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This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education's (SAARMSTE's) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE's role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade. [ABSTRACT FROM AUTHOR]

Mathematics is often treated as different from other disciplines, since arguments in the field rely on deductive proof rather than empirical evidence as in the natural sciences. A mathematical paper can therefore, at least in principle, be replicated simply by reading it. While this distinction is sometimes taken as the basis to claim that the results in mathematics are therefore certain, mathematicians themselves know that the published literature contains many mistakes. Reading a proof is not easy, and checking whether an argument constitutes a proof is surprisingly difficult. This article uses peer review of submissions to mathematics journals as a site where referees are explicitly concerned with checking whether a paper is correct and therefore could be published. Drawing on 95 qualitative interviews with mathematics journal editors, as well as a collection of more than 100 referee reports and other correspondence from peer review processes, this article establishes that while mathematicians acknowledge that peer review does not guarantee correctness, they still value it. For mathematicians, peer review 'adds a bit of certainty', especially in contrast to papers only submitted to preprint servers such as arXiv. Furthermore, during peer review there can be disagreements not just regarding the importance of a result, but also whether a particular argument constitutes a proof or not (in particular, whether there are substantial gaps in the proof). Finally, the mathematical community is seen as important when it comes to accepting arguments as proofs and assigning certainty to results. Publishing an argument in a peer-reviewed journal is often only the first step in having a result accepted. Results get accepted if they stand the test of time and are used by other mathematicians. [ABSTRACT FROM AUTHOR]

This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.'s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors' work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students' engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards 'breaking ground' through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on 'building ground' through elaborating or employing existing methodological and/or theoretical approaches. [ABSTRACT FROM AUTHOR]

This article describes the outcomes of a faculty partnership between a math professor and a composition professor to improve the final paper in a research-focused senior capstone math course. Much attention has been paid in recent years to the importance of undergraduate research experiences and how to best create and support such endeavors. However, little space has been dedicated to helping math faculty design and scaffold writing assignments to support their students' development as scholars. We describe how our partnership took place, the changes we made to existing assignments and the creation of new ones, and an assessment of our efforts completed by an interdisciplinary group of faculty and students, which showed marked improvement in the areas of information literacy, critical thinking, and quality of writing. [ABSTRACT FROM AUTHOR]

Very recently, P. Saha et al. [A global optimality result in probabilistic spaces using control function. Optimization. 2021;70:2387–2400] studied the existence of best proximity points for Banach type ϕ-proximal contractions in the framework of Menger probabilistic metric spaces. In this paper, we present a simple proof of their main existence result which is based on a fixed point theorem for ϕ-contractive self-mappings in complete Menger PM-spaces due to B.S. Choudhury and K. Das [A new contraction principle in Menger spaces. Acta Math Sin. 2008;24:13791386]. [ABSTRACT FROM AUTHOR]

Tablet‐based technology has become a conduit for the administration of curriculum‐based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third‐grade students on CBM addition fluency probes administered via three different modalities. Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within‐subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. Practitioner points: Third‐grade students responded to math facts faster when writing with their fingers on an iPad, even compared to paper and pencil.The results are inconsistent with other studies that found students were faster when using paper and pencil.Finally, most third‐grade students preferred answering addition facts with a pencil on paper. [ABSTRACT FROM AUTHOR]

Frieze patterns have been introduced by Coxeter [Acta Arith. 18 (1971), pp. 297–310] in the 1970's and have recently attracted renewed interest due to their close connection with Fomin-Zelevinsky's cluster algebras. Frieze patterns can be interpreted as assignments of values to the diagonals of a triangulated polygon satisfying certain conditions for crossing diagonals (Ptolemy relations). Weak friezes, as introduced by Çanakçı and Jørgensen [Adv. in Appl. Math. 131 (2021), Paper No. 102253], are generalizing this concept by allowing to glue dissected polygons so that the Ptolemy relations only have to be satisfied for crossings involving one of the gluing diagonals. To any frieze pattern one can associate a symmetric matrix using a triangular fundamental domain of the frieze pattern in the upper and lower half of the matrix and putting zeroes on the diagonal. Broline, Crowe and Isaacs [Geometriae Dedicata 3 (1974), pp. 171–176] have found a formula for the determinants of these matrices and their work has later been generalized in various directions by other authors. These frieze pattern determinants are the main focus of our paper. As our main result we show that this determinant behaves well with respect to gluing weak friezes: the determinant is the product of the determinants for the pieces glued, up to a scalar factor coming from the gluing diagonal. Then we give several applications of this result, showing that formulas from the literature, obtained by Broline-Crowe-Isaacs, Baur-Marsh [J. Combin. Theory Ser. A 119 (2012), pp. 1110–1122], Bessenrodt-Holm-Jørgensen [J. Combin. Theory Ser. A 123 (2014), pp. 30–42] and Maldonado [ Frieze matrices and infinite frieze patterns with coefficients , Preprint, arXiv: 2207.04120 , 2022] can all be obtained as consequences of our result. [ABSTRACT FROM AUTHOR]

