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Let 퐺 be a finite reductive group such that the derived subgroup of the underlying algebraic group is a product of quasi-simple groups of type 햠. In this paper, we give an explicit description of the action of automorphisms of 퐺 on the set of its irreducible complex characters. This generalizes a recent result of M. Cabanes and B. Späth [Equivariant character correspondences and inductive McKay condition for type 햠, J. Reine Angew. Math.728 (2017), 153–194] and provides a useful tool for investigating the local sides of the local-global conjectures as one usually needs to deal with Levi subgroups. As an application we obtain a generalization of the stabilizer condition in the so-called inductive McKay condition [B. Späth, Inductive McKay condition in defining characteristic, Bull. Lond. Math. Soc.44 (2012), 3, 426–438; Theorem 2.12] for irreducible characters of 퐺. Moreover, a criterion is given to explicitly determine whether an irreducible character is a constituent of a given generalized Gelfand–Graev character of 퐺. [ABSTRACT FROM AUTHOR]

For a simple graph G on n vertices the Seidel Estrada index of G, denoted by $ SEE(G) $ SEE (G) , is defined as $ SEE(G)=\sum _{i=1}^ne^{\theta _i} $ SEE (G) = ∑ i = 1 n e θ i , where $ \theta _1,\ldots,\theta _n $ θ 1 , ... , θ n are the Seidel eigenvalues (the eigenvalues of the Seidel matrix) of G. In this paper, we find the maximum and minimum values of the Seidel Estrada index among all graphs with the fixed number of vertices. Our results confirm some conjectures on Seidel Estrada index of graphs that have been posed in [M. Hakimi-Nezhaad, M. Ghorbani, On the Estrada Index of Seidel Matrix, Mathematics Interdisciplinary Research5 (2020) 43–54]. [ABSTRACT FROM AUTHOR]

The study described in this paper investigated a unique collaboration among a special education and two general educators that sought to prepare students for success in the general education mathematics curriculum and that consisted of coordinated, reform-based instructional design across classroom and pull-out services provided by the special educator including preteaching. During preteaching, the special educator delivered instruction on key mathematics and collaboration skills that special education students would need a few days before they would receive instruction on the same content in their general education classrooms. Their collaboration produced high levels of teacher satisfaction, substantive teacher change, and increases in student engagement, self-efficacy, and achievement. [ABSTRACT FROM AUTHOR]

In this paper, we consider a singular Adams' inequality with logarithmic weights in the unit ball of $ \mathbb {R}^4 $ R 4 . Our results extend the results of Zhu and Wang [Adams' inequality with logarithmic weights in $ \mathbb {R}^4 $ R 4 . Proc Amer Math Soc. 2021;149(8):3463–3472] on Adams' inequality with logarithmic weights to singular case. Then, we study the existence of solutions for some weighted mean field equations, relying on variational methods and the singular Adams' inequality with logarithmic weights we previously established. [ABSTRACT FROM AUTHOR]

The well-known notion of an extending module is closely linked to that of a Baer module. A right R -module M is called extending if every submodule of M is essential in a direct summand. On the other hand, a right R -module M is called Baer if for all N ≤ M , l S (N) ≤ ⊕ S S where S = End R (M). In 2004, Rizvi and Roman generalized a result of [A. W. Chatters and S. M. Khuri, Endomorphism rings of modules over nonsingular CS rings, J. London Math. Soc.  21(2) (1980) 434–444.] in terms of modules and showed the connections between Baer and extending modules via the result: "a module M is -nonsingular extending if and only if M is -cononsingular Baer". M R is called -nonsingular if ∀ φ ∈ S such that Ker φ ≤ e M , φ = 0. Moreover, M R is called -cononsingular if for any N ≤ M with φ N ≠ 0 for all 0 ≠ φ ∈ S , implies N ≤ e M. In view of this result, every Baer module which happens to be -cononsingular will automatically become an extending module. In this paper, our main focus is the study of -cononsingularity of modules. Our investigations are also motivated by the fact that very little is known about the notion of -cononsingularity while sufficient knowledge exists about the other three remaining notions in the preceding result. Moreover, we introduce the notion of special extending (or sp-extending, for short) of a module and show that the class of -cononsingular modules properly contains the class of extending modules and the class of special extending modules. Among other results, we obtain a new analogous version for the Rizvi–Roman's result which illustrates the close connections between Baer and extending modules. Examples illustrating the notions and delimiting our results are provided. [ABSTRACT FROM AUTHOR]

