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In this paper, we consider a constructive proof of the termination of the normal form (NF) algorithm for multivariate polynomials, as well as the related concept of admissible ordering < on monomials. In classical mathematics, the well-quasiorder property of relation < is derived from Dickson's lemma, and this is sufficient to justify the termination of the NF algorithm. In provable programming based on constructive type theory (Coq and Agda), a somewhat stronger condition (in constructive mathematics) of the well-foundedness of the ordering (in its constructive version) is required. We propose a constructive proof of this theorem (T) for < , which is based on a known method that we refer to here as the "pattern method." This theorem on the well-foundedness of an arbitrary admissible ordering is also important in itself, independently of the NF algorithm. We are not aware of any other works on constructive proof of this theorem. However, it turns out that it follows, not very difficultly, from the results achieved by other researchers in 2003. We program this proof in the Agda language in the form of our library AdmissiblePPO-wellFounded of provable computational algebra programs. This development also uses the theorem to prove termination of the NF algorithm for polynomials. Thus, the library also contains a set of provable programs for polynomial algebra, which is significantly larger than that needed to prove Theorem T. [ABSTRACT FROM AUTHOR]

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]