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Universal presentations and interpretations of the history of mathematics have now been challenged, identifying the need of resurrecting hitherto marginalized contributions. In such studies, cognitive factors influencing the related development trajectories play a crucial role. Different societies would have had different mathematical cognitions contributing to the development of distinct forms of mathematics. This study attempts to surface the related cognitive contents of using large numbers. The principal source used for the study—the Buddhist Commentaries—determines the period and region covered. As such, it explores the conditions prevailed in 5th century CE (approximately) in Sri Lanka. 2000 Mathematics Subject Classification (MSC 2000) code: 01A07 [ABSTRACT FROM AUTHOR]

The article discusses Oxford's History of Mathematics Forum, which was established in 2001 and has held nearly 200 meetings. The forum provides a platform for mathematicians and historians to share their work and ideas, covering a wide range of topics from ancient mathematics to current research. The group was formed in honor of mathematician John Fauvel and aims to promote the social element of academic work. The forum has adapted to the COVID-19 pandemic by transitioning to online seminars, but has recently returned to in-person meetings to maintain its informal and social character. [Extracted from the article]

This article discusses a collaboration between mathematician and poet Sarah Glaz and collage artist Mark Sanders, who created a poem and collage inspired by Claudius Ptolemy's influential treatise in astronomy, Almagest. The poem, titled "Ptolemy's Almagest: Book I," is a found poem formed by Glaz from the introduction and table of contents of Almagest: Book I. The collage, also titled "Ptolemy's Almagest: Book I," reflects and extends the imagery and ideas in the poem. The article provides background information on Ptolemy, the city of Alexandria, and the decline of the Golden Age of Greek Mathematics. It also discusses Almagest and its geocentric model of the universe. The collage incorporates imagery related to Ptolemy's work in astronomy and geography, as well as references to other astronomers such as Copernicus and Tycho Brahe. [Extracted from the article]

Vito Volterra, an influential Italian mathematician, played a significant role in the rise of Italian mathematics after the country's unification in 1861. However, his career took a downturn under the Fascist regime. Volterra refused to pledge allegiance to the regime and was subsequently removed from his position as a university professor. Despite his contributions to mathematics, Volterra was largely forgotten in Italy until the availability of his letters in the 1970s shed new light on his research and public influence. Volterra's life serves as a lens to examine the trajectory of Italian science during this period. [Extracted from the article]

"Reading Mathematics in Early Modern Europe: Studies in the Production, Collection, and Use of Mathematical Books" is a collection of eleven essays that examine the intellectual and physical practices of mathematical writing, publishing, and reception in early modern Europe. The book focuses on the figure of Henry Savile, a patron of mathematical teaching, and explores topics such as the use of diagrams, the history of mathematical libraries, the challenges of publishing scholarly editions, and the analysis of marginalia. The essays provide valuable insights into the history of mathematics as a part of human culture and will be of interest to researchers studying the intellectual and social aspects of mathematics. [Extracted from the article]

This article explores the problem of finding the fastest descent path under uniform gravity, known as the brachistochrone curve. The traditional method involves using variational calculus, but the authors propose a simpler approach using straight lines. By dividing the path into segments and calculating the time for a particle to cover each segment, a curve resembling the brachistochrone can be found. This alternative method helps students understand kinematical and dynamical concepts and introduces them to mathematical optimization. The article also discusses the properties of the cycloid curve and provides equations for calculating the descent time. The authors compare their method to the analytical solution and suggest that prior knowledge of the solution can improve accuracy. [Extracted from the article]

We study the square root computation by Leonardo Fibonacci (or Leonardo of Pisa) in his MSS Liber Abaci from c1202 and c1228 and De Practica Geometrie from c1220. In this MSS, Fibonacci systematically describes finding the integer part of the square root of an integer in numerous examples with three to seven decimal digits. The results of these examples are summarized in a table in the paper. Liber Abaci also describes in detail finding an approximation to the fractional part of the square root. However, in other examples in Liber Abaci and De Practica Geometrie, only the approximate values of the fractional part of the square roots are stated. This paper further explores these approximate values using techniques like reverse engineering. Contrary to many claims that Fibonacci also used other methods or approximations, we show that all examples can be explained using one digit-by-digit method to compute the integer part of the square root and one approximation scheme for the fractional part. Further, it is shown that the approximation scheme is tied to the method to compute the integer part of the square root. [ABSTRACT FROM AUTHOR]

theory is examined, highlighting his approach to teaching the subject and the impact it had on the field of mathematics. The author discusses Klein's emphasis on the historical development of the theory and his use of concrete examples to illustrate abstract concepts. The study provides insight into the pedagogical methods employed by Klein and their influence on the teaching of mathematics. [Extracted from the article]

