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

Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students' performances. In educational assessment, comparing students' performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students' problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks. [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]

Nexus 2018, the 12th international, interdisciplinary conference for architecture and mathematics, took place in Pisa in June 2018. From among the 43 presentations, 12 papers were selected for publication in the Nexus Network Journal. In what follows the conference directors the papers that make up vol. 22, no. 1 (2020). [ABSTRACT FROM AUTHOR]

In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic. [ABSTRACT FROM AUTHOR]

Invites authors to submit papers for a special issue of “Journal of Mathematics Teacher Education” on the nature and role of tasks in mathematics teachers' education.

This note tries to answer issues raised in Bhardwaj and Kumar (J Optim Theory Appl 163(2): 685-696, 2014). The research summarizes that the results obtained in Khan et al. (J Optim Theory Appl 159: 536-546, 2013) are sound and correct and it fulfills all the necessary requirements of its scope and objectives. [ABSTRACT FROM AUTHOR]

Presents several Origami-based mathematical problems. Application of the activity of paper folding in solving math puzzles using the angles, geometric shapes and creases of the paper; Construction of paper shapes based on mathematical rules and parameters provided by the puzzle.

The paper lists the main open questions left in the area both theoretically and practically, mainly related with the inherent tension between communication efficiency and quality of assumptions in proof systems. This special issue of Designs, Codes and Cryptography on the topic Mathematics of Zero-Knowledge aims at encouraging mathematicians and computer scientists with a strong interest in Mathematics to contribute to the burgeoning topic of zero-knowledge proofs. [Extracted from the article]

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

In this note I examine a number of statement made in Wadee and Yiatros (Z. Angew. Math. Phys. 61:565-577 ) in relation to my paper mentioned in the title. Most of the claims by Drs. Wadee and Yiatros are re-examined here in the proper context and it is shown that the results of the title paper are free of any errors. [ABSTRACT FROM AUTHOR]

In the present paper, necessary and sufficient conditions are given for the equality of the power rezidue symbols $$ {\left( {\frac{\alpha }{a}} \right)_n} $$ and $$ {\left( {\frac{\alpha }{a}} \right)_n} $$ in the cyclotomic field ℚ(ζ n), 2 ∤ n, for a ∈ ℤ, ( a, n) = 1. This result is a generalization of the classical Eisenstein reciprocity law and its continuation in a Hasse’s paper. Bibliography: 3 titles. [ABSTRACT FROM AUTHOR]

The article presents papers of the "Czech-Taiwanese Workshop on the Intermediate- and High-Energy Physics," that was held in Prague, Czech Republic from March 3-5, 2003, organized by Academy of Sciences of the Czech Republic, National Science Council of Taiwan, Czech Physical Society (Section of the Union of Czech Mathematicians and Physicists) and Physical Society of the Republic of China (Taiwan).

Mathematics education is like many scientific disciplines witnessing an increase in scientific output. Examining and reviewing every paper in an area in detail are time-consuming, making comprehensive reviews a challenging task. Unsupervised machine learning algorithms like topic models have become increasingly popular in recent years. Their ability to summarize large amounts of unstructured text into coherent themes or topics allows researchers in any field to keep an overview of state of the art by creating automated literature reviews. In this article, we apply topic modeling in the context of mathematics education and showcase the use of this data science approach for creating literature reviews by training a model of all papers (n = 336) that have been presented in Thematic Working Groups related to technology in the first eleven Congresses of the European Society for Research in Mathematics Education (CERME). We guide the reader through the stepwise process of training a model and give recommendations for best practices and decisions that are decisive for the success of such an approach to a literature review. We find that research in this period revolved around 25 distinct topics that can be grouped into four clusters: digital tools, teachers and their resources, technology experimentation, and a diverse cluster with a strong focus on student activity. Finally, a temporal analysis of these topics reveals a correlation between technology trends and research focus, allowing for reflection on future research in the field. [ABSTRACT FROM AUTHOR]

Mathematicians frequently attend their peers' lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned from the lectures. Our research took place at a 2-week workshop on inner model theory, a topic of set theory, which was largely comprised of a series of lectures. We asked the six workshop organizers and seven conference attendees what could be learned from the lectures in the workshop, and from mathematics lectures in general. A key finding was that participants felt the motivation and road maps that were provided by the lecturers could facilitate the attendees' future individual studying of the material. We conclude by discussing how our findings inform the development of theory on how individuals can learn from lectures and suggest interesting directions for future research. [ABSTRACT FROM AUTHOR]

