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Financial forecasting involves predicting the future financial states and performance of companies and investors. Recent technological advancements have demonstrated that machine learning-based models can outperform traditional financial forecasting techniques. In particular, hybrid approaches that integrate diverse methods to leverage their strengths have yielded superior results in financial prediction. This study introduces a novel hybrid model, entitled EMD-TI-LSTM, consisting of empirical mode decomposition (EMD), technical indicators (TI), and long short-term memory (LSTM). The proposed model delivered more accurate predictions than those generated by the conventional LSTM approach on the same well-known financial datasets, achieving average enhancements of 39.56%, 36.86%, and 39.90% based on the MAPE, RMSE, and MAE metrics, respectively. Furthermore, the results show that the proposed model has a lower average MAPE rate of 42.91% compared to its state-of-the-art counterparts. These findings highlight the potential of hybrid models and mathematical innovations to advance the field of financial forecasting. [ABSTRACT FROM AUTHOR]

The Fibonacci sequence has broad applications in mathematics, where its inherent patterns and properties are utilized to solve various problems. The sequence often emerges in areas involving growth patterns, series, and recursive relationships. It is known for its connection to the golden ratio, which appears in numerous natural phenomena and mathematical constructs. In this research paper, we introduce new concepts of convergence and summability for sequences of real and complex numbers by using Fibonacci sequences, called Δ -Fibonacci statistical convergence, strong Δ -Fibonacci summability, and Δ -Fibonacci statistical summability. And, these new concepts are supported by several significant theorems, properties, and relations in the study. Furthermore, for this type of convergence, we introduce one-sided Tauberian conditions for sequences of real numbers and two-sided Tauberian conditions for sequences of complex numbers. [ABSTRACT FROM AUTHOR]

In this investigation, a magnetically coupled double-spring design is presented for harvesting low-level non-stationary random vibrational energy. The sensor relies on multimodal coupling between the translation and rotation of a two-spring magnet and coil system to widen the harvesting bandwidth. Energy methods are used to develop a model to characterize the electromechanical response of the system, the solution of which is obtained using stochastic techniques based on a particle swarm algorithm. This approach provides an efficient method to estimate system parameters that otherwise are difficult or impossible to determine with independent measurements. The experimental results demonstrate agreement with the theoretical predictions over a limited bandwidth. The sensor can effectively harvest non-stationary vibration energy down to 10−4 g within a limited bandwidth of 130–150 Hz. The sensor prototype has an operational volume of 2.6 c m 3 with a calculated power density of 0.2 W / c m 3 . The sensor's small size results in a coupling efficiency of approximately 6% across the tested bandwidth. [ABSTRACT FROM AUTHOR]

Network visualization, in mathematics often referred to as graph visualization, has evolved significantly over time, offering various methods to effectively represent complex data structures. New methods and devices advance the possibilities of visualization both from the point of view of the quality of displayed information and of the possibilities of visualizing a larger amount of data. Immersive visualization includes the user directly in presented visual representation but requires a native 3D environment for direct interaction with visualized information. This article describes an approach to creating a force-directed immersive 3D network visualization algorithm available for application in immersive environments, such as a cave automatic virtual environment or virtual reality. The algorithm aims to address the challenge of creating visually appealing and easily interpretable visualizations by utilizing 3D space and the Unity engine. The results show successfully visualized data and developed interactive visualization methods, overcoming limitations of basic force-directed implementations. The main contribution of the presented research is the force-directed algorithm with springs and controlled placement as an immersive visualization technique that combines the use of springs and attractive forces to stabilize a network in a 3D environment. [ABSTRACT FROM AUTHOR]

Emotions and motivation are central to learning. Control–value theory (CVT) and expectancy–value theory (EVT) explain how emotions and expectations of success affect students' task engagement. Supported by these two frameworks, this study investigates the emotion profiles for maths among fourth- and fifth-grade students (N = 6778) from three European countries and their links to motivation and achievement. Methods: Using latent profile analysis (LPA), we analysed the emotional profiles in students, as well as their associations with gender, country, grade, motivation and maths achievement. Results: Five profiles emerged in the grade 4 data (Bored, Bored and Anxious, Moderate, Happy and Anxious). All five profiles were visible in the grade 5 data, coupled with an additional sixth profile, which appeared only in grade 5 (i.e., Apprehensive–Happy). Girls were found more commonly in the Anxious profile and were less likely to appear in the Happy profile. Norwegian students were more prominent in the Bored and Moderate profiles. Conversely, Portuguese students stood out more in the Anxious profile and were less present in the Bored and Moderate profiles. The Serbian dataset did not stand out, with a particular pattern observed in grade 4. Nevertheless, Serbian fifth graders were overly visible in the Bored and Anxious profile and less present in the Happy and Apprehensive–Happy groups. The Happy profile had higher scores for all task values except for cost and was, along with the Moderate profile, associated with higher achievement; the Bored and Anxious profile was associated with higher scores of cost value and lower achievement. Conclusions: A person-centred approach allowed for a more diverse view of how students experience emotions. These findings highlight the complex interplay between emotions, motivation and achievement, which is affected by cultural and educational contexts. [ABSTRACT FROM AUTHOR]