The article "Issue 32(1)" in the Communications of the German Mathematical Society (DMV) covers various topics such as the DMV Student Conference 2024 in Ilmenau, the significance of mathematics in museums, job opportunities for mathematics graduates, and the name of the DMV. The president of the DMV emphasizes the need to attract more and younger members and to make greater efforts towards women and diversity. It also reports on the discussion about renaming the DMV, for which suggestions from members are being collected. The 2023 PISA study shows that the average mathematical and reading competencies of adolescents in many OECD countries have declined compared to the previous study in 2018. Scientific competence has also decreased. In Germany, the performance losses in all three areas are above average. The reasons for the deterioration are mainly attributed to the effects of the COVID-19 pandemic, as well as language difficulties, interest, and motivation. The exhibition "From Newton to Einstein - a journey through space and time" was developed at the Max Planck Institute for Gravitational Physics in Potsdam and is now on display in Tübingen. The award winner Carla Cederbaum has also developed other projects, such as a book on mathematical magic tricks and the publication series "Oberwolfach-Snapshots of Modern Mathematics". Mathematicians Carolin Mehlmann and Thomas Richter from the University of Magdeburg participated in an expedition of the Polarstern to the Arctic Ocean to calibrate a new hybrid sea ice model. The hybrid sea ice model combines particle and continuum methods to better resolve the different sea ice regimes on different local scales. The text deals with the deformation theorem in differential geometry. It is shown that a manifold with boundary possesses a metric with certain properties if the double of the manifold carries such a metric. The question of whether the converse of this statement holds is also raised. The text deals with hypothesis testing and the problem of multiple error probability. Various methods for solving this problem are presented, including the Bonferroni correction and the development of better methods taking into account the dependency structure of the tests. It also addresses pseudoline arrangements, which have connections to combinatorics, geometry, and computer science. The text deals with various mathematical topics, including sorting networks, pseudoline arrangements, Rubik's cube, the PISA study, calculating machines, student studies, Felix Klein, and international cooperation in mathematics. Various concepts and applications are explained, such as the creation of sorting networks from pseudoline arrangements, the use of Markov chains to generate random pseudoline arrangements, and the development of calculation aids and calculating machines. The importance of student studies and international cooperation in mathematics is also emphasized. The text provides an insight into various mathematical topics and their applications. The article reports on Renate Tobies, a visiting scientist at Friedrich Schiller University Jena. She studied chemistry and mathematics and obtained her habilitation in the history of mathematics and natural sciences. Tobies has taught in various German cities and in Austria and was the managing editor of NTM History and Ethics of Natural Sciences, Technology, and Medicine. The article deals with a position paper by the professional societies DMV. [Extracted from the article]

The field of history of science has evolved and diversified over the past few decades, encompassing not only the natural sciences, medicine, and mathematics, but also the social sciences, humanities, and the study of the relationship between science and technology. The discipline has embraced inter- and transnational perspectives, as well as postcolonial and decolonial aspects. The history of science has become an interdisciplinary field, exploring the relationship between science and other forms of knowledge. This special issue aims to highlight the diversity and vibrancy of current research topics and approaches in the histories of science, including the history of the humanities, social sciences, mathematics, communication practices, digital history, and the role of technology. The contributions also demonstrate the connections between histories of science and other fields of historical research, such as gender history, colonial history, media history, and environmental history. [Extracted from the article]

This document is a collection of postage stamps from around the world that feature mathematicians, mathematical concepts, and related topics. The stamps are presented in chronological order and provide a visual representation of the history of mathematics. Each stamp is accompanied by a brief description of the mathematician or concept depicted. The collection showcases the global recognition of mathematics and its impact on society, with stamps from various countries and time periods. The document also includes stamps that depict computer art, op art, mathematical olympiads, geometry teaching, and other mathematical themes. Additional reading materials and online resources are suggested for further exploration. [Extracted from the article]

