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A class of left bialgebroids whose underlying algebra A ♯ H is a smash product of a bialgebra H with a braided commutative Yetter–Drinfeld H -algebra A has recently been studied in relation to models of field theories on noncommutative spaces. In Borowiec and Pachoł (2017 J. Phys. A: Math. Theor. 50 055205) a proof has been presented that the bialgebroid A F ♯ H F where HF and AF are the twists of H and A by a Drinfeld 2-cocycle F = ∑ F 1 ⊗ F 2 is isomorphic to the twist of bialgebroid A ♯ H by the bialgebroid 2-cocycle ∑ 1 ♯ F 1 ⊗ 1 ♯ F 2 induced by F. They assume H is quasitriangular, which is reasonable for many physical applications. However the proof and the entire paper take for granted that the coaction and the prebraiding are both given by special formulas involving the R-matrix. There are counterexamples of Yetter–Drinfeld modules over quasitriangular Hopf algebras which are not of this special form. Nevertheless, the main result essentially survives. We present a proof with a general coaction and the correct prebraiding, and even without the assumption of quasitriangularity. [ABSTRACT FROM AUTHOR]

Howe and Tan (Bull Am Math Soc 28:1–74, 1993) investigated a degenerate principal series representation of indefinite orthogonal groups O (b + , b -) and explicitly described its composition series. In particular it contains a unique unitarizable irreducible submodule Π , which is isomorphic to a cohomological representation. In this paper we construct orthogonal automorphic forms locally corresponding to Π as theta liftings of holomorphic Mp 2 (R) cusp forms by using the Borcherds' method (Invent Math 132:491–562, 1998). We propose a special choice of Schwartz functions to define the liftings, which yields precise descriptions of their Fourier expansions. [ABSTRACT FROM AUTHOR]

In this paper, we extend our investigation about the generalized comaximal graph introduced in Biswas et al. (Discrete Math Algorithms Appl 11(1):1950013, 2019a). The generalized comaximal graph is defined as follows: given a finite commutative ring R, the generalized comaximal graph G(R) is an undirected graph with its vertex set comprising elements of R and two distinct vertices u, v are adjacent if and only if there exists a non-zero idempotent e ∈ R such that u R + v R = e R . In this study, we focus on identifying the rings R for which the graph G(R) exhibits planarity. Moreover, we provide a characterization of the class of ring for which G(R) is toroidal, denoted by γ (G (R)) = 1 . Furthermore, we also evaluate the energy of the graph G(R). Finally, we demonstrate that the graph G(R) is always Hamiltonian for any finite commutative ring R. [ABSTRACT FROM AUTHOR]

With this paper, we share an activity for the undergraduate mathematics classroom called The Harp Project that leverages the aesthetic nature of both the mathematical and the musical arts. This project was conceived as a STEAM/PBL project with the added feature that it was carried out in pieces by an entire class. Anecdotal evidence suggests that the uncommonly high level of students' interest and engagement in the experience and the communal feel of their participation can be attributed to this collective quality of the project's design. For this reason, we invite others to consider this curricular experience as it appears viable for supporting efforts to cultivate a broader population of students with an affinity for mathematics. [ABSTRACT FROM AUTHOR]

We derive Melnikov type conditions for the persistence of periodic solutions in perturbed slowly varying discontinuous differential equations. In contrast to Battelli and Fečkan (Mathematics 9(19):2449, 2021) we assume that the unperturbed (frozen) equation has a family of periodic solutions depending on some parameters. The result of this paper are motivated by and extend a result in Wiggins and Holmes (SIAM J Math Anal 18:592–611, 1987) where the authors considered a two dimensional hamiltonian family of smooth systems depending on a scalar variable which is the solution of a singularly perturbed equation. [ABSTRACT FROM AUTHOR]

The idempotent divisor graph of a commutative ring R is a graph with a vertex set in R* = R-{0}, where any distinct vertices x and y are adjacent if and only if x.y = e, for some non-unit idempotent element e^2 = e ∈ R, and is denoted by Л(R). Our goal in this work is to transform the planar idempotent divisor graph after coloring its regions into optical art by depending on the reflection of vertices, edges, and planes on the x or y-axes. That is, we achieve Op art solely through pure mathematics in this paper. [ABSTRACT FROM AUTHOR]

This study was an investigation of the use of manipulative materials in the mathematics classroom. The researcher guided students to create paper triangles, which were then used as a manipulative to calculate the sum of the interior angles of a triangle. On pre- and post-measures of quantitative data, although the data indicated a positive correlation on attitudes toward math, there was no statistical difference on an 11-item assessment composed of public-released questions taken from the National Assessment of Educational Progress (NAEP) exam. Mixed methods data collection and analysis found that students enjoyed the lesson and wanted more opportunities to engage with manipulative materials. Implications include the need for mathematics teachers to deploy novel approaches as instructional strategies. [ABSTRACT FROM AUTHOR]

