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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]

The level of difficulty of mathematical test items is a critical aspect for evaluating test quality and educational outcomes. Accurately predicting item difficulty during test creation is thus significantly important for producing effective test papers. This study used more than ten years of content and score data from China's Henan Provincial College Entrance Examination in Mathematics as an evaluation criterion for test difficulty, and all data were obtained from the Henan Provincial Department of Education. Based on the framework established by the National Center for Education Statistics (NCES) for test item assessment methodology, this paper proposes a new framework containing eight features considering the uniqueness of mathematics. Next, this paper proposes an XGBoost-based SHAP model for analyzing the difficulty of mathematics tests. By coupling the XGBoost method with the SHAP method, the model not only evaluates the difficulty of mathematics tests but also analyzes the contribution of specific features to item difficulty, thereby increasing transparency and mitigating the "black box" nature of machine learning models. The model has a high prediction accuracy of 0.99 for the training set and 0.806 for the test set. With the model, we found that parameter-level features and reasoning-level features are significant factors influencing the difficulty of subjective items in the exam. In addition, we divided senior secondary mathematics knowledge into nine units based on Chinese curriculum standards and found significant differences in the distribution of the eight features across these different knowledge units, which can help teachers place different emphasis on different units during the teaching process. In summary, our proposed approach significantly improves the accuracy of item difficulty prediction, which is crucial for intelligent educational applications such as knowledge tracking, automatic test item generation, and intelligent paper generation. These results provide tools that are better aligned with and responsive to students' learning needs, thus effectively informing educational practice. [ABSTRACT FROM AUTHOR]

In this paper, we have generalized the numerous conversion steps into one equation to find the exponents of each prime factor in the prime factorization of Πk=mn k!, where m,n are any positive integers and mk=mn k!, using series notation with the generalized equation to demonstrate possible applications of the equation. [ABSTRACT FROM AUTHOR]

This paper studies the weighted inequality of Hardy-type in discrete form for matrix operators satisfying the Oinarov condition. Necessary and sufficient conditions on the weight sequences under which the Hardy-type inequality holds were found in [13] for the case 1 < p ≤ q < ∞, in [14] for the case 1 < q < p < ∞, and in [15] for the case 0 < p ≤ q < ∞, 0 < p ≤ 1. In this paper, we extend the result of [13] with a two-sided estimate of the inequality constant. [ABSTRACT FROM AUTHOR]

This paper presents a series of results about the fuzzy degree of a hypergoup. It is considered a sequence of membership functions and of join spaces, obtained by starting with a hypergroupoid (H, ⊗), see Corsini's paper [Southeast Asian Bull. Math. 27 (2003) 221-229]. The fuzzy grade is the minumum natural number i such that two consecutive associated join spaces, of the above mentioned sequence, Hi and Hi+1 are isomorphic. [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]

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]

Research has shown the importance of helping students, especially those with mild-to-moderate learning disabilities, to offload information during problem-solving. When students can get their thoughts onto paper, number line strategies can help them develop a firm foundation in mathematical problem-solving while understanding the relationships between mathematical operations. These strategies are helpful for the development of addition, subtraction, multiplication, division, and later, fractional mathematics. In this article, we describe the progression of number lines as a supportive strategy for elementary students and those with developmental delays in mathematics to improve mathematical understanding. This strategy is based on students being able to show their work and think about what they have written on paper or how they have used manipulatives. [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]

This paper studies the engineering students' understanding of the concept of derivative with a discrete approach using sequences introduced by Weigand [21]. In this approach, a step-by-step method of difference sequence for functions defined on Z and Q is proposed. This concept was taught as part of a mathematics course in an engineering college in an Iranian university. HomeWorks with questions based on derivative with a discrete approach were constructed and performed for the participants. Their written answers, which were used to explore the students' mental structures of these mentioned concepts, were analyzed using APOS (Action-Process-Object-Schema) theory and we performed interviews so that the students could explain about their written answers. The results show that students tend to adopt an algorithmic approach when solving derivative problems and students' understanding of the meaning of derivative with a discrete approach was mainly procedural. Also according to the observed mental structures, a suggested genetic decomposition for the derivative with a discrete approach is presented. [ABSTRACT FROM AUTHOR]

In this paper, we established the Boyd-Wong type and Meir-Keeler type contractions in a new generalized b-metric space. Two types of fixed point theorems are proven, which extend the same results in the metric and b-metric spaces. Some examples and one application are also discussed to show the applicability of the results. [ABSTRACT FROM AUTHOR]

In this paper, in the setting of metric spaces, we introduce the notion of strongly cyclic Sehgal type φ-contraction of type one as generalization of the notions of cyclic φ-contraction map in the sense of Păcurar-Rus and cyclic contraction map in the sense of Suzuki-Kikawa-Vetro. Then we study the existence and uniqueness of the best proximity points for such mappings by using the WUC property. In the following, while presenting an algorithm to determine the best proximity points, we also find a priori and a posteriori error estimates of the best proximity point for this algorithm associated with a strongly cyclic Sehgal type φ-contraction of type one, which is defined on a uniformly convex Banach space with a modulus of convexity of power type. Also, we give a positive answer to Zlatanov's question ['Error estimates for approximating best proximity points for cyclic contractive maps', Carpathian J. Math. 32(2) (2016), 265-270] on error estimates for the sequence of successive approximations for cyclic φ-contraction maps in the sense of Păcurar-Rus. As an important result, we obtain a generalization of Ćirić's Theorem, which itself is a generalization of the Banach contraction principle in a particular case. [ABSTRACT FROM AUTHOR]

Fourier transform is one of the oldest and well-known technique in the field of mathematics and engineering mathematical works. As the concept of uncertainty has been introduced in the mathematics, most of the works gravitate towards the use Neutrosophic set. So, it is also important to study the Fourier transform in the sense of Neutrosophic set. In this paper we have applied the Neutrosophic Fourier transform in solving heat equation, and integral equation. Where detailed examples are given to clarify each case. [ABSTRACT FROM AUTHOR]

This paper describes an Online Teaching Lab model that incorporates elements of lesson study and studio model for teacher learning. We focus on changes in design and facilitation decisions of two specific Online Teaching Labs and study differences in teachers' verbal and written responses to better understand how the process supports teacher learning. Middle grades mathematics teachers took part in the Online Teaching Labs. Data included video recordings of professional development team meetings, lesson implementation, Online Teaching Labsi and teachers' written work on 'Capture Sheets.' Data were analysed based on observable behaviours we intended participating teachers would enact. We found a relationship between the intentional changes facilitators made from the first to second Online Teaching Lab and teacher responses. Facilitators made more explicit mention of the learning goals, increased opportunities for teacher discussion, and included varied video clips. As compared to teachers in the first iteration, teachers in the second Online Teaching Lab more frequently identified teacher discourse moves related to engagement and cognitive demand of tasks and identified connections between teacher pedagogy, student strategies, and mathematical goals. The design, implementation, and outcomes are novel because the model includes features of lesson study and studio model through an online medium. [ABSTRACT FROM AUTHOR]

This paper provides a brief overview of findings in mathematical cognition and how a human-like AI in mathematics may look like. Then, it provides six reasons in favor of a human-like AI for mathematics: (1) human cognition, with all its limits, creates mathematics; (2) human mathematics is insightful, not merely deductive steps; (3) human cognition detects structure in the real world; (4) human cognition can tackle and detect complex problems; (5) human cognition is creative; (6) human cognition considers ethical issues. The paper provides a tentative frame to the question whether human mathematical cognition is relevant for designing an artificial intelligence that works on and creates mathematics. [ABSTRACT FROM AUTHOR]

In a series of work by Wormleighton [Selecta Math. (N.S.) 28 (2022), p 9], Wormleighton [J. Symplectic Geom. 19 (2021), pp. 475–506], and Chaidez and Wormleighton [ECH embedding obstructions for rational surfaces, arXiv: 2008.10125 , 2020], algebraic capacities were introduced in an algebraic manner for polarized algebraic surfaces and applied to the symplectic embedding problems. In this paper, we give a reformulation of algebraic capacities in terms of only a tamed pair of symplectic form and almost complex structure. We show that they actually only depend on the cohomology class of the symplectic form for a rational manifold. Since it is not known that any symplectic form on a rational manifold is Kähler, this novel formulation potentially is more general on a rational manifold. Additionally, for manifolds with b_2^+=1, we derive asymptotic results that are parallel to the context of ECH (Embedded Contact Homology) and algebraic settings. When assuming c_1\cdot [\omega ]>0 on rational manifolds, we further introduce a sequence of tropical polynomials which will succinctly describe those capacities viewed as functions over the domain parametrizing such symplectic forms. As an application, we give a purely symplectic proof of the correspondence between algebraic capacities and ECH capacities for smooth toric surfaces. [ABSTRACT FROM AUTHOR]

In Kim et al. (Nagoya Math J 178: 37-53, 2005), Lee and Lee (J Geometry Phys 56(10): 2011-2023, 2006), the authors developed a nice formula to compute the Nielsen number of a self-map on an infra-nilmanifold. For the case of nilmanifolds this formula was extended to n-valued maps in Deconinck and Dekimpe (J Fixed Point Theory Appl 25(4): Paper No. 84, 29, 2023). In this paper, we extend these results further and establish the averaging formula to compute the Nielsen number of any n-valued affine map on an infra-nilmanifold. [ABSTRACT FROM AUTHOR]

This letter from the editor presents Vol. 25(2) of the Nexus Network Journal. This issue has two connected themes, the first is about the role of regular modules, patterns, or proportions in architecture, and the second, the ways rules or systems underpin architectural form. The papers in this issue address either regularity, rules, or in most cases, both, because spatial and formal patterns are typically derived from rules. Collectively, the eleven research contributions in this issue have topics that span chronologically from the thirteenth century to the present day, and geographically from Asia to Africa and Europe. [ABSTRACT FROM AUTHOR]

This letter from the guest editors introduces Vol. 25(4) of the Nexus Network Journal: Architecture and Mathematics. In this special issue, 11 research contributions examine the influence of geometry on the process of making in architecture and vice versa. From fabrication experiments with industrial robots and investigations of geometry and material constraints to the development of the theoretical framework of shape rules and making grammars, the contributions in this issue present the research potential that translates architectural geometry into physical objects in architecture. [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]

This note is written to show that the definition of the LA-semihypergroup by V. Amjad, K. Hila and F. Yousafzai "Generalized hyperideals in locally associative left almost semihypergroups, New York J. Math. 2014" should be corrected and that it is not enough to replace the multiplication "·" of an LA-semigroup by the hyperoperation "ο" to pass from an LA-semigroup to an LA-semihypergroup. The two examples of the paper based on the definition of the LA-semihypergroup are wrong that is a further indication that this definition needs correction. According to the last section of the paper, the paper generalizes the results of an LA-semigroup by M. Akram, N. Yaqoob and M. Khan "On (m, n) -ideals of left almost semigroups, Appl. Math. Sci. (Ruse) 2013" while the paper duplicates, without citation, the section 4 of the paper by W. Khan, F. Yousafzai, W. Guo and M. Khan "On (m, n) -ideals of left almost semigroups, J. Semigroup Theory Appl. 2014" with the usual change of "·" to "ο". [ABSTRACT FROM AUTHOR]

Solving large-scale systems of nonlinear equations (SoNE) is a central task in mathematics that traverses different areas of applications. There are several derivative-free methods for finding SoNE solutions. However, most of the methods contributed to find SoNE solutions involve a monotone cost function. Methods dealing with pseudomonotone cost function remain rare. In this paper, we introduce two classes of derivative-free spectral three-term methods to solve large-scale continuous pseudomonotone SoNE. We combine the projection method of Solodov and Svaiter with the structure of the recently developed spectral three-term conjugate gradient method for unconstrained optimization by Amini and Faramarzi. We prove that the proposed methods possess sufficient descent property, trust region property, and global convergence without relying on Lipschitz continuity. Numerical experiments show that the proposed methods are efficient and competitive with existing methods. Finally, the proposed methods have been successfully applied to recover a sparse signal from incomplete and contaminated sampling measurements, yielding promising results. [ABSTRACT FROM AUTHOR]