This paper proposes a framework for constructing high-order linearly implicit exponential integrators that conserve a quadratic invariant. This is then applied to the scalar auxiliary variable (SAV) approach. Quadratic invariants are significant objects that are present in various physical equations and also in computationally efficient conservative schemes for general invariants. For instance, the SAV approach converts the invariant into a quadratic form by introducing scalar auxiliary variables, which have been intensively studied in recent years. In this vein, Sato et al. (Appl. Numer. Math. 187, 71-88 2023) proposed high-order linearly implicit schemes that conserve a quadratic invariant. In this study, it is shown that their method can be effectively merged with the Lawson transformation, a technique commonly utilized in the construction of exponential integrators. It is also demonstrated that combining the constructed exponential integrators and the SAV approach yields schemes that are computationally less expensive. Specifically, the main part of the computational cost is the product of several matrix exponentials and vectors, which are parallelizable. Moreover, we conduct some mathematical analyses on the proposed schemes. [ABSTRACT FROM AUTHOR]

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]

In this paper, we study the stability of the volume preserving mean curvature flow of closed hypersurfaces in the hyperbolic space. We prove that an L 2 -almost umbilical hypersurface will be deformed to a totally umbilical hypersurface along the flow. Our result removes the assumption on the mean curvature in the theorems of Huang-Lin-Zhang [Peking J. Math. (2023)] and Leng-Xu-Zhao [Int. J. Math. (2014)]. [ABSTRACT FROM AUTHOR]

Between 1873 and 1876, Felix Klein published a series of papers that he later placed under the rubric anschauliche Geometrie in the second volume of his collected works (1922). The present study attempts not only to follow the course of this work, but also to place it in a larger historical context. Methodologically, Klein's approach had roots in Poncelet's principle of continuity, though the more immediate influences on him came from his teachers, Plücker and Clebsch. In the 1860s, Clebsch reworked some of the central ideas in Riemann's theory of Abelian functions to obtain complicated results for systems of algebraic curves, most published earlier by Hesse and Steiner. These findings played a major role in enumerative geometry, whereas Plücker's work had a strongly qualitative character that imbued Klein's early studies. A leitmotif in these works can be seen in the interplay between real curves and surfaces as reflected by their transformational properties. During the early 1870s, Klein and Zeuthen began to explore the possibility of deriving all possible forms for real cubic surfaces as well as quartic curves. They did so using continuity methods reminiscent of Poncelet's earlier approach. Both authors also relied on visual arguments, which Klein would later advance under the banner of intuitive geometry (anschauliche Geometrie). [ABSTRACT FROM AUTHOR]

In this paper, we introduce a condition on a p-subgroup of a finite group that is more general than the concept of ICΦ-subgroups, and obtain a sufficient and necessary condition for p-nilpotence of a finite group. We not only simplify the proofs of some main theorems of Gao and Li [Acta Math. Hungar. 163(1) (2021) 29–36], Kaspczyk [Acta Math. Hungar. 165(2) (2021) 355–359], and Kaspczyk [J. Algebra Appl. 23(1) (2024) 2450016], but also generalize these results. [ABSTRACT FROM AUTHOR]

In this paper, we prove Strichartz estimates for many body Schrödinger equations in the periodic setting, specifically on tori 핋 d {\mathbb{T}^{d}} , where d ≥ 3 {d\geq 3} . The results hold for both rational and irrational tori, and for small interacting potentials in a certain sense. Our work is based on the standard Strichartz estimate for Schrödinger operators on periodic domains, as developed in [J. Bourgain and C. Demeter, The proof of the l 2 l^{2} decoupling conjecture, Ann. of Math. (2) 182 2015, 1, 351–389]. As a comparison, this result can be regarded as a periodic analogue of [Y. Hong, Strichartz estimates for N-body Schrödinger operators with small potential interactions, Discrete Contin. Dyn. Syst. 37 2017, 10, 5355–5365] though we do not use the same perturbation method. We also note that the perturbation method fails due to the derivative loss property of the periodic Strichartz estimate. [ABSTRACT FROM AUTHOR]