Document Co-citation Analysis (DCA) is a method to identify and analyze the relationships between cocited documents. In this paper, we attempt to use concept lattice for DCA. Concept lattice is a graph structure given in Formal Concept Analysis (FCA), a branch of mathematics based on the concept and its hierarchy. The experiments are conducted on an extensive repository of citations extracted from DBLP, ACM, MAG (Microsoft Academic Graph), and other sources, having a total of 5,354,309 papers and 48,227,950 citation relationships. In this paper, it is established that the concept lattice supports DCA and helps to identify a set of co-cited documents and their co-citation strength. It also provides navigation to reflect the subset-superset relationship of the co-citations. Further, the concept lattice helps identify the hierarchy among the documents and answers the most relevant queries related to DCA. [ABSTRACT FROM AUTHOR]

In the first part of the paper, we propose a different viewpoint on the theory of higher Airy structures (or Airy ideals), which may shed light on its origin. We define Airy ideals in the ħ -adic completion of the Rees Weyl algebra and show that Airy ideals are defined exactly such that they are always related to the canonical left ideal generated by derivatives by automorphisms of the Rees Weyl algebra of a simple type, which we call transvections. The standard existence and uniqueness result in the theory of Airy structures then follow immediately. In the second part of the paper, we construct Airy ideals generated by the nonnegative modes of the strong generators of the principal W -algebra of sp 2 N at level - N - 1 / 2 , following the approach developed in Borot et al. (Mem Am Math Soc, 2021). This provides an example of an Airy ideal in the Heisenberg algebra that requires realizing the zero modes as derivatives instead of variables, which leads to an interesting interpretation for the resulting partition function. [ABSTRACT FROM AUTHOR]

This correction notice provides updates and corrections to a research paper on deep machine learning model-based cyber-attacks detection in smart power systems. The paper proposes a deep learning-based attack detection model that addresses system disturbances caused by natural events and cyber-attacks. It discusses the use of principal component analysis (PCA) for feature selection and the potential of deep learning-based and decision tree classifiers for detecting cyber-attacks in intelligent energy grids. The notice also includes updates to references, clarifications on the experimental data set, and feature selection based on PCA. The study evaluates the effectiveness of the proposed model using various assessment indexes and compares it to conventional methods, concluding that the proposed model is effective in detecting cyber-attacks and demonstrates good performance in detecting destructive attacks. [Extracted from the article]

This paper discusses several linear algebra activities designed to help enhance students' skills in collaborating, exploring mathematics, and linking together abstract and visual ways of approaching mathematics. Most of these activities are short, accessible, engaging, and easy to incorporate into any classroom. In addition, we discuss some questions instructors can ask themselves to design novel and engaging activities when constrained to teaching from a particular curriculum. [ABSTRACT FROM AUTHOR]

In this paper we resolve a conjecture of Kresch and Tamvakis [Duke Math. J. 110 (2001), pp. 359–376]. Our result is the following. Theorem : For any positive integer D and any integers i,j (0\leq i,j \leq D), \; the absolute value of the following hypergeometric series is at most 1: \begin{equation*} {_4F_3} \left [ \begin {array}{c} -i, \; i+1, \; -j, \; j+1 \\ 1, \; D+2, \; -D \end{array} ; 1 \right ]. \end{equation*} To prove this theorem, we use the Biedenharn-Elliott identity, the theory of Leonard pairs, and the Perron-Frobenius theorem. [ABSTRACT FROM AUTHOR]

