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In this paper, we propose new first-order methods for minimization of a convex function on a simple convex set. We assume that the objective function is a composite function given as a sum of a simple convex function and a convex function with inexact Hölder-continuous subgradient. We propose Universal Intermediate Gradient Method. Our method enjoys both the universality and intermediateness properties. Following the ideas of Nesterov (Math. Program. 152 (2015), pp. 381–404) on Universal Gradient Methods, our method does not require any information about the Hölder parameter and constant and adjusts itself automatically to the local level of smoothness. On the other hand, in the spirit of the Intermediate Gradient Method proposed by Devolder et al. (CORE Discussion Paper 2013/17, 2013), our method is intermediate in the sense that it interpolates between Universal Gradient Method and Universal Fast Gradient Method. This allows to balance the rate of convergence of the method and rate of the oracle error accumulation. Under the additional assumption of strong convexity of the objective, we show how the restart technique can be used to obtain an algorithm with faster rate of convergence. [ABSTRACT FROM AUTHOR]

Numerous studies affirm the importance of students' attitudes for mathematical education. This study uses mathematical autobiographical essays to examine the mathematical experiences and attitudes of undergraduate students enrolled in mathematics classes at a Midwestern University in the United States. The essays of 41 students (20 men, 21 women) out of 170 enrolled in College Algebra, Precalculus, and Calculus were analyzed using the categories of (1) confidence in mathematics ability, (2) value of mathematics, and (3) liking of mathematics. This paper provides context and theoretical depth to student reports of their attitudes in these categories. Statements at the intersections of both confidence and liking, and value and liking provide additional insights. First, students who perceive mathematics as valuable are more likely to like it. Second, the vast majority of students talk about confidence and liking together, and with a positive correlation. Further, these students tend to talk about liking or not liking mathematics because of their perceived ability in mathematics. Our study suggests the importance of proactive teaching strategies to improve students' perceptions of the value, liking of, and their confidence in, mathematics, and also suggests self-efficacy as a potential theoretical basis for this work. [ABSTRACT FROM AUTHOR]

Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into their classroom practices. In this regard, TEds are charged with a twofold responsibility: they must develop not only their own CT skills and digital competence but also a way of teaching these to the next generation of teachers who will facilitate future pupils' learning. In this paper, we report on 17 TEds' experience regarding the challenges and opportunities of integrating CT into Norway's primary teacher education mathematics and science courses two years after CT's introduction into Norwegian primary schools. A data-driven thematic analysis of semi-structured interviews was conducted. Our analysis suggests that it is challenging to integrate CT into existing courses. Such challenges, as well as opportunities, seem to apply at four levels: the systemic, teacher educator, student teacher, and subject levels. The results provide valuable insights for key stakeholders into the challenges and opportunities of integrating CT into teacher education, thus contributing to the body of research on professional digital competence. [ABSTRACT FROM AUTHOR]

We classify two of Bertrand Russell's theories of events within the point-free ontology. The first of such approaches was presented informally by Russell in 'The World of Physics and the World of Sense' (Lecture IV in Our Knowledge of the External World of 1914). Based on this theory, Russell sketched ways to construct instants as collections of events. This paper formalizes Russell's approach from 1914. We will also show that in such a reconstructed theory, we obtain all axioms of Russell's second theory from 1936 and all axioms of Thomason's theory of events from 1989. Russell's work certainly influenced the works of Stanisław Leśniewski, his student Alfred Tarski, and Czesław Lejewski – prominent members of the Lvov-Warsaw School (LWS). We see our work in the tradition of the research of Leśniewski and Tarski. Building on the technical tools developed in this environment and in the spirit of the traditional research of the LWS, we engage here, in particular, with two classic works by Russell on fundamental ontology. [ABSTRACT FROM AUTHOR]

The problem of precise characterisation of traditional forms of reasoning applied in mathematics was independently investigated and successfully resolved by Jaśkowski and Gentzen in 1934. However, there are traces of earlier interests in this field exhibited by the members of the Lvov-Warsaw School. We focus on the results obtained by Jaśkowski and Leśniewski. Jaśkowski provided the first formal system of natural deduction in 1926. Leśniewski also demonstrated in some of his papers how to construct proofs in accordance with intuitively correct principles. [ABSTRACT FROM AUTHOR]