This paper proposes a new interpretation of Gadamer's problematic appropriation of Platonic metaphysics. It argues that Gadamer, attempting to respond to the challenge posed by Heidegger's interpretation of Platonic metaphysics and of its role in the history of Being (Seinsgeschichte), downplayed the transcendence of Platonic Forms. Gadamer achieves a reconfiguration of this transcendence and its transposition into what I call here a plane of immanence through two hermeneutic gestures: 1) interpreting Forms in light of Greek mathematics and especially in light of the structure of the sum-number; 2) introducing temporality and historicity in the Medieval doctrine of transcendentals by giving priority to the Beautiful over the Good. I contend that, Platonically speaking, this amounts to the rejection of νοήσις in favor of διάνοια, and that this raises issues concerning the problem of finitude and the potential limits of linguisticality (Sprachlichkeit). [ABSTRACT FROM AUTHOR]

Student motivation has emerged as a major issue in mathematics education in recent years. Utilizing the capabilities of contemporary technology and the accessibility of a STEM environment is crucial for the creation and application of educational materials. Integration of the created resources will increase the interest of students to pursue in-depth studies of science and math. In this paper are presented the results of the conducted study on the effectiveness of using problem-based learning (PBL) modules to learn mathematics. The study was carried out in Israel with the participation of teachers and ninth graders. As part of our research, we created a novel program and conducted an experimental study, evaluated its impacts on the designated target groups, and analyzed how the program affected student subgroups. Pre- and post-program questionnaires measured ability feeling, relevance perception, and motivation. The results of the analysis of the students indicate a considerable rise in the motivating factors associated with self-esteem and the utility of mathematics training. [ABSTRACT FROM AUTHOR]

In Glickenstein (J Differ Geom 87: 201–237, 2011), Glickenstein introduced the discrete conformal structures on polyhedral surfaces in an axiomatic approach from Riemannian geometry perspective. It includes Thurston's circle packings, Bowers–Stephenson's inversive distance circle packings and Luo's vertex scalings as special cases. In this paper, we study the deformation of Glickenstein's discrete conformal structures by combinatorial curvature flows. The combinatorial Ricci flow for Glickenstein's discrete conformal structures on triangulated surfaces (Zhang et al. in Graph Models 76: 321–339, 2014) is a generalization of Chow–Luo's combinatorial Ricci flow for Thurston's circle packings (Chow and Luo in J Differ Geom 63: 97–129, 2003) and Luo's combinatorial Yamabe flow for vertex scalings (Luo in Commun Contemp Math 6: 765–780, 2004). We prove that the solution of the combinatorial Ricci flow for Glickenstein's discrete conformal structures on triangulated surfaces can be uniquely extended. Furthermore, under some necessary conditions, we prove that the solution of the extended combinatorial Ricci flow on a triangulated surface exists for all time and converges exponentially fast for any initial value. We further introduce the combinatorial Calabi flow for Glickenstein's discrete conformal structures on triangulated surfaces and study the basic properties of the flow. These combinatorial curvature flows provide effective algorithms for finding piecewise constant curvature metrics on surfaces with prescribed combinatorial curvatures. [ABSTRACT FROM AUTHOR]

Let $ \beta (z) $ β (z) be the Dirichlet beta function. Series for $ \beta (4) $ β (4) are very rare in the historical development of mathematics. With the help of the operator method and a transformation formula for hypergeometric series, we prove a surprising conjectural series of Z.-W Sun for the mathematical constant $ \beta (4) $ β (4). Furthermore, we find five new series for the same constant in this paper. [ABSTRACT FROM AUTHOR]

In the 1610s and 1620s, a new computational technology took hold in England: printed mathematical tables for compound interest and discounting ("present value") problems. Historians of finance and accounting have long recognized these paper tools as predecessors of essential modern techniques like "discounted cash flow." Yet the history of these tables remains hazy. What did early seventeenth-century users do with them? Who used them? Why did they appear when they did? This article turns to one obscure but influential text—Ambrose Acroyd's Tables of Leasses and Interest (1628)—as a guide to these questions. Two key facts emerge. First, despite the prominence of similar calculations in financial applications today, these early tables were not confined to England's nascent financial sector. Rather, their foremost use related to agricultural property, specifically in assessing certain payments ("fines") landlords charged tenants for farm leases. Second, among the leading "early adopters" were institutions of the Church of England. Amidst the inflation of the early modern "price revolution," bishops, cathedrals, and colleges confronted a complex of economic, political, and social pressures. Mathematical tables like Acroyd's emerged out of long-running conflicts between church landlords and tenants over how to determine just and reasonable fines on church lands. Discounting tables were thus not tools of instrumental rationality evincing a new capitalist mentality, but tools of social accommodation and products of the era's "economy of obligation." This early modern tale offers a vivid example of how and why one community turned to a mathematical algorithm to resolve conflicts about fairness. [ABSTRACT FROM AUTHOR]

