star clusters and the broader evolution of the universe, said Chris Foley, a biostatistician at the University of Cambridge and co-author of a paper to the arXiv database, which has yet to be peer-reviewed.

Alaina Gassler, a 14-year-old inventor from West Grove, Pennsylvania, came up with a clever way to eliminate the blind spot created by the thick pillars on the side of a car's windshield. All it requires is some relatively inexpensive and readily available tech available at an electronics store. Gizmodo reports: Her solution involves installing an outward-facing webcam on the outside of a vehicle's windshield pillar, and then projecting a live feed from that camera onto the inside of that pillar. Custom 3D-printed parts allowed her to perfectly align the projected image so that it seamlessly blends with what a driver sees through the passenger window and the windshield, essentially making the pillar invisible.

Gassler's invention isn't quite ready to be installed in vehicles across the country just yet, but the technologies already exist that would allow it to be implemented in cars without serving as a distraction to the driver. Short-throw projectors could be installed at the base of the passenger side windshield pillar to create the image without having to worry about the passenger blocking the beam. And many cars have already replaced side mirrors with cameras, or include nearly invisible cameras in the rear for safely backing up, so adding one more on the side of the pillar would presumably be trivial. Gassler won the top prize for her invention at this year's Society for Science and the Public's Broadcom MASTERS (Math, Applied Science, Technology, and Engineering for Rising Stars) science and engineering competition.

An anonymous reader writes: A great migration is happening on U.S. college campuses. Ever since the fall of 2008, a lot of students have walked out of English and humanities lectures and into STEM classes, especially computer science and engineering. English majors are down more than a quarter (25.5 percent) since the Great Recession, according to data compiled by the National Center for Education Statistics. It's the biggest drop for any major tracked by the center in its annual data and is quite startling, given that college enrollment has jumped in the past decade. Ask any college student or professor why this big shift from studying Chaucer to studying coding is happening and they will probably tell you it's about jobs. As students feared for their job prospects, they -- and their parents -- wanted a degree that would lead to a steady paycheck after graduation. The perception is that STEM (science, technology, engineering and math) is the path to employment. Majors in computer science and health fields have nearly doubled from 2009 to 2017. Engineering and math have also seen big jumps. As humanities majors slump to the lowest level in decades, calls are coming from surprising places for a revival. Some prominent economists are making the case for why it still makes a lot of sense to major (or at least take classes) in humanities alongside more technical fields.

An anonymous reader quotes Popular Mechanics: An assistant professor from the University of New South Wales Sydney in Australia has developed a new method for multiplying giant numbers together that's more efficient than the "long multiplication" so many are taught at an early age. "More technically, we have proved a 1971 conjecture of Schönhage and Strassen about the complexity of integer multiplication," associate professor David Harvey says in this video...

Schönhage and Strassen predicted that an algorithm multiplying n-digit numbers using n * log(n) basic operations should exist, Harvey says. His paper is the first known proof that it does...

The [original 1971] Schönhage-Strassen method is very fast, Harvey says. If a computer were to use the squared method taught in school on a problem where two numbers had a billion digits each, it would take months. A computer using the Schönhage-Strassen method could do so in 30 seconds. But if the numbers keep rising into the trillions and beyond, the algorithm developed by Harvey and collaborator Joris van der Hoeven at École Polytechnique in France could find solutions faster than the 1971 Schönhage-Strassen algorithm.

"It means you can do all sorts of arithmetic more efficiently, for example division and square roots," he says. "You could also calculate digits of pi more efficiently than before. It even has applications to problems involving huge prime numbers.
"The question is, how deep does n have to be for this algorithm to actually be faster than the previous algorithms?" the assistant professor says in the video. "The answer is we don't know.

"It could be billions of digits. It could be trillions. It could be much bigger than that. We really have no idea at this point."