In this paper, we explore the consequences of a distinction between ‘live' and ‘dead' network nodes; ‘live' nodes are able to acquire new links whereas ‘dead' nodes are static. We develop an analytically soluble growing network model incorporating this distinction and show that it can provide a quantitative description of the empirical network composed of citations and references (in- and out-links) between papers (nodes) in the SPIRES database of scientific papers in high energy physics. We also demonstrate that the death mechanism alone can result in power law degree distributions for the resulting network. [ABSTRACT FROM AUTHOR]

The article announces the selection of the study "Decomposition Algorithms for Stochastic Programming on a Computational Grid," written by Jeff Linderoth and Stephen Wright by the editorial board of the periodical "Computational Optimization and Applications," for the Best Paper Award 2004. The paper describes research carried out by the authors at the Argonne National Laboratory which was supported by the National Science Foundation (NSF). The research involved the development of middleware software, the discovery of new algorithms that could exploit the power of grid platforms while not being affected too seriously by its less felicitous features and the implementation of these algorithms using the resulting codes to solve touchstone problems in optimization.

Mathematics, as a subject dealing with abstract concepts, poses a special challenge for educators. In students' experience, the subject is often associated with (potentially) unflattering adjectives — “austere”, “remote”, “depersonalized”, and so forth. This paper describes a computer program named HyperGami whose purpose is to alleviate this harsh portrait of the mathematical enterprise. HyperGami is a system for the construction of decorated paper polyhedral. shapes; these shapes may be combined into larger polyhedral sculptures, which we have dubbed “orihedra.” In this paper, we illustrate the methods by which orihedra may be created from HyperGami solids (using the construction of a particular sculpture as an example); we describe our experiences with elementary- and middle-school students using HyperGami to create orihedra; we discuss the current limitations of HyperGami as a sculptural medium; and we outline potential directions for future research and software development. [ABSTRACT FROM AUTHOR]

In the last decade, the Poincaré conjecture has probably been the most famous statement among all the contributions of Poincaré to the mathematics community. There have been many papers and books that describe various attempts and the final works of Perelman leading to a positive solution to the conjecture, but the evolution of Poincaré's works leading to this conjecture has not been carefully discussed or described, and some other historical aspects about it have not been addressed either. For example, one question is how it fits into the overall work of Poincaré in topology, and what are some other related questions that he had raised. Since Poincaré did not state the Poincaré conjecture as a conjecture but rather raised it as a question, one natural question is why he did this. In order to address these issues, in this paper, we examine Poincaré's works in topology in the framework of classifying manifolds through numerical and algebraic invariants. Consequently, we also provide a full history of the formulation of the Poincaré conjecture which is richer than what is usually described and accepted and hence gain a better understanding of overall works of Poincaré in topology. In addition, this analysis clarifies a puzzling question on the relation between Poincaré's stated motivations for topology and the Poincaré conjecture. [ABSTRACT FROM AUTHOR]

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

Abstract  We generalize a result of F. Luca and A. Sankaranarayanan by proving that the set of n for which ϕ(1) ⃛ ϕ(n) is squareful is of zero density. A similar statement holds for σ (n) instead of ϕ(n) and for some other multiplicative functions. [ABSTRACT FROM AUTHOR]

It is proved that the set of those natural numbers which cannot be written as n-Ω( n) is of positive lower density. Here Ω( n) is the number of the prime power divisors of n. This is a refinement of a theorem of F. Luca. [ABSTRACT FROM AUTHOR]

It is shown that an approach earlier used by the author for classification of closed simply connected 6-manifolds (reduction to the problem of calculating certain bordism groups) can also be applied for easily obtaining the results by Barden (1965) on classification of closed simply connected 5-manifolds. Bibliography: 11 titles. [ABSTRACT FROM AUTHOR]

. [ABSTRACT FROM AUTHOR]

Abstract  This paper addresses the dialectical relation between theoretical thinking and technique, as they co-emerge in a combined computer algebra (CAS) and paper-and-pencil environment. The theoretical framework in this ongoing study consists of the instrumental approach to tool use and an adaptation of Chevallard’s anthropological theory. The main aim is to unravel the subtle intertwining of students’ theoretical thinking and the techniques they use in both media, within the process of instrumental genesis. Two grade 10 teaching experiments are described, the first one on equivalence, equality and equation, and the second one on generalizing and proving within factoring. Even though the two topics are quite different, findings indicate the importance of the co-emergence of theory and technique in both cases. Some further extensions of the theoretical framework are suggested, focusing on the relation between paper-and-pencil techniques and computer algebra techniques, and on the issue of language and discourse in the learning process. [ABSTRACT FROM AUTHOR]

