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The International Sirius Mathematics Center, located on the Black Sea coast, was founded in 2019 by the Talent and Success Foundation for organizing mathematical conferences and other events promoting the development of mathematics in Russia. In 2024, the Center has acquired its own Russian-language journal for publication of original research papers by participants of conferences held at the Center. The authors are invited to submit papers to the journal at https://ef.msp.org/submit/sirius [ABSTRACT FROM AUTHOR]

This systematic review aims to provide a complementary to existing synopses of the state-of-the-art of mathematics education research on proof and proving in both school and university mathematics. As an organizing framework, we used Cohen et al.'s triadic conceptualization of instruction, which draws attention not only to the main actors of the didactical process (i.e., the Teacher and Students) and the Content around which the actors' work is organized (herein, content related to proof and proving), but also to the relationships among the actors and the content. Out of the 103 papers we reviewed, almost half fell in the Student-Content category, which is consistent with the existence of a substantial number of frameworks, methods, and research findings related to students' engagement with proof and proving. About a quarter of the papers fell in the Student–Teacher-Content category, which reflects an emphasis on viewing instructional practice in proof and proving in a holistic, systemic way. Only few papers fell in the categories that did not include Content in them, namely, the categories of Student, Teacher, and Student–Teacher; this suggests mathematics education research on proof and proving has a strong disciplinary identity, which potentially differentiates it from other mathematics education research strands. About a fifth of the papers were oriented towards 'breaking ground' through making an explicit theoretical and/or methodological contribution (Student–Teacher-Content and Content were the main categories where such contributions appeared), whilst the majority of the papers were focused on 'building ground' through elaborating or employing existing methodological and/or theoretical approaches. [ABSTRACT FROM AUTHOR]

The paper responds to the need for understanding trends and gaps in extant research related to adult education in mathematics and numeracy, given changing skill demands and skill gaps regarding adults, and related policy, theorizing, and practice trends. This paper presents the results of a scoping review of recent empirical research related to adult education in mathematics and numeracy, published in 22 selected journals from 2019 to 2022, including 15 journals in adult education and seven in mathematics education. The results show that only 39 relevant empirical studies were found among over 2300 research papers reviewed, and that few of those focus on practice-related of adult education in mathematics and numeracy. The results provide quantitative evidence suggesting that the field of adult numeracy education is under-researched, and help to identify gaps in empirical research involving adult numeracy, including on emerging topics such as on modeling and critical interpretation. The results also point to research opportunities that can strengthen theorizing and practice in both mathematics education and adult numeracy education. [ABSTRACT FROM AUTHOR]

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. [ABSTRACT FROM AUTHOR]

This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the "Liceo Matematico" project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers collaborative design of the research lesson. The results show that Lesson Study, as a foreign practice, is an opportunity for teachers to confront their teaching practices, to enrich their professional development, resulting in more awareness on their didactical action in and outside the classroom. [ABSTRACT FROM AUTHOR]

This paper illustrates how years 1 and 2 students were guided to engage in data modelling and statistical reasoning through interdisciplinary mathematics and science investigations drawn from an Australian 3-year longitudinal study: Interdisciplinary Mathematics and Science Learning (https://imslearning.org/). The project developed learning sequences for 12 inquiry-based investigations involving 35 teachers and cohorts of between 25 and 70 students across years 1 through 6. The research used a design-based methodology to develop, implement, and refine a 4-stage pedagogical cycle based on students' problem posing, data generation, organisation, interpretation, and reasoning about data. Across the stages of the IMS cycle, students generated increasingly sophisticated representations of data and made decisions about whether these supported their explanations, claims about, and solutions to scientific problems. The teacher's role in supporting students' statistical reasoning was analysed across two learning sequences: Ecology in year 1 and Paper Helicopters in year 2 involving the same cohort of students. An explicit focus on data modelling and meta-representational practices enabled the year 1 students to form statistical ideas, such as distribution, sampling, and aggregation, and to construct a range of data representations. In year 2, students engaged in tasks that focused on ordering and aggregating data, measures of central tendency, inferential reasoning, and, in some cases, informal ideas of variability. The study explores how a representation-focused interdisciplinary pedagogy can support the development of data modelling and statistical thinking from an early age. [ABSTRACT FROM AUTHOR]