To improve the problem-solving capabilities of students, this study explored using interactive digital teaching materials based on animation and manga. A classroom teaching system was developed based on teaching material using a manga format. Students from a national university and a science and technology university in southern Taiwan were recruited. A questionnaire survey was administered for data collection. A total of 104 valid samples were collected; the data were analysed using SPSS 17.0. Two statistically significant models could be used to predict learning outcomes, and the highest R2 value was 52.5%. The utilisation of interactive multimedia teaching materials based on animation and manga helped students apply knowledge to solve practical problems, cultivating their problem-solving capabilities. The findings differed from previous studies; models developed in this study could be used to determine the effects and relationships of multiple factors. [ABSTRACT FROM AUTHOR]

Teachers may hold beliefs about how students learn mathematics and about the subject itself. However, some of these beliefs, often referred to as "math myths", may be oversimplified ideas that appear valid but lack solid scientific evidence. This study was aimed to investigate the prevalence of math myths among Spanish pre-service teachers and compare it with the degree of support for these myths reported in previous studies; investigate the possible underlying structure of a set of false beliefs about math; and determine the relationships of certain math misconceptions with math anxiety. A total of 212 Spanish pre-service teachers were administered questionnaires about math myths and about general and math anxiety. The results showed prevalence patterns of each math misconception similar to those in previous studies. False beliefs about math showed weak or negligible correlations with each other and did not exhibit a discernible underlying structure. Furthermore, math anxiety was related to the belief that some individuals are perceived to possess a "math mind" while others do not. Our results suggest diverse origins for the development of different math myths, rather than the myths being the consequence of a single underlying factor. Finally, the endorsement of certain beliefs about who can do mathematics may contribute to negative emotions towards mathematics. [ABSTRACT FROM AUTHOR]

Despite being a prominent and influential figure in the German and Jewish Enlightenment, Salomon Maimon's skeptical standpoint seems to veer towards radical and unsustainable assertions, denying the validity of any knowledge—including natural science—except for mathematics. This paper seeks to demonstrate that Maimon's skepticism concerning non-mathematical knowledge does not propose an incoherent skepticism nor contradict the enlightened perspective of developing natural sciences. To achieve this, I aim to show that (1) Maimon's radical claim originates from the radical nature of the question he answers, and (2) the key to understanding it lies in grasping the concept of synthesis in his philosophy, from which different meanings of knowledge follow. [ABSTRACT FROM AUTHOR]

In contrast to sighted students who acquire mathematical expressions (MEs) from their visual sources, blind students must keep MEs in their memory using the Tactile or Auditory Modality. In this work, we rigorously investigate the ability to temporarily retain MEs by blind individuals when they use different input modalities: Auditory, Tactile, and Auditory–Tactile. In the experiments with 16 blind participants, we meticulously measured the users' capacity for memory retention utilizing ME recall. Based on a robust methodology, our results indicate that the distribution of the recall errors regarding their types (Deletions, Substitutions, Insertions) and math element categories (Structural, Numerical, Identifiers, Operators) are the same across the tested modalities. Deletions are the favored recall error, while operator elements are the hardest to forget. Our findings show a threshold to the cognitive overload of the short-term memory in terms of type and number of elements in an ME, where the recall rapidly decreases. The increase in the number of errors is affected by the increase in complexity; however, it is significantly higher in the Auditory modality than in the other two. Therefore, segmenting a math expression into smaller parts will benefit the ability of the blind reader to retain it in memory while studying. [ABSTRACT FROM AUTHOR]

In the present article, we extend the results of the neural network interpolation operators activated by smooth ramp functions proposed by Yu (Acta Math. Sin.(Chin. Ed.) 59:623-638, 2016). We give different results from Yu (Acta Math. Sin.(Chin. Ed.) 59:623-638, 2016) we discuss the high-order approximation result using the smoothness of φ and a related Voronovskaya-type asymptotic expansion for the error of approximation. In addition, we showcase the related fractional estimates result and the fractional Voronovskaya type asymptotic expansion. We investigate the approximation degree for the iterated and complex extensions of the aforementioned operators. Finally, we provide numerical examples and graphs to effectively illustrate and validate our results. [ABSTRACT FROM AUTHOR]

Both theoretical and applied mathematics depend heavily on integral inequalities with generalized convexity. Because of its many applications, the theory of integral inequalities is currently one of the areas of mathematics that is evolving at the fastest pace. In this paper, based on fuzzy Aumann's integral theory, the Hermite–Hadamard's type inequalities are introduced for a newly defined class of nonconvex functions, which is known as  U · D preinvex fuzzy number-valued mappings ( U · D preinvex  F · N · V · M s) on coordinates. Some Pachpatte-type inequalities are also established for the product of two  U · D preinvex  F · N · V · M s, and some Hermite–Hadamard–Fejér-type inequalities are also acquired via fuzzy Aumann's integrals. Additionally, several new generalized inequalities are also obtained for the special situations of the parameters. Additionally, some of the interesting remarks are provided to acquire the classical and new exceptional cases that can be considered as applications of the main outcomes. Lastly, a few suggested uses for these inequalities in numerical integration are made. [ABSTRACT FROM AUTHOR]

In mathematics, philosophy, cosmology, and theology, the notion of infinity has generated ample debate. Much less discussion has been generated by the notion of finiteness. However, when we consider finitely supported sets, the notion of finiteness becomes more interesting and richer. We present several independent definitions of finite sets within the framework of finitely supported structures, emphasizing the differences between these definitions. [ABSTRACT FROM AUTHOR]

This experimental pilot study aimed to compare the amount of physical activity (PA) of children in a second-year class of an elementary school that had a mathematics class while performing PA, based on playful math games, with children that had a mathematics class seated in a traditional room, for 12 weeks 1 day/week 45 min/class; furthermore, the other two mathematics regular seated classes were attended equally by both groups, and whether both groups showed similar results concerning mathematics grading was assessed. Children (n = 22) were randomly divided into a control group (CG) and an experimental group (EG). In both groups, the number of steps (PA) was measured with a pedometer, before and during all sessions of the intervention program, and an initial diagnostic and a final assessment mathematics test were carried out. EG significantly improved the amount of PA levels in the intervention program, when compared to CG and to the initial baseline (before the program started), with no significant differences between groups in the results of mathematics grading. The introduction of active classes based on playful maths games increases the amount of PA levels in children, and having one math class per week using PA, instead of seating in a traditional room, does not negatively affect the results in terms of mathematics grading. These positive results can contribute to more approaches, at schools, that combine PA and mathematics content. [ABSTRACT FROM AUTHOR]

Women's representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys who study STEM degrees. This research aims to identify the association between gender stereotypes and attitudes toward mathematics. The 6° grade generation from a middle school in Monterrey, Mexico, first answered tests on attitudes toward mathematics and gender stereotypes in mathematics. Afterwards, a sample group underwent a 4-week intervention during which students saw videos of STEM professionals and answered a questionnaire on student's self-perception in STEM careers. Finally, the tests were reapplied with a questionnaire on the use and ease of mathematics. Quasi-statistical and discourse analysis were used to obtain the results. These are presented through a model that highlights the mediating role that the mathematical self-concept and the interest/enjoyment for mathematics have in the association between gender stereotypes and attitudes toward mathematics. The role of gender on female's lower mathematical self-concept is also exposed, suggesting subsequent lines of research on improving self-concept as an approach to equitably increase students' interests in STEM degrees from their youth. [ABSTRACT FROM AUTHOR]

We developed and trained a prototype AI-based object-recognition app, blockplay.ai, to recognise Cuisenaire rods placed on a tabletop, and speak the rods' lengths. We challenged 6-year-olds in a primary school in England to play a 'game': can you make the app say the two times table? Drawing methodologically on theories of embodiment, we analyse two videoclips, each of a child interacting with rods, the app and the task set by the researchers, as a dynamic, complex child-rods-app-task body-artefact system. Theoretically we draw on Davydovian concepts of learning as a concrete-to-abstract-to-new-concrete cycle, using abstract artefacts such as mathematical language to coordinate new perceptually-guided actions on concrete objects. In one videoclip the child's pattern of actions are consistent with a change, within a few minutes, from perceiving and acting on rods as counters, to perceiving and acting on rods as lengths; in the other videoclip, this does not happen. We analyse the changes in patterns of interactions as shifts to new stable attractors in a dynamic child-rods-app-task body-artefact system, driven by tensions generated by unexpected concrete-to-abstract relationships. We end by looking forward to the range of possible uses of object-recognition technology in the learning of mathematics, for example, provoking algebraic awareness. [ABSTRACT FROM AUTHOR]

