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The level of difficulty of mathematical test items is a critical aspect for evaluating test quality and educational outcomes. Accurately predicting item difficulty during test creation is thus significantly important for producing effective test papers. This study used more than ten years of content and score data from China's Henan Provincial College Entrance Examination in Mathematics as an evaluation criterion for test difficulty, and all data were obtained from the Henan Provincial Department of Education. Based on the framework established by the National Center for Education Statistics (NCES) for test item assessment methodology, this paper proposes a new framework containing eight features considering the uniqueness of mathematics. Next, this paper proposes an XGBoost-based SHAP model for analyzing the difficulty of mathematics tests. By coupling the XGBoost method with the SHAP method, the model not only evaluates the difficulty of mathematics tests but also analyzes the contribution of specific features to item difficulty, thereby increasing transparency and mitigating the "black box" nature of machine learning models. The model has a high prediction accuracy of 0.99 for the training set and 0.806 for the test set. With the model, we found that parameter-level features and reasoning-level features are significant factors influencing the difficulty of subjective items in the exam. In addition, we divided senior secondary mathematics knowledge into nine units based on Chinese curriculum standards and found significant differences in the distribution of the eight features across these different knowledge units, which can help teachers place different emphasis on different units during the teaching process. In summary, our proposed approach significantly improves the accuracy of item difficulty prediction, which is crucial for intelligent educational applications such as knowledge tracking, automatic test item generation, and intelligent paper generation. These results provide tools that are better aligned with and responsive to students' learning needs, thus effectively informing educational practice. [ABSTRACT FROM AUTHOR]

This correction notice provides updates and corrections to a research paper on deep machine learning model-based cyber-attacks detection in smart power systems. The paper proposes a deep learning-based attack detection model that addresses system disturbances caused by natural events and cyber-attacks. It discusses the use of principal component analysis (PCA) for feature selection and the potential of deep learning-based and decision tree classifiers for detecting cyber-attacks in intelligent energy grids. The notice also includes updates to references, clarifications on the experimental data set, and feature selection based on PCA. The study evaluates the effectiveness of the proposed model using various assessment indexes and compares it to conventional methods, concluding that the proposed model is effective in detecting cyber-attacks and demonstrates good performance in detecting destructive attacks. [Extracted from the article]

This review paper gives an overview of the method of multipliers for partial differential equations (PDEs). This method has made possible a lot of solutions to PDEs that are of interest in many areas such as applied mathematics, mathematical physics, engineering, etc. Looking at the history of the method and synthesizing the newest developments, we hope to give it the attention that it deserves to help develop the vast amount of work still needed to understand it and make the best use of it. It is also an interesting and a relevant method in itself that could possibly give interesting results in areas of mathematics such as modern algebra, group theory, topology, etc. The paper will be structured in such a manner that the last review known for this method will be presented to understand the theoretical framework of the method and then later work done will be presented. The information of four recent papers further developing the method will be synthesized and presented in such a manner that anyone interested in learning this method will have the most relevant information available and have all details cited for checking. [ABSTRACT FROM AUTHOR]

Accurate sky identification is one of the most important functions of an automated telescope mount. The more accurately the robotic telescope is navigated to the investigated part of the sky, the better the observations and discoveries made. In this paper, we present mathematical methods for accurate sky identification (celestial coordinates determination). They include the automatic selection of the reference stars, preliminary and full sky identification, as well as an interaction with international databases, which are a part of the astrometric calibration. All described methods help to receive accurately calculated astrometric data and use it for the positional calibration and better navigation of the automated telescope mount. The developed methods were successfully implemented in the Collection Light Technology (CoLiTec) software. Through its use, more than 1600 small solar system objects were discovered. It has been used in more than 700,000 observations and successful sky identifications, during which, five comets were discovered. Additionally, the accuracy indicators of the processing results of the CoLiTec software are provided in the paper, which shows benefits of the CoLiTec software and lower standard deviation of the sky identification in the case of low signal-to-noise ratios. [ABSTRACT FROM AUTHOR]