In this note, we make two revisions of the paper [2]. The first one is the asymptotic behavior of the energy functional as t → T (see [2, Theorem 1.6]), where T is the blow-up time. The second one is the equivalent conditions for the solutions blowing up in finite time or existing globally (see [2, Theorem 1.8]). [ABSTRACT FROM AUTHOR]

This article provides instructions in preparing a paper for publication in the "Journal of Optimization Theory and Applications." Some of these guidelines are the following: 1)submission of manuscripts in triplicate; 2) reference to English as the official language of the journal; 3) inclusion of an abstract of at least 50 to 100 words in each contribution; and, 4) the abstract should be followed by a list of four to five key words identifying the subject.

Provides instructions for contributing authors of the "Journal of Optimization Theory and Applications." Overall style of the journal; Language to be used; Inclusion of abstracts and key words in the papers.

Provides instructions for contributing authors to the "Journal of Optimization Theory and Applications." Official language to be used; Inclusion of abstracts and key words in the papers; Format for writing mathematical formulas.

We fill a gap in the proof of one of the central theorems in Epp’s paper, concerning p-cyclic extensions of complete discrete valuation rings. [ABSTRACT FROM AUTHOR]

In this paper, I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers' platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that future workshop is an adequate format to support such enactments. [ABSTRACT FROM AUTHOR]

We give in this paper two explicit examples of nonsolvable weakly hyperbolic operators with real coefficients in two-space-dimensions. [ABSTRACT FROM AUTHOR]

The "Maker" movement is a cultural as well as educational phenomenon that has the potential to offer significant opportunities to students in conditions of social, economic and cultural disadvantage. The research reported in this paper, however, suggests that the simple provision of "Maker Spaces" for such activity is simplistic and not sufficient to realise this potential. The research involved a mixed methods study of a cohort of year 7 students (n = 26) in an Australian school located in a socio-economically disadvantaged outer-metropolitan region. The cohort undertook a range of Maker activities at a new "creativity centre" built at the school. Results indicate that the activities had positive impact on student attitudes towards science, technology, engineering and mathematics (STEM) overall, but that the impact was highly specific across attitudinal constructs. A strong ranging effect was also evident, suggesting that the impact of the experience was highly dependent on students' initial attitudes. Reflecting on these results, the paper also offers a reference framework that may help keep equity in mind when designing different kinds of Maker experience. [ABSTRACT FROM AUTHOR]

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

Abstract Transformer differential protection is exposed to faulty operation related to abnormal operation conditions (inrush, overexcitation, etc.). In this paper a new approach to improve the relay security and dependability is proposed, based on the space-vector analysis of the differential signal, and on their time characteristic shapes in Parks plane. The approach is supported by an introductory formulation and later validated. The technique has been shown to be robust and very simple for the purpose of detecting internal faults. [ABSTRACT FROM AUTHOR]

A recent paper (hereafter referred to as the "Paper"), Bermingham (2003), presented what appeared to be an analytical review of current situation of declining population growth rates in many parts of the world. The Paper suggested that the increasing growth rates before about 1970 constituted exponential growth, but that the currently declining growth rates were not exponential growth. Hence, the paper asserted that we should not use the terms "exponential growth" and "doubling times" in describing the current situation. Many of the suggestions in the paper are contrary to established mathematics. These suggestions are examined here in some detail. [ABSTRACT FROM AUTHOR]

This article discusses Quantum K-theory on flag manifolds, finite-difference Toda lattices and quantum groups. The results of the paper were completed in the Summer 98 and reported by the authors at a number of conferences and seminars. In this version of the paper researchers decided to leave the material of Section 5 in the form close to the preliminary text written in 1998. In particular, researchers did not try to match the quantum group description of finite-difference Toda lattices given in Section 5 with the construction that has become standard since then due to the paper by writer P. Etingof.

