DIMACS is a national research center, funded by the National Science
Foundation. It is a joint project, whose direct participants are Rutgers
University, Princeton University, AT&T Bell Labs, and BellCore. DIMACS
was founded in 1989 with an award from NSF to create a center for the advancement
of science and technology with a national scope. DIMACS also receives significant
funds from the four participating institutions and from the New Jersey Commission
on Science and Technology. The principal administrative offices are located
at Rutgers University's Busch campus in Piscataway, NJ.
The research activities of this group cover problems arising in various
fields of Discrete Mathematics as, for example, graph theory, network optimization,
lattice and order theory, discrete geometry, and polyhedral combinatorics.
Special emphasis is given to applications in computer science, in particular
to combinatorial problems arising in the context of communication networks
and parallel computers. Both theoretical foundations as well as concrete
applications are treated.
Instructors of finite math and applied calculus, and especially their
students, will be interested to know that clickable true-false quizzes,
along with detailed topic summaries and formulas and a growing collection
of additional miscellaneous exercises, are now posted on the WWW.
Center for the Computation and Visualization of Geometric Structures,
a National Science Foundation Science and Technology Center at the University
of Minnesota
Mathematics is a live science with new discoveries being made every
day. The frontier of mathematics is an exciting place, where mathematicians
experiment and play with creative and imaginative ideas. Many of these ideas
are accessible to young children. Others (infinity is a good example) are
ideas that have already piqued many children's curiosity, but their profound
mathematical importance is not widely known or understood. The MegaMath
project is intended to bring unusual and important mathematical ideas to
elementary school classrooms so that young people and their teachers can
think about them together. Examples include: