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Telescopers for a function are linear differential (resp. difference) operators annihilating the definite integral (resp. definite sum) of this function. They play a key role in Wilf–Zeilberger theory and algorithms for computing them have been extensively studied in the past 30 years. In this paper, we introduce the notion of telescopers for differential forms with D-finite function coefficients. These telescopers appear in several areas of mathematics, for instance parametrized differential Galois theory and mirror symmetry. We give a sufficient and necessary condition for the existence of telescopers for a differential form and describe a method to compute them if they exist. Algorithms for verifying this condition are also given. [ABSTRACT FROM AUTHOR]

Semidefinite programming (SDP) problems typically utilize a constraint of the form X ⪰ x x T to obtain a convex relaxation of the condition X = x x T , where x ∈ R n . In this paper, we consider a new hyperplane branching method for SDP based on using an eigenvector of X - x x T . This branching technique is related to previous work of Saxeena et al. (Math Prog Ser B 124:383–411, 2010, https://doi.org/10.1007/s10107-010-0371-9) who used such an eigenvector to derive a disjunctive cut. We obtain excellent computational results applying the new branching technique to difficult instances of the two-trust-region subproblem. [ABSTRACT FROM AUTHOR]

Assessment is a crucial factor in the implementation of curriculum reform. Little is known, however, on how curriculum changes can be reflected adequately in assessment, particularly if the reform concerns process skills. This issue was investigated for the case of assessing mathematical thinking in a mathematics curriculum reform for 15–18-year-old students in the Netherlands. From 2011 until 2017, these reform curricula were field tested in pilot schools, while other schools used the regular curricula. The research question is how this reform was reflected in national examination papers and in student performance on corresponding assignments. To address this question, we developed a theory-based model for mathematical thinking, analyzed pilot and regular examination papers, and carried out a quantitative and qualitative analysis of students' work on assignments that invite mathematical thinking. The results were that the pilot examination papers did address mathematical thinking to a greater degree than the regular papers, but that there was a decrease over time. Pilot school students outperformed their peers in regular schools on assignments that invite mathematical thinking by 4–5% on average and showed more diversity in problem-solving strategies. To explain the decreasing presence of mathematical thinking in examination papers, we conjecture that conservative forces within the assessment construction process may push back change. [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]

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]

The paper shows how to use the Husserlian phenomenological method in contemporary philosophical approaches to mathematical practice and mathematical ontology. First, the paper develops the phenomenological approach based on Husserl's writings to obtain a method for understanding mathematical practice. Then, to put forward a full-fledged ontology of mathematics, the phenomenological approach is complemented with social ontological considerations. The proposed ontological account sees mathematical objects as social constructions in the sense that they are products of culturally shared and historically developed practices. At the same time the view endorses the sense that mathematical reality is given to mathematicians with a sense of independence. As mathematical social constructions are products of highly constrained, intersubjective practices and accord with the phenomenologically clarified experience of mathematicians, positing them is phenomenologically justified. The social ontological approach offers a way to build mathematical ontology out of the practice with no metaphysical magic. [ABSTRACT FROM AUTHOR]

Mathematical modelling competencies have become a prominent construct in research on the teaching and learning of mathematical modelling and its applications in recent decades; however, current research is diverse, proposing different theoretical frameworks and a variety of research designs for the measurement and fostering of modelling competencies. The study described in this paper was a systematic literature review of the literature on modelling competencies published over the past two decades. Based on a full-text analysis of 75 peer-reviewed studies indexed in renowned databases and published in English, the study revealed the dominance of an analytical, bottom-up approach for conceptualizing modelling competencies and distinguishing a variety of sub-competencies. Furthermore, the analysis showed the great richness of methods for measuring modelling competencies, although a focus on (non-standardized) tests prevailed. Concerning design and offering for fostering modelling competencies, the majority of the papers reported training strategies for modelling courses. Overall, the current literature review pointed out the necessity for further theoretical work on conceptualizing mathematical modelling competencies while highlighting the richness of developed empirical approaches and their implementation at various educational levels. [ABSTRACT FROM AUTHOR]

