Search

In Thailand, the Center for Research in Mathematics Education (CRME) has been implementing Japanese Lesson Study (LS) since 2002. An adaptive feature of this implementation was the incorporation of four phases of the Open Approach as a teaching approach within the three steps of the LS process. Four phases of this open approach are: 1) Posing open-ended problem, 2) Students' self learning, 3) Whole class discussion and comparison, and 4) Summing-up by connecting students' emergent mathematical ideas. The three phases of the LS model were: collaboratively design a research lesson; collaboratively observe the research lesson; and collaboratively discuss and reflect on the research lesson. In the research project run by CRME across the country, LS teams have been facing the problem of how to engage students with self learning in the second phase. The LS teams planned the research lesson with an emphasis on "how to learn" which was a key influence for engaging students in the self learning phase (i.e. students' problem solving). This paper is mainly descriptive of the features of the adaptive LS in a school context but presents a snippet of evidence where students successfully use "how to learn" sections from the "decomposing unit" in the "Addition unit". (Contains 7 figures and 1 footnote.)

For a graph G = (V,E), a hypergraph H is called a Berge-G if there is a bijection f : E(G) → E(H) such that e ⊆ f(e) for all e ∈ E(G). The family of Berge-G hypergraphs is denoted by B(G). The maximum number of edges in an n-vertex r-graph with no subhypergraph isomorphic to any Berge-G is denoted by exr(n, B (G)). Gyárfás [SIAM J. Discrete Math., 33 (2019), pp. 383-- 392] showed that for n ≥ 6, ex3(n, B (K4)) = [n/3] [n+1/3] [n+2/3]. However, we found an error in the proof of the result when n ≥ 7. A recent result due to Gerbner, Methuku, and Palmer [European J. Combin., 86 (2020), 103082] implies that for n ≥ 9, ex3(n, B (K4)) = [n/3] [n+1/3] [n+2/3]. In this paper we prove the remaining cases n = 7 and n = 8 for the completeness of the conclusion. [ABSTRACT FROM AUTHOR]

This note is an erratum for the paper On the Inequalities of Projected Volumes and the Constructible Region [SIAM J. Discrete Math., 33 (2019), pp. 694--711]. There is a mistake in the proof of Theorem 4 in Section 3. However, Theorem 4 is itself correct (a proof can be found in [Inequalities on Projected Volumes, arxiv.org/abs/1909.12858, 2019] by Leader, Randelovic, and Raty), and all the other results of the paper stand. [ABSTRACT FROM AUTHOR]

Carvalho, Lucchesi, and Murty [J. Combin. Theory Ser. B, 92 (2004), pp. 319--324, Theorem 3.5] presented a proof of a theorem of Reed and Wakabayashi that a brick G is nonsolid if and only if there exist two vertex-disjoint odd cycles C1 and C2 such that G V (C1 ∪ C2) has a perfect matching. Consequently, every brick with no two vertex-disjoint odd cycles is solid. Recently, Lucchesi et al. [SIAM J. Discrete Math., 32 (2018), pp. 1478--1501] constructed infinite families of solid bricks containing two vertex-disjoint odd cycles. Noticing that none of these graphs is cubic, they conjectured that no cubic solid brick contains two vertex-disjoint odd cycles. In this note, we present an infinite family of graphs showing that this conjecture fails. We further show that the minimum counterexample is unique, which has 12 vertices. [ABSTRACT FROM AUTHOR]