The text discusses two books on the philosophy of mathematics education. The first book, "Connecting Humans to Equations," explores the human dimensions of mathematics and covers topics such as the ontological and epistemological aspects of mathematics. The second book, "Critical Mathematics Education," presents the Critical Mathematics Education (CME) paradigm, which aims to empower students to think critically about mathematics and its societal implications. Both books offer valuable insights into the philosophy of mathematics education and are recommended for philosophers and mathematics teachers. [Extracted from the article]

After the Hindu-Arabic decimal positional system was introduced in Europe, throughout many centuries textbooks on elementary arithmetic, intended for beginners, had a more or less fixed organization of content, usually starting with chapters on numeration. These chapters, as a rule, contained one or more examples of large integers the purpose of which was simply to be named (read out loud), sometimes also vice versa. This tradition apparently began with the two first texts that significantly contributed to the spread of the decimal system in Europe--the Latin translations of al-Khwarizmi's treatise on decimal arithmetic, and Leonardo's Liber Abaci, containing examples of reading a 16-digit and a 15-digit number respectively. Throughout the centuries, the order of magnitude of these introductory numbers increased, in general up to some 30 digits, but in some cases to over 60 digits. In this paper we examine the development and extent of this characteristic of introductory arithmetic textbooks from the period 13th-19th century, and the conditions which lead to this, now extinct, practice. [ABSTRACT FROM AUTHOR]

A symbolic analysis of Archimedes's periodical number system is developed, from which a natural link emerges with the modern positional number systems with zero. After the publication of Fibonacci's Liber Abaci, the decimal Indo-Arabic positional system was the basis of the algorithmic and algebraic trend of modern mathematics, but even if zero plays a crucial role in algebra and mathematical analysis, zeroless positional systems show the same capability of producing efficient arithmetical algorithms based on operation tables over digits. The crucial role of digits is assessed, by considering a representation of numbers based on strings in lexicographic order. A new algorithm for the determination of decimal periods is presented by remarking on the cruciality of this topic in number theory. Periods of ordinal numbers and enumerations of recursive enumerability are shortly recalled. Concluding remarks are formulated about the deep relationship between numbers and information, which shed new light on a red line passing through the whole history of mathematics. [ABSTRACT FROM AUTHOR]

"The World Persia Made" by Lloyd Llewellyn-Jones explores the ancient Persian empire and challenges the popular Greek narrative that portrays the Persians as exotic, brutal, and weak. Llewellyn-Jones argues that the Persians were culturally and socially sophisticated, economically strong, militarily powerful, and intellectually gifted. The book highlights the impressive achievements of the Persians, such as their tolerant governance, extensive transportation network, and magnificent building projects like Persepolis. However, some of Llewellyn-Jones's claims, such as the Persians introducing trousers to the world, are met with skepticism. The book also examines the biases and propagandist qualities of Greek sources, while acknowledging the importance of analyzing ancient writers like Herodotus with a healthy sense of skepticism. Overall, "The World Persia Made" presents a different perspective on Persian civilization and its contributions to history. [Extracted from the article]

The notion of d'epaysement 'epist'emologique (epistemological disorientation) aims to capture the sense of disorientation when a learner is led to question their prior assumptions and understandings, generating uncertainty in a context in which they thought they had certain knowledge. This article describes an activity used with a group of practicing mathematics teachers in Uruguay that integrates elements of the history of mathematics related to Gödel's incompleteness theorem, with the aim of provoking in the participants the experience of d'epaysement 'epist'emologique. Results show that several of the teachers participating in the activity felt d'epaysement 'epist'emologique, and this feeling triggered empathy towards their own students. The article ends with a discussion of the real possibilities of integrating the history of mathematics in secondary mathematics courses and in the training of teachers. [ABSTRACT FROM AUTHOR]

In this text we seek understandings, in terms of the teaching and learning process of Mathematics, about the possible articulations between the History of Mathematics (HM) and Mathematical Modeling (MM) revealed in research in the area. To this end, a systematic literature review was carried out, through which we searched for research in databases and national scientific events that addressed topics related to this objective, which led us to the identification of eight works. Through the procedures of Discursive Textual Analysis, initially, we fragmented and unified the data and, later, classified them into categories. From this analytical process, two categories emerged: I - Articulating HM and MM enables teaching and learning processes that generates understanding of the mathematical topics studied and desirable attitudes for the formation of the student and II - Articulating HM and MM makes it possible to highlight the human aspects, social, scientific, and cultural aspects linked to the development of mathematical models and the relationship between mathematics and other areas of knowledge. Based on the emerging categories, potentialities arising from articulations between HM and MM for the teaching and learning process of Mathematics were evidenced, which justify the reasons why it is relevant to do so. [ABSTRACT FROM AUTHOR]