The present paper investigates the following inhomogeneous generalized Hartree equation i u ˙ + Δ u = ± | u | p − 2 | x | b (I α ∗ | u | p | · | b) u , where the wave function is u : = u (t , x) : R × R N → C , with N ≥ 2 . In addition, the exponent b > 0 gives an unbounded inhomogeneous term | x | b and I α ≈ | · | − (N − α) denotes the Riesz-potential for certain 0 < α < N . In this work, our aim is to establish the local existence of solutions in some radial Sobolev spaces, as well as the global existence for small data and the decay of energy sub-critical defocusing global solutions. Our results complement the recent work (Sharp threshold of global well-posedness versus finite time blow-up for a class of inhomogeneous Choquard equations, J. Math. Phys. 60 (2019), 081514). The main challenge in this work is to overcome the singularity of the unbounded inhomogeneous term | x | b for certain b > 0 . [ABSTRACT FROM AUTHOR]

This study provides a systematic literature review of research in the field of teaching and learning mathematics through Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI). The review aims to examine the most relevant literature with a focus on mathematics and CLIL, CBI, or EMI in Scopus and Web of Science per the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based on 151 sources, 52 papers were selected according to predefined selection criteria. The papers were analysed and coded according to the following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, and research design, (5) variables and measurement instruments, (6) context and sample details, and (7) main findings. The results reveal that most of the research analysed has been carried out in the Asian continent, followed by Europe. The analysis of diachronic productivity shows that the study of the application of CLIL, CBI, and EMI programs in the teaching-learning process of mathematics has notably increased in recent years, especially in the last triennium (2020–2022). Regarding the objectives of the selected corpus, the majority aimed at teaching practices and learning processes, and outcomes in mathematics and language proficiency in CLIL, CBI, and/or EMI classrooms. The corpus analysed fits within one or more of the following categories: empirical, qualitative, descriptive, correlational, and cross-sectional. The samples utilized in different studies differ significantly, both in terms of quantity –ranging from one person to 700– and in the educational level being studied, which would be primary, secondary, or tertiary education. The main variables studied in the corpus focus on mathematical competence, language proficiency, teaching practices, teacher training, science competence, and teachers' perceptions. The most widely used instruments have been objective tests, such as questionnaires, together with standardized tests to measure some aspects related to mathematical competence and language proficiency. They are followed by an analysis of documents (academic records, teaching materials, official documents...), participant or non-participant observation, interviews, and video and audio recordings. In summary, in the scientific literature analysed, a positive or neutral view predominates on the effects of the CLIL, CBI, and EMI approaches on the learning of mathematics and the L2. This can be due to methodological issues fundamentally related to the methodology, research design, sample, and measurement instruments. Thus, we must highlight that some of the results from the selected papers must be interpreted with caution. Taking this factor into consideration, further comparative studies on a wider scale are required to examine thoroughly the effects of CLIL, CBI, and EMI on the teaching and learning of mathematics in an L2. Besides, it is important to study in greater depth the different levels of language acquisition since the research analysed shows that these have not been sufficiently addressed in the mathematical field of knowledge. [ABSTRACT FROM AUTHOR]

It is well-known that the weighted averages of two competing forecasts may reduce mean squared prediction errors (MSPE) and may also introduce certain inefficiencies. In this paper, we take an in-depth view of one particular type of inefficiency stemming from simple combination schemes: Mincer and Zarnowitz inefficiency or auto-inefficiency for short. Under mild assumptions, we show that linear convex forecast combinations are almost always auto-inefficient, and, therefore, greater reductions in MSPE are almost always possible. In particular, we show that the process of taking averages of forecasts may induce inefficiencies in the combination, even when individual forecasts are efficient. Furthermore, we show that the so-called "optimal weighted average" traditionally presented in the literature may indeed be inefficient as well. Finally, we illustrate our findings with simulations and an empirical application in the context of the combination of headline inflation forecasts for eight European economies. Overall, our results indicate that in situations in which a number of different forecasts are available, the combination of all of them should not be the last step taken in the search of forecast accuracy. Attempts to take advantage of potential inefficiencies stemming from the combination process should also be considered. [ABSTRACT FROM AUTHOR]

The allocation of seats in a legislative body to groups based on their size is a crucial issue in legal and political studies. However, recent findings suggest that an optimal allocation of seats may not be proportional to the size of the groups. For instance, the European Parliament (EP) utilizes a subproportional system known as degressive proportionality. Unfortunately, current apportionment methods for the EP lack a rigorous axiomatic analysis and fail to adequately address equality. Building upon recent research on equality in subproportional settings, this paper proposed a novel generalization of existing axioms and divisor methods for proportionality to encompass subproportionality with relative equality. Specifically, we consider a function f (p) = a + b p γ on the standard number of seats for a group of size p, where a, b and γ are given non-negative constants, and a is an integer. This theory is exemplified through an empirical study focused on the EP. [ABSTRACT FROM AUTHOR]