Comparative judgement methods are commonly used to explore standards in examination papers over time. However, studies are limited by a paucity of graded candidate scripts from previous years, as well as the expense and time required to standardise scripts. We present three studies that attempted, without the use of graded candidate scripts, to replicate and extend previous results about standards in mathematics examination papers. We found that re-typesetting examination papers into a consistent format was necessary, but that comparative judgement of examination papers without an archive of graded candidate scripts offered a reliable and efficient method for revealing relative demand over time. Our approach enables standards comparison where previously this was not possible. We found a reasonable correlation between judgments of actual student scripts and judgments of the items only, meaning that conclusions may be drawn about the demand of examination papers even when graded candidate scripts are not available. [ABSTRACT FROM AUTHOR]

A paper of Reeder–Yu [J. Amer. Math. Soc. 27 (2014), pp. 437–477] gives a construction of epipelagic supercuspidal representations of p-adic groups. The input for this construction is a pair (\lambda, \chi) where \lambda is a stable vector in a certain representation coming from a Moy–Prasad filtration, and \chi is a character of the additive group of the residue field. We say two such pairs are equivalent if the resulting supercuspidal representations are isomorphic. In this paper we describe the equivalence classes of such pairs. As an application, we give a classification of the simple supercuspidal representations for split adjoint groups. Finally, under an assumption about unramified base change, we describe properties of the Langlands parameters associated to these simple supercuspidals, showing that they have trivial L-functions and minimal Swan conductors, and showing that each of these simple supercuspidals lies in a singleton L-packet. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

English Teaching Quality Assessment is a crucial aspect of evaluating and enhancing the effectiveness of English language education programs. To achieve a comprehensive understanding of teaching quality, a Fuzzy Comprehensive Evaluation Model is employed. This model combines qualitative and quantitative assessments, considering various factors such as teaching methods, student engagement, curriculum design, and instructor proficiency. Based on the multi-level model of Fuzzy mathematics, this paper designs a set of teaching Quality Assessment training suitable for English Teaching for Medical Students and applies it to teaching courses to improve their understanding of comprehensive functions and provide reference for future online teaching. In terms of curriculum structure, this paper uses Fuzzy analysis method and literature analysis method. Based on the literature, this paper discusses the training module, training theme, training content, training time and training mode. Summarize and organize the consultant's opinions, and finally formulate th e training program. According to the teaching syllabus of comprehensive Quality Assessment student, teaching courseware was prepared, teachers conducted teaching demonstrations and recorded them as high-definition videos, and then cloud classroom teaching platform was built to teach community English. In terms of teaching practice, this subject took the tertiary medical institutions as the object, and investigated and evaluated the qualified primary care staff. Before training, the Fuzzy mathematics multi-level knowledge questionnaire, English Teaching Quality Assessment knowledge questionnaire, English Teaching Quality Assessment attitude, behavioral intention and self-efficacy scale were used to investigate the English Teaching. After completion, the methods were used to investigate English Teaching, and the different degrees of student effects were compared. Finally, a self-designed questionnaire was used to investigate English Teaching to understand the comprehensive evaluation of the satisfaction degree of student courses. [ABSTRACT FROM AUTHOR]

Foundation mathematics courses play a crucial role in allowing students who have not achieved the pre-requisite mathematics credits for tertiary studies to re-engage with STEM studies. This paper describes how targeting self-efficacy, skill development and social connectedness have influenced the design of a foundation mathematics course at a New Zealand university. These design goals are grounded in education literature, and the paper outlines how focusing on these goals has resulted in the design of a course that incorporates novel approaches to learning and assessment, including online and face-to-face components. These approaches include the use of large, automatically graded weekly quizzes; adaptive learning quizzes for essential skills such as fraction arithmetic; and an emphasis on face-to-face learning and connection through tutorials and collaborative problem-solving workshops. The paper concludes with reflections on the success of the course so far and raising questions for future investigation. [ABSTRACT FROM AUTHOR]

In this article, we have studied the uniqueness problem of Dirichlet series, which is convergent in a right half-plane and having analytic continuation in the complex plane as a meromorphic function sharing some sets and values. Our first result partially improve a result of [Ann. Univ. Sci. Budapest., Sect. Comput., 48(2018), 117-128] by relaxing the sharing conditions. Most importantly, we have pointed out a number of big gaps in a recent paper [J. Contemp. Math. Anal., 56(2021), 80-86], which makes the existence of the paper under question. Finally, under a different approach, we have provided the corrected form of the result of [J. Contemp. Math. Anal., 56(2021), 80-86] as much as practicable. [ABSTRACT FROM AUTHOR]