Nowadays, typing is considered as one of the highly important aspects of accessibility that the visually impaired and blinds struggle with the most as existing virtual keyboards are complex and slow. This paper proposes a new text entry method named SwingBoard for visually impaired and blind smartphone users to solve their accessibility problem. It supports a–z, 0–9, 7 punctuations, 12 symbols, and eight keyboard functionalities that are arranged in 8 zones (specific range of angles), four segments, two modes, and different gestures. The proposed keyboard is suitable for the either single-handed or both-handed operation that tracks swipe angle and length to trigger any of the 66 key events. The key triggering process is based on only swiping the finger at different angles with different lengths. Typing speed of SwingBoard is increased by including some effective features such as the quick alphabet and number mode shifting, haptic feedback feature, talkback on swipe to learn the map quickly, and customizable swipe length feature. At the end of 150 one-minute tests, seven blind participants reached an average of 19.89 words per minute (WPM) with an 88% accuracy rate which is one of the fastest-ever recorded average typing speeds for the blind. Almost all users found SwingBoard effective, easy to learn and want to keep using it. SwingBoard is a handy virtual keyboard for visually impaired people with amazing typing speed and accuracy. Rehabilitation would be easier for a visually impaired/disabled person who can adapt the current technology-oriented world and use communication tools easily. As visually impaired and blind people faced a lot of problems in their regular life because of their inability to see things, coping with the evolving world's demands from a person to do a certain task using smart devices would be easier for them with the proposed virtual keyboard topology. As the number of visually impaired and blind users of smartphones rises, faster typing becomes a vital aspect of the smartphone experience. Deaf-blind communities are expanding but solutions for them are not increasing at the same pace because of the limitation of implication. Research on a virtual keyboard with the proposed eyes-free swipe-based typing operation and ears-free reliability on haptic feedback would enable others to create new solutions. [ABSTRACT FROM AUTHOR]

Ballistics is an area of flight, and fewer subjects were of greater importance to nation states in the eighteenth century. William Mountaine who published on the topic in 1747 and 1781, wrote: 'It is not possible in the nature of things for any one kingdom to continue long in a state of peace and tranquility', and 'the art of gunnery has from time to time engaged the attention of the most eminent mathematicians'. This paper describes the slow up-take of ideas, first put forward explicitly by Benjamin Robins in 1742, which challenged the belief that air resistance could be neglected in the flight of cannon balls, and asks why it could be, that for a topic so pressing, a clearly wrong mathematical theory was upheld for so long. While considering a number of factors, it argues the attraction of beautiful and simple geometry can be beguiling. [ABSTRACT FROM AUTHOR]

If $ P(z)=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a n ∏ v = 1 n (z − z v) is a polynomial of degree n having all its zeros in $ |z|\le k, k\ge 1 $ | z | ≤ k , k ≥ 1 then Aziz [Inequalities for the derivative of a polynomial. Proc Am Math Soc. 1983;89(2):259–266] proved that \[ \max_{|z|=1}|P'(z)|\ge \frac{2}{1+k^n}\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \] max | z | = 1 | P ′ (z) | ≥ 2 1 + k n ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. Recently, Kumar [On the inequalities concerning polynomials. Complex Anal Oper Theory. 2020;14(6):1–11 (Article ID 65)] established a generalization of this inequality and proved under the same hypothesis for a polynomial $ P(z)=a_0+a_1z+a_2z^2+\cdots +a_nz^n=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a 0 + a 1 z + a 2 z 2 + ⋯ + a n z n = a n ∏ v = 1 n (z − z v) , that $$\begin{align*} & \max_{|z|=1}|P'(z)| \\ & \ge \left(\frac{2}{1+k^n}+\frac{(|a_n|k^n-|a_0|)(k-1)}{(1+k^n)(|a_n|k^n+k|a_0|)}\right)\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \end{align*} $$ max | z | = 1 | P ′ (z) | ≥ (2 1 + k n + (| a n | k n − | a 0 |) (k − 1) (1 + k n) (| a n | k n + k | a 0 |)) ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. In this paper, we sharpen the above inequalities and further extend the obtained results to the polar derivative of a polynomial. As a consequence, our results also sharpens considerably some results of Dewan and Upadhye [Inequalities for the polar derivative of a polynomial. J Ineq Pure Appl Math. 2008;9:1–9 (Article ID 119)]. [ABSTRACT FROM AUTHOR]

With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus. [ABSTRACT FROM AUTHOR]

In this paper, we study a maximizing problem associated with the critical Sobolev inequality under inhomogeneous constraints. The problem of this type was previously studied by Ishiwata and Wadade [On the effect of equivalent constrain on a maximizing problem associated with the Sobolev type embedding in R N . Math Ann. 2016;364:1043–1068; On the maximizing problem associated with Sobolev type embeddings under inhomogeneous constraints. Appl Anal. 2019;98(10):1916–1934], Ishiwata [On variational problems associated with Sobolev type inequalities and related topics. Available from: ] and Nguyen [Maximizers for the variational problems associated with Sobolev type inequalities under constraints. Math Ann. 2018;372(1–2):229–255]. Our results give a complete picture of the effect of the constraints on the attainability and non-attainability of the problem. The sharp Sobolev inequality plays a crucial role in our argument. Our method also provides a new and simple proof for the recent results of Ishiwata and Wadade [On the maximizing problem associated with Sobolev type embeddings under inhomogeneous constraints. Appl Anal. 2019;98(10):1916–1934] concerning the sub-critical Sobolev-type inequalities (or Gagliardo–Nirenberg inequalities). [ABSTRACT FROM AUTHOR]