There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum—or possibly more than one continuum—of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole. [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]

Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers' abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study explored the predictive benefit of parent academic socialization strategies on the working memory and subsequent mathematics skills of a nationally representative sample of ethnically/racially minoritized children. Using structural equation modeling techniques, a path model including social position; family structure; leisure activities; parent academic socialization strategies; and their association with kindergarten Asian/Asian-American (N = 1211), Black (N = 1927), and Latine (N = 3671) children's working memory and first-grade mathematics skills were examined. Furthermore, multigroup moderation was used to test for differences between ethnic/racial groups. Connections to social capital theory, community cultural wealth, and culturally relevant interpretations of the study findings are discussed. [ABSTRACT FROM AUTHOR]

Rota–Baxter operators (RBOs) play a substantial role in many subfields of mathematics, especially in mathematical physics. In the article, RBOs on Zinbiel algebras (ZAs) and their sub-adjacent algebras are first investigated. Moreover, all the RBOs on two and three-dimensional ZAs are presented. Finally, ZAs are also realized in low dimensions of the RBOs of commutative associative algebras. It was found that not all ZAs can be attained in this way. [ABSTRACT FROM AUTHOR]

Aiming to address the defects of the arithmetic optimization algorithm (AOA), such as easy fall into local optimums and slow convergence speed during the search process, an improved arithmetic optimization algorithm (IAOA) is proposed and applied to the study of distribution network reconfiguration. Firstly, a reconfiguration model is established to reduce network loss, and a cosine control factor is introduced to reconfigure the math optimization accelerated (MOA) function to coordinate the algorithm's global exploration and local exploitation capabilities. Subsequently, a reverse differential evolution strategy is introduced to improve the overall diversity of the population and Weibull mutation is performed on the better-adapted individuals generated in each iteration to ensure the quality of the optimal individuals generated in each iteration and strengthen the algorithm's ability to approach the optimal solution. The performance of the improved algorithm is also tested using eight basis functions. Finally, simulation analysis is carried out by taking the IEEE33 and IEEE69 node systems and a real power distribution system as examples; the results show that the proposed algorithm can help to reconfigure the system quickly, and the system node voltages and network losses were significantly improved after the reconfiguration. [ABSTRACT FROM AUTHOR]

This study aimed to examine whether we could use the discrepancy consistency method on CAS-2: Brief data collected in Cyprus. A total of 438 Grade 6 children (201 boys, 237 girls, Mage = 135.75 months, SD = 4.05 months) from Cyprus were assessed on the Cognitive Assessment System-2: Brief that is used to operationalize four neurocognitive processes, namely Planning, Attention, Simultaneous, and Successive (PASS) processing. They were also assessed on two measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results showed that 31.5% of our sample had a PASS disorder, and 8% to 10% of our sample had both a PASS disorder and an academic disorder. These numbers are similar to those reported in previous studies that used DCM in North America and suggest that the method can be used to inform instruction, particularly in places where no screening for learning disabilities is available. [ABSTRACT FROM AUTHOR]

The susceptible–infected–recovered–vaccinated–deceased (SIRVD) epidemic compartment model extends the SIR model to include the effects of vaccination campaigns and time-dependent fatality rates on epidemic outbreaks. It encompasses the SIR, SIRV, SIRD, and SI models as special cases, with individual time-dependent rates governing transitions between different fractions. We investigate a special class of exact solutions and accurate analytical approximations for the SIRVD and SIRD compartment models. While the SIRVD and SIRD equations pose complex integro-differential equations for the rate of new infections and the fractions as a function of time, a simpler approach considers determining equations for the sum of ratios for given variations. This approach enables us to derive fully exact analytical solutions for the SIRVD and SIRD models. For nonlinear models with a high-dimensional parameter space, such as the SIRVD and SIRD models, analytical solutions, exact or accurately approximative, are of high importance and interest, not only as suitable benchmarks for numerical codes, but especially as they allow us to understand the critical behavior of epidemic outbursts as well as the decisive role of certain parameters. In the second part of our study, we apply a recently developed analytical approximation for the SIR and SIRV models to the more general SIRVD model. This approximation offers accurate analytical expressions for epidemic quantities, such as the rate of new infections and the fraction of infected persons, particularly when the cumulative fraction of infections is small. The distinction between recovered and deceased individuals in the SIRVD model affects the calculation of the death rate, which is proportional to the infected fraction in the SIRVD/SIRD cases but often proportional to the rate of new infections in many SIR models using an a posteriori approach. We demonstrate that the temporal dependence of the infected fraction and the rate of new infections differs when considering the effects of vaccinations and when the real-time dependence of fatality and recovery rates diverge. These differences are highlighted for stationary ratios and gradually decreasing fatality rates. The case of stationary ratios allows one to construct a new powerful diagnostics method to extract analytically all SIRVD model parameters from measured COVID-19 data of a completed pandemic wave. [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 project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor–math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor–math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor–math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period. [ABSTRACT FROM AUTHOR]

