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Teaching music often focuses on developing musical concepts, through comparisons and discriminations. This paper contributes to the discussion on concept development in music through recognition of common elements in a situation and a shift from a local to a general level, considering theoretical approaches to mathematical generalisation. It sets to explore preschool children's understanding of tempo and its use in new musical situations. The research involved a musical intervention in six preschool classrooms. Critical incidences from focus group discussions and non-participant observation recorded children's understanding of tempo from their musical actions, drawings, responses and reflection to teacher questions. The findings highlight that children could go beyond the specific content of the activities and focus on the basic characteristics of tempo, integrating them into their song creations. A teaching approach oriented to generalisation through concept development can assist teachers to elaborate musical content and realise students' level of understanding. [ABSTRACT FROM AUTHOR]

It is well-known that the famous Selberg integral is equivalent to the Morris constant term identity. In 1998, Baker and Forrester conjectured a generalization of the q-Morris constant term identity[J. Combin. Theory Ser. A 81 (1998), pp. 69–87]. This conjecture was proved and extended by Károlyi, Nagy, Petrov, and Volkov (KNPV) in 2015 [Adv. Math. 277 (2015), pp. 252–282]. In this paper, we obtain two symmetric function generalizations of the q-Baker–Forrester ex-conjecture. These include: (i) a q-Baker–Forrester type constant term identity for a product of a complete symmetric function and a Macdonald polynomial; (ii) a complete symmetric function generalization of KNPV's result. [ABSTRACT FROM AUTHOR]

In this paper, we generalize the Avalanche Principle in [Ann. of. Math. (2), 2001, 154(1): 155–203]. [ABSTRACT FROM AUTHOR]

If $ P(z)=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a n ∏ v = 1 n (z − z v) is a polynomial of degree n having all its zeros in $ |z|\le k, k\ge 1 $ | z | ≤ k , k ≥ 1 then Aziz [Inequalities for the derivative of a polynomial. Proc Am Math Soc. 1983;89(2):259–266] proved that \[ \max_{|z|=1}|P'(z)|\ge \frac{2}{1+k^n}\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \] max | z | = 1 | P ′ (z) | ≥ 2 1 + k n ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. Recently, Kumar [On the inequalities concerning polynomials. Complex Anal Oper Theory. 2020;14(6):1–11 (Article ID 65)] established a generalization of this inequality and proved under the same hypothesis for a polynomial $ P(z)=a_0+a_1z+a_2z^2+\cdots +a_nz^n=a_n\prod _{v=1}^{n}(z-z_v) $ P (z) = a 0 + a 1 z + a 2 z 2 + ⋯ + a n z n = a n ∏ v = 1 n (z − z v) , that $$\begin{align*} & \max_{|z|=1}|P'(z)| \\ & \ge \left(\frac{2}{1+k^n}+\frac{(|a_n|k^n-|a_0|)(k-1)}{(1+k^n)(|a_n|k^n+k|a_0|)}\right)\sum_{v=1}^{n}\frac{k}{k+|z_v|}\max_{|z|=1}|P(z)|. \end{align*} $$ max | z | = 1 | P ′ (z) | ≥ (2 1 + k n + (| a n | k n − | a 0 |) (k − 1) (1 + k n) (| a n | k n + k | a 0 |)) ∑ v = 1 n k k + | z v | max | z | = 1 | P (z) |. In this paper, we sharpen the above inequalities and further extend the obtained results to the polar derivative of a polynomial. As a consequence, our results also sharpens considerably some results of Dewan and Upadhye [Inequalities for the polar derivative of a polynomial. J Ineq Pure Appl Math. 2008;9:1–9 (Article ID 119)]. [ABSTRACT FROM AUTHOR]

Over the past few decades, Piaget's forms of abstraction have proved productive for developing explanatory models of student and teacher knowledge, yet the broader applicability of his abstraction forms to mathematics education remains an open question. In this paper, we adopt the Piagetian forms of abstraction to accomplish two interrelated goals. Firstly, we analyze instructional tasks to develop hypothetical accounts of the abstractions that might occur during students' engagement with them. Secondly, we draw on middle- and secondary-grades classroom data to discuss the abstractions that occurred during the implementation of those instructional tasks. Because this paper represents an initial attempt at extending the applicability of Piagetian forms of abstraction, we close with potential implications of such use and possible avenues for future research. Most notably, we highlight the complexities involved in supporting abstraction through curriculum and instruction. • We examine task materials and implementation. • We differentiate between forms of abstraction. • We identify abstraction's viability for such analysis. • We differentiate between student learning outcomes. • We suggest avenues for future research. [ABSTRACT FROM AUTHOR]