The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of quality instructional materials is a well-recognised component of effective strategies to improve early grade mathematics in low- and middle-income contexts. However, there has been little explication of what constitutes quality instructional materials, nor long-term design work to contribute theory to this instructional design challenge. Across 15 years, the author has been working in an education design hub with teacher educators and teachers in the rural Eastern Cape, with the goal of improving early grade mathematics. The gains in mathematics performance have been among the most significant reported in research literature. This paper presents the design principles emerging from the work. Engaging the theoretical layers discussed by diSessa and Cobb, the paper contributes to design theory by emphasising the relationship between explicit instructional assumptions and design principles, integrating four ontological categories (motive, pedagogy, language use and mathematical meaning-making). Since 2011, the Department of Basic Education has provided learner workbooks to support teaching and learning in foundation phase mathematics at system scale. It is hoped that this paper will contribute to the ongoing development of this vital national resource. The paper makes explicit instructional assumptions and design principles (available for critique, adaptation, and refinement), and provides a more nuanced framework through which to assess and improve materials across time. [ABSTRACT FROM AUTHOR]

This letter from the editors introduces Vol. 24(3) of the Nexus Network Journal, which is the second special issue of selected papers from the Nexus 20/21 conference. The papers in this issue are categorised into four themes: (i) spatial distortion and perception, (ii) computational design methods, (iii) design concepts in historical examples and (iv) stereotomy, vaults and domes. In addition, papers in the Didactics section of the journal are dedicated to research about pedagogical advances which connect architecture and mathematics. [ABSTRACT FROM AUTHOR]

In this paper, we consider sums related to the floor function. We improve previous results for some special arithmetic functions considered by O. Bordellès [On certain sums of number theory, Int. J. Number Theory, 18(9):2053– 2074, 2022], J. Stucky [The fractional sum of small arithmetic functions, J. Number Theory, 238:731–739, 2022], and J. Wu [Note on a paper by Bordellès, Dai, Heyman, Pan and Shparlinski, Period. Math. Hung., 80(1):95–102, 2020]. It is worth emphasizing that we use much simpler methods to give much better results than previous. [ABSTRACT FROM AUTHOR]

Copyright of Cerdika : Jurnal Ilmiah Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We treat the exterior Dirichlet problem for a class of fully nonlinear elliptic equations of the form f (λ (D 2 u)) = g (x) with prescribed asymptotic behavior at infinity. The equations of this type had been studied extensively by Caffarelli et al. [The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301], Trudinger [On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] and many others, and there had been significant discussions on the solvability of the classical Dirichlet problem via the continuity method, under the assumption that f is a concave function. In this paper, based on Perron's method, we establish an exterior existence and uniqueness result for viscosity solutions of the equations, by assuming f to satisfy certain structure conditions as in [L. Caffarelli, L. Nirenberg and J. Spruck, The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301; N. S. Trudinger, On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] but without requiring the concavity of f. The equations in our setting may embrace the well-known Monge–Ampère equations, Hessian equations and Hessian quotient equations as special cases. [ABSTRACT FROM AUTHOR]

Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap. [ABSTRACT FROM AUTHOR]

In this paper, we explore the roles of gender social norms in explaining the gender gap in maths test scores across the entire distribution. Applying generalized quantile regression models, we show that gender-equal cultural norms eliminate the gender gap in maths scores at the top of the distribution. Moreover, this effect is concentrated among students in the higher grade level. An investigation of the underlying mechanisms shows that girls from more gender-equal regions are less likely to hold maths-specific stereotypes and are likely to receive more attention from maths teachers. Additionally, girls from more gender-equal regions tend to perceive that parents have higher educational aspirations for them and are more confident about their future. Our paper provides compelling evidence that policy initiatives aiming at fostering egalitarian gender norms could serve as powerful tools to alleviate the gender gap in maths at the top of the distribution. [ABSTRACT FROM AUTHOR]