A well-known theorem of Philip Hall states that if a group G has a nilpotent normal subgroup N such that $G/N'$ is nilpotent, then G itself is nilpotent. We say that a group class is a Hall class if it contains every group G admitting a nilpotent normal subgroup N such that $G/N'$ belongs to. Hall classes have been considered by several authors, such as Plotkin ['Some properties of automorphisms of nilpotent groups', Soviet Math. Dokl. 2 (1961), 471–474] and Robinson ['A property of the lower central series of a group', Math. Z. 107 (1968), 225–231]. A further detailed study of Hall classes is performed by us in another paper ['Hall classes of groups', to appear] and we also investigate the behaviour of the class of finite-by- groups for a given Hall class ['Hall classes in linear groups', to appear]. The aim of this paper is to prove that for most natural choices of the Hall class , also the classes $(\mathbf{L}\mathfrak{F})\mathfrak{Y}$ and are Hall classes, where L is the class of locally finite groups and is the class of locally finite groups of finite exponent. [ABSTRACT FROM AUTHOR]

Intelligent Tutoring Systems (ITS) have been widely used to enhance math learning, wherein teacher's involvement is prominent to achieve their full potential. Usually, ITSs depend on direct interaction between the students and a computer. Recently, researchers started exploring handwritten input (e.g., from paper sheets) aiming to provide equitable access to ITSs' benefits. However, research on math ITSs ability to handle handwritten input is limited and, to our best knowledge, no study has summarized its state of the art. This article fulfills that gap with a scoping review of handwritten recognition methods, characteristics, and applications of math ITSs compatible with handwritten input. Based on a search of 11 databases, we found eight primary studies that met our criteria. Mainly, we found that all ITSs depend on receiving handwritten input from a touchscreen interface, in contrast to recognizing solutions developed on paper. We also found that most ITSs focus on similar audiences (e.g., English speakers students), subjects (e.g., algebraic questions), and applications (e.g., in-class to understand student perceptions). Thus, towards enabling equitable access to ITSs, we propose ITS Unplugged (i.e., ITSs that i) run on low-cost, resource-restricted devices with little to no internet connection and ii) receive as well as return information in the format target users usually use) and contribute a research agenda concerning challenges of developing such ITSs. [ABSTRACT FROM AUTHOR]

The use of digital technology has the potential to support students' understanding in the mathematics classroom with the teacher playing a vital role. However, teaching with digital technology is not trivial, especially for teachers who are new to this. In this paper, we present an analysis of the enactment of a function lesson of a Sri Lankan mathematics teacher who used digital technology for the first time in her teaching. We combined the instrumental orchestration and ROG (resources, orientations and goals) frameworks into a conceptual framework to analyse her teaching. In particular, we used instrumental orchestration to identify how the teacher orchestrated the resources in her technology-rich classroom. This was combined with ROG theory to understand the reasons underpinning the decisions involved in moving from one orchestration to another. We demonstrate that this teacher showed diverse orchestrations and use the ROG framework to present these in the sequences in which they were used, formed into chains of orchestrations linked by goals. We propose that her didactical performance is a function of orchestration types over in-the-moment decision-making. [ABSTRACT FROM AUTHOR]

This study aims to analyze possible connections among the noticing skills of pre-service mathematics teachers, and specifically the skills of attending to students' thinking, interpreting students' mathematical understanding, and proposing teaching alternatives. We characterized these connections in terms of coherency, i.e., the extent to which pre-service teachers take into account (a) an identified critical event—including its mathematics and context—when interpreting students' statements, (b) their own interpretation of students' statements when interpreting the teacher's response, and (c) their own interpretation of students' statements when proposing alternative teaching strategies. The construct of coherency evolved during our attempts to analyze pre-service teachers' interpretations of the critical events they identified while observing mathematics lessons as part of their preparation program. In this paper, we elucidate the construct of coherency and its different levels and demonstrate how this construct relies upon and expands existing ideas from the literature on noticing. We propose a framework for identifying different coherency levels and the different patterns identified when using the framework to noticing among the pre-service teachers. Some of these patterns are supported by previous research, while others were unanticipated. We explore possible explanations for the emergence of these unanticipated patterns. [ABSTRACT FROM AUTHOR]