In this paper, as an improvement of the paper (Ishige et al. in SIAM J Math Anal 49:2167–2190, 2017), we obtain the higher order asymptotic expansions of the large time behavior of the solution to the Cauchy problem for inhomogeneous fractional diffusion equations and nonlinear fractional diffusion equations. [ABSTRACT FROM AUTHOR]

In this paper, we study the asymptotic behavior of transmission system for coupled Kirchhoff plates, where one equation is conserved and the other has dissipative property, and the dissipation mechanism is given by fractional damping (- Δ) 2 θ v t with θ ∈ [ 1 2 , 1 ] . By using the semigroup method and the multiplier technique, we obtain the exact polynomial decay rates, and find that the polynomial decay rate of the system is determined by the inertia/elasticity ratios and the fractional damping order. Specifically, when the inertia/elasticity ratios are not equal and θ ∈ [ 1 2 , 3 4 ] , the polynomial decay rate of the system is t - 1 / (10 - 4 θ) . When the inertia/elasticity ratios are not equal and θ ∈ [ 3 4 , 1 ] , the polynomial decay rate of the system is t - 1 / (4 + 4 θ) . When the inertia/elasticity ratios are equal, the polynomial decay rate of the system is t - 1 / (4 + 4 θ) . Furthermore it has been proven that the obtained decay rates are all optimal. The obtained results extend the results of Oquendo and Suárez (Z Angew Math Phys 70(3):88, 2019) for the case of fractional damping exponent 2 θ from [0, 1] to [1, 2]. [ABSTRACT FROM AUTHOR]

Very recently, Pushpa and Vasuki (Arab. J. Math. 11, 355–378, 2022) have proved Eisenstein series identities of level 5 of weight 2 due to Ramanujan and some new Eisenstein identities for level 7 by the elementary way. In their paper, they introduced seven restricted color partition functions, namely P ∗ (n) , M (n) , T ∗ (n) , L (n) , K (n) , A (n) , and B(n), and proved a few congruence properties of these functions. The main aim of this paper is to obtain several new infinite families of congruences modulo 2 a · 5 ℓ for P ∗ (n) , modulo 2 3 for M(n) and T ∗ (n) , where a = 3 , 4 and ℓ ≥ 1 . For instance, we prove that for n ≥ 0 , P ∗ (5 ℓ (4 n + 3) + 5 ℓ - 1) ≡ 0 (mod 2 3 · 5 ℓ). In addition, we prove witness identities for the following congruences due to Pushpa and Vasuki: M (5 n + 4) ≡ 0 (mod 5) , T ∗ (5 n + 3) ≡ 0 (mod 5). [ABSTRACT FROM AUTHOR]

Recent rank-based attacks have reduced the security of Rainbow, which is one of the multi-layer UOV signatures, below the NIST security requirements by speeding up iterative kernel-finding operations using classical mathematics techniques. If quantum algorithms are applied to perform these iterative operations, the rank-based attacks may be more threatening to multi-layer UOV, including Rainbow. In this paper, we propose a quantum rectangular MinRank attack called the Q-rMinRank attack, the first quantum approach to key recovery attacks on multi-layer UOV signatures. Our attack is a general model applicable to multi-layer UOV signature schemes, and in this paper, we provide examples of its application to Rainbow and the Korean TTA standard, HiMQ. We design two quantum oracle circuits to find the kernel in consideration of the depth-width trade-off of quantum circuits. One is to reduce the width of the quantum circuits using qubits as a minimum, and the other is to reduce the depth using parallelization instead of using a lot of qubits. By designing quantum circuits to find kernels with fewer quantum resources and complexity by adding mathematical techniques, we achieve quadratic speedup for the MinRank attack to recover the private keys of multi-layer UOV signatures. We also estimate quantum resources for the designed quantum circuits and analyze quantum complexity based on them. The width-optimized circuit recovers the private keys of Rainbow parameter set V with only 1089 logical qubits. The depth-optimized circuit recovers the private keys of Rainbow parameter set V with a quantum complexity of 2 174 , which is lower than the complexity of 2 221 recovering the secret key of AES-192, which provides the same security level as parameter set III. [ABSTRACT FROM AUTHOR]