"The International Commission on Mathematical Instruction, 1908–2008: People, Events, and Challenges in Mathematics Education" by Fulvia Furinghetti and Livia Giacardi explores the history and evolution of the International Commission on Mathematical Instruction (ICMI) from its founding in 1908 to its centennial in 2008. The book is divided into three parts, with Part I focusing on the commission's history and key figures. Part II provides additional information such as a timeline, maps, and biographical profiles. The volume offers a comprehensive and scholarly examination of the development of mathematical instruction and is a valuable resource for those interested in the subject. [Extracted from the article]

"The Story of Proof: Logic and the History of Mathematics" by John Stillwell is a book that explores the development of mathematical proofs throughout history. The author examines the emergence of proofs in antiquity and the long-standing dominance of Euclid's foundations of geometry. Stillwell presents a historical narrative of mathematical achievements and subfields, highlighting the ways in which different areas of mathematics are interconnected. The book also discusses the influence of linguistic and conceptual developments on the evolution of mathematics, including the role of infinity and the impact of notation. While the text assumes some prior knowledge of mathematical proofs, it provides numerous examples and explanations to help readers understand the subject. The book concludes with a discussion of modern foundations of mathematics and the potential for computer-assisted proof and automated proof verification. [Extracted from the article]

"Reactionary Mathematics: A Genealogy of Purity" by Massimo Mazzotti explores the political and cultural implications of the battle between two competing mathematical schools in the Kingdom of Naples during the late 18th and early 19th centuries. The reformist and radical period was dominated by mathematical analysts, while the conservative and reactionary regimes favored mathematical synthetics. The book argues that mathematics was deeply intertwined with politics during this time, with the analysts' universal pretensions clashing with the critics' belief in the limitations of human reason. The synthetic approach, rooted in Euclidean geometry, emphasized tradition and order. While the mathematical fight was particularly pronounced in Naples, similar tensions were seen throughout Europe. The book concludes that the emergence of pure mathematics in the 19th century was influenced by broader cultural trends, such as the rise of romantic sensibility. [Extracted from the article]

Juan José Saldaña González, the first Latin American Secretary General of the International Union of History and Philosophy of Science and Technology, passed away in Mexico City at the age of seventy-seven. Saldaña was known for his intellectual contributions, leadership in the professionalization of the history of science in Latin America, and his efforts to bring it to the international stage. He organized the first International Congress of History of Science in Latin America in 2001. Saldaña held multiple roles throughout his career and was a member of numerous international organizations and commissions. He made significant contributions to the institutionalization and professionalization of the discipline in Latin America and was a prolific researcher and author. [Extracted from the article]

This interview features Andrea Reichenberger. Currently she holds a substitute professorship for history of technology at TUM Technical University of Munich. She is junior research group leader at the Department of Mathematics, University of Siegen, Germany, and leads the research project "Rethinking the History of Mathematics and Physics: Women in Focus." Reichenberger has held several postdoctoral positions, e.g., at the Center for the History of Women Philosophers and Scientists (HWPS) at Paderborn University (Germany) and in the DFG research project "Thought Experiment, Metaphor, Model" at the Institute for Philosophy I at the Ruhr University Bochum. Between 2019 and 2021, she was a fellow at the University of Paderborn and principal investigator of the research project "Foundational research in mathematical logic – relativity – quantum physics. Case studies on the integration of women philosophers." Reichenberger has written a book on Émilie du Châtelet (Springer, 2016) and has published many articles in journals, collected editions, and encyclopedias. [ABSTRACT FROM AUTHOR]