Let E be the Grassmann algebra of an infinite-dimensional vector space L over a field of characteristic zero. In this paper, we study the Z -gradings on E having the form E = E (r 1 , r 2 , r 3) (v 1 , v 2 , v 3) , in which each element of a basis of L has Z -degree r 1 , r 2 , or r 3 . We provide a criterion for the support of this structure to coincide with a subgroup of the group Z , and we describe the graded identities for the corresponding gradings. We strongly use Elementary Number Theory as a tool, providing an interesting connection between this classical part of Mathematics, and PI Theory. Our results are generalizations of the approach presented in Brandão A, Fidelis C, Guimarães A. Z -gradings of full support on the Grassmann algebra. J Algebra. 2022;601:332–353. DOI:10.1016/j.jalgebra.2022.03.014. See also in arXiv preprint, arXiv:2009.01870v1, 2020]. [ABSTRACT FROM AUTHOR]

The origins of the notion of matchings in groups spawn from a linear algebra problem proposed by E. K. Wakeford [On canonical forms. Proc London Math Soc (2). 1920;18:403–410] which was tackled in Fan and Losonczy [Matchings and canonical forms for symmetric tensors. Adv Math. 1996;117(2):228–238]. In this paper, we first discuss unmatchable subsets in abelian groups. Then we formulate and prove linear analogues of results concerning matchings, along with a conjecture that, if true, would extend the primitive subspace theorem. We discuss the dimension m-intersection property for vector spaces and its connection to matching subspaces in a field extension, and we prove the linear version of an intersection property result of certain subsets of a given set. [ABSTRACT FROM AUTHOR]

This paper outlines a framework for strength training as a dynamical model of perceptual-motor learning. We show, with emphasis on fixed-point attractor dynamics, that strength training can be mapped to the general dynamical principles of motor learning that arise from the constraints on action, including the distribution of practice/training. The time scales of the respective dynamics of performance change (increment and decrement) in discrete strength training and motor learning tasks reveal superposition of exponential functions in fixed-point dynamics, but distinctive attractor and parameter dynamics in oscillatory limit cycle and more continuous tasks, together with unique timescales to process influences (including practice, learning, strength, fitness, fatigue, warm-up decrement). Increments and decrements of strength can be viewed within a dynamical model of change in motor performance that reflects the integration of practice and training processes at multiple levels of learning and skill development. [ABSTRACT FROM AUTHOR]

The concept of the Drazin inverse of multivalued operators in a Banach space studied by A. Ghorbel and M. Mnif [Monatsh Math. 2019;189:273–293] is generalized in the context of the generalized Drazin inverse of multivalued operators [Rocky Mountain J Math. 2020;50(4):1387–1408]. The purpose of this paper is to present new additive results for this concept. In particular, we give a sufficient condition for an everywhere defined linear relation to have at most one Drazin inverse. Some properties and the explicit expressions for the Drazin inverse of the product are obtained. Also, some results of C. Deng, H. Du [Proc Amer Math Soc. 2006;134:3309–3317] concerning the reduced minimum modulus of Drazin inverses of linear operators on Hilbert spaces are extended to the case of linear relations. [ABSTRACT FROM AUTHOR]

Motivated by earlier research highlighting Swedish teachers' beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents' perspectives on homework in their year-one children's learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focused on how parents support their children's learning and including questions about homework in general and mathematics homework in particular, were transcribed and data subjected to a constant comparison analytical process. This yielded four broad themes, highlighting considerable variation in how parents perceive the relationship between homework and educational equity. First, all parents spoke appreciatively of their children receiving reading homework and, in so doing, indicated a collective construal that reading homework is neither homework nor a threat to equity. Second, four parents, despite their enthusiasm for reading homework, opposed the setting of any homework due to its potential compromise of family life. Third, seven parents indicated that they would appreciate mathematics homework where it were not a threat to equity. Finally, fourteen parents, despite acknowledging homework's potential compromise to equity, were unequivocally in favour of mathematics homework being set to their children. [ABSTRACT FROM AUTHOR]