Uncertainty theory, founded in 2007, has become a branch of mathematics to model uncertainty rather than randomness. As an indispensable part of uncertainty theory, uncertain graph and uncertain network optimization has received the wide attention of many scholars. Naturally, a series of original research achievements have been obtained on uncertain graph and uncertain network optimization. This paper aims to present a state-of-the-art review on the recent advance in uncertain graph and uncertain network optimization. Furthermore, it hopes to predict the possible future research directions. Based on Web of Science database, this paper retrieves 144 related papers from 2011 to 2021 to analyze the features of published articles. More precisely, we analyze the annual number of publications, key topics and sub-fields, journals, and most-cited articles. In addition, the main results and models for uncertain graph and uncertain network optimization are summarized. Furthermore, the limitations of existing literature and the possible development trend are discussed. [ABSTRACT FROM AUTHOR]

The exploration of children's drawings as mathematical representations is a current focus in early years mathematics education research. This paper presents a qualitative analysis of 72 kindergarten to Grade 3 (5 to 8 years old) children's drawings produced during problem-solving tasks centred on multiplicative strategies. Existing frameworks for the developmental sequence of mathematical drawings and the progression of children's strategies for multiplicative situations were an interpretive lens through which to analyse the drawings. Children used pictographic and iconic drawing types to represent the "story" in the problem and the multiplicative strategies employed to solve the tasks. Exploration of the children's drawings suggested that as children's drawings become more structural, schematic in nature, it may be easier for children to show their understanding of the structural elements of multiplicative relationships. Results revealed that structural elements of multiplicative relationships were more easily seen in iconic representations; however, both pictographic and iconic drawings were useful to observe counting, additive, and multiplicative strategies when mathematical elements of the problem were visible. Additional representations attached to the drawings (e.g. numerical) were needed to confirm children's strategies when their drawings lacked structure. These findings have implications for how young children's drawings are interpreted by classroom teachers. The interpretation of these drawings suggested that some children may not yet realise how their drawings in mathematics need to shift from illustrations of the problem's story context to representing mathematical ideas and processes — which requires intentional teaching of the purpose of drawings for mathematical contexts. [ABSTRACT FROM AUTHOR]

This paper provides sets of sufficient conditions for mean convergence theorems for arrays of dependent random variables. We expand and improve a number of particular cases in the literature including Theorem 2.1 in Sung (Appl Math Lett 26(1):18–24, 2013), Theorems 3.1–3.3 in Wu and Guan (J Math Anal Appl 377(2):613–623, 2011), and Theorem 3 in Lita da Silva (Results Math 74(1):1–11, 2019), among others. The proof is different from those in the aforementioned papers and the main results can be applied to obtain mean convergence results for arrays of functions of non-homogeneous Markov chains and dependent bootstrap. [ABSTRACT FROM AUTHOR]

In the first part of the paper, we propose a different viewpoint on the theory of higher Airy structures (or Airy ideals), which may shed light on its origin. We define Airy ideals in the ħ -adic completion of the Rees Weyl algebra and show that Airy ideals are defined exactly such that they are always related to the canonical left ideal generated by derivatives by automorphisms of the Rees Weyl algebra of a simple type, which we call transvections. The standard existence and uniqueness result in the theory of Airy structures then follow immediately. In the second part of the paper, we construct Airy ideals generated by the nonnegative modes of the strong generators of the principal W -algebra of sp 2 N at level - N - 1 / 2 , following the approach developed in Borot et al. (Mem Am Math Soc, 2021). This provides an example of an Airy ideal in the Heisenberg algebra that requires realizing the zero modes as derivatives instead of variables, which leads to an interesting interpretation for the resulting partition function. [ABSTRACT FROM AUTHOR]