This paper describes students' perspectives about the possible learning opportunities they experienced when participating in a WhatsApp group project created to help prepare for the final secondary school Bagrut (matriculation) exam in mathematics. "Bagroup" project was initiated by the Ministry of Education and the Center for Educational Technology and launched as a national project three months before Bagrut examination. It was meant to serve as an additional environment for learning mathematics and provide an online tool during which teachers presented specific problems via blended learning, and students had the opportunity to ask questions, present problems with which they were having difficulty, and receive feedback from teachers and peers. To obtain a complete picture of the students' points of view, we used a mixedmethod research model. Quantitative data were obtained via a questionnaire with Likert statements and open questions, and qualitative data were obtained by observing four Bagroup study groups over the three-month period. Factor analysis revealed three categories of factors: those contributing to learner's emotional needs, those that promote learning, and those that inhibit learning. The findings may have implications for improving distance and remote learning. [ABSTRACT FROM AUTHOR]

The aim of this paper is to establish some fixed point results for enriched Kannan-type mappings in convex metric spaces. We first give an affirmative answer to a recent Berinde and Păcurar's question (Remark 2.3) [J. Comput. Appl. Math., 386 (2021), 113217]. Furthermore, we establish the existence and uniqueness of fixed points for Suzuki-enriched Kannan-type mappings in the setting of convex metric spaces. Finally, we present an application to approximate the solution of the Volterra integral equations to support our results. [ABSTRACT FROM AUTHOR]

In this paper, we study normalized solutions of the fractional Schrödinger equation with a critical nonlinearity... we prove the existence of a second normalized solution under some conditions on a, p, s, and N. This is a continuation of our previous work (Z. Angew. Math. Phys., 73 (2022) 149) where only one solution is obtained. [ABSTRACT FROM AUTHOR]

The concept of contraction mappings plays a significant role in mathematics, particularly in the study of fixed points and the existence of solutions for various equations. In this study, we described two types of enriched contractions: enriched F-contraction and enriched F'-contraction associated with u-fold averaged mapping, which are involved with Kirk's iterative technique with order u. The contractions extracted from this paper generalized and unified many previously common super contractions. Furthermore, u-fold averaged mappings can be seen as a more general form of both averaged mappings and double averaged mappings. Moreover, we demonstrated that the ufold averaged mapping with enriched contractions has a unique fixed point. Our work examined the necessary conditions for the u-fold averaged mapping and weak enriched contractions to have equal sets of fixed points. Additionally, we illustrated that an appropriate Kirk's iterative algorithm can effectively approximate a fixed point of a u-fold averaged mapping as well as the two enriched contractions. Also, we delved into the well-posedness, limit shadowing property, and Ulam-Hyers stability of the u-fold averaged mapping. Furthermore, we established necessary conditions that guaranteed the periodic point property for each of the illustrated strengthened contractions. To underscore the generality of our findings, we presented several examples that aligned with comparable results found in the existing literature. [ABSTRACT FROM AUTHOR]

This paper explores the ideals and their structural properties in two generalizations of the partial transformation semigroup. Furthermore, principal, maximal, and minimal ideals within these semigroups are elucidated. [ABSTRACT FROM AUTHOR]