China's TikTok this week launched an education program in India as the popular short-video app looks to expand its offering and assuage local authority in one of its biggest markets. From a report: This is the first time TikTok has launched a program of this kind in any market, a spokesperson told TechCrunch. TkTok, owned by the world's most valued startup Bytedance, said it's working with a number of content creators and firms in India to populate the platform with educational videos. These bite-sized clips cover a range of topics, from school-level science and math concepts to learning new languages. The social app is also featuring videos that offer tips on health and mental awareness, and motivational talks. The social platform, which is used by more than 200 million users in India every month, said its education program is aimed at "democratizing learning for the Indian digital community on the platform." (TikTok had 120 million monthly active users in April this year.) It has partnered with edtech startups Vedantu, Toppr, Made Easy and Gradeup that will produce educational content for TikTok.

"In a widely-reprinted essay, Ohio State University assistant professor of physics Chris Orban ponders whether the tech world did students a favor or disservice by getting states to count computer science as high school math credit," writes long-time Slashdot reader theodp.

The assistant physics professor writes: In 2013, a who's who of the tech world came together to launch a new nonprofit called Code.org. The purpose of the organization was to get more computer science into schools. Billionaires like Mark Zuckerberg and Bill Gates donated millions of dollars to the group. According to the organization's last annual report...$6.9 million went to advocate for state legislation across the country. As part of the organization's mission to "make computer science count" in K-12 education, code.org takes credit for having influenced graduation policies in 42 states. Today, 47 states and the District of Columbia allow computer science classes to count in place of math classes like Algebra 2.

Prior to the organization's work, only a few states allowed computer science to count for math credit. In addition, 29 states passed legislation allowing computer science to count in place of a science course. When computer science begins to count as math or science, it makes sense to ask if these changes are helping America's students or hurting them...

I worry that students may take computer science just to avoid the more difficult math and science courses they need for college. Computer science could be a way for students to circumvent graduation requirements while adults look the other way....

Computer science advocates have created a kind of national experiment. The next few years will show if this was a good idea, but only if we're looking at more than just the numbers of students taking computer science.

Researchers at MIT have proven that Leonardo da Vinci knew what he was doing when he came up with a novel bridge design that would connect Istanbul with its neighbor city Galata. At the time, it would've been the world's longest bridge, with an unprecedented single span of 790 feet -- constructed without wood planks or even mortar joints. But, unfortunately, it was only recently put to the test since the design was rejected by Sultan Bayezid II in 1502 A.D. CNET reports: "It was time-consuming, but 3D printing allowed us to accurately recreate this very complex geometry," MIT graduate student Karly Bast said in a release on Thursday. Bast worked with a team of engineering academics to finally bring to life a faithful 1-to-500 scale model of da Vinci's famously rejected bridge design, putting the Renaissance man's long-questioned geometry to the test by slicing the complex shapes into 126 individual blocks, then assembling them with only the force of gravity. The group, which presented its work this week in Barcelona, relied on the sketches and descriptions found in da Vinci's letter bidding for the job, along with their own analysis of the era's construction methods.

The structure is held together only by compression -- the MIT team wanted to show that the forces were all being transferred within the structure, said Bast. "When we put it in, we had to squeeze it in." Bast said she had her doubts, but when she put the keystone in, she realized it was going to work. When the group took the scaffolding out, the bridge stayed up. "It's the power of geometry," she said.

theodp writes: On Friday, U.S. Secretary of Education Betsy DeVos announced $123 million in new Education Innovation and Research (EIR) grant awards to 41 school districts, nonprofits and state educational agencies. Over $78 million of that went to 29 grantees focused on Science, Technology, Engineering, and Math (STEM) education, and more than 85% of the funded STEM projects include a specific focus on computer science. The announcement was scant on details, but the awardees listed include tech-bankrolled Code.org, whose Board of Directors include Microsoft President Brad Smith, Amazon CEO of Worldwide Consumer Jeff Wilke, and Google VP of Education & University Programs Maggie Johnson. In his new book, Tools and Weapons, Smith interestingly reveals how Microsoft, Amazon, and Google each pledged to commit $50 million to K-12 computer science education to get First Daughter and Presidential Adviser Ivanka Trump to work to secure $1 billion of Federal support for K-12 STEM/CS education.