We now know how best to teach our students – student-centered learning. Yet many of us face challenges when trying to design courses that are student-centered. In this paper, we present our experience with a Web 2.0 technology, VoiceThread, that has helped us address some of the challenges we have encountered when designing student-centered classrooms. We share our VoiceThread activities, and we discuss how mathematics educators and mathematicians can continue studying how to effectively use VoiceThread in face-to-face, blended, and online math courses. [ABSTRACT FROM AUTHOR]

We obtain the global well-posedness and the scattering theory of the solution for the modified Davey–Stewartson system { i ∂ t u + Δ u = | u | 4 u + u v x 1 , (t , x) ∈ R × R 3 , − Δ v = (| u | 2) x 1 in the energy space H 1 ( R 3) in this paper. Since the interaction Morawetz estimate fails and the nonlinearity is non-local, we employ the concentration-compactness argument introduced by Kenig and Merle (Invent Math. 2006;166:645–675) to establish the scattering result. [ABSTRACT FROM AUTHOR]

This paper was delivered as the John Fauvel Lecture to the BSHM on 22 September 2007. In it Muriel Seltman examines some of the key concepts in Harriot's posthumous Artis analyticae praxis of 1631, and assesses the book's importance. [ABSTRACT FROM AUTHOR]

The present paper is a continuation of part one, in which two macroscopic limits of the Boltzmann–Enskog kinetic equation with three small parameters—the Knudsen number, Mach number, and diameter of particles—were considered at the formal level, and conditional theorems were stated. In this paper, the proof of a rigorous result corresponding to one of the two cases considered in part one is given. Under some suitable assumptions on the relations between the small parameters, it is proved that the Boltzmann–Enskog equation results in the Navier–Stokes equation for incompressible fluids together with the Boussinesq relation and the temperature fluctuations equation. The time and velocity averaging is exploited.Dedicated to Professor Janusz Mika on his 70th birthday. [ABSTRACT FROM AUTHOR]

The problem of robust stabilisation for a class of uncertain dynamical systems with multiple delayed state perturbations is considered. In this paper, the upper bound of the nonlinearity and uncertainty, including delayed states, is assumed to be a linear function of some parameters which are still assumed to be unknown and an improved adaptation law with σ − modification is proposed to estimate these unknown gains. Moreover, by making use of the updated values of these unknown bounds, we propose a memoryless state feedback controller for such a class of uncertain time-delay systems. Based on Lyapunov stability theory and Lyapunov-Krasovskii functional, it is shown that the closed-loop dynamical system resulting from the proposed adaptive robust control schemes in the presence of multiple delayed state perturbations is globally uniformly practically exponentially stable. Finally, a numerical example is given to demonstrate the validity of the results. [ABSTRACT FROM AUTHOR]

The k-Fibonacci sequence { F n (k) } n starts with the values 0 , ... , 0 , 1 (a total of k terms) and each term afterwards is the sum of the k preceding terms. In this paper, we find all integers c having at least two representations as a difference between a k-Fibonacci number and a Pell number. This paper continues and extends the previous work of [J.J. Bravo, C.A. Gómez, and J.L. Herrera, On the intersection of k-Fibonacci and Pell numbers, Bull. Korean Math. Soc. 56(2) (2019), pp. 535–547; S. Hernández, F. Luca, and L.M. Rivera, On Pillai's problem with the Fibonacci and Pell sequences, Soc. Mat. Mex. 25 (2019), pp. 495–507 and M.O. Hernane, F. Luca, S.E. Rihane, and A. Togbé, On Pillai's problem with Pell numbers and powers of 2, Hardy- Ramanujan J. 41 (2018), pp. 22–31]. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate how small-group and whole-class discussions during whole-class teaching contribute to students' learning. The study includes 33 video-recorded small-group discussions in four mathematics lessons on enlarging and reducing two-dimensional geometric figures in Grade 8. The results show that different objects of learning were enacted in the different small-groups' discussions, and that in the majority of the small-group discussions the students did not have the possibility to learn what was intended, since critical aspects were not explored. The combination of group and whole-class discussions contributed to that critical aspects of the specific subject matter came to the fore and thereby were possible to discern. The results indicate that small-group discussions without subsequent whole-class discussions may have less effect on student learning. [ABSTRACT FROM AUTHOR]

Recently, Chen and Ma [A generalized shift-splitting preconditioner for complex symmetric linear systems, J. Comput. Appl. Math., 344 (2018), pp. 691–700] have presented the generalized shift-splitting (GSS) method to solve complex symmetric linear systems. In this paper, we establish a class of modified GSS (MGSS) method to extend the existing GSS method. We prove the convergence of the proposed method under suitable restrictions on the iteration parameters. Lastly, numerical experiments are carried out, and experimental results show that the new iteration method is feasible and effective. [ABSTRACT FROM AUTHOR]