This survey describes the structure of the field of research on curriculum resources in mathematics education in the period from 2018 till 2023. Based on the procedures of a systematic review relevant literature was identified using Web of Science as a database. The included literature was analyzed and categorized according to the type of curriculum resource and the area of study. Seven areas of studies were identified: studies on the role of curriculum resources, content analysis, user studies, studies on the effects of curriculum resources, studies on curriculum resource design, curriculum resources as data, and reviews. The areas were further subdivided into different subcategories based on the research questions of the included papers. The findings show that research on mathematics textbooks is still predominant in the field. The most popular areas of research are content analysis, user studies, studies on design, and studies on effects. Emerging areas are research on students' use of curriculum resources and the employment of user data from digital curriculum resources as data basis in mathematics education research. [ABSTRACT FROM AUTHOR]

The teacher noticing construct is widely recognized in teacher competence and education research, particularly in the field of mathematics education. This paper surveys recent research on mathematics teacher noticing published between July 2019 and 2022, following an earlier literature review on teacher noticing across different disciplines. The study presented here analyzed 118 English-language articles published in peer-reviewed journals, focusing on conceptualizations, research methods, and relationships with other constructs, including teacher knowledge and beliefs. The findings suggest that the cognitive-psychological perspective on noticing, which emphasizes a set of cognitive processes, remains the predominant conceptualization. Recent research on noticing is characterized by a high proportion of studies based on small samples and qualitative research methods. While several studies have demonstrated the interrelatedness of noticing and professional knowledge, the relationship between noticing and beliefs and between noticing and instructional quality has rarely been addressed. Based on these findings, we highlight noteworthy contributions and critical shortcomings, and suggest directions for future research. [ABSTRACT FROM AUTHOR]

In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing use of computer algebra systems and dynamic geometry packages; and the issue of student collaboration online, especially using learning environments and social media. We briefly touch on artificial intelligence systems, including hyper-personalisation of learning, multimodality and videos. We include a brief discussion on the impact of COVID-19 on mathematics education, and lastly on the more theoretical perspective of the epistemology of digital technology and the construct of humans-with-media. We conclude the discussion with some possible concerns and mentioning some possible new topics for research in the field. [ABSTRACT FROM AUTHOR]

This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative replication study investigating the impact of the novelty effect on findings from interventions about the assessment of mathematics at university. The replication study used the same data collection tools of a previous study on oral assessment of mathematics, but data were collected in a context where oral assessment is the norm. We aimed to find whether the results of the two studies were comparable and whether there was plausible evidence of an impact of novelty effect on the findings of the original study. The findings of the current study appear to be comparable to those of the original study. Students associate oral assessment with the assessment of conceptual understanding and written assessment with the assessment of procedures; they report being more anxious about the oral assessment, but they perceive oral assessment as a better learning experience than closed book exams. However, in a culture where oral assessment is the norm, we found students engaging with learning also following considerations of the difficulties of other modules taken in the same period of their degree. Finally, in this culture, oral communication of mathematics is also much valued. [ABSTRACT FROM AUTHOR]

This paper is concerned with the spreading behavior of a two-species strong-weak competition system with two free boundaries. The model may describe how a strong competing species invades into the habitat of a native weak competing species. The asymptotic spreading speed of invading fronts has been determined by making use of semi-wave systems in Du et al. (J Math Pures Appl 107:253–287, 2017). Here we give a sharp estimate for the asymptotic spreading speed of invading fronts. Moreover, we prove that the solution of the free boundary problem evolves eventually into a semi-wave solution when the spreading happens, while the solution of the free boundary problem exponentially converges to a semi-trivial solution of such system when the vanishing happens. [ABSTRACT FROM AUTHOR]

In the present paper, we establish an infinite dimensional Kolmogorov–Arnold–Moser (KAM) theorem for reversible systems with double normal frequencies. Applying it, we prove the existence of quasi-periodic solutions for one dimensional coupled nonlinear quantum harmonic oscillators (QHO) with a natural reversible structure. To compensate the lack of smoothing effect of perturbation, we introduce a class of vector fields with polynomial decay which extends the works of Grébert and Thomann (Commun Math Phys 307(2):383–427, 2011) for Hamiltonian QHO. To deal with the reversible, coupled perturbations in the equations, we also introduce a new class of generating vector fields during the KAM iteration. Moreover, the quasi-periodic solutions we obtain may not be linearly stable. This is obviously different from the result in Grébert and Thomann (2011) for Hamiltonian QHO. [ABSTRACT FROM AUTHOR]