The study of cognitive processes in English teaching methods from the perspective of HPM (History and Pedagogy of Mathematics) provides valuable insights into how students learn and understand the English language. Cognitive research in language learning focuses on the mental processes involved in acquiring, processing, and using language skills. By incorporating the principles of HPM, which examines the historical development and pedagogical approaches in mathematics education, researchers can draw parallels and apply similar methodologies to English language instruction. This paper constructed Bloom's taxonomy Fuzzy Decision Support System (BTF-DSS). Bloom's taxonomy provides information about the teacher's understanding towards the teaching. Through BTF-DSS model offers teachers provides the knowledge and expertise for effective teaching with the fuzzy model. The BTF-DSS model uses the fuzzy logic decision support system for the appropriate significant teaching and learning experience. The simulation analysis of the BTF-DSS model expressed that the fuzzy model exhibits significant performance for the English teaching method in China through the HPM process. [ABSTRACT FROM AUTHOR]

This paper is about the history of the Mathematical Institute of the University of Freiburg with special reference to the applied mathematician Henry Görtler. [ABSTRACT FROM AUTHOR]

This article examines the experience of carrying out an educational presentation of scientific dissemination on the participation of black women throughout the history of mathematics, for high school students who visited the Campus of Caraguatatuba of the Federal Institute of São Paulo (IFSP), in May 29, 2023. Therefore, this work articulates research, teaching and extension, in an interdisciplinary way, with the aim of examining the pedagogical possibilities of the thematic axis of black women in mathematics. To support the investigation, a theoretical review was carried out on this subject, through the search for academic works on the subject, using, for this, the "Google Scholar" tool. A questionnaire, which was designed to ascertain the views of those present on the topics covered, was answered by 15 high school students who attended the presentation. The results of this research point to the importance of the concept of intersectionality that takes into account gender, race and class identities when investigating the trajectories of black women who are professionally dedicated to mathematics, as researchers and educators. [ABSTRACT FROM AUTHOR]

Even the claim that mathematicians do not examine their hypotheses, which Plato's Socrates makes explicitly and repeatedly as a contrast between mathematics and dialectic, is valuable only when you face both its falsity and its truth. She is less interested in Plato knowing Eudoxus's completed theory or other advanced mathematical facts, than she is in Plato's awareness of mathematicians striving - in some ways like dialecticians but in other ways unlike them - along their way to creating such theories. That is, Plato believed mathematicians establish that their hypotheses solve problems and that is all the mathematicians seek, and Plato approved of that. (p. 7, compare the retrospective summary on p. 40) 2 PLATO IN ENGLISH: TEXT AND TRANSLATION Landry's default translation is [8] (Landry p. 1n4). [Extracted from the article]

This article discusses the importance of studying medieval Islamic astronomical handbooks, known as zījes, which contain tables on various astronomical topics. The author praises Benno van Dalen's research on this genre, specifically his study of the contents of Book II of Kūshyār ibn Labbān's Jāmiʿ Zīj. The article highlights some of the key findings in van Dalen's book, including Kūshyār's innovative methods for calculating planetary positions and his contributions to the prediction of eclipses. The author concludes by emphasizing the need for further research on other influential zījes to gain a more comprehensive understanding of this important genre in the history of science. [Extracted from the article]

Since it will always be clear from the context, we will continue to use the symbol I H SB n sb i for Graph HT ht , when dealing with a specific sequence Graph HT ht . Then (15) is easily manipulated to become Graph HT ht (16) which is (14). [Extracted from the article]

Science Service's coverage of Fermat's last theorem had evidently improved by 1939, when it reported on progress made by Cornell University mathematician J. Barkley Rosser under the more accurate title "Old Mathematical Puzzle Still Intrigues Science" [[47]].[15] Yet another article summarized the status of other deceptively simple "puzzles" of number theory - the search for odd perfect numbers, the distribution of primes, and the Goldbach conjecture - underscoring the fact that mathematicians did not have all the answers [[46]].[16] By the 1940s, first the mobilization of scientists for an ultimate war effort and then the war itself and defense research came to dominate science news, but a catchall "Review of the Year" in I Science News-Letter i in 1940 that highlighted defense research also included a substantial list of mathematical accomplishments under the subheading "Four Colors Suffice for 35 Regions on Sphere" [[18]]. Still, for mathematics as well as for all the sciences, Edward Scripps's vision of Science Service in the service both of science and of "making democracy ... more intelligent" through accessible reporting on scientific research of all kinds was realized in print over the course of the immediately post-World War I decades. Author of such widely read books as I Men of Mathematics i and I The Queen of the Sciences i , Bell was listed in the national I Radio Guide i for Saturday, February 8, 1936, as a "Professor of Mathematics at the California Institute of Technology" speaking on mathematics as part of the program "Searchers of the Unknown" [[14]].[39] Slotted from 10:30 to 11:00 PM EST on WABC, Bell's broadcast appears not to have been a Science Service talk and was twice as long as those generally ran. Science Service in the Service of Science A substantial amount of the science news of the time in the United States emanated from just one organization, Science Service. [Extracted from the article]