This paper deals with the following mixed pseudo-parabolic p-Laplacian type equation with logarithmic nonlinearity u t − Δ u t − d i v (| ∇ u | p − 2 ∇ u) = | u | q − 2 u log ⁡ | u | in a bounded domain with zero Dirichlet boundary condition, which was studied in our previous paper [J Math Anal Appl. 2019;478(2):393-420]. In view the results of [J Math Anal Appl. 2019;478(2):393-420], for the case (1) 1 < p ≤ q ≤ 2 , i f n ≤ p , ≤ 2 , i f 2 n n + 2 < p < n , < n p n − p , i f p ≤ 2 n n + 2 , the global existence and blow-up results were got when J (u 0) ≤ d , where d denotes the mountain-pass level. But for the case (2) 1 < p ≤ q a n d 2 < q < ∞ , i f n ≤ p , n p n − p , i f 2 n n + 2 < p < n , the blow-up results were got when J (u 0) ≤ M , where M ≤ d is a constant. In this paper, we extend and complete the results of [J Math Anal Appl. 2019;478(2):393-420] on the following three aspects: First, the blow-up results are got when J (u 0) ≤ d and (2) are satisfied. Second, the upper and lower bounds of blow-up time are estimated. Third, the global existence and blow-up results are got when J (u 0) > d. [ABSTRACT FROM AUTHOR]

This paper offers an introduction to the three themes that organise the papers in this special issue of Health, Risk & Society. These relate to the calculus, interpretation and regulation of health risk. The papers describe in differing ways the interface between the social and the biological, and the introduction suggests how this leads to a consideration of constructivist and realist approaches towards risk and the need to bridge the two, not only for methodological but also practical (regulatory) purposes. [ABSTRACT FROM AUTHOR]

For the past three decades, peer review practices have received much attention in the literature. But although this literature covers many research fields, only one previous systematic study has been devoted to the practice of peer review in mathematics, namely a study by Geist, Löwe, and Van Kerkhove from 2010. This lack of attention may be due to a view that peer review in mathematics is more reliable, and therefore less interesting as an object of study, than peer review in other fields. In fact, Geist, Löwe, and Van Kerkhove argue that peer review in mathematicsisrelatively reliable. At the same time, peer review in mathematics differs from peer review in most, if not all, other fields in that papers submitted to mathematical journals are usually only reviewed by a single referee. Furthermore, recent empirical studies indicate that the referees do not check the papers line by line. I argue that, in spite of this, mathematical practice in general and refereeing practices in particular are such that the common practice of mathematical journals of using just one referee is justified from the point of view of proof validity assessment. The argument is based on interviews I conducted with seven mathematicians. [ABSTRACT FROM PUBLISHER]

This paper is intended to provide a source of critical and theoretical reflection on the current mathematics educational objectives for Indigenous students in Australia, which are premised on acceptance of underlying concepts of 'equity'. It is not the intention of this paper to identify 'how' Indigenous knowledge can be positioned within mathematics curricula, as this would entail a philosophical inquiry much deeper than has been afforded thus far. The intent here is a consideration, facilitated through the lens of key concepts of Foucault, of some of the boundaries currently shaping the ways in which this positioning is being influenced in the mathematics, albeit neoliberal education context. Acknowledging the interplay between the social, and unconsciously shaped adoptions of what can be considered truth; knowledge; and therefore power, is a first step toward developing the openness of heart and mind needed to make real and transformative changes to education for future societies. [ABSTRACT FROM AUTHOR]

In mathematics education, digital tools have been used to enhance young children's understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform 'ordinary' mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children's written records became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children's understanding of the combinatorial task and that the use of dual artefacts enhanced children's understanding of what a combinatorial problem encompasses. [ABSTRACT FROM AUTHOR]

This paper concerns with the Cauchy problem of the 1-D bipolar hydrodynamic model for semiconductors, a system of Euler-Poisson equations with time-dependent damping effects − J (1 + t) − λ and − K (1 + t) − λ for − 1 < λ < 1. Here, we consider a more physical case that allows the two pressure functions can be different and the doping profile can be non-zero. Different from the previous study [Li HT, Li JY, Mei. M, et al. Asymptotic behavior of solutions to bipolar Euler-Poisson equations with time-dependent damping. J Math Anal Appl. 2019;437:1081-1121] which considered two identical pressure functions and zero doping profile, the asymptotic profiles of the solutions to this model are constant states rather than the nonlinear diffusion waves. When the initial perturbation around the constant states are sufficiently small in the sense of L 2 , by means of the time-weighted energy method, we prove the global existence and uniqueness of the smooth solutions to the Cauchy problem, and obtain the optimal convergence rates of the solutions toward the constant states. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between the human soul as a substantial form and the transcendental principle of beauty in forms. This relationship is explored through the lens of aesthetics as applied to visual forms, empirical science, and mathematics. I propose that aesthetics and the principle of beauty is intrinsic and influential to the human experience. I have considered the thought of Thomas Aquinas, Aristotle, Plato, and Hans Urs Von Balthasar to form, support, and demonstrate these claims. [ABSTRACT FROM AUTHOR]