This document is a correction notice for a paper titled "An Investigation on Spiking Neural Networks Based on the Izhikevich Neuronal Model: Spiking Processing and Hardware Approach." The correction addresses an error in the affiliation of one of the authors, Ehsan Nazemi. The updated affiliation should include the Institute of Fundamental and Applied Sciences, Duy Tan University, Ho Chi Minh City, Vietnam. Additionally, there was an error in the Introduction section where a paragraph with unexplained references was mistakenly copied from one of the author's theses. This paragraph has been removed, and the order of references has been adjusted accordingly. The authors assure that these corrections do not affect the scientific conclusions of the paper. [Extracted from the article]

Fractional systems have been widely utilized in various fields, such as mathematics, physics and finance, providing a versatile framework for precise measurements and calculations involving partial quantities. This paper aims to develop a novel polynomial controller for a power system (PS) with fractional-order (FO) dynamics. It begins by studying the practical stability of a general class of tempered fractional-order (TFO) nonlinear systems, with broad applicability and potential for expanding its applications. Afterward, a polynomial controller is designed to guarantee the practical stability of the PS, encompassing the standard constant controller as a specific instance. The design conditions for this controller are resolved using the sum of squares (SOS) approach, a powerful technique for guaranteeing stability and control design. To showcase the practical value of the analytical findings, simulations of the PS are conducted utilizing SOSTOOLS. [ABSTRACT FROM AUTHOR]

This paper presents a simplified model of the population migration problem, addressed to first-year engineering students in order to show them the use of linear algebra tools. The study consists of predicting the census in the city centre and in the suburbs, determining the city population equilibrium point, and making a sociological interpretation of population flows. This practical problem is part of the seminar "Applications of Linear Algebra in Engineering", which is being held at the Universitat Politècnica de Catalunya-BarcelonaTech (UPC). This seminar consists in the learning of linear algebra by the implementation of real applications where mathematical tools are required to resolve them. This paper presents an application of linear algebra to the population migration problem and analyses students' appreciation through anonymous surveys and personal interviews. The surveys assessed students' motivation towards the subject of linear algebra and their learning of mathematical concepts. Personal interviews were conducted for students in order to let them express in detail their opinion about the seminar. The results confirm that the introduction of real applications in the learning of mathematics increases students' motivation and involvement, which implies an improvement in students' performance in the first courses of STEM degrees. [ABSTRACT FROM AUTHOR]

Conversations of educational equity in mathematics necessitate a more deliberate, nuanced look at the mathematical processes of learning for students of color from historically marginalized communities. This paper describes the theoretical work of a research collaborative that seeks to develop understanding of the experiences around mathematical identity of Latinas labeled with Learning Disabilities in mathematics classrooms. Expanding the theory of Complex Embodiment from Disability Studies, we explore new interdisciplinary theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics in the social worlds of mathematics classrooms, using emotional discourse. We take up theoretical and methodological practices around intersectionality through analysis of how power and positioning operate in mathematics identity development. We find that the young woman whose narratives we explore in this paper is positioned through deficit discourses around disability and multilingual learners, yet she understands herself through a positive mathematical affinity she shares with her mother. Over time, we see her narratives shift emotionally away from mathematics, as well as away from this connection with her mother. Her narratives help us develop a theoretical perspective that understands emotion in mathematics learning as both embodied and socially constructed. [ABSTRACT FROM AUTHOR]

By using the generalization of the neutrosophic q-Poisson distribution series, we introduce a new subclass of analytic and bi-univalent functions defined in the open unit disk. We then apply the q-Gegenbauer polynomials to investigate the estimates for the Taylor coefficients and Fekete–Szegö type inequalities of the functions belonging to this new subclass. In addition, we consider several corollaries and the consequences of the results presented in this paper. The neutrosophic q-Poisson distribution is expected to be significant in a number of areas of mathematics, science, and technology. [ABSTRACT FROM AUTHOR]