This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners. [ABSTRACT FROM AUTHOR]

In this paper, we explore Norwegian teachers’ perspectives on inclusive teaching practices in the mathematics classroom, defined as practices which maximise every pupil’s potential regardless of prior attainment. As previous research suggests, both mathematics teachers’ perspectives in general and the conceptualisation of inclusion, inclusive education, and inclusive practices are culturally situated, varying significantly across countries and educational systems. We draw on data from a large project in Norway focusing on the use of grouping by attainment and its relation to policy and pedagogical practices around inclusion in mathematics. Participants were 13 primary and lower-secondary mathematics teachers from six schools in the Oslo area. Analysis of semi-structured interviews focusing on strategies for inclusion of all pupils in mathematics classrooms reveals the cultural particularities of mathematics teachers’ perspectives on inclusive practices, highlighting the value of similar investigations in other cultural contexts. [ABSTRACT FROM AUTHOR]

In this paper, we extend SMSNS [Pourbagher M, Salkuyeh DK. On the solution of a class of complex symmetric linear systems. Appl Math Lett. 2018;76:14–20.] iteration method for solving a class of complex symmetric system of linear equations. We propose a successive-overrelaxation (SOR) acceleration scheme for SMSNS (SMSNSSOR), discuss the convergence conditions of it and give the optimal parameters which make the fast convergence. Numerical results demonstrate that SMSNSSOR iteration method is feasible and effective for solving complex symmetric systems, and performs better than some other usually used iteration methods. [ABSTRACT FROM AUTHOR]

The paper focuses on finding the relationships between the frequency of experiencing positive and negative emotional states, students' subjective evaluation of the subjects of mathematics, Slovak language and literature, English language, civics and physical education in terms of their popularity, difficulty and importance, and school achievement in these subjects. The research population consisted of 168 (100%) pupils second and third-year pupils of a secondary vocational school in Žilina. The research included: the Subjective Emotional Habitual Well-being Questionnaire (Džuka, Dalbert, 2002) and the Attitudes to Learning Subjects Questionnaire for Pupils (Hrabal, Pavelková, 2010). The most important results of the research revealed that the teaching subject of mathematics was rated the worst in all the surveyed items. Pupils perceived mathematics as the least favourite subject, the most challenging, the least important. They had the worst average school achievement in it, experienced the most negative and least frequently positive emotional state of all the subjects studied. English was the most significant teaching subject. Physical education was the most popular subject taught to the students. Pupils' attitudes towards the subjects taught did not change much over time, being stable and unambiguous. Only the subject of mathematics, which current pupils perceived to be less popular and less important than in the past, showed a change. We found a high correlation between the frequency of experiencing a positive state of mind and the popularity of the assessed teaching subjects in mathematics and physical education. [ABSTRACT FROM AUTHOR]

Both theoretical and applied mathematics depend heavily on integral inequalities with generalized convexity. Because of its many applications, the theory of integral inequalities is currently one of the areas of mathematics that is evolving at the fastest pace. In this paper, based on fuzzy Aumann's integral theory, the Hermite–Hadamard's type inequalities are introduced for a newly defined class of nonconvex functions, which is known as  U · D preinvex fuzzy number-valued mappings ( U · D preinvex  F · N · V · M s) on coordinates. Some Pachpatte-type inequalities are also established for the product of two  U · D preinvex  F · N · V · M s, and some Hermite–Hadamard–Fejér-type inequalities are also acquired via fuzzy Aumann's integrals. Additionally, several new generalized inequalities are also obtained for the special situations of the parameters. Additionally, some of the interesting remarks are provided to acquire the classical and new exceptional cases that can be considered as applications of the main outcomes. Lastly, a few suggested uses for these inequalities in numerical integration are made. [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]

In [D. Feng and W. Huang, J. Math. Pures Appl. 106, 411–452 (2016)], the authors studied weighted topological pressure and established a variational principle for it. In this paper, we introduce the notion of local weighted topological pressure and generalize Feng and Huang's main results to localized version. [ABSTRACT FROM AUTHOR]