Nexus Network Journal guest editor Roberta Spallone introduces papers selected from the Nexus Conference 2023 in Turin for detailed review, expansion and development. These papers identify close links between architecture, mathematics, and specific areas of interest related to historical periods, architectural cultures, typological elements, and analysis tools. [ABSTRACT FROM AUTHOR]

As a quantum affinization, the quantum toroidal algebra U q , q ¯ (gl ¨ n) is defined in terms of its "left" and "right" halves, which both admit shuffle algebra presentations (Enriquez in Transform Groups 5(2):111–120, 2000; Feigin and Odesskii in Am Math Soc Transl Ser 2:185, 1998). In the present paper, we take an orthogonal viewpoint, and give shuffle algebra presentations for the "top" and "bottom" halves instead, starting from the evaluation representation U q (gl ˙ n) ↷ C n (z) and its usual R-matrix R (z) ∈ End (C n ⊗ C n) (z) (see Faddeev et al. in Leningrad Math J 1:193–226, 1990). An upshot of this construction is a new topological coproduct on U q , q ¯ (gl ¨ n) which extends the Drinfeld–Jimbo coproduct on the horizontal subalgebra U q (gl ˙ n) ⊂ U q , q ¯ (gl ¨ n) . [ABSTRACT FROM AUTHOR]

Intelligent Tutoring Systems (ITS) have been widely used to enhance math learning, wherein teacher's involvement is prominent to achieve their full potential. Usually, ITSs depend on direct interaction between the students and a computer. Recently, researchers started exploring handwritten input (e.g., from paper sheets) aiming to provide equitable access to ITSs' benefits. However, research on math ITSs ability to handle handwritten input is limited and, to our best knowledge, no study has summarized its state of the art. This article fulfills that gap with a scoping review of handwritten recognition methods, characteristics, and applications of math ITSs compatible with handwritten input. Based on a search of 11 databases, we found eight primary studies that met our criteria. Mainly, we found that all ITSs depend on receiving handwritten input from a touchscreen interface, in contrast to recognizing solutions developed on paper. We also found that most ITSs focus on similar audiences (e.g., English speakers students), subjects (e.g., algebraic questions), and applications (e.g., in-class to understand student perceptions). Thus, towards enabling equitable access to ITSs, we propose ITS Unplugged (i.e., ITSs that i) run on low-cost, resource-restricted devices with little to no internet connection and ii) receive as well as return information in the format target users usually use) and contribute a research agenda concerning challenges of developing such ITSs. [ABSTRACT FROM AUTHOR]

Analogy has received attention as a form of inductive reasoning in the empirical sciences. Its role in mathematics has, instead, received less consideration. This paper provides a novel account of how an analogy with a more familiar mathematical domain can contribute to the confirmation of a mathematical conjecture. By reference to case-studies, we propose a distinction between an incremental and a non-incremental form of confirmation by mathematical analogy. We offer an account of the former within the popular framework of Bayesian confirmation theory. As for the non-incremental notion, we defend its role in rationally informing the prior credences of mathematicians in those circumstances in which no new mathematical evidence is introduced. The resulting framework captures many important aspects of the use of analogical inference in the domain of pure mathematics. [ABSTRACT FROM AUTHOR]

The use of digital technology has the potential to support students' understanding in the mathematics classroom with the teacher playing a vital role. However, teaching with digital technology is not trivial, especially for teachers who are new to this. In this paper, we present an analysis of the enactment of a function lesson of a Sri Lankan mathematics teacher who used digital technology for the first time in her teaching. We combined the instrumental orchestration and ROG (resources, orientations and goals) frameworks into a conceptual framework to analyse her teaching. In particular, we used instrumental orchestration to identify how the teacher orchestrated the resources in her technology-rich classroom. This was combined with ROG theory to understand the reasons underpinning the decisions involved in moving from one orchestration to another. We demonstrate that this teacher showed diverse orchestrations and use the ROG framework to present these in the sequences in which they were used, formed into chains of orchestrations linked by goals. We propose that her didactical performance is a function of orchestration types over in-the-moment decision-making. [ABSTRACT FROM AUTHOR]