The aim of this paper was to introduce and investigate a new seminorm of operator tuples on a complex Hilbert space H when an additional semi-inner product structure defined by a positive (semi-definite) operator A on H is considered. We prove the equality between this new seminorm and the well-known A-joint seminorm in the case of A-doubly-commuting tuples of A-hyponormal operators. This study is an extension of a well-known result in [Results Math 75, 93(2020)] and allows us to show that the following equalities r A (T) = ω A (T) = ∥ T ∥ A hold for every A-doubly-commuting d-tuple of A-hyponormal operators T = (T 1 , ... , T d) . Here, r A (T) , ∥ T ∥ A , and ω A (T) denote the A-joint spectral radius, the A-joint operator seminorm, and the A-joint numerical radius of T , respectively. [ABSTRACT FROM AUTHOR]

Thanks to the efforts of our reviewers in 2022, the median time to first decision was 17 days and the median time to publication was 37 days. Regardless of whether the articles they examined were ultimately published, the editors would like to express their appreciation and thank the following reviewers for the time and dedication that they have shown I Mathematics i : those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). I Mathematics i was able to uphold its high standards for published papers due to the outstanding efforts of our reviewers. [Extracted from the article]

This correction notice addresses an omission in a previously published paper titled "Ricci Vector Fields Revisited." The authors apologize for not including acknowledgements in the original paper and express their gratitude for the support received from King Saud University in Riyadh, Saudi Arabia. The authors assure readers that this correction does not impact the scientific conclusions of the paper. The correction has been approved by the Academic Editor and the original publication has been updated. The authors of the paper are Hanan Alohali, Sharief Deshmukh, and Gabriel-Eduard Vîlcu. [Extracted from the article]

In this paper, we describe an educational experience in the context of the Master's degree that is compulsory in Spain to become a secondary education mathematics teacher. Master's students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason's reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students' answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context. [ABSTRACT FROM AUTHOR]

Nowadays, ICT play a fundamental role in education, as they are essential in all areas of knowledge at any educational stage. Specifically, in the area of mathematics, within the Primary Education stage, they are also very valid resources. This is demonstrated by the latest scientific studies. In recent times, the scientific literature has provided evidence of all this through different research studies. The aim of this paper is to analyze all those publications that deal with the teaching–learning processes of mathematics through ICT in primary education. The aim is to show the current state of the scientific literature and what elements and aspects to highlight are common to the documents analyzed. By means of the systematic literature review method, we analyzed 11 articles indexed in Scopus and the Web of Science, with the result that the use of ICT in this area is still scarce, as the volume of publications in this respect is very low. This could also indicate a prevalence of traditional methodologies associated with the teaching of mathematics that could hinder students' acquisition of mathematical competence. However, those studies that show the use of ICT demonstrate that its use leads to an improvement in performance, motivation, and problem solving. [ABSTRACT FROM AUTHOR]

The paper under discussion has some shortcomings in regard to mathematical formulation of the problem related to acoustics, its justification, some references analyses and the text, and we feel that this study has not been finished to its full extent. From the point of view of acoustic jet formation, the mathematical model used by the authors has a number of significant limitations which are not taken into account. Moreover, the formal analogy between the parameters of electromagnetic waves and acoustic waves should be used with caution in the conditions of localized beams (acoustic jet), and the limits of their application should be justified. [ABSTRACT FROM AUTHOR]

This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards. [ABSTRACT FROM AUTHOR]

In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how teachers use it and on students' perceptions of learning support media. Therefore, this research aims to determine Junior High School students' achievements and satisfaction using micro-lectures on the topic of Direct and Inverse Proportions. Teachers' micro-lectures in this research were designed based on their teaching styles, learning objectives, and considering the needs of their students. A quasi-experiment with 3, 2, and 1 pretest-posttest design with experimental and control groups was also used. In the first and second experimental groups, teachers used the same version of the micro-lectures in their classrooms as the main learning medium and at home to preview and review Direct and Inverse Proportions materials. At the same time, the control group used conventional expository learning activities. Finally, a learning satisfaction questionnaire was used to determine students' perceptions of using micro-lectures in their mathematics lessons. Findings indicate that the use of micro-lectures in the experimental classes I and II is better than in the control class and led to improved learning achievements and student satisfaction. Meanwhile, there is no significant difference between using micro-lectures inside and outside classrooms. Students' report cards also showed that their learning satisfaction using this technique was higher than the control class. Practical implications and suggestions for further investigation are to be also discussed at the end of the paper. [ABSTRACT FROM AUTHOR]