Foundry Degassing Units (FDU) are used for refining aluminum alloys. For an ideal refining process using an FDU unit, it is necessary to select several parameters, which are linked to each other. For a rotary impeller, we searched for several parameters, such as its optimal shape, speed in the liquid alloy, and distance from the bottom of the refining ladle, where the aforementioned parameters contribute to the overall wear and life of the rotor and, consequently, of the rotor shaft. The Computational Fluid Dynamics (CFD) method can be used to determine the above-mentioned parameters. This paper describes the particular steps of preparation of rotor geometry for the subsequent setting up of the basic numerical model. [ABSTRACT FROM AUTHOR]

Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes. [ABSTRACT FROM AUTHOR]

Age-related differences in physical activity (PA), maturity status (PHV), physical performance (PP), and academic achievement (AA) among schoolchildren in Qatar were examined. Sixty-nine students from a school in Doha were categorized into three equal (n = 23) groups: 11-year-old students (U11; male: n = 14), 12-year-old students (U12: male: n = 7), and 13-year-old students (U13: male: n = 11). The testing process comprised a medicine ball throw, Stork balance test, hand grip strength test, the T-half test (PP), GPA in Arabic, mathematics, science (AA), International Physical Activity Questionnaire Short Form (PA), and Moore's equations (PHV). Relevant age-related differences (p < 0.001) were identified in mathematics, science, the T-half test, maturity, and arm span. Notably, differences between adjacent age groups were evident between U11 and U12, concerning arm span, maturity, mathematics, and science, and between U12 and U13 (the T-half test, mathematics, science). Concerning AP, the performance maxima were calculated for U12 (mathematics, science) and U11 (Arabic). Regarding PP, performance maxima were only observed for U13. Except for the moderate level, the highest levels of PA were detected in U13. Maturity status and anthropometric parameters did not differ significantly between age groups. However, AA demonstrated the most notable age-related differences. Specifically, mathematics showed substantial differences between adjacent age groups. [ABSTRACT FROM AUTHOR]

Purpose: This review systematically summarizes the studies of the relationship between primary-to-secondary school students' motor skills and academic achievement, and analyzes the relationship between gross and fine motor skills and performance in different subjects. Method: Five electronic databases, Web Of Science, PubMed, PsycINFO, SPORTDiscus, and Academic Search Premier, were searched in March 2023. Semi-quantitative assessment methods were used to analyze the results of the included studies. Results: Seventy-eight articles were included in this systematic review. The semi-quantitative assessment results showed that gross (+, 65.0/62.5%) and fine motor skills (+, 83.3/80%) were positively correlated with overall performance and language performance, with ≥60% of the associations in the same direction. For different subjects, fine motor skills were positively correlated with students' mathematics (+, 75.0%), reading (+, 72.7%), writing (+, 66.7%), and spelling (+, 60.0%) scores. However, the association between gross motor skills and students' mathematics achievement (?, 52.8%), reading (?, 53.8%), and spelling (?, 50.0%) is uncertain, with <60% of the associations in the same direction. Conclusions: It is wise to direct our gaze toward the evolution of motor skills among students, especially primary school students. Different motor skill intervention modes should be selected in a targeted manner according to different subject achievements. [ABSTRACT FROM AUTHOR]

In this paper, I attempt to describe Mark Burgin's results in non-Diophantine mathematics, which are important for the foundation of mathematics and its application in quantum field theory. In particular, the elimination of divergences in quantum electrodynamics is described. [ABSTRACT FROM AUTHOR]

This study presents a subclass S (β) of bi-univalent functions within the open unit disk region D . The objective of this class is to determine the bounds of the Hankel determinant of order 3, ( Ⱨ 3 (1) ). In this study, new constraints for the estimates of the third Hankel determinant for the class S (β) are presented, which are of considerable interest in various fields of mathematics, including complex analysis and geometric function theory. Here, we define these bi-univalent functions as S (β) and impose constraints on the coefficients │ a n │ . Our investigation provides the upper bounds for the bi-univalent functions in this newly developed subclass, specifically for n = 2, 3, 4, and 5. We then derive the third Hankel determinant for this particular class, which reveals several intriguing scenarios. These findings contribute to the broader understanding of bi-univalent functions and their potential applications in diverse mathematical contexts. Notably, the results obtained may serve as a foundation for future investigations into the properties and applications of bi-univalent functions and their subclasses. [ABSTRACT FROM AUTHOR]