We exploit the existence and non-existence of positive solutions to the eigenvalue problem driven by the nonhomogeneous fractional $ p\& q $ p &q Laplacian operator with indefinite weights \[ \left(-\Delta_p\right)^{\alpha}u + \left(-\Delta_q\right)^{\beta}u = \lambda\left[a \left|u\right|^{p-2}u + b \left|u\right|^{q-2}u \right]\quad{\rm in}\ \Omega, \] (− Δ p) α u + (− Δ q) β u = λ [ a | u | p − 2 u + b | u | q − 2 u ] in Ω , where $ \Omega \subseteq \mathbb {R}^N $ Ω ⊆ R N is a smooth bounded domain that has been extended by zero. We further show the existence of a continuous family of eigenvalues in the case $ \Omega =\mathbb {R}^N $ Ω = R N and $ b\equiv 0 $ b ≡ 0 a.e. Our approach relies strongly on variational Analysis, in which the Mountain pass theorem plays the key role. Due to the lack of spatial compactness and the embedding $ \mathcal {W}^{\alpha, p}\left (\mathbb {R}^N\right) \hookrightarrow \mathcal {W}^{\beta, q}\left (\mathbb {R}^N\right) $ W α , p (R N) ↪ W β , q (R N) in $ \mathbb {R}^N $ R N , we employ the concentration-compactness principle of P.L. Lions [The concentration-compactness principle in the calculus of variations. The limit case. II, Rev Mat Iberoamericana. 1985;1(2):45–121]. to overcome the difficulty. Our paper can be considered as a counterpart to the important works [Alves et al. Existence, multiplicity and concentration for a class of fractional $ p\& q $ p &q Laplacian problems in $ \Bbb R^N $ R N , Commun Pure Appl Anal, 2019;18(4):2009–2045], [Benci et al. An eigenvalue problem for a quasilinear elliptic field equation. J Differ Equ, 2002;184(2):299–320], [Bobkov et al. On positive solutions for $ (p,q) $ (p , q) -Laplace equations with two parameters, Calc Var Partial Differ Equ, 2015;54(3):3277–3301], [Colasuonno and Squassina. Eigenvalues for double phase variational integrals, Ann Mat Pura Appl (4), 2016;195(6):1917–1956], [Papageorgiou et al. Positive solutions for nonlinear Neumann problems with singular terms and convection, J Math Pures Appl (9), 2020;136:1–21], [Papageorgiou et al. Ground state and nodal solutions for a class of double phase problems, Z Angew Math Phys, 2020;71:1–15], and may have further applications to deal with other problems. [ABSTRACT FROM AUTHOR]

This paper deals with the equation - Δ u + μ u = f on high-dimensional spaces R m , where the right-hand side f (x) = F (T x) is composed of a separable function F with an integrable Fourier transform on a space of a dimension n > m and a linear mapping given by a matrix T of full rank and μ ≥ 0 is a constant. For example, the right-hand side can explicitly depend on differences x i - x j of components of x. Following our publication (Yserentant in Numer Math 146:219–238, 2020), we show that the solution of this equation can be expanded into sums of functions of the same structure and develop in this framework an equally simple and fast iterative method for its computation. The method is based on the observation that in almost all cases and for large problem classes the expression ‖ T t y ‖ 2 deviates on the unit sphere ‖ y ‖ = 1 the less from its mean value the higher the dimension m is, a concentration of measure effect. The higher the dimension m, the faster the iteration converges. [ABSTRACT FROM AUTHOR]

One characteristic of high-quality mathematics teaching is supporting students in engaging in tasks of high cognitive demand. In this paper, we explore relationships between two elementary teachers' efforts to integrate computational thinking (CT) practices—abstraction, debugging, and decomposition—into their mathematics instruction and their development of high-level tasks. Teachers engaged in professional development sessions about CT. Using their mathematics curriculum materials as a starting point, teachers then planned mathematics lessons to incorporate attention to at least one CT practice. Researchers transcribed their conversations and qualitatively coded the transcripts using an established framework for assessing the cognitive demand of tasks posed to students. Analyses of the planning conversations suggested that encouraging these teachers to examine their mathematics curriculum materials through the lens of CT practices supported them in adapting tasks from their curriculum materials in ways that raised the cognitive demand. Implications for the use of CT in elementary mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we prove the convexity of trace functionals (A , B , C) ↦ Tr | B p A C q | s , for parameters (p, q, s) that are best possible, where B and C are any n-by-n positive-definite matrices, and A is any n-by-n matrix. We also obtain the monotonicity versions of trace functionals of this type. As applications, we extend some results in Carlen et al. (Linear Algebra Appl 490:174–185, 2016), Hiai and Petz (Publ Res Inst Math Sci 48(3):525-542, 2012) and resolve a conjecture in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) in the matrix setting. Other conjectures in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) will also be discussed. We also show that some related trace functionals are not concave in general. Such concavity results were expected to hold in different problems. [ABSTRACT FROM AUTHOR]