This correction notice addresses a mistake in the original paper titled "Cyberbullying Detection on Twitter Using Deep Learning-Based Attention Mechanisms and Continuous Bag of Words Feature Extraction." The authors apologize for omitting Prince Sultan University (PSU) from the funding statement. PSU was one of the main funders for the research, which was a collaborative effort between King Saud University, Universiti Teknologi Petronas, and Prince Sultan University. The authors express their appreciation for the generous support from these universities and state that the scientific conclusions of the paper remain unaffected. The funding statement in the original publication has been updated to include PSU. [Extracted from the article]

Solving systems of linear equations is a fundamental problem in mathematics. Combining mean shift clustering (MS) with greedy techniques, a novel block version of the Kaczmarz–Motzkin method (BKMS), where the blocks are predetermined by MS clustering, is proposed in this paper. Using a greedy strategy, which collects the row indices with the almost maximum distance of the linear subsystem per iteration, can be considered an efficient extension of the sampling Kaczmarz–Motzkin algorithm (SKM). The new method linearly converges to the least-norm solution when the system is consistent. Several examples show that the BKMS algorithm is more efficient compared with other methods (for example, RK, Motzkin, GRK, SKM, RBK, and GRBK). [ABSTRACT FROM AUTHOR]

The Victorian Curriculum and Assessment Authority (VCAA) introduced the use of Computer Algebra System (CAS) technology (calculator and software) into the senior secondary mathematics curriculum and examination assessment in three phases, starting with a research-based pilot from 2000, followed by parallel implementation of CAS and non-CAS subjects from 2006 and culminating in transition to CAS-assumed subjects in 2010. This paper reports reflections on these developments over two decades from the perspectives of a researcher and the state mathematics manager (the authors) in consultation with four implementing teachers (the consultants). The authors critically examined the strategic design decisions that were made for the initiative over time. Then, with contributions from the four consultants, technical design issues relating to assessment and to teaching and the changes over a decade were investigated. A range of modifications have been made over the two decades, driven by changes in device capability and progressively increasing teaching expertise. The place of CAS in senior mathematics is now widely accepted, partly because an examination component not allowing any technology has been implemented. Examination questions have become more general, which may have added difficulty, but more questions involve setting up a real situation mathematically. [ABSTRACT FROM AUTHOR]

The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils' relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils' opinions and attitudes to mathematics (subject popularity, interest in the subject, easiness of understanding, fear and apprehension of mathematics) while explaining and fixating the curriculum of selected mathematics topics in the third grade of a primary school. The results of the experiment did not confirm that teaching supported by concept maps contributes to reducing pupils' negative attitudes towards subjects, particularly in mathematics at the primary level (ISCED 1). Due to the pedagogical intervention of concept mapping, no statistically significant changes occurred in the pupils' attitudes to the observed factors of mathematics. However, the authors have come up with research findings that may be notable in the field of branch didactics of mathematics and digital technologies. [ABSTRACT FROM AUTHOR]

The annual exam questions in China National College Entrance Examination (CNCEE, commonly known as Gaokao) have attracted wide attention from the entire society in China. This paper analyzes an important math exam question related to always holding inequalities with an unknown parameter from the 2020 CNCEE and builds different solutions via parameter separation or classified discussion, and then gives a systematic and effective design framework for questions related to problems of always holding inequalities and zeros of functions with an unknown parameter for the CNCEE. The framework reveals the internal mechanism of designing the math exam questions in the CNCEE. According to the design framework, two simulated math exam questions with reference solutions will be proposed. [ABSTRACT FROM AUTHOR]