From the book: "While you would be hard-pressed to say that every student must take computer science, you could say that every student deserves the opportunity. That means getting computer science into every high school, and into earlier grades as well. The only way to train teachers at this scale is for federal funding to help fill the gap. After years of lobbying, there was a breakthrough in federal interest in 2016. In January President Obama announced a bold proposal to invest $4 billion of federal money to bring computer science to the nation's schools. While the proposal produced enthusiasm, it didn't spur Congress to appropriate any new money. Ivanka Trump had more success the following year. Even before her father had moved into the White House, she was interested in federal investments in computer science in schools. She was confident she could persuade the president to support the idea, but she also believed that the key to public money was to secure substantial private funding from major technology companies. She said she would work to secure $1 billion of federal support over five years if the tech sector would pledge $300 million during the same time. As always, there was the question of whether someone would go first. The White House was looking for a company to get things rolling by pledging $50 million over five years. Given Microsoft's long-standing involvement, financial support, and prior advocacy with the Obama White House, we were a natural choice. We agreed to make the commitment, other companies followed, and in September 2017 Mary Snapp, the head of Microsoft Philanthropies, joined Ivanka in Detroit to make the announcement."

The $300 million was apparently money well-pledged. Surrounded by children, educators, Ivanka Trump and Education Secretary Betsy DeVos, President Trump in late 2017 signed a presidential memorandum directed to DeVos calling for the expansion of K-12 computer science and STEM education in the U.S. with at least $200 million in annual grant funding.

According to the College Board, average scores dropped on the SAT this past test-taking cycle, with a greater percentage of high-school students not ready for college-level work. The Wall Street Journal reports: A record 2.2 million 2019 graduates took the college entrance exam, up from 2018's record of 2.1 million. The increase is partly attributed to more districts offering students the option to take the test during the school day, often at no cost. The College Board said the lower scores were partly due to the rise in students taking the exam during the school day. These students are more likely to be minority, attend high-poverty public schools and have parents without college degrees. The groups are typically underrepresented on college campuses and might never have taken the test before, said the College Board.

Since the SAT is now measuring the college readiness of students who previously wouldn't have taken the test, it is understandable that overall performance has fallen slightly, she said. College Board officials said the increase in students taking the exam is a good indication that more are considering college as part of their future. The percentage taking it during the school day grew to 43% from 36%. Overall, the combined mean SAT score is down to 1059, from 1068, out of a possible 1600 point scale for the two sections on the exam -- math and reading, writing and language. The percentage of students meeting benchmarks to indicate readiness for introductory college-level coursework slipped to 45% from 47%. Those not meeting any of the benchmarks increased to 30% from 27%.

An anonymous reader quotes a report from Motherboard: Kevin Buzzard, a number theorist and professor of pure mathematics at Imperial College London, believes that it is time to create a new area of mathematics dedicated to the computerization of proofs. The greatest proofs have become so complex that practically no human on earth can understand all of their details, let alone verify them. He fears that many proofs widely considered to be true are wrong. Help is needed. What is a proof? A proof is a demonstration of the truth of a mathematical statement. By proving things and learning new techniques of proof, people gain an understanding of math, which then filters out into other fields.

To create a proof, begin with some definitions. For example, define a set of numbers such as the integers, all the whole numbers from minus infinity to positive infinity. Write this set as: ... , -2, -1, 0, 1, 2, ... Next, state a theorem, for example, that there is no largest integer. The proof then consists in the logical reasoning that shows the theorem to be true or false, in this case, true. The logical steps in the proof rely on other, prior truths, which have already been accepted and proven. For example, that the number 1 is less than 2. New proofs by professional mathematicians tend to rely on a whole host of prior results that have already been published and understood. But Buzzard says there are many cases where the prior proofs used to build new proofs are clearly not understood. For example, there are notable papers that openly cite unpublished work. This worries Buzzard. "I'm suddenly concerned that all of published math is wrong because mathematicians are not checking the details, and I've seen them wrong before," Buzzard told Motherboard while he was attending the 10th Interactive Theorem Proving conference in Portland, Oregon, where he gave the opening talk.