This paper studies the inhomogeneous defocusing coupled Schrödinger system i ⁢ u ˙ j + Δ ⁢ u j = | x | - ρ ⁢ (∑ 1 ≤ k ≤ m a j ⁢ k ⁢ | u k | p ) ⁢ | u j | p - 2 ⁢ u j , ρ > 0 , j ∈ [ 1 , m ] . The goal of this work is to prove the scattering of energy global solutions in the conformal space made up of f ∈ H 1 ⁢ (ℝ N) such that x ⁢ f ∈ L 2 ⁢ (ℝ N) . The present paper is a complement of the previous work by the first author and Ghanmi [T. Saanouni and R. Ghanmi, Inhomogeneous coupled non-linear Schrödinger systems, J. Math. Phys. 62 2021, 10, Paper No. 101508]. Indeed, the supplementary assumption x ⁢ u 0 ∈ L 2 enables us to get the scattering in the mass-sub-critical regime p 0 < p ≤ 2 - ρ N + 1 , where p 0 is the Strauss exponent. The proof is based on the decay of global solutions coupled with some non-linear estimates of the source term in Strichartz norms and some standard conformal transformations. Precisely, one gets | t | α ⁢ ∥ u ⁢ (t) ∥ L r ⁢ (ℝ N) ≲ 1 for some α > 0 and a range of Lebesgue norms. The decay rate in the mass super-critical regime is the same one as of e i ⋅ Δ ⁢ u 0 . This rate is different in the mass sub-critical regime, which requires some extra assumptions. The novelty here is the scattering of global solutions in the weighted conformal space for the class of source terms p 0 < p < 2 - ρ N - 2 + 1 . This helps to better understand the asymptotic behavior of the energy solutions. Indeed, the source term has a negligible effect for large time and the above non-linear Schrödinger problem behaves like the associated linear one. In order to avoid a singular source term, one assumes that p ≥ 2 , which restricts the space dimensions to N ≤ 3 . In a paper in progress, the authors treat the same problem in the complementary case ρ < 0 . [ABSTRACT FROM AUTHOR]

In this paper, we employ the techniques in [C. Cavaterra, S. Dipierro, Z. Gao and E. Valdinoci, Global gradient estimates for a general type of nonlinear parabolic equations, J. Geom. Anal. 32 2022, 2, Paper No. 65] and the approach in [H. T. Dung and N. T. Dung, Sharp gradient estimates for a heat equation in Riemannian manifolds, Proc. Amer. Math. Soc. 147 2019, 12, 5329–5338] to derive sharp gradient estimates for a positive solution to the heat equation u t = Δ ⁢ u + a ⁢ u ⁢ log ⁡ u in a complete noncompact Riemannian manifold (where a is a real constant). This is an extension of the gradient estimates of Dung and Dung. [ABSTRACT FROM AUTHOR]

A proper ideal I of a commutative ring R is said to be a strongly quasi-primary ideal if, whenever a , b ∈ R with a b ∈ I , then a 2 ∈ I or b ∈ I (see [S. Koc, U. Tekir and G. Ulucak, On strongly quasi primary ideals, Bull. Korean Math. Soc. 56(3) (2019) 729–743]). This paper studies the class of strongly quasi-primary ideals with a radical equal to the nil-radical of R , called the class of quasi- n -ideals. Among other results, this new class of ideals is used to characterize when the nil-radical of R is a maximal or a minimal ideal of R. Many examples are given to illustrate the obtained results. [ABSTRACT FROM AUTHOR]

The embedding of a torus into an inner form of PGL2 defines an adelic toric period. A general version of Duke's theorem states that this period equidistributes as the discriminant of the splitting field tends to infinity. In this paper we consider a torus embedded diagonally into two distinct inner forms of PGL2. Assuming the Generalized Riemann Hypothesis (and some additional technical assumptions), we show simultaneous equidistribution as the discriminant tends to infinity, with an effective logarithmic rate. Our proof is based on a probabilistic approach to estimating fractional moments of L-functions twisted by extended class group characters. [ABSTRACT FROM AUTHOR]

Developing mathematical connections for pupils continues to be at the forefront of educational policies worldwide. One strategy suggested to support the connections pupils make is the idea of developing "coherence". Research regarding coherence has increased within mathematics education, however, the term is used widely. It therefore becomes necessary for coherence to be further conceptualised. In this systematic scoping review, five databases were searched for literature on the topic of coherence in school-based mathematics education. A total of 11,587 pieces of literature were extracted. Following further screening, 35 papers were reviewed. The findings suggest that there is limited consensus regarding the conceptualisation of coherence, leading to fragmented perceptions across the literature. This paper presents a framework for coherence based on the TIMSS curriculum model to support international comparisons of coherence and provide clarity for mathematics education researchers and school colleagues when considering which aspect of coherence they are addressing. [ABSTRACT FROM AUTHOR]