In the absence of vision, visually impaired and blind people rely upon the tactile sense and hearing to obtain information about their surrounding environment. These senses cannot fully compensate for the absence of vision, so visually impaired and blind people experience difficulty with many tasks, including learning. This is particularly true of mathematical learning. Nowadays, technology provides many effective and affordable solutions to help visually impaired and blind people acquire mathematical skills. This paper is based upon a systematic review of technology-based mathematical learning solutions for visually impaired people and discusses the findings and objectives for technological improvements. It analyses the issues, challenges and limitations of existing techniques. We note that audio feedback, tactile displays, a supportive academic environment, digital textbooks and other forms of accessible math applications improve the quality of learning mathematics in visually impaired and blind people. Based on these findings, it is suggested that smartphone-based solutions could be more convenient and affordable than desktop/laptop-based solutions as a means to enhance mathematical learning. Additionally, future research directions are discussed, which may assist researchers to propose further solutions that will improve the quality of life for visually impaired and blind people. [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]

In this paper I explore how intellectual humility manifests in mathematical practices. To do this I employ accounts of this virtue as developed by virtue epistemologists in three case studies of mathematical activity. As a contribution to a Topical Collection on virtue theory of mathematical practices this paper explores in how far existing virtue-theoretic frameworks can be applied to a philosophical analysis of mathematical practices. I argue that the individual accounts of intellectual humility are successful at tracking some manifestations of this virtue in mathematical practices and fail to track others. There are two upshots to this. First, the accounts of the intellectual virtues provided by virtue epistemologists are insightful for the development of a virtue theory of mathematical practices but require adjustments in some cases. Second, the case studies reveal dimensions of intellectual humility virtue epistemologists have thus far overlooked in their theoretical reflections. [ABSTRACT FROM AUTHOR]

This paper is a survey paper for the special issue on changes in Eastern European mathematics education in recent decades. In it I attempt to describe briefly the development of Eastern European mathematics education during the years that preceded the changes of the late 1980s and early 1990s, and to indicate certain questions for research pertaining to the subsequent period. Existing scientific literature about these topics is also discussed. One of the key problems that must inevitably be addressed is the problem of influence in mathematics education, which may be linked to quite varied political and organizational circumstances. The questions raised in the paper may be posed with respect to other countries as well, but in the countries of Eastern Europe, with their tumultuous and complex political history, the social aspect may be observed in greater relief than anywhere else. It is assumed that the analysis of general tendencies and patterns of development will be of interest even to a readership whose pursuits are otherwise far from Eastern Europe. [ABSTRACT FROM AUTHOR]

Mathematics education in Serbia in the New Millennium has drawn on various traditions—Yugoslavian and post-Yugoslavian—and there has also been an acute awareness of the historical roots of mathematics education in Serbia before the founding of Yugoslavia in the twentieth century. In this paper I report on a comparative study of its two main journals in mathematics education since the break-up of Yugoslavia at the beginning of the new millennium. From this analysis, the focus of mathematics education is shown to be on talented students, which produces some excellent results in international competitions. However, new emerging trends are becoming more visible. First, the work of international colleagues is beginning to be published in Serbia, and second, a new community of scholars, who base their research on mathematics education rather than the mathematical content itself, is beginning to appear in some more recent publications. Nonetheless, the latter development is taking place only outside of the two journals at the center of this paper. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss the role of financial practice in the development of mathematics as applied in human judgement. The basis of the paper is in historical research from the 1990s that argues that the monetisation of western commerce, which abstracted value into quantified price, was synthesised with scholastic analysis resulting in a "mathematical mechanistic world picture" that led to the widespread use of mathematics in science from the seventeenth century. An aspect of this process was the quantification of chance that led to the development of mathematical probability, the branch of mathematics most relevant to judgement and the focus of this paper. Ideas from this historical research are related to the fundamental theorem of asset pricing (FTAP), the foundational theory of contemporary financial mathematics. The paper observes that vestiges of medieval scholastic attitudes to financial ethics can be discerned in the FTAP, offering a novel interpretation of the mathematical theorem. The paper then considers the Dutch book argument (DBA), the most popular justification for subjective probability. The paper's main contribution is in describing the significance of financial practice in validating the DBA and the paper explains how the FTAP addresses some criticisms of how the DBA represents beliefs. The conclusions emphasise the distinction between pure and practical reasoning and that this should be mirrored in a distinction between the mathematics of physica and practica. This point is important as mathematics is becoming more widespread in modelling, and directing, social systems. [ABSTRACT FROM AUTHOR]