Here, we systematically review research on teaching knowledge in the context of undergraduate STEM education, with particular attention to what this research reveals about knowledge that is important for evidence-based teaching. Evidence-based teaching can improve student outcomes in undergraduate STEM education. However, the enactment of promising evidence-based teaching strategies depends greatly on the instructor and potentially on the teaching knowledge they are able to deploy. The review includes an overview of prevalent teaching knowledge theory, including pedagogical content knowledge, mathematical knowledge for teaching, and pedagogical knowledge. We compare and contrast teaching knowledge theory and terminology across STEM disciplines in order to build bridges for researchers across disciplines. Our search for peer-reviewed investigations of teaching knowledge in undergraduate science, engineering and mathematics yielded 45 papers. We examined the theoretical frameworks used in each study and analyzed study approaches, comparing across disciplines. Importantly, we also synthesized findings from research conducted in the context of evidence-based teaching. Overall, teaching knowledge research is sparse and siloed by discipline, and we call for collaborative work and better bridge-building across STEM disciplines. Though disciplinary divergences are common in discipline-based education research, the effect is magnified in this research area because the theoretical frameworks are themselves siloed by discipline. Investigations of declarative knowledge were common, and we call for increased attention to knowledge used in the practice of teaching. Finally, there are not many studies examining teaching knowledge in the context of evidence-based teaching, but the existing work suggests that components of pedagogical content knowledge, pedagogical knowledge, and content knowledge influence the implementation of evidence-based teaching. We describe implications for future teaching knowledge research. We also call on those who develop and test evidence-based strategies and curriculum to consider, from the beginning, the teaching knowledge needed for effective implementation. [ABSTRACT FROM AUTHOR]

In the present paper, the full range Strichartz estimates for homogeneous Schrödinger equations with non-degenerate and non-smooth coefficients are proved. For inhomogeneous equation, the non-endpoint Strichartz estimates are also obtained. [ABSTRACT FROM AUTHOR]

In this paper, we construct a symbol calculus yielding short exact sequences for the dual Toeplitz algebra generated by all bounded dual Toeplitz operators on the Hardy space associated with the polydisk D n in the unitary space C n , that have been introduced and well studied in our earlier paper (Benaissa and Guediri in Taiwan J Math 19: 31–49, 2015), as well as for the C*-subalgebra generated by dual Toeplitz operators with symbols continuous on the associated hypertorus T n . [ABSTRACT FROM AUTHOR]

Poincaré's conventionalism has been interpreted in many writings as a philosophical position emerged by reflection on certain scientific problems, such as the applicability of geometry to physical space or the status of certain scientific principles. In this paper I would like to consider conventionalism as a philosophical position that emerged from Poincaré's scientific practice. But not so much from dealing with scientific problems, as from the use of two specific methodologies proper to modern mathematics and the modern natural sciences: methodological structuralism and the hypothetical-deductive method—thus, as a philosophical position which emerged from a way (or rather, two ways) of doing science. With this approach, I try to deepen the analysis of connections between Poincaré's scientific practice and his philosophy. [ABSTRACT FROM AUTHOR]

Modern color science finds its birth in the middle of the nineteenth century. Among the chief architects of the new color theory, the name of the polymath Hermann von Helmholtz stands out. A keen experimenter and profound expert of the latest developments of the fields of physiological optics, psychophysics, and geometry, he exploited his transdisciplinary knowledge to define the first non-Euclidean line element in color space, i.e., a three-dimensional mathematical model used to describe color differences in terms of color distances. Considered as the first step toward a metrically significant model of color space, his work inaugurated researches on higher color metrics, which describes how distance in the color space translates into perceptual difference. This paper focuses on the development of Helmholtz's mathematical derivation of the line element. Starting from the first experimental evidence which opened the door to his reflections about the geometry of color space, it will be highlighted the pivotal role played by the studies conducted by his assistants in Berlin, which provided precious material for the elaboration of the final model proposed by Helmholtz in three papers published between 1891 and 1892. Although fallen into oblivion for about three decades, Helmholtz's masterful work was rediscovered by Schrödinger and, since the 1920s, it has provided the basis for all subsequent studies on the geometry of color spaces up to the present time. [ABSTRACT FROM AUTHOR]