This paper presents research work in which an innovative didactic proposal was designed for the study of 3D metric geometry in the second year of A-level courses (secondary education) in the specialty of the sciences. The designed didactic proposal has the format of a workshop of geometry practices and is framed in the Didactic Situations Theory and in the Anthropological Theory of the Didactic. Although the mentioned theories, which the French school has developed since the seventies, are widely known and studied by secondary school mathematics teachers during their training in pedagogy, especially in Spanish- and French-speaking countries, their innovative approach has not been fully implemented in the field of algebraic geometry. Mathematics textbooks follow the traditional approach in which the teacher simply provides the contents and instructs the student, who captures these concepts and reproduces them as they have been supplied. In the presented didactic proposal, the approach proposed by Brousseau is followed, in which three fundamental elements take part: student, teacher, and the didactic environment. The teacher is the one who facilitates the environment in which the student builds his knowledge. In the proposal the didactic contract is stablished, the didactic situations are designed, and the means and didactic variables for the study of 3D metric geometry are chosen. The methodology followed in this study consisted of identifying educational problems; describing the theoretical framework; developing the didactic proposal; and analysis, reflection, and criticism of this training product. The contextualization of the geometry workshop in the field of the construction of structures and the use of deductive reasoning techniques that are applied in synthetic geometry and also in the building information modeling (BIM) methodology may be a way of showing the use of analytical geometry in the industries of engineering and architecture; they also serve as an opportunity for students to better understand this mathematical work. [ABSTRACT FROM AUTHOR]

The perception that mathematics is difficult has always persisted. Nevertheless, mathematics is such an essential component of STEM education. Quantum technologies are already having enormous effects on our society, with advantages seen across a broad variety of industries, including finance, aerospace, and energy. These innovations promise to transform our lives. Managers in the business and public sectors will need to learn quantum computing. Quantum algorithmic literacy may help increase mathematical understanding and enthusiasm. The current paper proposes that one possible approach is to present the information in a reasonably gentle but intelligible way, in order to excite individuals with the mathematics that they already know by extending them to acquiring quantum algorithmic literacy. A gentle introduction to the mathematics required to model quantum computing ideas, including linear transformations and matrix algebra, will be given. Quantum entanglement, linear transformations, quantum cryptography, and quantum teleportation will be used as examples to illustrate the usefulness of basic mathematical concepts in formulating quantum algorithms. These exemplars in quantum algorithmic literacy can help to invigorate people's interest in mathematics. Additionally, a qualitative comparative analysis (QCA) framework is provided that teachers can utilize to determine which students to approach for remediation. This assists the teachers in dispelling any pupils' uncertainty about mathematical concepts. [ABSTRACT FROM AUTHOR]

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation. [ABSTRACT FROM AUTHOR]

We give a family of counterexamples of a theorem on a new upper bound for the α-indices of graphs in the paper that is mentioned in the title. We also provide a new upper bound for corrigendum. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the existence and uniqueness of a fixed point of almost contractions via simulation functions in metric spaces. Moreover, some examples and an application to integral equations are given to support availability of the obtained results. [ABSTRACT FROM AUTHOR]

This manuscript reveals both the full experimental and methodical details of a most-recent patent that demonstrates a much-desired goal of rotational maneuvers via angular exchange momentum, namely extremely high torque without mathematical singularity and accompanying loss of attitude control while the angular momentum trajectory resides in the mathematical singularity. The paper briefly reviews the most recent literature, and then gives theoretical development for implementing the new control methods described in the patent to compute a non-singular steering command to the angular momentum actuators. The theoretical developments are followed by computer simulations used to verify the theoretical computation methodology, and then laboratory experiments are used for validation on a free-floating hardware simulator. A typical 3/4 CMG array skewed at 54.73° yields 0.15H. Utilizing the proposed singularity penetration techniques, 3H momentum is achieved about yaw, 2H about roll, and 1H about pitch representing performance increases of 1900%, 1233%, and 566% respectfully. [ABSTRACT FROM AUTHOR]

In this paper, we introduce a generalization of a bipolar fuzzy (BF) subsemigroup, namely, a (α1, α2; β1, β2)-BF subsemigroup. The notions of (α1, α2; β1, β2)-BF quasi(generalized bi-, bi-) ideals are discussed. Some inequalities of(α1, α2; β1, β2)-BF quasi(generalized bi-, bi-) ideals are obtained. Furthermore, any regular semigroup is characterized in terms of generalized BF semigroups. [ABSTRACT FROM AUTHOR]

The paper promotes the notion of computational experiment supported by a multi-tool digital environment as a means of the development of new mathematical knowledge in the context of education. The main study of the paper deals with the issues of teaching this knowledge to secondary teacher candidates within a graduate capstone mathematics education course. The interplay of mathematics and education is considered through the lens of using technology to enhance one's mathematical background by advancing ideas from mostly known to genuinely unknown. In this paper, the knowns consist of Fibonacci numbers, Pascal's triangle, and continued fractions; among the unknowns are Fibonacci-like polynomials and generalized golden ratios in the form of cycles of various lengths. The paper discusses the interplay of pragmatic and epistemic uses of digital tools by the learners of mathematics. The data for the study were collected over the years through solicited comments by teacher candidates enrolled in the capstone course. The main results indicate the candidates' appreciation of the need for deep mathematical knowledge as an instrument of the modern-day pedagogy aimed at making high schoolers interested in the subject matter. [ABSTRACT FROM AUTHOR]