In this paper we resolve a conjecture of Kresch and Tamvakis [Duke Math. J. 110 (2001), pp. 359–376]. Our result is the following. Theorem : For any positive integer D and any integers i,j (0\leq i,j \leq D), \; the absolute value of the following hypergeometric series is at most 1: \begin{equation*} {_4F_3} \left [ \begin {array}{c} -i, \; i+1, \; -j, \; j+1 \\ 1, \; D+2, \; -D \end{array} ; 1 \right ]. \end{equation*} To prove this theorem, we use the Biedenharn-Elliott identity, the theory of Leonard pairs, and the Perron-Frobenius theorem. [ABSTRACT FROM AUTHOR]

In this paper, we mainly study the asymptotic monotonicity of positive solutions for fractional parabolic equation on the right half space. First, a narrow region principle for antisymmetric functions in unbounded domains is obtained, in which we remarkably weaken the decay condition u → 0 at infinity and only assume its growth rate does not exceed | x | γ (0 < γ < 2 s ) compared with (Adv. Math. 377:107463, 2021). Then we obtain asymptotic monotonicity of positive solutions of fractional parabolic equation on R + N × (0 , ∞) . [ABSTRACT FROM AUTHOR]

Consider a polynomial f (z) = a n z n +... + a 1 z + a 0 of positive coefficients that is stable (in the Hurwitz sense), i.e., every root of f lies in the open left half-plane of C. Due to Garloff and Wagner [J. Math. Anal. Appl. 202 (1996)], the p th Hadamard power of f : f [ p ] (z) : = a n p z n +... + a 1 p z + a 0 p is stable if p is a positive integer number. However, it turns out that f [ p ] does not need to be stable for all real p > 1. A counterexample is known for n = 8 and p = 1.139. On the other hand, f [ p ] is stable for n = 1 , 2 , 3 , 4 , and every p > 1. In this paper we fill the gap by showing that f [ p ] is stable for n = 5 and constructing counterexamples for n ≥ 6. Moreover, by means of Rouché's Theorem, we give some stability conditions for polynomials and two examples that complete and illustrate the results. [ABSTRACT FROM AUTHOR]

Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into their classroom practices. In this regard, TEds are charged with a twofold responsibility: they must develop not only their own CT skills and digital competence but also a way of teaching these to the next generation of teachers who will facilitate future pupils’ learning. In this paper, we report on 17 TEds’ experience regarding the challenges and opportunities of integrating CT into Norway’s primary teacher education mathematics and science courses two years after CT’s introduction into Norwegian primary schools. A data-driven thematic analysis of semi-structured interviews was conducted. Our analysis suggests that it is challenging to integrate CT into existing courses. Such challenges, as well as opportunities, seem to apply at four levels: the systemic, teacher educator, student teacher, and subject levels. The results provide valuable insights for key stakeholders into the challenges and opportunities of integrating CT into teacher education, thus contributing to the body of research on professional digital competence. [ABSTRACT FROM AUTHOR]

This paper presents a novel proof of the conservativity of the intuitionistic theory of strictly positive fixpoints, ID ^ 1 i , over Heyting arithmetic (HA ), originally proved in full generality by Arai (Ann Pure Appl Log 162:807–815, 2011. https://doi.org/10.1016/j.apal.2011.03.002). The proof embeds ID ^ 1 i into the corresponding theory over Beeson's logic of partial terms and then uses two consecutive interpretations, a realizability interpretation of this theory into the subtheory generated by almost negative fixpoints, and a direct interpretation into Heyting arithmetic with partial terms using a hierarchy of satisfaction predicates for almost negative formulae. It concludes by applying van den Berg and van Slooten's result (Indag Math 29:260–275, 2018. https://doi.org/10.1016/j.indag.2017.07.009) that Heyting arithmetic with partial terms plus the schema of self realizability for arithmetic formulae is conservative over HA . [ABSTRACT FROM AUTHOR]