As content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required for EMS positions, how to best prepare these individuals is knowledge that the field is still exploring. This paper first presents a theoretical model for EMS preparation that aligns an emerging coaching tool, the Decision-Making Protocol for Mathematics Coaching (Baker & Knapp, 2019, [DMPMC]) with the Professional Development Design Framework (Loucks-Horsley et al. in Designing professional development for teachers of science and mathematics, Corwin Press, 2010). The paper then presents a descriptive case study that examines the application of this model in an EMS preparation course. The findings indicate that assessing the coaching situation fostered administrative partnerships, revisiting goals increased specificity of anticipated outcomes, and applying research-informed practices increased EMS self-efficacy and advanced coaching agendas. Taken together, these findings suggest that integrating the DMPMC into an EMS preparation course led to positive changes in EMS candidate learning of professional development design. Notably, this is one of the first studies that documents the influence of a coaching education tool on EMS candidates' professional development design. [ABSTRACT FROM AUTHOR]

Discusses the computational analysis of the Bayesian Paradigm. Determination of the traditional applied probability focus to call structural mathematics contrasts; Association of typical statistical focus on inferential mathematics; Terms of Bernouilli variables or perhaps multinomial variables; Increase in sophistication of probability models and the statistical interference.

We study locally maximal attractors of expanding dynamical systems. Our main result is a representation of these attractors with the help of topological Markov chains corresponding to the Markov partitions of these attractors, which allows us to describe the dynamics of system on them. Ya. G. Sinai was the first who constructed and used Markov partitions for Anosov's diffeomorphisms [Funk. Anal. Prilozh., 2, No 1, 64; No 3, 70 (1968); English translation:Funct. Anal. Appl., 2, No 1, 61; No 3, 245 (1968)]. Expanding endomorphisms regarded as the simplest representatives of endomorphisms were first studied by M. Shub [Amer. J. Math., 91, No 1, 175 (1969)]. To construct Markov partitions for expanding endomorphisms, we update Sinai's approach in the proper way. A more detailed historical overview can be found in the work by O. M. Sharkovsky [Ukr. Mat. Zh., 74, No. 12, 1709 (2023); English translation:Ukr. Math. J., 74, No. 12, 1950 (2023)]. In this work, Sharkovsky indicated that the methods used to prove the main results presented in [Dokl. Akad. Nauk SSSR, 170, No. 6, 1276 (1966); English translation:Sov. Math. Dokl., 7, No. 5, 1384 (1966)] were, in fact, published in the collection of papers "Dynamical systems and the problems of stability of solutions of differential equations" (1973) issued by the Institute of Mathematics of the Academy of Sciences of Ukraine. This collection is difficultly accessible and was never translated into English. Note that, in the indicated paper, these methods were applied to somewhat different objects. To the best of our knowledge, there is no information about publications of similar results. In view of the outlined history and importance of the described approach (based on Markov partitions and topological Markov chains) for the description of construction of the attractors, it seems reasonable to publish these results anew. [ABSTRACT FROM AUTHOR]

The higher-order guaranteed lower eigenvalue bounds of the Laplacian in the recent work by Carstensen et al. (Numer Math 149(2):273–304, 2021) require a parameter C st , 1 that is found not robust as the polynomial degree p increases. This is related to the H 1 stability bound of the L 2 projection onto polynomials of degree at most p and its growth C st, 1 ∝ (p + 1) 1 / 2 as p → ∞ . A similar estimate for the Galerkin projection holds with a p-robust constant C st , 2 and C st , 2 ≤ 2 for right-isosceles triangles. This paper utilizes the new inequality with the constant C st , 2 to design a modified hybrid high-order eigensolver that directly computes guaranteed lower eigenvalue bounds under the idealized hypothesis of exact solve of the generalized algebraic eigenvalue problem and a mild explicit condition on the maximal mesh-size in the simplicial mesh. A key advance is a p-robust parameter selection. The analysis of the new method with a different fine-tuned volume stabilization allows for a priori quasi-best approximation and improved L 2 error estimates as well as a stabilization-free reliable and efficient a posteriori error control. The associated adaptive mesh-refining algorithm performs superior in computer benchmarks with striking numerical evidence for optimal higher empirical convergence rates. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the links between prospective elementary teachers' (PTs') ability to notice student mathematical thinking, their mathematical knowledge for teaching (MKT) and their ability to decompose learning goals into component conceptual parts (Morris et al., 2009). Previously, researchers have proposed theoretical connections between MKT and teachers' professional noticing, but empirical support for these relationships has been limited. Results of this mixed-methods study indicate that PTs who scored higher on an MKT assessment outperformed their peers in terms of attending to student thinking but had similar performance in terms of interpreting that thinking. However, PTs who were able to conceptually unpack a learning goal into subconstructs performed higher-quality interpretations of student thinking. We hypothesize that the skill of decomposing learning goals may allow PTs to apply their mathematics knowledge to successfully interpret student work. These results have implications for understanding how noticing and MKT may develop in relation with each other. [ABSTRACT FROM AUTHOR]