Let \mu (n) be the Möbius function and e(\alpha)=e^{2\pi i\alpha }. In this paper, we study upper bounds of the classical sum \[ S(x,\alpha)≔\sum _{1\leq n\leq x}\mu (n)e(\alpha n). \] We can improve some classical results of Baker and Harman [J. London Math. Soc. (2) 43 (1991), pp. 193–198]. [ABSTRACT FROM AUTHOR]

In the paper, we investigate the uniqueness problem of a meromorphic function and its difference operator to the most general setting via two shared set problems and thus improve a recent result of Chen–Chen (Bull Malays Math Sci Soc 35(3): 765-774, 2012). [ABSTRACT FROM AUTHOR]

The paper addresses the potential relationships between shared authority in mathematics classrooms and students' mathematical reasoning. Even though tensions and challenges related to shared authority are explicated in the literature, there are few examples of how these issues play out in mathematics teaching. We investigate the case of a mathematics teacher attempting to share authority as well as applying several moves recognized as supporting meaningful student learning. Data has been collected in a fourth-grade Norwegian classroom and is analyzed by means of open coding, inspired by literature. We identify the moves used by the teacher, and we rank these moves along two dimensions: (1) their potential to support mathematical reasoning and (2) their potential for sharing authority. From this, we uncover how a teacher's work of orchestrating mathematical discussions involves moves in all four quadrants, and we discuss how the interplay of moves affects the authority structures and the collaborative reasoning in the classroom. [ABSTRACT FROM AUTHOR]

I argue that since technology is already changing the way we do mathematics, we can use this technology to allow mathematics to be more congressive without human mathematicians becoming redundant in the face of technological advances. In thinking about what it means to "do mathematics," I examine the following aspects of technology in mathematics: teaching and learning, asking questions, collaboration, dissemination, and the act of doing research. This is not intended to be a rigorous analysis but an informed reflection based on my experience as a mathematician. [ABSTRACT FROM AUTHOR]

Prepare2Nspire (P2N) is a near-peer mentoring and tutoring program dedicated to creating dynamic mathematical experiences for urban learners. P2N's mission is multi-fold. The program acts as an extracurricular outlet for in-school mathematics learning, providing students of color with social support from adult mentors. Additionally, P2N aligns education and community development by focusing on social and institutional improvements in the host neighborhood. This paper used case study methodology to examine African American male mentoring relationships at P2N. Through a mentoring and tutoring approach, middle school participants related to adult mentors through shared lived experiences, essential norms were enforced within the learning community, and emphasis was given to team collaboration. Moving forward, P2N will continue to promote African American male mentorship to disrupt deficit-based perspectives and increase social and academic motivations of African American youth. [ABSTRACT FROM AUTHOR]

In this paper, we study the following fractional Choquard equation with weight (−Δ)su=1|x|N−α∗h(x)|u|ph(x)|u|p−2uinℝN,$$ {\left(-\Delta \right)}&#x0005E;su&#x0003D;\left(\frac{1}{{\left&#x0007C;x\right&#x0007C;}&#x0005E;{N-\alpha }}\ast h(x){\left&#x0007C;u\right&#x0007C;}&#x0005E;p\right)h(x){\left&#x0007C;u\right&#x0007C;}&#x0005E;{p-2}u\kern0.5em \mathrm{in}\kern0.5em {\mathrm{\mathbb{R}}}&#x0005E;N, $$where 02s,p>2,α>0$$ 02s,p>2,\alpha >0 $$ and h$$ h $$ is a positive weight function satisfying h(x)≥C|x|a$$ h(x)\ge C{\left&#x0007C;x\right&#x0007C;}&#x0005E;a $$ at infinity, for some a≥0$$ a\ge 0 $$. We establish, in this paper, a Liouville type theorem saying that if maxN−4s−2a,0<α

In this paper, we obtain the Harary index and the hyper-Wiener index of the H-generalized join of graphs and the generalized corona product of graphs. As a consequence, we deduce some of the results in (Das et al. in J. Inequal. Appl. 2013:339, 2013) and (Khalifeh et al. in Comput. Math. Appl. 56:1402–1407, 2008). Moreover, we calculate the Harary index and the hyper-Wiener index of the ideal-based zero-divisor graph of a ring. [ABSTRACT FROM AUTHOR]