What is the "right way" to define dimension? Mathematicians working in the early and middle 20th-century formalized three intuitive definitions of dimension that all turned out to be equivalent on separable metric spaces. But were these definitions the "right" ones? What would it mean to have the "right" definition of dimension? In this paper we attempt to inspire thought about these questions by introducing Abbott dimension, a geometrically intuitive definition of dimension based on Edwin Abbott's 1884 novella Flatland. We show that while Abbott dimension has intuitive appeal, it does not always agree with the classical definitions of dimension on separable metric spaces. [ABSTRACT FROM AUTHOR]

In recent decades, with the continuous changes in the mathematics curriculum, many geometry-related topics were neglected or removed from our classroom activities. Thus, some teachers pursue these topics as independent students' projects. There is also a growing interest in various courses and workshops dealing with practical geometric pattern design. The author has taught courses and conducted workshops on geometry and pattern design at the Istanbul Design Center for many years. Participants in these events were high school and university students, artists, and architects. In this paper, we will discuss selected concepts of geometry used by Seljuk architects in designing the famous Seljuk geometric mosaics and stone carvings. We will show how these geometric concepts were used in selected examples from mosques, tombs, hans, and madrasas. We will also demonstrate using geometry software, e.g., Geometer's Sketchpad or GeoGebra, for constructing geometric patterns. [ABSTRACT FROM AUTHOR]

The paper compares the accuracy of reconstruction using different wavelets, and the authors also use fast and discrete Fourier transforms together to calculate the forward and inverse continuous wavelet transform in the frequency domain. Due to the use of calculations in the frequency domain, it becomes possible to perform decomposition, reconstruction, image filtering, and other transformations with high performance and precision. For multiscale signal analysis, a wavelet with a rectangular amplitude-frequency response has been constructed, which allows for an increase in the accuracy of decomposition and reconstruction compared to the Mallat algorithm presented in Matlab computer mathematics. At the same time, the time of multiscale analysis is reduced several times compared to the Mallat algorithm. [ABSTRACT FROM AUTHOR]

In this paper, we establish the existence of small-amplitude unique solutions near the Maxwellian for the Fokker–Planck–Boltzmann equation in a finite channel with specular reflection boundary conditions. The solution space we consider is denoted as L k ̄ 1 L T ∞ L x 1 , v 2 , introduced in Duan et al. [Commun. Pure Appl. Math. 74(5), 932–1020 (2021)]. In addition, we investigate the long-time behavior of solutions for both hard and soft potentials. [ABSTRACT FROM AUTHOR]

I revisit my 1993 paper on Putnam and mathematical realism focusing on the indispensability argument and how it has fared over the years. This argument starts from the claim that mathematics is an indispensable part of science and draws the conclusion, from holistic considerations about confirmation, that the ontology of science includes abstract objects as well as the physical entities science deals with. [ABSTRACT FROM AUTHOR]

Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers: (a) identifying the demands for the ability, (b) differentiating learning goals, (c) compensating for low abilities, (d) enhancing abilities, and (e) addressing the abilities in joint learning. The proposed job-ability framework for inclusive teaching practices is substantiated in a video study of 25 mathematics lessons on percentages with the same curriculum material. In total, rather than 50, 133 different inclusive teaching practices were identified in 3862 sequences and structured into 20 cells. They address four abilities (from most often to least often): (1) selective attention/working memory, (2) mathematical pre-knowledge, (3) language proficiency, and (4) metacognitive regulation. The large variance of enacted practices identified within and between lessons calls for professional development that elicits, leverages, and extends the repertoire of practices. While the reported frequencies are specific to the chosen teaching unit, the job-ability framework can be transferred to other subject-matter classrooms and used in professional development programs. [ABSTRACT FROM AUTHOR]

In this paper, we study 4-dimensional complete hypersurfaces with w-constant mean curvature in the unit sphere. We give a lower bound of the scalar curvature for 4-dimensional complete hypersurfaces with w-constant mean curvature. As a by-product, we give a new proof of the result of Deng-Gu-Wei [Adv. Math. 314 (2017), pp. 278–305] under the weaker topological condition. [ABSTRACT FROM AUTHOR]

Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this study, we administered an un-timed, paper-based fraction achievement test to French adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD. [ABSTRACT FROM AUTHOR]

In this paper, I attempt to describe Mark Burgin's results in non-Diophantine mathematics, which are important for the foundation of mathematics and its application in quantum field theory. In particular, the elimination of divergences in quantum electrodynamics is described. [ABSTRACT FROM AUTHOR]