This paper extends some results of Mattila (J. Fractal Geom. 66 (2021) 389–401 and Ann. Acad. Sci. Fenn. A Math. 42 (2017) 611–620), in particular, removing assumptions of positive lower density. We give conditions on a general family Pλ:Rn→Rm,λ∈Λ$P_{\lambda }:\mathbb {R}^n\rightarrow \mathbb {R}^m, \lambda \in \Lambda$, of orthogonal projections which guarantee that the Hausdorff dimension formula dimA∩Pλ−1{u}=s−m$\dim A\cap P_{\lambda }^{-1}\lbrace u\rbrace =s-m$ holds generically for measurable sets A⊂Rn$A\subset \mathbb {R}^{n}$ with positive and finite s$s$‐dimensional Hausdorff measure, s>m$s>m$. As an application we prove for Borel sets A,B⊂Rn$A,B\subset \mathbb {R}^{n}$ with positive s$s$‐ and t-dimensional$t{\text{-dimensional}}$ measures that if s+(n−1)t/n>n$s + (n-1)t/n > n$, then dimA∩(g(B)+z)⩾s+t−n$\dim A\cap (g(B)+z) \geqslant s+t - n$ for almost all rotations g$g$ and for positively many z∈Rn$z\in \mathbb {R}^{n}$. We shall also give an application to the estimates of the dimension of the set of exceptional rotations. [ABSTRACT FROM AUTHOR]

We establish higher dimensional versions of a recent theorem by Chen and Haynes [Int. J. Number Theory 19 (2023), 1405–1413] on the expected value of the smallest denominator of rational points in a randomly shifted interval of small length, and of the closely related 1977 Kruyswijk–Meijer conjecture recently proved by Balazard and Martin [Bull. Sci. Math. 187 (2023), Paper No. 103305]. We express the distribution of smallest denominators in terms of the void statistics of multidimensional Farey fractions and prove convergence of the distribution function and certain finite moments. The latter was previously unknown even in the one‐dimensional setting. We furthermore obtain a higher dimensional extension of Kargaev and Zhigljavsky's work on moments of the distance function for the Farey sequence [J. Number Theory 65 (1997), 130–149] as well as new results on pigeonhole statistics. [ABSTRACT FROM AUTHOR]

This note corrects an error in our paper Anosov flows, growth rates on covers and group extensions of subshifts, Invent. Math. 223:445–483, 2021. This leaves our main results, Theorem 1.1, Corollary 1.2, Theorem 1.3 and Theorem 5.1, unchanged. We also fill a gap in the arguments presented in Sect. 9; this requires a small modification to the results in this section. [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]

Parity is an important and easy to recognise property for meromorphic functions. On the parity of meromorphic functions, Liu, Liu and Korhonen [J Math Anal Appl 512(2022):126129] obtained some meaningful results. In this paper, we investigate the parity of a meromorphic function y(z) under the hypothesis that y(z)2n-2y(z)n is even. In addition, we discuss the relationship on the parity of a meromorphic function with its q-difference polynomials and differential expressions. For instance, we consider the parity of a meromorphic function y(z) under the assumption that y'(z)/ y(z)n and y(qz)/y(z)n are odd or even functions, where n is a positive integer. [ABSTRACT FROM AUTHOR]

In this paper, extending the results in Fok (Proc Am Math Soc 145:2799–2813, 2017), we compute Adams operations on the twisted K-theory of connected, simply-connected and simple compact Lie groups G, in both equivariant and nonequivariant settings. [ABSTRACT FROM AUTHOR]

