Reorderability of node-filtered order complexes.

Growing graphs describe a multitude of developing processes from maturing brains to expanding vocabularies to burgeoning public transit systems. Each of these growing processes likely adheres to proliferation rules that establish an effective order of node and connection emergence. When followed, such proliferation rules allow the system to properly develop along a predetermined trajectory. But rules are rarely followed. Here we ask what topological changes in the growing graph trajectories might occur after the specific but basic perturbation of permuting the node emergence order. Specifically, we harness applied topological methods to determine which of six growing graph models exhibit topology that is robust to randomizing node order, termed global reorderability, and robust to temporally local node swaps, termed local reorderability. We find that the six graph models fall upon a spectrum of both local and global reorderability, and furthermore we provide theoretical connections between robustness to node pair ordering and robustness to arbitrary node orderings. Finally, we discuss real-world applications of reorderability analyses and suggest possibilities for designing reorderable networks.

Architecture and evolution of semantic networks in mathematics texts.

Knowledge is a network of interconnected concepts. Yet, precisely how the topological structure of knowledge constrains its acquisition remains unknown, hampering the development of learning enhancement strategies. Here, we study the topological structure of semantic networks reflecting mathematical concepts and their relations in college-level linear algebra texts. We hypothesize that these networks will exhibit structural order, reflecting the logical sequence of topics that ensures accessibility. We find that the networks exhibit strong core-periphery architecture, where a dense core of concepts presented early is complemented with a sparse periphery presented evenly throughout the exposition; the latter is composed of many small modules each reflecting more narrow domains. Using tools from applied topology, we find that the expositional evolution of the semantic networks produces and subsequently fills knowledge gaps, and that the density of these gaps tracks negatively with community ratings of each textbook. Broadly, our study lays the groundwork for future efforts developing optimal design principles for textbook exposition and teaching in a classroom setting.