Linear fractional vector optimization problems are special non-convex vector optimization problems. They were introduced and first studied by E.U. Choo and D.R. Atkins in the period 1982–1984. This paper investigates the properness in the sense of Geoffrion of the efficient solutions of linear fractional vector optimization problems with unbounded constraint sets. Sufficient conditions for an efficient solution to be Geoffrion's properly efficient solution are obtained via Benson's characterization [An improved definition of proper efficiency for vector maximization with respect to cones. J Math Anal Appl. 1979;71:232–241] of Geoffrion's proper efficiency. [ABSTRACT FROM AUTHOR]

This paper establishes the global well-posedness issue for the full viscous MHD equations in the axisymmetric setting. Global solutions are obtained in critical Besov spaces uniformly to the viscosity when the resistivity is fixed in the spirit of [Abidi H, Hmidi T, Keraani S. On the global well-posedness for the axisymmetric Euler equations. Math. Ann. 2010;347:15–41.], [Hassainia Z. On the global well-posedness of the 3D axisymmetric resistive MHD equations. Ann. Henri Poincaré. 2022;23:2877-2917], [Hmidi T, Zerguine M. Inviscid limit axisymmetric Navier–Stokes system. Differential and Integral Equations. 2009;22(11–12):1223–1246.]. Furthermore, strong convergence in the resolution spaces with a rate of convergence is also studied. [ABSTRACT FROM AUTHOR]

In this paper, we characterize the extremal digraphs with the maximal or minimal α-spectral radius among some digraph classes such as rose digraphs, generalized theta digraphs and tri-ring digraphs with given size m. These digraph classes are denoted by Rmk, ...(m) and ...(m) respectively. The main results about spectral extremal digraph by Guo and Liu [Some results on the spectral radius of generalized ∞ and θ-digraphs. Linear Algebra Appl. 2012;437(9):2200-2208] and Li et al. [The signless Laplacian spectral radius of some strongly connected digraphs. Indian J Pure Appl Math. 2018;49(1):113-127] are generalized to α-spectral graph theory. As a by-product of our main results, an open problem in Li et al. [The signless Laplacian spectral radius of some strongly connected digraphs. Indian J Pure Appl Math. 2018;49(1):113-127] is answered. Furthermore, we determine the digraphs with the first three minimal α-spectral radius among all strongly connected digraphs. Meanwhile, we determine the unique digraph with the fourth minimal α-spectral radius among all strongly connected digraphs for 0 ≤ α ≤ 1/2. [ABSTRACT FROM AUTHOR]

In this paper, we firstly establish new numerical radius inequalities which refine a result of Kittaneh in [Studia Math. 168, 73–80 (2005)], then present some numerical radius inequalities involving non-negative increasing convex functions for n × n operator matrices, which generalize the related results of Shebrawi in [Linear Algebra Appl. 523(15), 1–12 (2017)]. [ABSTRACT FROM AUTHOR]

For a simple graph G, the signless Laplacian matrix of G, denoted by Q(G), is defined as D(G) + A(G), where A(G) and D(G) are the adjacency matrix and the diagonal matrix of vertex degrees of G, respectively. By the smallest signless Laplacian eigenvalue of G, denoted by q′(G), we mean the smallest eigenvalue of Q(G). Let T(n, t) be the Turán graph on n vertices and t parts. In De Lima et al. (The clique number and the smallest Q-eigenvalue of graphs. Discrete Math. 2016;339:1744–1752), the authors posed the following conjecture:Conjecture. Let t ≥ 3 and let n be sufficiently large. If G is a Kt+1-free graph of order n and G ≠ T(n, t), then q′(G) < q′(T(n, t)).In this paper, first we disprove the above conjecture and then pose a new conjecture. [ABSTRACT FROM AUTHOR]