This study aims to analyze possible connections among the noticing skills of pre-service mathematics teachers, and specifically the skills of attending to students' thinking, interpreting students' mathematical understanding, and proposing teaching alternatives. We characterized these connections in terms of coherency, i.e., the extent to which pre-service teachers take into account (a) an identified critical event—including its mathematics and context—when interpreting students' statements, (b) their own interpretation of students' statements when interpreting the teacher's response, and (c) their own interpretation of students' statements when proposing alternative teaching strategies. The construct of coherency evolved during our attempts to analyze pre-service teachers' interpretations of the critical events they identified while observing mathematics lessons as part of their preparation program. In this paper, we elucidate the construct of coherency and its different levels and demonstrate how this construct relies upon and expands existing ideas from the literature on noticing. We propose a framework for identifying different coherency levels and the different patterns identified when using the framework to noticing among the pre-service teachers. Some of these patterns are supported by previous research, while others were unanticipated. We explore possible explanations for the emergence of these unanticipated patterns. [ABSTRACT FROM AUTHOR]

In the present paper, we have obtained common best proximity point theorems of nonself maps in Hausdorff topological space. Further, our results extend the results due to Gerald F. Jungck, thereby proving a generalized version of Kirk's theorem (J. London Math. 1(1):107–111, 1969). [ABSTRACT FROM AUTHOR]

Semidefinite programming (SDP) problems typically utilize a constraint of the form X ⪰ x x T to obtain a convex relaxation of the condition X = x x T , where x ∈ R n . In this paper, we consider a new hyperplane branching method for SDP based on using an eigenvector of X - x x T . This branching technique is related to previous work of Saxeena et al. (Math Prog Ser B 124:383–411, 2010, https://doi.org/10.1007/s10107-010-0371-9) who used such an eigenvector to derive a disjunctive cut. We obtain excellent computational results applying the new branching technique to difficult instances of the two-trust-region subproblem. [ABSTRACT FROM AUTHOR]

Reference (Ericksen in Q. J. Mech. Appl. Math. 45:545–554, 1992), a short and dense paper by J.L. Ericksen, is taken as a primary source of terms frequently used in continuum thermodynamics, in an attempt to make their significance as precise as possible. [ABSTRACT FROM AUTHOR]

Telescopers for a function are linear differential (resp. difference) operators annihilating the definite integral (resp. definite sum) of this function. They play a key role in Wilf–Zeilberger theory and algorithms for computing them have been extensively studied in the past 30 years. In this paper, we introduce the notion of telescopers for differential forms with D-finite function coefficients. These telescopers appear in several areas of mathematics, for instance parametrized differential Galois theory and mirror symmetry. We give a sufficient and necessary condition for the existence of telescopers for a differential form and describe a method to compute them if they exist. Algorithms for verifying this condition are also given. [ABSTRACT FROM AUTHOR]

We study locally maximal attractors of expanding dynamical systems. Our main result is a representation of these attractors with the help of topological Markov chains corresponding to the Markov partitions of these attractors, which allows us to describe the dynamics of system on them. Ya. G. Sinai was the first who constructed and used Markov partitions for Anosov's diffeomorphisms [Funk. Anal. Prilozh., 2, No 1, 64; No 3, 70 (1968); English translation:Funct. Anal. Appl., 2, No 1, 61; No 3, 245 (1968)]. Expanding endomorphisms regarded as the simplest representatives of endomorphisms were first studied by M. Shub [Amer. J. Math., 91, No 1, 175 (1969)]. To construct Markov partitions for expanding endomorphisms, we update Sinai's approach in the proper way. A more detailed historical overview can be found in the work by O. M. Sharkovsky [Ukr. Mat. Zh., 74, No. 12, 1709 (2023); English translation:Ukr. Math. J., 74, No. 12, 1950 (2023)]. In this work, Sharkovsky indicated that the methods used to prove the main results presented in [Dokl. Akad. Nauk SSSR, 170, No. 6, 1276 (1966); English translation:Sov. Math. Dokl., 7, No. 5, 1384 (1966)] were, in fact, published in the collection of papers "Dynamical systems and the problems of stability of solutions of differential equations" (1973) issued by the Institute of Mathematics of the Academy of Sciences of Ukraine. This collection is difficultly accessible and was never translated into English. Note that, in the indicated paper, these methods were applied to somewhat different objects. To the best of our knowledge, there is no information about publications of similar results. In view of the outlined history and importance of the described approach (based on Markov partitions and topological Markov chains) for the description of construction of the attractors, it seems reasonable to publish these results anew. [ABSTRACT FROM AUTHOR]