This note remedies an error in our paper tilted Conormal Spaces and Whitney Stratifications (Found. Comput. Math., 2022). [ABSTRACT FROM AUTHOR]

In this paper, we construct center stable manifolds of unstable line solitary waves for the Zakharov–Kuznetsov equation on R × T L and show the orbital stability of the unstable line solitary waves on the center stable manifolds, which yields the asymptotic stability of unstable solitary waves on the center stable manifolds near by stable line solitary waves. The construction is based on the graph transform approach by Nakanishi and Schlag (SIAM J Math Anal 44:1175–1210, 2012). Applying the bilinear estimate on Fourier restriction spaces by Molinet and Pilod (Ann Inst H Poincaré Anal Non Lineaire 32:347–371, 2015) and modifying the mobile distance in Nakanishi and Schlag (2012), we construct a contraction map on the graph space. [ABSTRACT FROM AUTHOR]

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students' MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students' MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as "math persons" than their grade 3 peers in all countries. [ABSTRACT FROM AUTHOR]

In this paper, we establish some reversed dynamic inequalities of Hilbert type on time scales nabla calculus by applying reversed Hölder's inequality, chain rule on time scales, and the mean inequality. As particular cases of our results (when T = N and T = R ), we get the reversed form of discrete and continuous inequalities proved by Chang-Jian, Lian-Ying and Cheung (Math. Slovaca 61(1):15–28, 2011). [ABSTRACT FROM AUTHOR]

Calculus continues to be an important topic of discussion among mathematics education researchers given how it often acts as a gatekeeper for students in STEM. In their extensive 2017 review of calculus literature, Larsen and colleagues identified two main areas of applied research that had largely been neglected: research related (1) to efforts to improve calculus teaching and learning and (2) to equity and social justice. In this review we investigate how scholars have answered this call by reviewing recent literature related to these two themes. First we identified some promising intervention studies that investigated changes at the course level (e.g., calculus courses intended for engineering students) and at the level of specific calculus topics (e.g. using digital tools to help students understand the Fundamental Theorem). Second, we identified several studies on diversity, equity, and inclusion. We found that some studies in this collection still approached this research through traditional methods (e.g., so called achievement gaps) but we also identified promising new directions for research in which scholars utilize critical theories and provide counter-narratives that highlight the strengths of calculus students from historically marginalized groups. We conclude our review by discussing future directions we hope to see in the field that we argue will strengthen current work. [ABSTRACT FROM AUTHOR]

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

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

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

Teacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most studies focus on the relations with student achievement, followed by studies on beliefs. Beliefs are a significant determinant of academic success and can include student self-concept or emotions, such as anxiety. The extent to which anxiety can be influenced by teacher expectations has been investigated in very few studies. This paper examined how teacher expectations related to changes in student achievement, self-concept, and anxiety in mathematics within a school year. The data were from a longitudinal study "Outcomes of teacher education", funded by the Swiss National Science Foundation and based on 28 teachers and 509 primary school students. Teacher expectations were operationalized using the residual approach. Student mathematics achievement was assessed via a standardized mathematics test and their self-concept as well as their mathematics anxiety via a questionnaire. The multi-level structure was considered in the analyses, because the interclass-correlation of student mathematics achievement exceeded the critical value of 10%. The results showed that teacher expectations were positively related to student achievement as well as self-concept and negatively related to anxiety towards mathematics. The change in the explained variance was small (self-concept and anxiety) to large (achievement). The results extend findings on the expectation effect in the classroom, as they focus not only on student achievement but also on student beliefs and are discussed regarding their significance for academic success. [ABSTRACT FROM AUTHOR]