Background: Providing students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of incorrect worked examples alone or in combination with correct examples remains unclear. Objectives: We aim to address whether studying incorrect examples alone or in combination with correct examples can support the reduction of students' fraction misconceptions, operationalized as errors made with high confidence. Methods: After incorrectly solving a sampling problem, 130 students in 4th through 11th grade in the U.S. were randomly assigned to a condition in an online problem set focused on fraction equivalence. Students studied either single‐type worked examples (i.e., correct or incorrect; n = 49) or combination‐type worked examples (correct and incorrect; n = 41) or engaged in a problem‐solving control (n = 50). Results: Studying a combination of correct and incorrect worked examples was as effective as the problem‐solving control with feedback at improving fraction equivalence knowledge and reducing the rate of high‐confidence errors. Students in both the combination condition and the problem‐solving with feedback condition outperformed those who studied either correct or incorrect worked examples alone. Conclusions: Results support the inclusion of a combination of correct and incorrect worked examples when teaching students with low prior content knowledge. Studying a combination of example types within an online tutor helps to reduce misconceptions about fractions, a topic students commonly struggle with. A problem‐solving task with corrective feedback worked equally well. Lay Description: What is already known about this topic: Studying worked examples of mathematical solutions improves student learning.Incorrect examples, either alone or in combination with correct examples, are particularly effective for improving learning for students with low prior knowledge in the target content.Comparing correct and incorrect examples is also effective at improving problem‐solving but this effect may be specific to those with high prior knowledge.Still unknown are the impacts of these different combinations of examples on misconceptions in particular. What this paper adds: We show that studying a combination of correct and incorrect examples reduces math misconceptions.Problem‐solving with corrective feedback within an online tutor also has this effect. Implications for practice and/or policy: Using a combination of example types will help reduce students' misconceptions about fractions. [ABSTRACT FROM AUTHOR]

Separation of variables is a common method for producing an analytical based solution to partial differential equations. Despite the wide application of this method, often the physical phenomena described by the differential equations are not adequately involved in the discourse over the appropriate methods to solve a given problem, particularly in mathematics curricula. However, as mathematics is the tool to better understanding of the physical world, the meaning of the differential equation, boundary conditions, and initial conditions cannot be detached from the methods used to solve the differential equations. Failure to recognize the physical conditions being studied can lead to solution methods that are invalid or unphysical. This paper demonstrates how awareness of the physical nature of the system being investigated and its relationship to the mathematics can guide the selection of the relevant solution methods. To illustrate the importance of the comprehension of the physical meaning behind the mathematical equations and representations and the need to avoid rote application a solution technique, the logic behind the selection of the appropriate solution techniques for the one-dimensional transient heat conduction equation is considered under different imposed conditions which lead to different trends in system operation. [ABSTRACT FROM AUTHOR]

A study of the class \Delta consisting of topological \Delta-spaces was originated by Jerzy Ka̧kol and Arkady Leiderman [Proc. Amer. Math. Soc. Ser. B 8 (2021), pp. 86–99; Proc. Amer. Math. Soc. Ser. B 8 (2021), pp. 267–280]. The main purpose of this paper is to introduce and investigate new classes \Delta _2 \subset \Delta _1 properly containing \Delta. We observe that for every first-countable X the following equivalences hold: X\in \Delta _1 iff X\in \Delta _2 iff each countable subset of X is G_{\delta }. Thus, new proposed concepts provide a natural extension of the family of all \lambda-sets beyond the separable metrizable spaces. We prove that (1) A pseudocompact space X belongs to the class \Delta _1 iff countable subsets of X are scattered. (2) Every regular scattered space belongs to the class \Delta _2. We investigate whether the classes \Delta _1 and \Delta _2 are invariant under the basic topological operations. Similarly to \Delta, both classes \Delta _1 and \Delta _2 are invariant under the operation of taking countable unions of closed subspaces. In contrast to \Delta, they are not preserved by closed continuous images. Let Y be l-dominated by X, i.e. C_p(X) admits a continuous linear map onto C_p(Y). We show that Y \in \Delta _1 whenever X \in \Delta _1. Moreover, we establish that if Y is l-dominated by a compact scattered space X, then Y is a pseudocompact space such that its Stone–Čech compactification \beta Y is scattered. [ABSTRACT FROM AUTHOR]

Let S be the polynomial ring on the space of non-square generic matrices or the space of odd-sized skew-symmetric matrices, and let I be the determinantal ideal of maximal minors or Pf the ideal of sub-maximal Pfaffians, respectively. Using desingularizations and representation theory of the general linear group we expand upon work of Raicu–Weyman–Witt [Adv. Math. 250 (2014), pp. 596–610] to determine the S-module structures of Ext^j_S(S/I^t, S) and Ext^j_S(S/Pf^t, S), from which we get the degrees of generators of these Ext modules. As a consequence, via graded local duality we answer a question of Wenliang Zhang [J. Pure Appl. Algebra 225 (2021), Paper No. 106789] on the socle degrees of local cohomology modules of the form H^j_\mathfrak {m}(S/I^t). [ABSTRACT FROM AUTHOR]