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students' MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students' MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as "math persons" than their grade 3 peers in all countries. [ABSTRACT FROM AUTHOR]

In this paper, we construct center stable manifolds of unstable line solitary waves for the Zakharov–Kuznetsov equation on R × T L and show the orbital stability of the unstable line solitary waves on the center stable manifolds, which yields the asymptotic stability of unstable solitary waves on the center stable manifolds near by stable line solitary waves. The construction is based on the graph transform approach by Nakanishi and Schlag (SIAM J Math Anal 44:1175–1210, 2012). Applying the bilinear estimate on Fourier restriction spaces by Molinet and Pilod (Ann Inst H Poincaré Anal Non Lineaire 32:347–371, 2015) and modifying the mobile distance in Nakanishi and Schlag (2012), we construct a contraction map on the graph space. [ABSTRACT FROM AUTHOR]

This note remedies an error in our paper tilted Conormal Spaces and Whitney Stratifications (Found. Comput. Math., 2022). [ABSTRACT FROM AUTHOR]

The higher-order guaranteed lower eigenvalue bounds of the Laplacian in the recent work by Carstensen et al. (Numer Math 149(2):273–304, 2021) require a parameter C st , 1 that is found not robust as the polynomial degree p increases. This is related to the H 1 stability bound of the L 2 projection onto polynomials of degree at most p and its growth C st, 1 ∝ (p + 1) 1 / 2 as p → ∞ . A similar estimate for the Galerkin projection holds with a p-robust constant C st , 2 and C st , 2 ≤ 2 for right-isosceles triangles. This paper utilizes the new inequality with the constant C st , 2 to design a modified hybrid high-order eigensolver that directly computes guaranteed lower eigenvalue bounds under the idealized hypothesis of exact solve of the generalized algebraic eigenvalue problem and a mild explicit condition on the maximal mesh-size in the simplicial mesh. A key advance is a p-robust parameter selection. The analysis of the new method with a different fine-tuned volume stabilization allows for a priori quasi-best approximation and improved L 2 error estimates as well as a stabilization-free reliable and efficient a posteriori error control. The associated adaptive mesh-refining algorithm performs superior in computer benchmarks with striking numerical evidence for optimal higher empirical convergence rates. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the links between prospective elementary teachers' (PTs') ability to notice student mathematical thinking, their mathematical knowledge for teaching (MKT) and their ability to decompose learning goals into component conceptual parts (Morris et al., 2009). Previously, researchers have proposed theoretical connections between MKT and teachers' professional noticing, but empirical support for these relationships has been limited. Results of this mixed-methods study indicate that PTs who scored higher on an MKT assessment outperformed their peers in terms of attending to student thinking but had similar performance in terms of interpreting that thinking. However, PTs who were able to conceptually unpack a learning goal into subconstructs performed higher-quality interpretations of student thinking. We hypothesize that the skill of decomposing learning goals may allow PTs to apply their mathematics knowledge to successfully interpret student work. These results have implications for understanding how noticing and MKT may develop in relation with each other. [ABSTRACT FROM AUTHOR]

In this paper, we establish some reversed dynamic inequalities of Hilbert type on time scales nabla calculus by applying reversed Hölder's inequality, chain rule on time scales, and the mean inequality. As particular cases of our results (when T = N and T = R ), we get the reversed form of discrete and continuous inequalities proved by Chang-Jian, Lian-Ying and Cheung (Math. Slovaca 61(1):15–28, 2011). [ABSTRACT FROM AUTHOR]