In the classical bargaining problem, we propose a very mild axiom of individual rationality, which we call possibility of utility gain. This requires that for at least one bargaining problem, there exists at least one player who reaches a higher utility level than their disagreement utility. This paper shows that the Nash solution (Nash in Econometrica 18(2):155–162, 1950) is characterized by possibility of utility gain and continuity with respect to feasible sets together with Nash's axioms except weak Pareto optimality. We also show that in Nash's theorem, weak Pareto optimality can be replaced by conflict-freeness (introduced by Rachmilevitch in Math Soc Sci 76(C):107–109, 2015). This demands that when the agreement most preferred by all players is feasible, this should be chosen. Furthermore, we provide alternative and unified proofs for other efficiency-free characterizations of the Nash solution. This clarifies the role of each axiom in the related results. [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 propose a mechanical model for a game of tug of war (rope pulling). We focus on a game opposing two players, modelling each player's body as a structure composed of straight rods that can be actuated in three different ways to generate a pulling force. We first examine the static problem of two opponents being in a deadlock configuration of mechanical equilibrium; here we show that this situation is essentially governed by the ratio of masses of the players, with the heavier player having a strong advantage. We then turn to the dynamic problem and model the response of the system to an abrupt change in activation by one of the players. In this case, the system exhibits a nontrivial response; in particular, we compare a sudden pulling and a sudden "letting up," and demonstrate the existence of regimes in which the lighter player can momentarily take the advantage. [ABSTRACT FROM AUTHOR]

There are several classical characterisations of the valuative dimension of a commutative ring. Constructive versions of this dimension have been given and proven to be equivalent to the classical notion within classical mathematics, and they can be used for the usual examples of commutative rings. To the contrary of the classical versions, the constructive versions have a clear computational content. This paper investigates the computational relationship between three possible constructive definitions of the valuative dimension of a commutative ring. In doing so, it proves these constructive versions to be equivalent within constructive mathematics. [ABSTRACT FROM AUTHOR]

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, for d ≥ 1 and s ∈ (0 , d 2) , we study the Bianchi–Egnell quotient Q (f) = inf f ∈ H ˙ s (R d) \ B ‖ (- Δ) s / 2 f ‖ L 2 (R d) 2 - S d , s ‖ f ‖ L 2 d d - 2 s (R d) 2 dist H ˙ s (R d) (f , B) 2 , f ∈ H ˙ s (R d) \ B , where S d , s is the best Sobolev constant and B is the manifold of Sobolev optimizers. By a fine asymptotic analysis, we prove that when d = 1 , there is a neighborhood of B on which the quotient Q (f) is larger than the lowest value attainable by sequences converging to B . This behavior is surprising because it is contrary to the situation in dimension d ≥ 2 described recently in König (Bull Lond Math Soc 55(4):2070–2075, 2023). This leads us to conjecture that for d = 1 , Q (f) has no minimizer on H ˙ s (R d) \ B , which again would be contrary to the situation in d ≥ 2 . As a complement of the above, we study a family of test functions which interpolates between one and two Talenti bubbles, for every d ≥ 1 . For d ≥ 2 , this family yields an alternative proof of the main result of König (Bull Lond Math Soc 55(4):2070–2075, 2023). For d = 1 we make some numerical observations which support the conjecture stated above. [ABSTRACT FROM AUTHOR]

In this paper, we prove sharp isoperimetric inequalities for lower order eigenvalues of Neumann Laplacian on bounded domains in both compact and noncompact rank-1 symmetric spaces. Our results generalize the work of Wang and Xia for bounded domains in the hyperbolic space (Xia and Wang in Math Ann 385(1–2):863–879, 2023), and Szegö–Weinberger inequalities in rank-1 symmetric spaces obtained by Aithal and Santhanam (Trans Am Math Soc 348(10):3955–3965, 1996). [ABSTRACT FROM AUTHOR]

In this paper, we study the centralizer of a separating continuous flow without fixed points. We show that if M is a compact metric space and $ \phi _t:M\to M $ ϕ t : M → M is a separating flow without fixed points, then $ \phi _t $ ϕ t has a quasi-trivial centralizer, that is, if a continuous flow $ \psi _t $ ψ t commutes with $ \phi _t $ ϕ t , then there exists a continuous function $ A: M\to \mathbb {R} $ A : M → R which is invariant along the orbit of $ \phi _t $ ϕ t such that $ \psi _t(x)=\phi _{A(x)t}(x) $ ψ t (x) = ϕ A (x) t (x) holds for all $ x\in M $ x ∈ M. We also show that if M is a compact Riemannian manifold without boundary and $ \Phi _u $ Φ u is a homogenous separating $ C^1 $ C 1 $ \mathbb {R}^m $ R m -action on M, then $ \Phi _u $ Φ u has a quasi-trivial centralizer, that is, if $ \Psi _u $ Ψ u is a $ \mathbb {R}^{ m} $ R m -action on M commuting with $ \Phi _u $ Φ u , then there is a continuous map $ A: M\to \mathcal {M}_{m\times m}(\mathbb {R}) $ A : M → M m × m (R) which is invariant along orbit of $ \Phi _u $ Φ u such that $ \Psi _{u}(x)=\Phi _{A(x)u}(x) $ Ψ u (x) = Φ A (x) u (x) for all $ x\in M $ x ∈ M. These improve Theorem 1 of [M. Oka, Expansive flows and their centralizers, Nagoya Math. J. 64 (1976), pp. 1–15.] and Theorem 2 of [W. Bonomo, J. Rocha, and P. Varandas, The centralizer of Komuro-expansive flows and expansive $ \mathbb {R}^d $ R d -actions, Math. Z. 289(3–4) (2018), pp. 1059–1088.] respectively. [ABSTRACT FROM AUTHOR]