In the disciplines of dance and mathematics, binary identities commonly split individuals into either (non)dance and/or (non)math people. However, these shorthand assessments become dangerous because they constrain disciplinary knowledge, and limiting one's identity and capabilities remains antithetical to broad education goals. Capitalizing on dance as a situated, embodied form of knowledge, as well as an engaging, interactive, and social endeavor, we facilitate instruction that uses a dance-based approach to teach geometric transformations in a teacher education program. In this paper, we discuss findings from a case study intervention in a graduate-level geometry education course where we engaged participants in this transformations dance activity. We ask: What disciplinary practices did participants use in a dance-based intervention on geometric transformations? And, how did they use them? We found that the parallel disciplinary practices that the participants engaged in, in dance and mathematics, sheds light on a need in education to resist binary identities and to encourage inquiry-based practices. We aim to inspire future professional development and collaborative teaching opportunities for dance teachers in math and math teachers in dance, along with research that investigates intersections of learning, practice, and identity, particularly in dance + math. [ABSTRACT FROM AUTHOR]

This paper reports on a study that explored the subject and pedagogical content knowledge displayed by high school mathematics teachers in the Khomas education region in Namibia. The study was based on a quantitative approach using a survey design. A stratified random sampling method was used to select the participants in all the four school circuits in the region. The study population consisted of 79 Grade 12 mathematics teachers from public schools. A sample of 40 mathematics teachers took part in the study, completed a questionnaire and wrote a test. A Microsoft Excel spreadsheet was used to sort the data and produce graphs and tables. A paired t-test was also used to determine if a significant difference existed between the participants' subject content knowledge (mathematical knowledge in our context, (MCK) and pedagogical content knowledge (PCK). The findings revealed that the participants had some deficiencies on MCK topics such as quadratic equations, angles properties and numbers. They also portrayed weak PCK on fractions, simultaneous and linear equations. This shows that a significant difference exists between the teachers' MCK and PCK with tcalculated = 11.092 greater than the tcritical (between 2.712 and 2.704) at a significance level, α = 0.01 but also that the participants' MCK and PCK were moderately and positively correlated (r = 0.681, p < 0.01). This study recommends that mathematics teachers in the Khomas region be provided frequently with in-service training to strengthen their shortcomings regarding MCK and PCK (knowledge of mathematics tasks, knowledge of learners' misconceptions and difficulties, and knowledge of mathematics instructions). We also recommend further studies to determine how high school mathematics teachers' knowledge can impact learners' academic performance in other education regions in Namibia. [ABSTRACT FROM AUTHOR]

Improving mathematical skills is a priority in England, and a series of policy levers and government change projects have focused on improving mathematical outcomes in further education (FE) in recent years. Yet little is known about the mathematics teacher workforce that supports these students on vocational and technical programmes. This paper addresses this knowledge gap by examining important features of the mathematics teacher workforce in colleges and the implications for recruitment, initial training and ongoing professional development. We report findings from a national survey targeted at all mathematics teachers in around one-sixth (N = 31) of England's general FE colleges. Teachers have transitioned into FE from three main areas: another career, curriculum area, or educational context. We discuss the varied assets and training needs of these three subgroups and argue that the mathematics teacher cohort in FE should be seen as distinct from that in either primary or secondary education. We highlight the bimodal distribution of mathematics qualifications amongst this workforce; those having level 2 mathematics qualifications being more likely to be teaching functional skills mathematics courses than GCSEs. The rapid expansion of the mathematics teacher workforce that followed the changes to the condition of funding in 2014 has come disproportionately from teachers who were previously working in schools. This, together with a trend of funnelling increasing numbers of FE students into academic mathematics rather than functional skills courses, raises important questions about the nature of mathematical education for learners on vocational and technical programmes, and the teachers thereof. [ABSTRACT FROM AUTHOR]

In a series of papers, we have discussed higher structures in science in general, and developed a framework called hyperstructures for describing and working with higher structures. We discussed the philosophy behind higher structures and formulated a principle in six stages – the Hyperstructure Principle – for forming higher structures. In this paper, we will relate hyperstructures and the general principle to known mathematical structures. We also discuss how they may give rise to new mathematical structures and prepare a framework for a mathematical theory. [ABSTRACT FROM AUTHOR]

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Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is running in parallel with an adding policy that is encouraging all young people to include the study of mathematics to 18. In this paper, we present a detailed scrutiny of the published sample assessment materials in the new A-level Physics, Chemistry and Biology qualifications in order to consider what the impact of this policy move might be for the teaching and learning of mathematics, its applications in upper secondary school advanced science studies and the implications in the transition to mathematically-demanding undergraduate studies. [ABSTRACT FROM AUTHOR]