This paper presents a scalable multigrid preconditioner targeting large-scale systems arising from discontinuous Petrov–Galerkin (DPG) discretizations of high-frequency wave operators. This work is built on previously developed multigrid preconditioning techniques of Petrides and Demkowicz (Comput. Math. Appl. 87 (2021) pp. 12–26) and extends the convergence results from O (10 7) degrees of freedom (DOFs) to O (10 9) DOFs using a new scalable parallel MPI/OpenMP implementation. Novel contributions of this paper include an alternative definition of coarse-grid systems based on restriction of fine-grid operators, yielding superior convergence results. In the uniform refinement setting, a detailed convergence study is provided, demonstrating h and p robust convergence and linear scaling with respect to the wave frequency. The paper concludes with numerical results on hp -adaptive simulations including a large-scale seismic modeling benchmark problem with high material contrast. [ABSTRACT FROM AUTHOR]

This paper is theoretically driven by doctoral research data. The corresponding doctoral research involved fifteen participants who live in Brazil: immigrants and parents of immigrant students from Haiti and Venezuela and mathematics teachers in schools with immigrant students in São Paulo (Brazil). The research aims to consider socially and racially structured exclusions, to discuss perspectives and approaches, and to challenge mathematics education with immigrant students towards inclusive actions. Thinking about what inclusion and inclusive mathematics education with immigrant students could mean goes toward glimpsing the roots of what can obstruct such a process, which means taking the path towards unwrapping the processes of exclusion and violence against the immigrant population. Immigrants’ and teachers’ voices will be heard in this article to support discussions about the issues around inclusive mathematics education. I present situations that illustrate that microexclusions may accompany the inclusive context in subtle practices. Microexclusions tend to isolate people in a given environment, even if that environment is considered inclusive. This paper aims to discuss a crucial situation: the barriers to including immigrant students have to do with various levels of oppressive social structures. I identify four types of microexclusion related to immigrants having to do with exoticization, misleading identification, second-class citizen treatment, assimilation, and misprise. [ABSTRACT FROM AUTHOR]

In this paper, we consider sums related to the floor function. We improve previous results for some special arithmetic functions considered by O. Bordellès [On certain sums of number theory, Int. J. Number Theory, 18(9):2053– 2074, 2022], J. Stucky [The fractional sum of small arithmetic functions, J. Number Theory, 238:731–739, 2022], and J. Wu [Note on a paper by Bordellès, Dai, Heyman, Pan and Shparlinski, Period. Math. Hung., 80(1):95–102, 2020]. It is worth emphasizing that we use much simpler methods to give much better results than previous. [ABSTRACT FROM AUTHOR]

This paper focuses on the vibration periodic property of Duffing oscillator with generalized initial conditions. Firstly, the undamped case is solved by Ji-Huan He’s frequency formulation; Secondly, the formulation is extended to the damped case. Numerical verification shows that the frequency formulation is mathematically simple and physically insightful and practically applicable. This paper paves a novel way for engineers to use the formulation to study nonlinear vibration system with ease and reliability. [ABSTRACT FROM AUTHOR]

Background: The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement. Objectives: This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course. Methods: We examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements. Results: Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section. Conclusion: With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses. Lay Description: What is already known about this topic: Leaner dashboards that provide personalized feedback are linked to improved student performance in undergraduate STEM courses. However, students may be reticent to adopt dashboards, especially students in the middle range of the performance distribution, for whom the impact of the dashboard may be most significant.Prior research on gamification in STEM courses suggests that adding gameful elements like progress trackers, badges, and rewards can increase students' engagement in undergraduate coursework.The combination of personalized learning in dashboards and the motivational experience of gamification should boost student engagement, dashboard adoption, and ultimately foster academic achievement. What this paper adds: In this paper, we examine the differences in academic performance between students with and without access to a gamified learning dashboard in an undergraduate Geology course.We observe that students with access to the dashboard (the treatment group), outperform students without access (the control group). The greatest benefit is observed for students who use the dashboard more frequently.Students reported that the progress tracker, the badges, and the rewards all incentivized their use and provided useful feedback about their performance. Students who did not adopt the dashboard expressed a need for more detail about the tool and its purpose. Implications for practice and/or policy: Instructors and instructional designers for large enrollment undergraduate STEM courses should consider the affordances of gamified learner dashboards for increasing engagement and for providing synchronous feedback about learners' strategies in the course.Aligning the dashboard to the content of the curriculum—by ensuring that badges reflect key concepts‐ encouraged participation and helped students identify the utility of the tool. Dashboards should be personalized to individuals and to the course.Adding gameful elements in a low‐cost intervention for increasing adoption and engagement of dashboards in large enrollment introductory courses. [ABSTRACT FROM AUTHOR]