Open science is receiving widespread attention globally, and preprinting offers an important way to implement open science practices in scholarly publishing. To develop a systematic understanding of researchers' adoption of and attitudes toward preprinting, we conducted a survey of authors of research papers published in 2021 and early 2022. Our survey results show that the United States and Europe led the way in the adoption of preprinting. The United States and European respondents reported a higher familiarity with and a stronger commitment to preprinting than their colleagues elsewhere in the world. The adoption of preprinting is much stronger in physics and astronomy as well as mathematics and computer science than in other research areas. Respondents identified free accessibility of preprints and acceleration of research communication as the most important benefits of preprinting. Low reliability and credibility of preprints, sharing results before peer review and premature media coverage are the most significant concerns about preprinting, emphasized in particular by respondents in the life and health sciences. According to respondents, the most crucial strategies to encourage preprinting are integrating preprinting into journal submission workflows and providing recognition for posting preprints. [ABSTRACT FROM AUTHOR]

In this paper, we study a discrete momentum consensus-based optimization (Momentum-CBO) algorithm which corresponds to a second-order generalization of the discrete first-order CBO [S.-Y. Ha, S. Jin and D. Kim, Convergence of a first-order consensus-based global optimization algorithm, Math. Models Methods Appl. Sci. 30 (2020) 2417–2444]. The proposed algorithm can be understood as the modification of ADAM-CBO, replacing the normalization term by unity. For the proposed Momentum-CBO, we provide a sufficient framework which guarantees the convergence of algorithm toward a global minimum of the objective function. Moreover, we present several experimental results showing that Momentum-CBO has an improved success rate of finding the global minimum compared to vanilla-CBO and show the stability of Momentum-CBO under different initialization schemes. We also show that Momentum-CBO can be used as the alternative of ADAM-CBO which does not have a proper convergence analysis. Finally, we give an application of Momentum-CBO for Lyapunov function approximation using symbolic regression techniques. [ABSTRACT FROM AUTHOR]

This editorial paper reviews the articles published in a special issue devoted to the application of active particle methods applied to the study of the collective dynamics of large systems of interacting entities in science and society. The applications presented in this special issue focus on the study of financial markets, cell dynamics in the context of cancer modeling, vehicle and crowd vehicle and crowd dynamics, and classical problems in the kinetic theory of active particles and swarm theory. A critical analysis is proposed to look forward to research. Perspectives with emphasis on the interaction of multiple social dynamics. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: Even though monitoring and control enactment are key aspects of self‐regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy‐eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development. Lay Description: What is currently known: Monitor and control enactment are key aspects of self‐regulated learning (SRL).Adaptive learning technologies may reduce the need for learners to monitor and control their learning.Personalized dashboards support learners' monitoring behaviour and can potentially also support control enactment.Enactment of control could positively affect learners' motivation. What does this paper add: There is a large variation in how learners enact control and whether they comply with the scaffold.Learners who chose more difficult problems experienced more enjoyment, while learners choosing easy problems, experienced more pressure.Learners complied with the scaffold, experienced less choice, but also less pressure and more enjoyment.This study provides avenues to account for broader learner characteristics like SRL and motivation to optimize learning. Practical implications: Support control enactment by actively involve learners in choice during the learning process.Offer monitor and enactment in conjunction, as learners can only make well‐founded choices if they can monitor their learning process.Intrinsically and extrinsically motivated learners showed different choice patterns and learning experience.It is important to have an understanding and monitoring of learners' motivation. [ABSTRACT FROM AUTHOR]