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

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students' discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students' opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions. [ABSTRACT FROM AUTHOR]

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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]

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]

The notion of approximate fixed point sequence, emphasized in Chidume (Geometric properties of Banach spaces and nonlinear iterations. Lecture Notes in Mathematics, 1965. Springer-Verlag London, Ltd., London, 2009), is a very useful tool in proving convergence theorems for fixed point iterative schemes in the class of nonexpansive-type mappings. In the present paper, our aim is to present simple and unified alternative proofs of some classical fixed point theorems emerging from Banach contraction principle, by using a technique based on the concepts of approximate fixed point sequence and graphic contraction. [ABSTRACT FROM AUTHOR]

This paper is concerned with the two-species chemotaxis-competition model with degenerate diffusion, { u t = Δ u m 1 − χ 1 ∇ ⋅ (u ∇ w) + μ 1 u (1 − u − a 1 v) , x ∈ Ω , t > 0 , v t = Δ v m 2 − χ 2 ∇ ⋅ (v ∇ w) + μ 2 v (1 − a 2 u − v) , x ∈ Ω , t > 0 , 0 = Δ w + u + v − M ‾ (t) , x ∈ Ω , t > 0 , with ∫ Ω w (x , t) d x = 0 , t > 0 , where Ω : = B R (0) ⊂ R n (n ≥ 5) is a ball with some R > 0 ; m 1 , m 2 > 1 , χ 1 , χ 2 , μ 1 , μ 2 , a 1 , a 2 > 0 ; M ‾ (t) is the spatial average of u + v . In this paper, we show that if m 1 < 2 − 4 n , χ 1 > n (2 − m 1) n (2 − m 1) − 4 ⋅ max { 1 , a 1 } μ 1 and χ 2 > μ 2 a 2 or m 2 < 2 − 4 n , χ 1 > μ 1 a 1 and χ 2 > n (2 − m 2) n (2 − m 2) − 4 ⋅ max { 1 , a 2 } μ 2 , then there exist radially symmetric initial data such that the weak solution blows up in finite time in the sense that there is T ˜ max ∈ (0 , ∞) such that lim sup t ↗ T ˜ max (∥ u (t) ∥ L ∞ (Ω) + ∥ v (t) ∥ L ∞ (Ω)) = ∞. To obtain this result, we apply the method in the previous paper (Discrete Contin. Dyn. Syst., Ser. B 28(1):262–286, 2023) to derive an integral inequality for a moment-type functional, which was introduced by Winkler (Z. Angew. Math. Phys. 69(2):69, 2018). Moreover, before proving blow-up of solutions in the above model, we give a result on finite-time blow-up under the same conditions for m 1 , m 2 , χ 1 and χ 2 in the model with the terms Δ u m 1 , Δ v m 2 replaced with the nondegenerate diffusion terms Δ (u + ε) m 1 , Δ (v + ε) m 2 , where ε ∈ (0 , 1 ] . [ABSTRACT FROM AUTHOR]

In this paper, we consider a constructive proof of the termination of the normal form (NF) algorithm for multivariate polynomials, as well as the related concept of admissible ordering < on monomials. In classical mathematics, the well-quasiorder property of relation < is derived from Dickson's lemma, and this is sufficient to justify the termination of the NF algorithm. In provable programming based on constructive type theory (Coq and Agda), a somewhat stronger condition (in constructive mathematics) of the well-foundedness of the ordering (in its constructive version) is required. We propose a constructive proof of this theorem (T) for < , which is based on a known method that we refer to here as the "pattern method." This theorem on the well-foundedness of an arbitrary admissible ordering is also important in itself, independently of the NF algorithm. We are not aware of any other works on constructive proof of this theorem. However, it turns out that it follows, not very difficultly, from the results achieved by other researchers in 2003. We program this proof in the Agda language in the form of our library AdmissiblePPO-wellFounded of provable computational algebra programs. This development also uses the theorem to prove termination of the NF algorithm for polynomials. Thus, the library also contains a set of provable programs for polynomial algebra, which is significantly larger than that needed to prove Theorem T. [ABSTRACT FROM AUTHOR]

The paper discusses an example of an educational project in modern mathematics in which school students create mathematics that is new to them. The mathematical results produced by the students in the theory of definability also have an "absolute" novelty, i.e., are the basis for professional publications. The described course was based on recent results of this article's authors in the theory of definability. The new results were obtained by a group of 10 schoolchildren from different regions of Russia. [ABSTRACT FROM AUTHOR]