In [S. Yang and Y. Lin, Multilinear strongly singular integral operators with generalized kernels and applications, AIMS Math. 6 2021, 12, 13533–13551], the authors of the present paper further weaken the smoothness condition of kernel functions with multilinear strongly singular Calderón–Zygmund operators of [Y. Lin, Multilinear theory of strongly singular Calderón–Zygmund operators and applications, Nonlinear Anal. 192 2020, Article ID 111699]. They defined a new class of multilinear strongly singular integral operators, and studied its weighted L p boundedness, variable exponent L p ⁢ (⋅) boundedness and endpoint estimates. In this paper, we naturally consider the boundedness of multilinear commutators and multilinear iterated commutators, which are generated by multilinear strongly singular integral operators with generalized kernels and Lipschitz functions. Our results include the corresponding results of multilinear strongly singular Calderón–Zygmund operators and classical multilinear Calderón–Zygmund operators, respectively. [ABSTRACT FROM AUTHOR]

This paper reports a study of university lecturers' and students' experiences of teaching and learning mathematics following the abrupt requirement to switch to online teaching in 2020. A goal of the study is to share experiences that could be useful to improve the teaching and learning of mathematics in online settings. The qualitative research described is a phenomenological study and draws on interviews with ten mathematics lecturers and six undergraduate students who were enrolled in at least one university mathematical course during the lockdown in 2020. The interview data were analysed using a thematic approach. This paper reports findings regarding perceptions of lecturers and students about the challenges and benefits of online teaching and learning of mathematics, how the transition to online education has influenced assessment and sharing useful approaches for teaching and learning mathematics in online settings. [ABSTRACT FROM AUTHOR]

In this paper we study the behaviour of solutions for a nonlocal hyperbolic equation. We use the Pohozaev manifold combined with a new technique to explicit two invariant regions in the space of initial data. On the first one the solution blows up (in finite or infinite time) and in the second one the solution exists globally. Additionally, we prove that the ground state solution of the elliptic problem associated to the original problem is unstable. The main goal of this paper is to present a new technique which allows us to consider nonlocal problems and to extend the classical result proved by Shatah (Trans Am Math Soc 290(2):701–710, 1985). [ABSTRACT FROM AUTHOR]

In this paper, we introduce the concept of (F, G)-perturbed contraction in a metric space and we establish some fixed point theorems which extends the results from Branga, A. N. Olaru, I. M. Some Fixed Point Results in Spaces with Perturbed Metrics. Carpathian J. Math. 38 (2022), no. 3, 641–654 and Olaru, I. M.; Secelean, N. A. A new approach of some contractive mappings on metric spaces. Mathematics 9 (2021), 1433. Also, an application to an integral equation and some illustrative examples are given throughout the paper. [ABSTRACT FROM AUTHOR]

A. M. Mercer prove a new version of well-known Jensen inequality which is called Jensen-Mercer inequality [16]. By using Jensen-Mercer inequality, Kian andMoslehian establish a new variant of Hermite-Hadamard inequality which is called Hermite-Jensen-Mercer inequality [15]. In this paper, we extend the Hermite-Jensen-Mercer inequality for quantum integrals by utilizing Jensen-Mercer inequality. Then we investigate the connections between our results and those in earlier works. Moreover we give some examples to illustrate the main results in this paper. This is the first paper focusing on Hermite-Jensen-Mercer inequalities for quantum integrals. [ABSTRACT FROM AUTHOR]

In this paper we study the asymptotic stability problem for KdV solitons on the half-line, with zero boundary condition and absence of the drift term, represented as ux. Unlike standard KdV, these are not exact solutions to the equation. In a previous result, we showed that these solitons are orbitally stable, provided they are placed sufficiently far from the origin. In this paper, we prove their asymptotic stability in the energy space, and provide decay properties for all remaining regions, except the "small soliton region". For the proof we follow the ideas by Martel and Merle for the big soliton part, and for the linearly dominated region we follow recent results on generalized KdV decay [C. Muñoz and G. Ponce, Comm. Math. Phys., 367 (2019), pp. 581-598, A. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explain and describe the use of presuppositional interviews as means of the researcher being able to expose their own, often unknown, assumptions about the phenomena of interest. Within this, we provide a philosophical and practical account for the development and use of a presuppositional interview from an insider perspective to expose insights which influence researcher reflexivity and directly impact on the research process. Author A's hermeneutic phenomenological study seeks to gain insights into the lived experience of children learning mathematics in outdoor environments, such as forests and woodland. The paper describes how the reflexive method of presuppositional interviewing helped him to understand more about his research position and find a clearing in his 'Being in the Wood.' A template for a presupposition interview schedule is presented. [ABSTRACT FROM AUTHOR]