A graph is called a weighted graph when each edge e is assigned a nonnegative number w( e), called the weight of e. For a vertex v of a weighted graph, d w( v) is the sum of the weights of the edges incident with v. For a subgraph H of a weighted graph G, the weight of H is the sum of the weights of the edges belonging to H. In this paper, we give a new sufficient condition for a weighted graph to have a heavy cycle. A 2-connected weighted graph G contains either a Hamilton cycle or a cycle of weight at least c, if G satisfies the following conditions: In every induced claw or induced modified claw F of G, (1) max{ d w( x), d w( y)}≥ c/2 for each non-adjacent pair of vertices x and y in F, and (2) all edges of F have the same weight. [ABSTRACT FROM AUTHOR]

Implementation has always been a paramount concern of mathematics education, but only recently has the conceptualizing and theorizing work on implementation as a phenomenon begun in our field. In this survey paper, we conduct a hermeneutic review of mathematics education research identified as related to the implementation problematics. The first cycle of the review is based on examples of studies published in mathematics education journals during the last 40 years. It is organized according to five reasons for developing implementation research. The second cycle concerns 15 papers included in this special issue and is organized by four themes, as follows: objects of implementation, stakeholders in implementation, implementation vs. scaling up, and implementability of mathematics education research. The paper is concluded with a refined glossary of implementation-related terms and suggestions for future research. [ABSTRACT FROM AUTHOR]

In a paper titled, “The Unreasonable Effectiveness of Mathematics”, published 20 years after Wigner’s seminal paper, the mathematician Richard W. Hamming discussed what he took to be Wigner’s problem of Unreasonable Effectiveness and offered some partial explanations for this phenomenon. Whether Hamming succeeds in his explanations as answers to Wigner’s puzzle is addressed by other scholars in recent years (Azeri 2020) I, on the other hand, raise a more fundamental question: does Hamming succeed in raising the same question as Wigner? The answer is no. My goal is to show that Hamming’s reading misses Wigner’s highly original formulation of the problem.Through a close and contextual reading of Wigner’s work, as I will show, we are led in new directions in addressing and solving the applicability problem. [ABSTRACT FROM AUTHOR]

This paper is an examination of the way mathematics, and STEM, arises through stories of teaching and learning on, with, and alongside Land. It emerges from research, undertaken in different Nations (Cree, Dene, Métis, Mi'kmaw, Naskapi, Canada), that considers what locally meaningful K-12 STEM teaching and learning might look like in Indigenous contexts. The paper reflects our research process. Each story is followed by a conversation that surfaces elements of how mathematics, language, learning, and different ways of knowing, being, and doing circulate together and emerge in relation to Land and all relations living within it. We frame the work in ethical relationality to open a space where Indigenous and Western knowledges might co-exist, attending to ongoing tensions in the work between ways of knowing, being, and doing of different people and peoples/nations, between perspectives and experiences of indigenous and non-indigenous participants, between languages, while still creating spaces where we might move closer together through iterative processes of collective learning. This exploration provides insight into how and when we might remember that mathematics has spirit, how quantity and pattern live in various contexts, when numbers might be inadequate for a context, and how all these ideas can meaningfully inform mathematics teaching and learning via relationships between language, mathematics and learners. We seek a mathematics that resists abstraction as extraction and instead lives and enspirits teaching and learning through relationships. [ABSTRACT FROM AUTHOR]

Understanding children's attitudes towards mathematics provides insights into their lived mathematical experience and engagement. Despite the considerable amount of research into students' attitudes toward mathematics, limited research has been conducted into young children's attitudes toward mathematics (YCATM). Within this limited research, investigating YCATM has certain challenges. From a methodological perspective, limitations exist regarding the type of research techniques that can be employed to study the nuances of the issue. The foci of this paper are to present and evaluate a methodological approach that used children's drawings (N = 106) and interview responses as the primary sources of data. Findings indicate that the strategy of "Draw yourself doing mathematics", when used with other research methods, generated rich attitudinal data in the form of personal stories about YCATM. [ABSTRACT FROM AUTHOR]

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In this paper we study the behaviour of solutions for a nonlocal hyperbolic equation. We use the Pohozaev manifold combined with a new technique to explicit two invariant regions in the space of initial data. On the first one the solution blows up (in finite or infinite time) and in the second one the solution exists globally. Additionally, we prove that the ground state solution of the elliptic problem associated to the original problem is unstable. The main goal of this paper is to present a new technique which allows us to consider nonlocal problems and to extend the classical result proved by Shatah (Trans Am Math Soc 290(2):701–710, 1985). [ABSTRACT FROM AUTHOR]

This paper discusses different approaches to constructing approximate mathematical models. [ABSTRACT FROM AUTHOR]