The paper deals with a problem posed by Mathieu Vidal to provide a formal representation for defective conditional in mathematics Vidal, M. [(2014). The defective conditional in mathematics. Journal of Applied Non-Classical Logics, 24(1–2), 169–179]. The key feature of defective conditional is that its truth-value is indeterminate if its antecedent is false. In particular, we are interested in two explanations given by Vidal with the use of trivalent logics. By analysing a simple argument from plane geometry, where defective conditional is in use, he gives two trivalent formal explanations for it. For both explanations, Vidal rigorously shows that (most well-known) trivalent logics cannot adequately represent defective conditional. Preserving Vidal's criteria of defective conditional ad max, we indicate some arguable points in his explanations and present an alternative explanation containing the original conjunction and disjunction in order to show that there are trivalent logics that might be an adequate formal explanation for defective conditional. [ABSTRACT FROM AUTHOR]

This manuscript describes a quantitative literacy course focusing on issues of economic and racial justice, developed for a summer bridge program. The curriculum for the course, described in the manuscript, consisted of open-ended assignments that dealt with real-world issues and required basic modeling skills; whereas the culminating assignment was a final project about a community-based topic. The course helped students deepen their understanding of the issues addressed and strengthen their mathematical reasoning skills; and had a transformative effect on some students' perceptions of the usefulness of mathematics, of themselves as mathematics learners, and of their communities. [ABSTRACT FROM AUTHOR]

This paper explores the challenge of determining the mathematics curriculum for students with Down syndrome in our digital age where the tools of mathematics including electronic calculators and smartphone applications are readily available. Aspects once considered essential for 'functional mathematics' such as written calculation, using cash and telling time can be undertaken with easily accessible devices. Deeper concepts such as generalising through algebra, making decisions about money, and engaging in mathematical problem solving and applications are now a possibility. This paper explores the challenge through the theoretical perspectives of Educational Quality of Life and Numeracy Development, presenting five principles for mathematics curriculum planning. The possibility exists of using year level appropriate mathematics curriculum to build lifelong numeracy -- 'functional' mathematics for a new age. [ABSTRACT FROM AUTHOR]

Consider a homogeneous two state (failure-success or zero-one) Markov chain of first order. The paper deals with the position and the length of the shortest segment of the first n, , trials of the chain in which all runs of ones of length greater than or equal to a fixed number are concentrated. Accordingly, we define random variables denoting the starting/ending position of the first/last such runs in the chain as well as the implied distance between them. The paper provides exact closed form expressions for the probability mass function of these random variables given that the number of the considered runs in the chain is at least two. An application concerning DNA sequences is discussed. It is accompanied by numerics which exemplify further the theoretical results. [ABSTRACT FROM AUTHOR]

This paper seeks to explore the nature of dialogue within calculus lecture rooms. This paper reports on part of a larger study, in which the participants were two lecturers lecturing to 198 third year pre-service teachers at a University in South Africa. This qualitative interpretive study was framed within the ambits of social constructivism and aspects of Mortimer and Scott's framework were used to analyse dialogue in the lecture room. Data for this paper were generated through video-recorded lecture observations. Subsequently, a qualitative data analysis of the generated data revealed that dialogue within the calculus lecture rooms under study may be in the form of explanations and questioning. Questioning included questions that assess students' prior knowledge, probing, follow-up and guiding questions. The findings of this study are of value to both lecturers and students within higher education with implications for teaching and learning mathematics within higher education are presented. [ABSTRACT FROM AUTHOR]

The wavelet method based on the Meyer wavelet function and scaling function is a rather effective regularization method for solving some illposed problems. Recently, there are many works on this method limited to the a priori choice rule. The typical paper [H. Cheng and C.L. Fu, Wavelets and numerical pseudodifferential operator, Appl. Math. Model. 40 (2016), pp. 1776-1787] has systematically considered the a priori choice rule in the framework of the pseudodifferential operator (ψDO). In this paper, we will systematically consider the a posteriori choice rule for two kinds of ill-posed problems in the framework of the ψDO, and construct the convergence error estimates between the exact solution and its regularized approximation. [ABSTRACT FROM AUTHOR]

Although we know that asking questions is an essential aspect of online tutoring, there is limited research on this topic. The aim of this paper was to identify commonly used direct question types and explore the effects of using these question types on conversation intensity, approach to tutoring, perceived satisfaction and perceived learning. The research setting was individual online synchronous tutoring in mathematics. The empirical data was based on 13,317 logged conversations and a questionnaire. The tutors used a mix of open, more student-centred questions, and closed, more teacher-centred questions. In contrast to previous research, this study provides a more positive account indicating that it is indeed possible to train tutors to focus on asking questions, rather than delivering content. Frequent use of many of the question types contributed to increased conversation intensity. However, there were few question types that were associated with statistically significant effects on perceived satisfaction or learning. There are no silver bullet question types that by themselves led to positive effects on perceived satisfaction and learning. The question types could be used by teachers and teacher students when reflecting on what types of questions they are asking, and what kind of questions they could be asking. [ABSTRACT FROM AUTHOR]