Our official mathematics subject curricula are full of names next to rules, laws, theorems and results. Usually, most of these names refer to male mathematicians whose works had a high impact in the history of mathematics. However, there is the possibility of giving a more coeducative view to this science, achieving a less unequal curriculum with respect to the gender perspective. The first step on this way is the paradigm shift which must occur in university curricula, and history of mathematics is a very good example of this. This article shows how it is possible to coeducate from the history of mathematics and what acceptance this new look in gender perspective can have among our students. [ABSTRACT FROM AUTHOR]

Here, Steingart undertakes an examination of the way in which the "younger" historians of mathematics of the period started to look beyond the standard methods for the discipline. How legitimate it is to read all the support offered to mathematics during this period as a product of the Cold War mentality is open to question, and it would be interesting to examine the corresponding support mathematics received in the Soviet Union during that period of time. Steingart also looks to the notion of mathematics in an abstract formulation as an inspiration for architects like Buckminster Fuller. It is just not clear that "Cold War epistemology" is a well-defined term. Steingart starts with the story of algebraic topology as an example of abstraction pushing its way further and further into mathematics. [Extracted from the article]

Before Playfair even begins his concluding section in which he speaks on the "inferiority of English mathematicians since the time of Newton" (282), he is subtly able to communicate to the readers of the I Edinburgh review i , who would have known of Newton as one of the greatest mathematical minds, that Newton's work had been improved upon and completed by continental mathematicians using differential methods (see Hall [12]). To bring British attention to differential calculus, Playfair begins with a brief enumeration of the main improvements in calculus from the previous 70 years, from Euler's application of calculus to trigonometry to Lagrange's calculus of variations (Playfair [22], 250-54). Following the Newton-Leibniz controversy on the priority of the calculus's discovery, most British mathematicians pledged loyalty to Newton, and by extension, to his fluxional calculus (Guicciardini [11], 1). There is a shift here from Playfair's plea for mathematicians to pay attention to the continent to Wallace and Ivory's usage and popularisation of continental methods and notation. [Extracted from the article]

Fostering students' relational understanding of the equals sign is a challenge for math educators that begins in the primary levels and persists into tertiary education. In this paper, I develop an entry point, especially for students who only have an operational understanding of the equals sign, to the core idea of equivalence in linear algebra. My approach is informed by the history of mathematics: In the 17th and 18th centuries, mathematics research underwent an algebraicization, with mathematicians replacing their classical geometric questions with novel algebraic investigations. In this paper, I will offer geometric interpretations of two operations developed at the precipice of this monumental shift: algebraic substitution and Gaussian elimination. I will then utilize Lakoff & Johnson's theory of conceptual metaphor to compare and contrast this historically-grounded geometric re-interpretation of modern linear algebra to the direct algebraic interpretation taken in most modern textbooks. [ABSTRACT FROM AUTHOR]

Salih Zeki Bey, one of the important researchers in the field of the history of science in our history, has worked on this subject for a long time and left important works and articles. Salih Zeki Bey especially researched the historical development of Mathematics, as a result of his studies, he determined that Muslim scholars had an important role in this matter and aimed to reveal this. In this study, the first of the series of articles titled "History of Mathematical Sciences in Islam" published by Sâlih Zeki Bey, a mathematician, a physicist as well as a versatile Darülfünun teacher who has an information in Astronomy and various fields, in the 54th issue of Ebuzziya Magazine will be researched. In addition, before going into the mentioned article, Salih Zeki Bey's life, works, History of Science and her aims in carrying out her studies on this subject will be mentioned. [ABSTRACT FROM AUTHOR]

This document is a draft of the minutes from the Irish Mathematical Society Annual General Meeting held on September 1, 2023, at the University of Limerick. The meeting covered various topics, including the acceptance of the agenda and minutes from the previous AGM, correspondence from the International Mathematical Union (IMU), the President's report on developments within the society, the approval of new membership applications, the treasurer's report on the society's accounts, updates on the Conference Support Fund, information about the Bulletin and membership fees, reports from the Irish Committee for Mathematics Education (ICME) and the Irish Committee for Equality, Diversity and Inclusion in Mathematics (ICEDIM), and elections for committee positions. No other matters were discussed. [Extracted from the article]