This special issue brings selected papers from an international conference which brought a group of approximately 30 Science Technology and Society and Popularization of Science experts from nine South Asian and Southeast Asian countries (Bangladesh, India, Indonesia, Malaysia, Nepal, Pakistan, Singapore, Sri Lanka, and Thailand), plus the United States. They discussed how best to enhance public awareness about the role of women in Science, Technology, Engineering, and Mathematics (STEM). These papers show how to develop strategies for increasing the participation of women in STEM, both as STEM professionals and as informed and engaged, lifelong participants in a STEM-rich world. [ABSTRACT FROM AUTHOR]

By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for 'ethnic' minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today. [ABSTRACT FROM AUTHOR]

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

This paper set out to contribute to mathematics education research by elaborating on a methodology developed during a study, trying to understand, view and follow shifts in prospective teachers' discursive patterns. The methodology aims to illustrate and describe how prospective teachers adapt to the context of teaching through a flexible process. This flexible process is then described in the result as a narrative. It is argued that the methodology can be used in relation to different theoretical directions, such as research about beliefs, knowledge, or identity. Another contribution is that the methodology presented gives insights into bridging the gap between different analytical levels, micro and macro. With a theoretical foundation in 'Cultural Worlds' [Holland, D., Skinner, D., Lachicotte, W., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.] the Social Semiotic approach of Systemic Functional Linguistics, SFL [Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press] is used as a methodological tool. SFL offers a toolkit that allows the analysis of meaning at the clause level to uncover how and why a speaker produces a particular wording rather than any other in a specific social practice. The paper aims to illustrate and describe how to go beyond findings in the micro-analysis and then present the result as a narrative case. [ABSTRACT FROM AUTHOR]

Background: A strong knowledge of mathematics, beginning at the elementary level, is critical for participation in today's complex world. The home may be one way to facilitate individualized mathematics instruction, given that children spend more time at home than in an academic institution. Therefore, researchers are interested to see whether the home numeracy environment (HNE) can provide a solid foundation for children's mathematics understanding. Further, children's digital mathematics exploration at home is increasingly common (e.g., using math apps). Objectives: The present study evaluates the digital home numeracy practice (DHNP) model and explores its effect on children's mathematics knowledge across five domains (numeration, number operation, pattern recognition, spatial sense, and applied problem‐solving). Methods: To conduct this study, 117 Canadian parents and their children from Grade 1 through 5 completed a DHNP survey and a range of in‐person mathematics measures. Results and Conclusions: The results identified significant relations between parents and children's implicit mathematics factors (e.g., math anxiety, motivation). Children's mathematics anxiety and parents' academic estimations and expectations for their children positively predicted children's mathematics knowledge. In terms of DHNP components, parental involvement in DHNP predicted children's numeration and applied problem‐solving knowledge. Implications: Taken together, the results detail the contribution of parental and child factors to children's mathematics knowledge and suggest that parents adjust their role in DHNP according to their children's mathematics ability. Lay Description: What is (not) known about the subject matter?: Research is less developed on the impact of home technology in the mathematics learning processExisting research did not use a multi‐measure approach to assess the relationships between a variety of home numeracy factors and fundamental mathematics concepts and processes What is the contribution of this paper?: The paper highlights the importance of considering different home related factors to understand the role of home numeracy practices in children's mathematics developmentIt provides a holistic view of digital home numeracy practice (DHNP) by examining several implicit and explicit components of home numeracy environmentChildren's mathematics anxiety predicts their mathematics knowledgeParental estimation and expectation about their children's mathematics performance predicts their mathematics knowledge across several domains whereas parental role on DHNP impacts children's numeration only What are the implications of the findings?: The findings provide an understanding of the significant value of including digital mathematics practices in the study of the home mathematics environmentThe outcome of the study provides guidance for educators and researchers to better understand and leverage DHNP, and its impact on children's mathematics educationFuture research should investigate to what extent digital features should be included in the DHNP model. This will provide insights into the impact of using well‐designed apps on children's mathematics learning [ABSTRACT FROM AUTHOR]

There exists a mistake in the proof of Theorem 4.2. We present a new proof of this theorem, which shows that the main results of the paper are still true. [ABSTRACT FROM AUTHOR]