A class of left bialgebroids whose underlying algebra A ♯ H is a smash product of a bialgebra H with a braided commutative Yetter–Drinfeld H -algebra A has recently been studied in relation to models of field theories on noncommutative spaces. In Borowiec and Pachoł (2017 J. Phys. A: Math. Theor. 50 055205) a proof has been presented that the bialgebroid A F ♯ H F where HF and AF are the twists of H and A by a Drinfeld 2-cocycle F = ∑ F 1 ⊗ F 2 is isomorphic to the twist of bialgebroid A ♯ H by the bialgebroid 2-cocycle ∑ 1 ♯ F 1 ⊗ 1 ♯ F 2 induced by F. They assume H is quasitriangular, which is reasonable for many physical applications. However the proof and the entire paper take for granted that the coaction and the prebraiding are both given by special formulas involving the R-matrix. There are counterexamples of Yetter–Drinfeld modules over quasitriangular Hopf algebras which are not of this special form. Nevertheless, the main result essentially survives. We present a proof with a general coaction and the correct prebraiding, and even without the assumption of quasitriangularity. [ABSTRACT FROM AUTHOR]

Let $ \beta (z) $ β (z) be the Dirichlet beta function. Series for $ \beta (4) $ β (4) are very rare in the historical development of mathematics. With the help of the operator method and a transformation formula for hypergeometric series, we prove a surprising conjectural series of Z.-W Sun for the mathematical constant $ \beta (4) $ β (4). Furthermore, we find five new series for the same constant in this paper. [ABSTRACT FROM AUTHOR]

In this paper, we gave some generalized Young type inequalities due to Zuo and Li [J. Math. Inequal., 16 (2022), 1169-1178], and we also presented a new Young type inequality. As applications, we obtained some operator inequalities and matrix versions inequalities including the Hilbert-Schmidt norm and trace. [ABSTRACT FROM AUTHOR]

In this paper, we first introduce the notion of (incident) higher-order generalized epiderivative for a set-valued map and obtain a crucial result of the epiderivative. Then we use this result to establish the higher-order sufficient and necessary optimality conditions of a constrained set-valued optimization problem. By virtue of the epiderivatives and the optimality conditions, we establish the higher-order mixed duality problem for the set-valued optimization problem and obtain the corresponding duality theorems. [ABSTRACT FROM AUTHOR]

In this paper, we provide necessary and sufficient conditions for the existence of solutions for variational inequalities and sufficient conditions for the existence of solutions for quasi-Ky Fan minimax inequality, quasi-variational inequalities, and generalized variational inequalities. As applications, we apply these results to derive existence results for strong Nash equilibria in generalized games which generalize some existence theorems for Nash equilibria in generalized games in the literature and the existence theorem for strong Nash equilibria in normal-form games by Nessah and Tian [J. Math. Anal. Appl. 414 (2014), 871-885]. We also provide sufficient conditions for the uniqueness of strong Nash equilibria in certain generalized games. [ABSTRACT FROM AUTHOR]

In this paper, we introduce the idea of gH-weak subdifferential for interval-valued functions (IVFs) and show how to calculate gH-weak subgradients. It is observed that a nonempty gH-weak subdifferential set is convex and closed. In characterizing the class of functions for which the gH-weak subdifferential set is nonempty, it is identified that this class is the collection of gH-lower Lipschitz IVFs. In checking the validity of the sum rule of gH-weak subdifferential for a pair of IVFs, a counterexample is obtained, which reflects that the sum rule does not hold. However, under a mild restriction on one of the IVFs, one-sided inclusion for the sum rule holds. As applications, we employ gH-weak subdifferential to provide a few optimality conditions for nonsmooth IVFs. Further, a necessary optimality condition for interval optimization problems with a difference of two nonsmooth IVFs as the objective is established. Next, a necessary and sufficient condition via augmented normal cone and gH-weak subdifferential of IVFs for finding weak efficient points is presented. Lastly, in investigating a 'sup-relation' between gH-direction derivative and gH-weak subgradients, we approximately compute gH-weak subgradient at each iterative step. In the sequel, we propose W -gH-weak subgradient method to identify a weak efficient solution of an unconstrained nonsmooth IOP. We apply the proposed method to solve an interval optimization problem by taking a test example. We present a convergence analysis of the proposed method for constant and diminishing step sizes. [ABSTRACT FROM AUTHOR]