In this paper, using the method of blow-up analysis, we establish a trace Trudinger-Moser inequality involving L^p-norm and obtain the corresponding extremal on a compact Riemann surface with a smooth boundary. The result generalizes those of Li-Liu [Math. Z. 250 (2005), pp. 363–686] and Zhang [Commun. Pure Appl. Anal. 20 (2021), pp. 1721–1735]. [ABSTRACT FROM AUTHOR]

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

A paper of Reeder–Yu [J. Amer. Math. Soc. 27 (2014), pp. 437–477] gives a construction of epipelagic supercuspidal representations of p-adic groups. The input for this construction is a pair (\lambda, \chi) where \lambda is a stable vector in a certain representation coming from a Moy–Prasad filtration, and \chi is a character of the additive group of the residue field. We say two such pairs are equivalent if the resulting supercuspidal representations are isomorphic. In this paper we describe the equivalence classes of such pairs. As an application, we give a classification of the simple supercuspidal representations for split adjoint groups. Finally, under an assumption about unramified base change, we describe properties of the Langlands parameters associated to these simple supercuspidals, showing that they have trivial L-functions and minimal Swan conductors, and showing that each of these simple supercuspidals lies in a singleton L-packet. [ABSTRACT FROM AUTHOR]

We show that if G$G$ is a finitely generated group such that its profinite completion Ĝ$\widehat{G}$ is "far from being projective" (i.e., the kernel of the universal Frattini cover of Ĝ$\widehat{G}$ is not a small profinite group), then the class of existentially closed G$G$‐actions on fields is not elementary. Since any infinite, finitely generated, virtually free, and not free group is "far from being projective," the main result of this paper corrects an error in our paper, Beyarslan and Kowalski (Proc. London Math. Soc., (2) 118 (2019), 221–256), by showing the negation of Theorem 3.26 in that paper. [ABSTRACT FROM AUTHOR]

The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change. [ABSTRACT FROM AUTHOR]

In this paper, we present the analysis of the students' achievements in learning calculus in a dynamic software environment during the Covid19 crisis. Two groups of students, the experimental and the control one, were monitored. Blended learning was applied to the students in the experimental group, with the help of Microsoft Teams and dynamic software GeoGebra, in autumn 2020. All students in the control group learned in the classroom without using GeoGebra in 2019. The comparison between these two groups of first-year students, regarding their calculus test results, is described in this paper. It is interesting that the results of the experimental group were significantly better than the results of students in the control group, despite the fact that the students from the experimental group learned during the Covid19 crisis. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

In this paper, I follow trails of the auto/biographical turn in the field of gender and science, particularly focusing on women mathematicians' epistolary narratives. The paper emerges from a wider Leverhulme funded project of writing a feminist genealogy of «automathographies», tracing women mathematicians' historical emergence as subjects of scientific knowledge, as well as creators of philosophy and culture. What I argue is that letters are important auto/biographical documents in illuminating women's epistemological and intellectual involvement in the making of scientific knowledge, which included the development of mathematical sciences, but was also expanded in the wider cultural formations of the European modernity. In doing so, I deploy the notion of «epistolary sensibility» as a methodological and epistemological approach to archival research with women mathematicians' letters. [ABSTRACT FROM AUTHOR]

Purpose: This commentary discusses the paper by Reardon et al. (2024; this issue) entitled, "Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting." This commentary outlines the necessary contribution this paper adds to the substantive area of research it is couched within while also identifying potential areas of future research to expand the understanding of this phenomenon and its impact upon practice. Design/methodology/approach: What is fidelity of implementation, how do we measure it and how does it impact our interpretations of experimental findings? This commentary focuses specifically on the nebulous construct of fidelity in experimental studies and how this impacts experimental findings' internal and external validity. Findings: Although fidelity is frequently referenced as an important aspect to consider, the measurement of the construct has been critiqued in experimental studies. To understand if an intervention was "implemented as intended," the core dimensions of the intervention must be considered in the measurement process, as well as potential confounding variables. Originality/value: With an increased need for experimental work to inform what works, for whom and under what conditions, there becomes a need to better investigate the implementation of the intervention in these contexts – thus, fidelity must be reconceptualized. This commentary provides an overview of this dilemma with potential ideas to investigate moving forward. [ABSTRACT FROM AUTHOR]