The paper describes in detail a class of educational problems from an elementary school course of mathematics and computer science. This course has been implemented over the past decades by a team led by Academician of the RAS A.L. Semenov. In the problems, it is necessary to find, build, or list all objects that satisfy a certain system of conditions. The student conducts these activities in a visual world of basic objects of discrete mathematics and computer science: strings (finite sequences of symbols), bags (multisets), tables, trees, and statements containing quantifiers. The connections of these problems with problems in computational combinatorics (counting the number of options), with search problems in the theory of computational complexity, with "big ideas," and general cognitive strategies for their formation in education are considered. The content of education in our approach is more adequate to the context of the modern world. [ABSTRACT FROM AUTHOR]

This paper concerns a distinction between circumstantial truths that hold because of the circumstances and acircumstantial truths that hold regardless of, or transcend, the circumstances. Previous discussions of the distinction tended to focus on its applications, such as to modality, logical truth, and essence. This paper focuses on developing the distinction largely, but not entirely, in abstraction from its potential applications. As such, the paper's main contribution is to further clarify the distinction itself. An indirect contribution is to help guide its future applications. [ABSTRACT FROM AUTHOR]

The number of published scientific papers and patent applications are indicators of a country's research and development (R&D) capabilities. Since the 2010s, these indicators have declined in Japan. One important reason for this decline is the change in science and mathematics education provided in schools. Education in school can greatly impact the quality of future researchers in science. To examine the impact of the number of class hours in science and mathematics that researchers received in school over the past 50 years, this study analysed data from two surveys conducted in 2016 and 2020. The results show that there is a decline in the number of patents for the younger generation that cannot be explained by age differences, and it is highly correlated with a decline in the total number of hours of science and math in junior high school. Educational policies influence student attitudes towards learning. Changes should be implemented only after validating their effects from a long-term perspective because education policies may have unintended negative impacts on a country's economic growth. [ABSTRACT FROM AUTHOR]

The ergodic properties of the randomly forced Navier–Stokes system have been extensively studied in the literature during the last two decades. The problem has always been considered in bounded domains, in order to have, for example, suitable spectral properties for the Stokes operator, to ensure some compactness properties for the resolving operator of the system and the associated functional spaces, etc. In the present paper, we consider the Navier–Stokes system in an unbounded domain satisfying the Poincaré inequality. Assuming that the system is perturbed by a bounded non-degenerate noise, we establish uniqueness of stationary measure and exponential mixing in the dual-Lipschitz metric. The proof is carried out by developing the controllability approach of the papers Kuksin et al. (Geom Funct Anal 30(1):126–187, 2020) and Shirikyan (J Eur Math Soc, 2020) and using the asymptotic compactness of the dynamics. [ABSTRACT FROM AUTHOR]

In this paper a part of the data from a larger study, the Enactment Project, is explored. The exploration is guided by two research questions. The first is specific to the instructional core of teacher practice while the second is related to student perceptions of how they learn mathematics. The project adopted the Complementary Accounts Methodology. Micro-analysis of how three teachers enacted their instructional objectives, using qualitative data analysis methods, led to the identification of three components of an instructional core, namely, Development of concepts and skills [D], Student work [S] and Review of student work [R] that pervade the lessons of the three teachers. They enacted their instructional objectives through instructional cycles comprising combinations of D, S, and R. A lesson was found to comprise one or more instructional cycles. The post-lesson video-stimulated student interview data, showed that teachers helped their students learn mathematics in their lessons specifically in the S and R activity segments. This paper also dispels the myth about stereotypical mathematics instruction in Asian classrooms whilst contributing to this issue of ZDM in memory of David Clarke. It was his work related to the Complementary Accounts Methodology that provided colleagues in Singapore with a tool to illuminate mathematics instruction in their schools. [ABSTRACT FROM AUTHOR]