In the present paper, we study the shifted hypergeometric function f(z)=z_{2}F_{1}(a,b;c;z) for real parameters with 0

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students' learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9–10 (ages 13–15) in England. The interviews addressed the students' perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed. [ABSTRACT FROM AUTHOR]

Background: Evidence‐based practice is the principle governing a range of healthcare practices and beyond. However, it has suffered from a lack of philosophical rigour. This paper sets out to analyse the epistemological basis of evidence‐based practice. Method: The paper uses a conceptual analysis. First, it describes the implicit epistemology at work in evidence‐based practice. Second, it evaluates the implicit epistemological basis. Results: The analysis indicates that evidence‐based practice lacks an explicit epistemological basis. It shows, moreover, that the implicit epistemological basis is untenable. Conclusion: There is a need to re‐think the epistemological basis for evidence‐based practice. Evidence‐based practice is out of touch with developments within philosophy of science. [ABSTRACT FROM AUTHOR]

Analogy has received attention as a form of inductive reasoning in the empirical sciences. Its role in mathematics has, instead, received less consideration. This paper provides a novel account of how an analogy with a more familiar mathematical domain can contribute to the confirmation of a mathematical conjecture. By reference to case-studies, we propose a distinction between an incremental and a non-incremental form of confirmation by mathematical analogy. We offer an account of the former within the popular framework of Bayesian confirmation theory. As for the non-incremental notion, we defend its role in rationally informing the prior credences of mathematicians in those circumstances in which no new mathematical evidence is introduced. The resulting framework captures many important aspects of the use of analogical inference in the domain of pure mathematics. [ABSTRACT FROM AUTHOR]

This paper employs two scalar parameters to extend auxiliary function-based integral inequality into a new formulations, say a parametrised auxiliary function-based integral inequality. Using these formulations, the constituent signals are utilised more efficiently by exploiting the interaction between them to reduce conservatism. Numerical example for stability analysis of linear systems with time-varying delay shows the improved performance of the proposed new formulations in terms of maximum delay bounds and decision variables. [ABSTRACT FROM AUTHOR]

In the present paper, we have obtained common best proximity point theorems of nonself maps in Hausdorff topological space. Further, our results extend the results due to Gerald F. Jungck, thereby proving a generalized version of Kirk's theorem (J. London Math. 1(1):107–111, 1969). [ABSTRACT FROM AUTHOR]

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students' opportunities to learn these critical skills. [ABSTRACT FROM AUTHOR]

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The management of restrictive lung diseases, such as respiratory distress syndrome (RDS) in neonates, poses significant challenges due to the propensity for alveolar collapse. This paper explores the relationship between lung time constants and the tendency for collapse, providing mathematical proof to illustrate why lungs with shorter time constants are more prone to collapse. Additionally, it examines how Airway Pressure Release Ventilation (APRV) can prevent lung collapse by maintaining higher mean airway pressures and allowing spontaneous breathing. We delve into the use of the peak expiratory flow rate termination point (T-PEFR) to optimize the duration of the low-pressure phase (TLow) in APRV, ensuring adequate end-expiratory lung volume (EELV) and preventing derecruitment. The mathematical relationships between time constants, T-PEFR, and alveolar volume dynamics are analyzed to provide a comprehensive understanding of these concepts. [ABSTRACT FROM AUTHOR]

A Frobenius group is a transitive permutation group on a finite set, such that no non-trivial element fixes more than one point and some non-trivial element fixes a point. Using character theory, it is proved that the Frobenius kernel is a normal subgroup of its Frobenius group. In this paper, we present some group-theoretical proofs that the Frobenius kernel is a subgroup of its Frobenius group under certain conditions. [ABSTRACT FROM AUTHOR]