Mathematics can be used as a tool to question and critique society and, in doing so, give us more information about the world around us and how it operates. This however, is not a common perspective that is conveyed to students during their undergraduate mathematics coursework. This paper contributes to the understanding of how undergraduate mathematics students question and critique society via mathematical modeling tasks. In two courses at two universities, 27 mathematics majors and secondary preservice teachers engaged in the modeling process situated in authentic contexts to learn specific concepts and make mathematical connections across domains and disciplines. Both courses culminated in a final project in which students created and investigated solutions to their own modeling tasks. In this paper, we describe how our courses (1) centered justice as pedagogy, (2) were environments for student agency and exploration, and (3) explicitly demonstrated how mathematics and social justice are intertwined. Drawing on frameworks of mathematical modeling for social justice, we present and analyze student-created tasks to showcase how they utilized mathematics as a tool to question and critique the world around them. [ABSTRACT FROM AUTHOR]

Background: Despite its potentially significant functional and emotional impact, acalculia is still too rarely assessed and managed by speech and language therapists. Research on the rehabilitation of numerical transcoding remains scarce in the literature and, despite positive results, presents a low level of evidence. Aims: The present study aims to evaluate the effectiveness of a targeted rehabilitation of numerical transcoding in two patients suffering from a chronic secondary acalculia. Methods & Procedures: Two post‐brain injury females with secondary acalculia took part in a single‐case experimental design with multiple baseline across subjects according to a three‐phase experimental protocol: baseline involving global cognitive rehabilitation (5–7 measurements with randomized sequential introduction); targeted intervention (10 measurements); follow‐up (2 immediate measurements and 1 month after the end of the intervention). Repeated outcome measures consisted of six lists composed of numbers of equivalent difficulty that were used alternately to assess numerical transcoding. We used a reverse digit span as a control measure to assess the specificity of the intervention. Rehabilitation lasted 5 weeks and consisted of errorless learning with colour cues, tables and number–words cards. Outcomes & Results: During baseline period involving global cognitive rehabilitation, transcoding scores remained unchanged. In contrast, there was a significant improvement in scores for both patients during the intervention phase targeting transcoding and maintenance of benefits 1‐month post‐intervention. Conclusions & Implications: This study demonstrates that a specific rehabilitation targeting numerical transcoding following chronic secondary acalculia can be effective in improving transcoding skills. WHAT THIS PAPER ADDS: What is already known on the subject: Transcoding difficulties in patients with acalculia can cause a significant disability in everyday life activities. In secondary acalculia, rehabilitation of cognitive functions associated with number processing (attention, working memory, language) is not sufficient for improvement of transcoding. What this paper adds to existing knowledge: An intervention specifically targeting numerical transcoding significantly and durably improves the skills of patients with chronic secondary acalculia. What are the potential or actual clinical implications of this work?: Procedural error‐free intervention using colour cueing, tables, cards with number–words, copy and repetition seems effective to improve transcoding skills in chronic acalculia. [ABSTRACT FROM AUTHOR]

Axiomatic Fredholm theory in unital C*-algebras was established in [D. Kečkić, Z. Lazović, Acta Sci. Math., 83(3-4):629-655, 2017]. Following the pure algebraic approach by Keckic and Lazovic, in the author’s paper [S. Ivkovic, Banach J. Math. Anal., 17:51, 2023] we extended further this theory to axiomatic semi-Fredholm and semi-Weyl theory in unital C*- algebras. However, recently, in [S. Ivković, arXiv:2306.01133] we developed another approach to axiomatic Fredholm theory in unital C*-algebras which is based on the theory of Hilbert modules and is equivalent to the algebraic approach by Kečkić and Lazović. In this paper, we extend further that new Hilbert-module approach from Fredholm theory to semi-Fredholm and semiWeyl theory in unital C*-algebras. Hence, we provide new proofs to the results in [S. Ivkovic, Banach J. Math. Anal., 17:51, 2023]. [ABSTRACT FROM AUTHOR]