In this paper, it is noted that three apparently disparate areas of mathematics—singularity analysis, complex symmetry analysis and the distributional representation of special functions—have a basic commonality in the underlying methods used. The insights obtained from the first of these provides a much-needed explanation for the effectiveness of the latter two. The consequent explanations are provided in the form of two theorems and their corollaries. [ABSTRACT FROM AUTHOR]

Assessment for learning (AFL) has been associated with curriculum and teaching reform for the past three decades. However, studies on undergraduate students' perceptions of their mathematics teachers' AFL practices are still very limited in the Chinese higher education context. This quantitative study investigated three independent variables—teacher formal feedback and support, interactive dialog and peer collaboration, and learning-oriented assessment—that influence undergraduate students' ability to take responsibility for their learning through the mediation of the factor of active engagement with subject matter in first-year mathematics courses. One hundred and sixty-eight students from a Chinese "double-first-class" university were recruited to provide valid questionnaire data using the convenience sampling method. Partial least-squares structural equation modeling (PLS-SEM) was used to analyze the data. The results showed that interactive dialog and peer collaboration, as well as learning-oriented assessment, have a direct effect on students' active engagement with the subject matter and an indirect effect on undergraduate students taking responsibility for their learning in first-year mathematics courses. In addition, learning-oriented assessment was the biggest factor influencing undergraduate students' ability to take responsibility for their learning in first-year mathematics courses. This study contributes by developing a conceptual model and providing new insights into Chinese higher education sectors on factors that can improve undergraduate students' ability to take responsibility for their learning. [ABSTRACT FROM AUTHOR]

In this paper, an optimization approach based on an arithmetic optimization algorithm (AOA) is proposed for specifying the optimal allocation of distribution generations/generators (DGs) and capacitor banks (CBs) in radial distribution systems. The AOA is a new population-based meta-heuristic algorithm that is essentially based on using basic arithmetic operators in mathematics. The proposed approach is employed to specify the optimum placement, capacity, and power factor of DGs and CBs to decrease the distribution systems' total power loss and voltage deviation. To state the performance of the proposed approach, DGs and CBs are placed in IEEE 33-bus and 69-bus systems separately or together. When only DGs are used and the parameters of location, capacity, and power factor of DGs are determined simultaneously, the total active power loss reductions in the IEEE 33-bus and 69-bus systems are achieved at 94.42% and 98.03%, respectively. When the results of other optimization algorithms are examined, it is seen that better results are obtained with AOA. [ABSTRACT FROM AUTHOR]

Creating learning models that can exhibit sophisticated reasoning abilities is one of the greatest challenges in deep learning research, and mathematics is rapidly becoming one of the target domains for assessing scientific progress in this direction. In the past few years there has been an explosion of neural network architectures, datasets, and benchmarks specifically designed to tackle mathematical problems, reporting impressive achievements in disparate fields such as automated theorem proving, numerical integration, and the discovery of new conjectures or matrix multiplication algorithms. However, despite this notable success it is still unclear whether deep learning models possess an elementary understanding of quantities and numbers. This survey critically examines the recent literature, concluding that even state-of-the-art architectures and large language models often fall short when probed with relatively simple tasks designed to test basic numerical and arithmetic knowledge. [ABSTRACT FROM AUTHOR]

The study of symmetry is a fascinating and unifying subject that connects various areas of mathematics in the twenty-first century. Algebraic structures offer a framework for comprehending the symmetries of geometric objects in pure mathematics. This paper introduces new concepts in algebraic structures, concentrating on semimodules over semirings and analysing the neutrosophic structure in this context. We explore the properties of neutrosophic subsemimodules and neutrosophic ideals after defining them. We discuss, utilizing neutrosophic products, the representations of neutrosophic ideals and subsemimodules, as well as the relationship between neutrosophic products and intersections. Finally, we derive equivalent criteria in terms of neutrosophic structures for a semiring to be fully idempotent. [ABSTRACT FROM AUTHOR]

Reinterpretation of mathematics behind the exactly solvable Calogero's A-particle quantum model is used to propose its generalization. Firstly, it is argued that the strongly singular nature of Calogero's particle–particle interactions makes the original permutation-invariant Hamiltonian tractable as a direct sum H = ⨁ H a of isospectral components, which are mutually independent. Secondly, after the elimination of the center-of-mass motion, the system is reconsidered as existing in the reduced Euclidean space R A − 1 of relative coordinates and decaying into a union of subsets W a called Weyl chambers. The mutual independence of the related reduced forms of operators H a enables us to makes them nonisospectral. This breaks the symmetry and unfolds the spectral degeneracy of H. A new multiparametric generalization of the conventional A-body Calogero model is obtained. Its detailed description is provided up to A = 4 . [ABSTRACT FROM AUTHOR]