In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers' professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC "Task Design for Math Trails", with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC's topics' task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research. [ABSTRACT FROM AUTHOR]

The paper is a reflection on the author's work with students enrolled in undergraduate and graduate elementary mathematics content and methods courses. Two specific pedagogical issues make up the focus of the paper. The first issue deals with demonstrating to future teachers the diversity of mathematical ideas behind a contextual question asked by a second-grade pupil allowing for multiple solution strategies to be used in addressing the question. The second issue deals with the use of Wolfram Alpha in aiding different mathematical features of this demonstration. The paper is congruous with mathematics teaching standards used across six continents and illustrated by reflective comments of the author's students regarding their mathematics teacher education experiences. Teaching ideas shared in the paper may be of interest to instructors who want to explore elementary mathematics in depth with teacher candidates. [ABSTRACT FROM AUTHOR]

The presented paper is devoted to an innovative way of teaching mathematics, specifically the subject combinatorics in high schools. This is because combinatorics is closely connected with the beginnings of informatics and several other scientific disciplines such as graph theory and complexity theory. It is important in solving many practical tasks that require the compilation of an object with certain properties, proves the existence or non-existence of some properties, or specifies the number of objects of certain properties. This paper examines the basic combinatorial structures and presents their use and learning using relations through the Placemat method in teaching process. The effectiveness of the presented innovative way of teaching combinatorics was also verified experimentally at a selected high school in the Slovak Republic. Our experiment has confirmed that teaching combinatorics through relationships among talented children in mathematics is more effective than teaching by a standard algorithmic approach. [ABSTRACT FROM AUTHOR]

The present paper introduces new classes of Stancu–Kantorovich operators constructed in the King sense. For these classes of operators, we establish some convergence results, error estimations theorems and graphical properties of approximation for the classes considered, namely, operators that preserve the test functions e 0 (x) = 1 and e 1 (x) = x , e 0 (x) = 1 and e 2 (x) = x 2 , as well as e 1 (x) = x and e 2 (x) = x 2 . The class of operators that preserve the test functions e 1 (x) = x and e 2 (x) = x 2 is a genuine generalization of the class introduced by Indrea et al. in their paper "A New Class of Kantorovich-Type Operators", published in Constr. Math. Anal. [ABSTRACT FROM AUTHOR]

One of the main goals of this paper is to obtain new contractive conditions using the method of a strictly increasing mapping F : (0 , + ∞) → (− ∞ , + ∞) . According to the recently obtained results, this was possible (Wardowski's method) only if two more properties (F 2) and (F 3) were used instead of the aforementioned strictly increasing (F 1) . Using only the fact that the function F is strictly increasing, we came to new families of contractive conditions that have not been found in the existing literature so far. Assuming that α (u , v) = 1 for every u and v from metric space Ξ , we obtain some contractive conditions that can be found in the research of Rhoades (Trans. Amer. Math. Soc. 1977, 222) and Collaco and Silva (Nonlinear Anal. TMA 1997). Results of the paper significantly improve, complement, unify, generalize and enrich several results known in the current literature. In addition, we give examples with results in line with the ones we obtained. [ABSTRACT FROM AUTHOR]

In this paper, we present a novel concept for an abstract algebra course at the secondary school level. Against the backdrop of findings from mathematics education research, we discuss benefits that arise from teaching abstract algebra to secondary school students. We derive suitable content items as well as educational ideas on how to implement them into mathematics classrooms. We build on frameworks from mathematics education research to design a teaching-learning sequence that enables a beneficial learning trajectory across three units—the result is a coherent teaching concept that encompasses Magmas in a hands-on way. It can be used for either extra-curricular activities or advanced courses in mathematics classes, and can be of benefit for mathematics learners. [ABSTRACT FROM AUTHOR]