In this paper, we consider an infinite inequality system defined by a family of proper lower semicontinuous quasiconvex functions in real normed linear spaces. By using the interior-point condition and approximate continuity assumption of the functions, we establish some sufficient conditions for ensuring the basic constraint qualification for quasiconvex programming. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to investigate the upper bound and H¨older continuity for a general class of parametric elliptical variational-hemivariational inequalities via regularized gap functions. More precisely, we deliver a formulation of the elliptical variational-hemivariational inequalities in the case of the perturbed parameters governed by both the set of constraints and the mappings (for brevity, PEVHI (CM)). Based on the arguments of monotonicity and properties of the Clarke's generalized directional derivative, we establish an upper bound result for the PEVHI (CM) and provide the H¨older continuity of the solution mapping for the PEVHI (CM) under suitable assumptions on the data. [ABSTRACT FROM AUTHOR]

In this paper, we completely characterize the boundedness and compactness of the differences for composition operators on the weighted Bergman spaces with Békollé weights in the open unit ball and estimate the norm and essential norm of weighted composition operators. [ABSTRACT FROM AUTHOR]

Uncertainty theory, founded in 2007, has become a branch of mathematics to model uncertainty rather than randomness. As an indispensable part of uncertainty theory, uncertain graph and uncertain network optimization has received the wide attention of many scholars. Naturally, a series of original research achievements have been obtained on uncertain graph and uncertain network optimization. This paper aims to present a state-of-the-art review on the recent advance in uncertain graph and uncertain network optimization. Furthermore, it hopes to predict the possible future research directions. Based on Web of Science database, this paper retrieves 144 related papers from 2011 to 2021 to analyze the features of published articles. More precisely, we analyze the annual number of publications, key topics and sub-fields, journals, and most-cited articles. In addition, the main results and models for uncertain graph and uncertain network optimization are summarized. Furthermore, the limitations of existing literature and the possible development trend are discussed. [ABSTRACT FROM AUTHOR]

With this paper, we share an activity for the undergraduate mathematics classroom called The Harp Project that leverages the aesthetic nature of both the mathematical and the musical arts. This project was conceived as a STEAM/PBL project with the added feature that it was carried out in pieces by an entire class. Anecdotal evidence suggests that the uncommonly high level of students' interest and engagement in the experience and the communal feel of their participation can be attributed to this collective quality of the project's design. For this reason, we invite others to consider this curricular experience as it appears viable for supporting efforts to cultivate a broader population of students with an affinity for mathematics. [ABSTRACT FROM AUTHOR]

We derive Melnikov type conditions for the persistence of periodic solutions in perturbed slowly varying discontinuous differential equations. In contrast to Battelli and Fečkan (Mathematics 9(19):2449, 2021) we assume that the unperturbed (frozen) equation has a family of periodic solutions depending on some parameters. The result of this paper are motivated by and extend a result in Wiggins and Holmes (SIAM J Math Anal 18:592–611, 1987) where the authors considered a two dimensional hamiltonian family of smooth systems depending on a scalar variable which is the solution of a singularly perturbed equation. [ABSTRACT FROM AUTHOR]

This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South. [ABSTRACT FROM AUTHOR]

A study of the class \Delta consisting of topological \Delta-spaces was originated by Jerzy Ka̧kol and Arkady Leiderman [Proc. Amer. Math. Soc. Ser. B 8 (2021), pp. 86–99; Proc. Amer. Math. Soc. Ser. B 8 (2021), pp. 267–280]. The main purpose of this paper is to introduce and investigate new classes \Delta _2 \subset \Delta _1 properly containing \Delta. We observe that for every first-countable X the following equivalences hold: X\in \Delta _1 iff X\in \Delta _2 iff each countable subset of X is G_{\delta }. Thus, new proposed concepts provide a natural extension of the family of all \lambda-sets beyond the separable metrizable spaces. We prove that (1) A pseudocompact space X belongs to the class \Delta _1 iff countable subsets of X are scattered. (2) Every regular scattered space belongs to the class \Delta _2. We investigate whether the classes \Delta _1 and \Delta _2 are invariant under the basic topological operations. Similarly to \Delta, both classes \Delta _1 and \Delta _2 are invariant under the operation of taking countable unions of closed subspaces. In contrast to \Delta, they are not preserved by closed continuous images. Let Y be l-dominated by X, i.e. C_p(X) admits a continuous linear map onto C_p(Y). We show that Y \in \Delta _1 whenever X \in \Delta _1. Moreover, we establish that if Y is l-dominated by a compact scattered space X, then Y is a pseudocompact space such that its Stone–Čech compactification \beta Y is scattered. [ABSTRACT FROM AUTHOR]