The Rubik's Cube mechanism (RCM) is a kind of reconfigurable mechanism with multiple characteristics such as multiple configurations, variable topology, strong coupling, and reconfigurability. Crossover research on the RCM with mathematics, chemistry, cryptography, and other disciplines has led to important breakthroughs and progress. It is obvious that the invention and creation of a new RCM can provide important ideological inspiration and theoretical guidance for the accelerated iterative updating of Rubik's Cube products and the expansion of their applications. This paper investigates the type synthesis method for a regular hexagonal prism (RHP) RCM (RHPRCM). Through analysis of the reconfigurable movement process of the RCM, two mechanism factors are abstracted, a type synthesis process for the RHPRCM is proposed, a symmetry layout method for the RCM's revolute axis based on the RHP space polyhedron is proposed, and an analysis method for the intersection of the revolute pair contact surfaces (RPCSs) based on the adjacency matrix is proposed. Taking a revolute axis passing through the center of an RHP and having only one RPCS for each revolute axis as an example, an RHPRCM with different topological structures is synthesized. The relevant research in this paper can provide methodological guidance for the synthesis of other spatial RCMs. [ABSTRACT FROM AUTHOR]

This article presents the results of a study on the perception that future teachers have in relation to the attitudes their teachers showed towards mathematics during the Primary Education stage, their level of competence in mathematics, and the possible relationship between both variables. A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical competence. The future teachers show an ambivalent perception of their teachers' attitude towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are set, with almost half of the sample included in the first two profiles. In the inferential study, values that reflect a significant incidence between both variables are obtained. It is important that teachers convey favourable attitudes towards mathematics to their students, since the more favourable they are, the better the levels of competence obtained. To minimise this deficit, content and activities aimed at improving mastery and encouraging the development of favourable attitudes towards this discipline through specific actions should be incorporated into training programs. [ABSTRACT FROM AUTHOR]

Summer camps can help children continue to learn beyond school, build knowledge, keep their learning skills sharp, and help them prepare for the following school year. This paper presents participants', facilitators', and researchers' experiences in a "Problem Solvers Camp" held in the Maker Lab at an Ontario University. A total of 12 junior students participated in a one-week summer camp, during which the participants developed plausible solutions for mathematical and instant problems using their creativity while learning some mathematical concepts. The creative learning spiral (CLS) model was adopted while designing the learning activities. Throughout the camp, children had the opportunity to work with virtual tech tools to design, create, and play to complete their challenges. Afterward, they shared their work for feedback and generated new ideas to promote their creative learning. The data were collected through observations, participants' work, and their portfolios to highlight the campers' experiences throughout the camp. On the last day of the camp, the researchers also ran focus group interviews. Data analysis showed that CLS might offer engaging environments that enhance children's creative and reflective thinking skills to solve real-life problems. This study enabled children to engage in all stages of the CLS during problem solving, encouraging the exchange of ideas and opinions. The implementation of the CLS model also has the potential to inspire creativity and enhance learners' fluency and elaboration skills, especially when complemented by technological or coding tools. [ABSTRACT FROM AUTHOR]

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord's five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants' collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC's effectiveness. However, our findings revealed no significant increase in participants' overall collective efficacy, a group's shared belief that together they can achieve a desired result. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Mathematic proficiency has long been associated with the male gender and with high levels of intelligence. Similarly, STEM careers have been linked to the male gender, so both ideas are central to the present article. This study aims to observe differences in attitudes towards mathematic and STEM careers, considering, on the one hand, gender differences and, on the other hand, intelligence, separating the latter variable into a high-ability group and a normative intelligence group. A mixed methods approach was used for the analysis due to its methodological richness, using a reduced version of the Expectations and Values Questionnaire (EVQ) analysed using SPSS v. 25 and two open-ended questions analysed qualitatively using the ALCESTE software. v.1. The results show differences as a function of intelligence, but no gender differences were observed. It is concluded that the results challenge historical conceptions of attitudes towards mathematic and STEM careers. [ABSTRACT FROM AUTHOR]