In the research reported in this paper, using a modified version of the interconnected model of teacher professional growth (IMTPG) proposed by Clarke and Hollingsworth (Teaching Teacher Educ 18:947–967, 2002), we aimed to understand the learning dynamics in a lesson study of a group of five teachers of grades 5–6, during their work around mathematical tasks and in the elaboration and analysis of a diagnostic test of students' knowledge. We draw on examples from a lesson study that took place in a school in Lisbon, involving five teachers that constituted the whole mathematics group of the school. The main feature of our adaptation is the consideration of a Group Domain instead of the Personal Domain of the original model. In the original model, the Domain of Practice had a broad definition but usually it was restricted to classroom experimentation. In the research reported in this paper, the lesson study sessions were taken as part of the Domain of Practice. For data collection, there was audio and video recording of the lesson study sessions and of the research lesson and the writing of a research journal. Data analysis was done using the modified IMTPG. The results suggest that this model is helpful in understanding the processes that make lesson study a valuable professional development setting, contributing to responding to the question of 'how lesson study works' (Lewis et al., Theory and practices of lesson study in mathematics: an international perspective, Springer, New York, 2019). In addition, the use of this model showed that the lesson study promoted the teachers' development regarding knowledge of didactics, especially knowledge of students and their learning processes and of teaching practice. [ABSTRACT FROM AUTHOR]

Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment-computer-based (CBT) and pencil-and-paper based (PPT)-and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning. [ABSTRACT FROM AUTHOR]

In this paper, we turn to the notion of networking theories with the aim of contrasting two theoretical mathematics education perspectives inspired by Vygotsky's work, namely, the Theory of Objectification and the Documentational Approach to Didactics. We are interested in comparing/contrasting these theories in accordance with the following three main questions: (a) the role that the theories ascribe to language and resources; (b) the conceptions that the theories bring forward concerning the teacher, and (c) the understandings they offer of the mathematics classroom. In the first part of the paper, some basic concepts of each perspective are presented. The second part includes some episodes from a lesson on the teaching and learning of algebra in a Grade 1 class (6–7-year-old students). The episodes serve as background to carry out, in the third part of the paper, a dialogue between proponents of the theoretical perspectives around the identified main questions. The dialogue shows some theoretical complementarities and differences and reveals, in particular, different conceptions of the teacher and the limits and possibilities that language affords in teaching–learning mathematics. [ABSTRACT FROM AUTHOR]

In this paper I present a mathematical arrangement in virtual space in relation to Plato's concept of space (χώρα)—a design methodology according to the mathematics of Plato and the Pythagoreans. [ABSTRACT FROM AUTHOR]

The paper concerns some aspects of architecture: Architecture can act as a symbol for the transcendent, it can play with the regularizing urge and with infinity, it shows as giant sculptures, and it adepts and even stimulates new branches in mathematics. Examples will underline that it behaves somehow "as if" it were Art or Mathematics. [ABSTRACT FROM AUTHOR]

Tarski's hierarchical solution to the Liar paradox is widely viewed as ad hoc. In this paper I show that, on the contrary, Tarski's solution is justified by a sound philosophical principle that concerns the inner structure of truth. This principle provides a common philosophical basis to a number of solutions to the Liar paradox, including Tarski's and Kripke's. Tarski himself may not have been aware of this principle, but by providing a philosophical basis to his hierarchical solution to the paradox, it undermines the ad-hocness objection to this solution. Indeed, it contributes to the defense of Tarski's theory against other objections as well. [ABSTRACT FROM AUTHOR]

There is no single canonical polynomial-time version of the Axiom of Choice (AC); several statements of AC that are equivalent in Zermelo-Fraenkel (ZF) set theory are already inequivalent from a constructive point of view, and are similarly inequivalent from a complexity-theoretic point of view. In this paper we show that many classical formulations of AC, when restricted to polynomial time in natural ways, are equivalent to standard complexity-theoretic hypotheses, including several that were of interest to Selman. This provides a unified view of these hypotheses, and we hope provides additional motivation for studying some of the lesser-known hypotheses that appear here. Additionally, because several classical forms of AC are formulated in terms of cardinals, we develop a theory of polynomial-time cardinality. Nerode & Remmel (Contemp. Math. 106, 1990 and Springer Lec. Notes Math. 1432, 1990) developed a related theory, but restricted to unary sets. Downey (Math. Reviews MR1071525) suggested that such a theory over larger alphabets could have interesting connections to more standard complexity questions, and we illustrate some of those connections here. The connections between AC, cardinality, and complexity questions also allow us to highlight some of Selman's work. We hope this paper is more of a beginning than an end, introducing new concepts and raising many new questions, ripe for further research. [ABSTRACT FROM AUTHOR]