"I think there is a non-zero chance that some of our great castles are built on sand," Buzzard wrote in a slide presentation. "But I think it's small."

pgmrdlm shares a report from Live Science: In Douglas Adams' sci-fi series "The Hitchhiker's Guide to the Galaxy," a pair of programmers task the galaxy's largest supercomputer with answering the ultimate question of the meaning of life, the universe and everything. After 7.5 million years of processing, the computer reaches an answer: 42. Only then do the programmers realize that nobody knew the question the program was meant to answer. Now, in this week's most satisfying example of life reflecting art, a pair of mathematicians have used a global network of 500,000 computers to solve a centuries-old math puzzle that just happens to involve that most crucial number: 42.

The question, which goes back to at least 1955 and may have been pondered by Greek thinkers as early as the third century AD, asks, "How can you express every number between 1 and 100 as the sum of three cubes?" Or, put algebraically, how do you solve x^3 + y^3 + z^3 = k, where k equals any whole number from 1 to 100? This deceptively simple stumper is known as a Diophantine equation, named for the ancient mathematician Diophantus of Alexandria, who proposed a similar set of problems about 1,800 years ago. Modern mathematicians who revisited the puzzle in the 1950s quickly found solutions when k equals many of the smaller numbers, but a few particularly stubborn integers soon emerged. The two trickiest numbers, which still had outstanding solutions by the beginning of 2019, were 33 and -- you guessed it -- 42. Using a computer algorithm to look for solutions to the Diophantine equation with x, y and z values that included every number between positive and negative 99 quadrillion, mathematician Andrew Booker, of the University of Bristol in England, found the solution to 33 after several weeks of computing time.

Since his search turned up no solutions for 42, Booker enlisted the help of Massachusetts Institute of Technology mathematician Andrew Sutherland, who helped him book some time with a worldwide computer network called Charity Engine. "Using this crowdsourced supercomputer and 1 million hours of processing time, Booker and Sutherland finally found an answer to the Diophantine equation where k equals 42," reports Live Science. The answer: (-80538738812075974)^3 + (80435758145817515)^3 + (12602123297335631)^3 = 42.

The Boston Public School District held a contest to determine the best solution for busing around 25,000 students to school every day. The winning algorithm improved the efficiency of the routes in 30 minutes. From a report: In 2017, the district was facing serious challenges. On a per-pupil basis, Boston Public Schools had the highest transportation costs in the country, around $2,000 per student per year, representing 10% of the district's budget. The schools dealt with rising costs each year, despite declining ridership. The on-time performance rate of their buses was also well below that of other large districts. With no clear vendor to turn to with this problem, BPS instead sought out experts, hosting a competition where researchers could experiment with anonymized BPS data sets to create efficient routes and optimal start times for each school.

"To put it simply, we wanted a solution that worked," said Will Eger, the BPS senior strategic projects manager. "There are lots of quirks in this transportation situation, and we wanted something that could address the vast majority of those issues while also being highly efficient, something that could run overnight at least." Those quirks represent millions of decision variables that affect any solution, including varying road widths, differing bus infrastructures (for example, the presence of wheelchair lifts or child safety restraint seats), students who require the same bus driver every year, students who have monitors, and students who have been in fights and, therefore, need to be on different buses. It also includes the roughly 5,000 students who have a special need that requires door-to-door pick up and drop off (sometimes to non-BPS schools, as the city provides yellow bus service to students who attend charter and private schools within Boston, and to special education facilities outside the city).

Considering all those possibilities creates a "number of solutions so large that you can't even enumerate it," said Arthur Delarue, a PhD candidate who worked with the team from the MIT Operations Research Center whose algorithm won the competition. The team spent hundreds of hours devising a solution to what Delarue called a "bold and unusual" challenge. Their solution replaced what had before been an incredibly laborious process, one that took ten school system routers thousands of hours to create custom routes for each child and school. Those employees still work with BPS, tracking routes that struggle with on-time performance, and managing route guidance for drivers (Google Maps isn't sufficient since it's built for cars, and 70-passenger buses can't, for example, easily make u-turns). But now, the MIT algorithm routes the entire system at once, providing a base for the human routers to tweak.