This paper demonstrates the application of STEM technologies using the example of the problem of a thread with a load. As a training problem, parameter finding of a flexible inextensible thread with a load sliding along it, as well as with a fixed load, is considered. A mathematical model of a thread with a load is created without using simplifying assumptions such as a negligibly small mass of the thread, a thread with a small sag or a parabolic approximation of the thread form. When solving the problem, methods of analysis from various branches of mathematics, theoretical mechanics, physics, history of mathematics, as well as various tools of computer mathematical packages (Mathcad), are used. The reasonability of considering such tasks from the perspective of teaching effectiveness for first-year students in engineering as well as in physics and mathematics is proved. Promising educational tasks based on the investigated problem are considered. [ABSTRACT FROM AUTHOR]

Before we dive into the book, we are warned that this is not a typical math popularization book; it won't gush about genius mathematicians, nor will it simplify any fashionable math into meaningless drivel. Another possible issue some may raise about the book is its identification of mathematics with proof and its identification of proof with Greek mathematics. Lolli here aims to convince us that even a formalist perspective on mathematics can coexist with the conception of mathematics as a narrative. What do you think of when you read the phrase "mathematics as storytelling?". [Extracted from the article]

Those interested in Cayley's life and works should read Anthony Crilly's definitive biography [[6]]; see pp. 193-195 for classification in Cayley's mathematics. She assigned Jacobi, Plücker, and Cayley to the "latter division" and pointed to Cayley's lack of sympathy with Riemann's ideas as indicative of his relative disinterest in foundational questions - adding further nuance to Glaisher's exception of the philosophy of mathematics. Arthur Cayley, unlike most of his contemporaries, contributed to almost every nineteenth-century mathematical subdiscipline. Even more specifically, though Salmon and Cayley had worked together on geometric topics, Salmon accorded with "Mr. Glaisher, who has described [Cayley] as the greatest living master of algebra" [[25], p. 483]. [Extracted from the article]

Mathematics and early state formation, or the Janus face of early Mesopotamian mathematics: bureaucratic tool and expression of scribal professional autonomy: revised contribution to the symposium Mathematics and the State. I think linear algebra is a representative test case, being one of the core courses of undergraduate mathematics and a mathematical discipline with a millennia-long historical tradition. All that debate is about secondary school mathematics teaching, but the tide of changes is already reaching university mathematics as well. He emphasized the role of elementary matrices, introduced the I LU i -factorization of matrices, and suggested solving systems of simultaneous linear equations HT ht for a nondegenerate square matrix I A i not by Gaussian elimination, but by inversion of I A i : HT ht . [Extracted from the article]

While the discussion by Pietarinen borders on the more traditional conceptions of mathematics, part of the aim of the I Handbook i is to situate mathematics within our broader cognitive faculties and lives. Marcel Danesi (Ed) Handbook of Cognitive Mathematics Cham, Switzerland: Springer International, 2022, vii + 1383, including index For one acquainted with C.S. Peirce, it is hard to see Springer's recent I Handbook of Cognitive Mathematics i (editor: Marcel Danesi) through none other than a Peircean lens. Discussions of Peirce's philosophy of mathematics sometimes emphasize (as Peirce does at times) the differences between mathematics and logic. [Extracted from the article]

This essay aims to discuss the importance of the historical investigation of mathematics as a cognitive agent in the comprehensive learning of school mathematics. Initially, I make conjectures regarding creativity as a human ability according to its cognitive dynamics in the acts of knowing, understanding, and explaining. Throughout the essay, I discuss and reflect on principles that support the use of historical investigative practices in mathematics teaching, considering that teachers need to appropriate historical mathematical facts to promote a mediation that provides conceptual reorganizations around the mathematical objects that students will construct during their school learning. These are investigative, problematizing, and foundational principles of mathematics teaching and learning, which take historical mathematical facts as cognitive agents in mathematics teaching and as triggers of student learning. Finally, I mention themes that can be agents for teaching and learning mathematics, evoking conceptual and pedagogical functions for teaching mathematics based on historical mathematical methods. [ABSTRACT FROM AUTHOR]