In this paper, we prove a fixed point theorem of Sehgal type (see Sehgal, V.M., Proc Amer Math Soc 23: 631–634, 1969) in a more general setting of ρ -space (see Secelean, N.A. and Wardowski, D., Results Math, 72: 919–935, 2017). In this way, we can find, as particular cases, some results of Sehgal type in metric, b-metric and rectangular b-metric spaces. [ABSTRACT FROM AUTHOR]

Belyi pairs constitute an important element of the program developed by Alexander Grothendieck in 1972–1984. This program related seemingly distant domains of mathematics; in the case of Belyi pairs, such domains are two-dimensional combinatorial topology and one-dimensional arithmetic geometry. The paper contains an account of some computer-assisted calculations of Belyi pairs with fixed discrete invariants. We present three complete lists of polynomial-like Belyi pairs: (1) of genus 2 and (minimal possible) degree 5; (2) clean ones of genus 1 and degree 8; and (3) clean ones of genus 2 and degree 8. The explanation of some phenomena we encounter in these calculations will hopefully stimulate further development of the dessins d'enfants theory. [ABSTRACT FROM AUTHOR]

In this paper, we establish two local convergence theorems that provide initial conditions and error estimates to guarantee the Q-convergence of an extended version of Chebyshev–Halley family of iterative methods for multiple polynomial zeros due to Osada (J. Comput. Appl. Math. 2008, 216, 585–599). Our results unify and complement earlier local convergence results about Halley, Chebyshev and Super–Halley methods for multiple polynomial zeros. To the best of our knowledge, the results about the Osada's method for multiple polynomial zeros are the first of their kind in the literature. Moreover, our unified approach allows us to compare the convergence domains and error estimates of the mentioned famous methods and several new randomly generated methods. [ABSTRACT FROM AUTHOR]

The theory of convexity has a rich and paramount history and has been the interest of intense research for longer than a century in mathematics. It has not just fascinating and profound outcomes in different branches of engineering and mathematical sciences, it also has plenty of uses because of its geometrical interpretation and definition. It also provides numerical quadrature rules and tools for researchers to tackle and solve a wide class of related and unrelated problems. The main focus of this paper is to introduce and explore the concept of a new family of convex functions namely generalized exponential type m -convex functions. Further, to upgrade its numerical significance, we present some of its algebraic properties. Using the newly introduced definition, we investigate the novel version of Hermite–Hadamard type integral inequality. Furthermore, we establish some integral identities, and employing these identities, we present several new Hermite–Hadamard H–H type integral inequalities for generalized exponential type m -convex functions. These new results yield some generalizations of the prior results in the literature. [ABSTRACT FROM AUTHOR]

Let S be a regular semigroup. A pair (e , f) of idempotents of S is said to be a skew pair of idempotents if f e is idempotent, but e f is not. T. S. Blyth and M. H. Almeida (T. S. Blyth and M. H. Almeida, skew pair of idempotents in transformation semigroups, Acta Math. Sin. (English Series), 22 (2006), 1705–1714) gave a characterization of four types of skew pairs—those that are strong, left regular, right regular, and discrete—existing in a full transformation semigroup T (X) . In this paper, we do in this line for partial transformation semigroups. [ABSTRACT FROM AUTHOR]

The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher's professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra. [ABSTRACT FROM AUTHOR]

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents' personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching. [ABSTRACT FROM AUTHOR]

Discussions are presented by Morita and Sato in Mathematics 2017; 5, 62: 1–24, on the problem of obtaining the particular solution of an inhomogeneous ordinary differential equation with polynomial coefficients in terms of the Green's function, in the framework of distribution theory. In the present paper, a compact recipe in nonstandard analysis is presented, which is applicable to an inhomogeneous ordinary and also fractional differential equation with polynomial coefficients. The recipe consists of three theorems, each of which provides the particular solution of a differential equation for an inhomogeneous term, satisfying one of three conditions. The detailed derivation of the applications of these theorems is given for a simple fractional differential equation and an ordinary differential equation. [ABSTRACT FROM AUTHOR]

International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13–14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes. [ABSTRACT FROM AUTHOR]

Author Contributions Conceptualization, H.K., E.M., M.V. and A.Z. Writing - Review and Editing, H.K., E.M., M.V. and A.Z. All authors contribution in the article are equal. We have found that, in the right side of Equation (35) in our paper [[1]], the addend HT ht is missing. [Extracted from the article]