"Despite decades of research, there's no viable roadmap for how to scale quantum cryptography to secure real-world data and communications for the masses," according to IEEE Spectrum.

Wave723 shares their report: A handful of companies now operate or pay for access to networks secured using quantum cryptography in the United States, China, Austria, and Japan. According to a recent industry report, six startups plus Toshiba are leading efforts to provide quantum cryptography to governments, large companies (including banks and financial institutions), and small to medium enterprises. But these early customers may never provide enough demand for these services to scale...

From a practical standpoint, then, it doesn't appear that quantum cryptography will be anything more than a physically elaborate and costly -- and, for many applications, largely ignorable -- method of securely delivering cryptographic keys anytime soon. This is in part because traditional cryptography, relying as it does on existing computer networks and hardware, costs very little to implement. Whereas quantum crypto requires an entirely new infrastructure of delicate single-photon detectors and sources, and dedicated fiber optic lines. So its high price tag must be offset by a proven security benefit it could somehow deliver -- a benefit that has remained theoretical at best.
Though it was supposed to replace mathematical cryptography, "Math may get the last laugh," the article explains. "An emerging subfield of mathematics with the somewhat misleading name 'post-quantum cryptography' now appears better situated to deliver robust and broadly scalable cryptosystems that could withstand attacks from quantum computers." They quote the security engineer at a New York cybersecurity firm who says quantum cryptography "seems like a solution to a problem that we don't really have."

The article ends by suggesting that research may ultimately be applicable to quantum computers -- which could then be used to defeat math-based cryptography. But riffing on the article's title, sjames (Slashdot reader #1,099) quips that instead of giving quantum cryptography a reboot, maybe it just needs the boot.

The Snazster writes: Dark matter remains one of the universe's greatest mysteries, with no one quite certain what it is or where it came from, even though it may comprise as much as 80% of the universe (if ignoring the still hypothetical dark energy). A recent study at John Hopkins University is now suggesting that it may be older than the Big Bang itself, which would actually help explain why our previous searches for it have failed thus far. Although this is not a new idea, this is the first time the possibility has been described with calculations that seem to support it. "Using a new, simple mathematical framework, the study shows that dark matter may have been produced before the Big Bang during an era known as the cosmic inflation when space was expanding very rapidly," reports ScienceDaily. "The rapid expansion is believed to lead to copious production of certain types of particles called scalars. So far, only one scalar particle has been discovered, the famous Higgs boson."

"The new study also suggests a way to test the origin of dark matter by observing the signatures dark matter leaves on the distribution of matter in the universe," the report adds. The study has been published in the journal Physical Review Letters.

Long-time Slashdot reader theodp writes: MIT Technology Review's Karen Hao reports on China's grand experiment in AI education that could reshape how the world learns. "While academics have puzzled over best practices, China hasn't waited around," Hao writes. "It's the world's biggest experiment on AI in education, and no one can predict the outcome."

Profiled is Squirrel AI ("We Strive to Provide Every Student an AI Super Teacher!"), which has opened 2,000 learning centers in 200 cities and registered over a million students -- equal to New York City's entire public school system... Hao notes that the earliest efforts to "replicate" teachers date back to the 1970s, when computers first started being used in education. So, will AI-powered learning systems like Squirrel's deliver on the promise of PLATO's circa-1975 computer-assisted instruction?
From the article: Squirrel's innovation is in its granularity and scale. For every course it offers, its engineering team works with a group of master teachers to subdivide the subject into the smallest possible conceptual pieces. Middle school math, for example, is broken into over 10,000 atomic elements, or "knowledge points," such as rational numbers, the properties of a triangle, and the Pythagorean theorem. The goal is to diagnose a student's gaps in understanding as precisely as possible. By comparison, a textbook might divide the same subject into 3,000 points; ALEKS, an adaptive learning platform developed by US-based McGraw-Hill, which inspired Squirrel's, divides it into roughly 1,000.

Once the knowledge points are set, they are paired with video lectures, notes, worked examples, and practice problems. Their relationships -- how they build on each other and overlap -- are encoded in a "knowledge graph," also based on the master teachers' experience.