In this paper, the recognition of fidgety speech emotion is studied, and real-world speech emotions are collected to enhance emotion recognition in practical scenarios, especially for cognitive tasks. We first focused on eliciting fidgety emotions and data acquisition for general math learning. Students practice mathematics by performing operations, solving problems, and orally responding to questions, all of which are recorded as audio data. Subsequently, the teacher evaluates the accuracy of these mathematical exercises by scoring, which reflects the cognitive outcomes of the students. Secondly, we propose an end-to-end speech emotion model based on a multi-scale one-dimensional (1-D) residual convolutional neural network. Finally, we conducted an experiment to recognize fidgety speech emotions by testing various classifiers, including SVM, LSTM, 1-D CNN, and the proposed multi-scale 1-D CNN. The experimental results show that the classifier we constructed can identify fidgety emotion well. After conducting a thorough analysis of fidgety emotions and their influence on the learning process, a clear relationship between the two was apparent. The automatic recognition of fidgety emotions is valuable for assisting on-line math teaching. [ABSTRACT FROM AUTHOR]

This document is a correction notice for an article titled "The Effect of Preloaded Compressive Stress and Curvature of Defect on Blast-Induced Fracture Behavior by Caustic and Numerical Models." The correction includes the addition of a missing citation and the correction of a mistake in Figure 2b. The authors apologize for any inconvenience caused and state that the scientific conclusions are unaffected. The original publication has been updated to reflect these corrections. [Extracted from the article]

Deletion of AffiliationIn the published publication [[1]], there was an error regarding the affiliation for Ahmed Fathy. The updated affiliation should include the following: delete the original affiliation 2. The authors state that the scientific conclusions are unaffected. This correction was approved by the Academic Editor. The original publication was also updated.By Sami M. Alshareef and Ahmed FathyReported by Author; Author [Extracted from the article]

This correction notice is for an article titled "Estimating Surface EMG Activity of Human Upper Arm Muscles Using InterCriteria Analysis" published in the journal Mathematical & Computational Applications. The authors have identified an imprecise sentence in the second paragraph and have provided the correct version. The correction clarifies the criteria for positive consonance, negative consonance, and dissonance based on threshold values of α and β. The authors assure that this correction does not affect the scientific conclusions of the article. [Extracted from the article]

This correction notice addresses errors in the original publication titled "Editorial: S. N. Mergelyan's Dissertation 'Best Approximations in the Complex Domain' (Short Version)." The correction includes adding Hovik A. Matevossian as an author and corresponding author, as well as updating the title of the publication. Changes were made to the Introduction section, including the removal of the 10th paragraph and the addition of a new paragraph between the original 13th and 14th paragraphs. Additionally, all proofs of theorems were removed. The authors assure that these corrections do not affect the scientific conclusions of the publication. [Extracted from the article]

Drawing on self-regulatory strength models of self-control, this research examined the relationship between burnout and attentional processes for STEM (science, technology, engineering, and mathematics) students. Using data from participants in STEM, burnout was found to be associated with higher levels of off-task thinking, also known as mind-wandering. Further, self-control acted as a mediator in the relationship between burnout and mind-wandering such that higher levels of burnout predicted poor self-control that subsequently increased the mind's tendency to wander. Additionally, mindfulness buffered the relationship between burnout and mind-wandering such that burnout had the most detrimental impact on attention for those students who were low in mindfulness. Using the Johnson-Neyman approach, results reveal the upper limits for the moderating impact of mindfulness. Results and implications for science and practice are discussed with a special grounding for students in the STEM context.

This document is a correction notice for an article titled "Attitude Control of UAVs with Search Optimization and Disturbance Rejection Strategies" published in the journal Mathematics. The correction involves the removal of an author, Dr. Chunbo Luo, from the authorship list. Dr. Luo did not consider his contribution sufficient for authorship and requested to be removed. The correction does not impact the scientific conclusions of the paper. The remaining authors are Wensheng Li, Fanke Yang, Liqiang Zhong, Hao Wu, Xiangyuan Jiang, and Andrei V. Chukalin. [Extracted from the article]

The article titled "Computational Analysis of Variational Inequalities Using Mean Extra-Gradient Approach" has been retracted by the Mathematics Editorial Office. Concerns were raised about significant overlap with a previous publication by a different group. An investigation confirmed the overlap and lack of appropriate citation, leading to the decision to retract the article in accordance with MDPI's retraction policy and the Committee on Publication Ethics' retraction guidelines. The authors did not provide a comment on this decision. [Extracted from the article]

With this notice, the Mathematics Editorial Office states its awareness of concerns regarding the findings of the published manuscript [[1]]. Concerns have been raised by readers about the validity and accuracy of the results. In order to maintain the highest scientific standards, the Editorial Office has decided to issue this expression of concern while an investigation is conducted.The author of this publication has been contacted for further clarification. The investigation is being coordinated by the Editorial Board and Editor-in-Chief. An update will be provided following the conclusion of the investigation. [Extracted from the article]