Calculus continues to be an important topic of discussion among mathematics education researchers given how it often acts as a gatekeeper for students in STEM. In their extensive 2017 review of calculus literature, Larsen and colleagues identified two main areas of applied research that had largely been neglected: research related (1) to efforts to improve calculus teaching and learning and (2) to equity and social justice. In this review we investigate how scholars have answered this call by reviewing recent literature related to these two themes. First we identified some promising intervention studies that investigated changes at the course level (e.g., calculus courses intended for engineering students) and at the level of specific calculus topics (e.g. using digital tools to help students understand the Fundamental Theorem). Second, we identified several studies on diversity, equity, and inclusion. We found that some studies in this collection still approached this research through traditional methods (e.g., so called achievement gaps) but we also identified promising new directions for research in which scholars utilize critical theories and provide counter-narratives that highlight the strengths of calculus students from historically marginalized groups. We conclude our review by discussing future directions we hope to see in the field that we argue will strengthen current work. [ABSTRACT FROM AUTHOR]

This paper deals with the equation - Δ u + μ u = f on high-dimensional spaces R m , where the right-hand side f (x) = F (T x) is composed of a separable function F with an integrable Fourier transform on a space of a dimension n > m and a linear mapping given by a matrix T of full rank and μ ≥ 0 is a constant. For example, the right-hand side can explicitly depend on differences x i - x j of components of x. Following our publication (Yserentant in Numer Math 146:219–238, 2020), we show that the solution of this equation can be expanded into sums of functions of the same structure and develop in this framework an equally simple and fast iterative method for its computation. The method is based on the observation that in almost all cases and for large problem classes the expression ‖ T t y ‖ 2 deviates on the unit sphere ‖ y ‖ = 1 the less from its mean value the higher the dimension m is, a concentration of measure effect. The higher the dimension m, the faster the iteration converges. [ABSTRACT FROM AUTHOR]

In the paper, we investigate the uniqueness problem of a meromorphic function and its difference operator to the most general setting via two shared set problems and thus improve a recent result of Chen–Chen (Bull Malays Math Sci Soc 35(3): 765-774, 2012). [ABSTRACT FROM AUTHOR]

In this paper, we prove the convexity of trace functionals (A , B , C) ↦ Tr | B p A C q | s , for parameters (p, q, s) that are best possible, where B and C are any n-by-n positive-definite matrices, and A is any n-by-n matrix. We also obtain the monotonicity versions of trace functionals of this type. As applications, we extend some results in Carlen et al. (Linear Algebra Appl 490:174–185, 2016), Hiai and Petz (Publ Res Inst Math Sci 48(3):525-542, 2012) and resolve a conjecture in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) in the matrix setting. Other conjectures in Al-Rashed and Zegarliński (Infin Dimens Anal Quantum Probab Relat Top 17(4):1450029, 2014) will also be discussed. We also show that some related trace functionals are not concave in general. Such concavity results were expected to hold in different problems. [ABSTRACT FROM AUTHOR]

One characteristic of high-quality mathematics teaching is supporting students in engaging in tasks of high cognitive demand. In this paper, we explore relationships between two elementary teachers' efforts to integrate computational thinking (CT) practices—abstraction, debugging, and decomposition—into their mathematics instruction and their development of high-level tasks. Teachers engaged in professional development sessions about CT. Using their mathematics curriculum materials as a starting point, teachers then planned mathematics lessons to incorporate attention to at least one CT practice. Researchers transcribed their conversations and qualitatively coded the transcripts using an established framework for assessing the cognitive demand of tasks posed to students. Analyses of the planning conversations suggested that encouraging these teachers to examine their mathematics curriculum materials through the lens of CT practices supported them in adapting tasks from their curriculum materials in ways that raised the cognitive demand. Implications for the use of CT in elementary mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]

In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks, activating students, and leading students' discussion to achieve a productive whole-class discussion. However, another promising activity for achieving productive discussions involves using a classroom response system and implementing different task types in a multiple-choice format. There is little knowledge about whole-class discussions using this approach. To meet this need, this paper presents results from a mixed-method approach that characterizes whole-class discussions to explore the potential of multiple-choice tasks supported by a classroom response system to achieve productive whole-class discussions. Three types of multiple-choice tasks were implemented in the classrooms of twelve mathematics teachers at secondary schools. The lessons, including 35 whole-class discussions, were video-recorded, transcribed, and analyzed. The results summarize the characteristics of these whole-class discussions, including measures of students' opportunities to talk and teacher and student actions. These results can help us develop a more profound understanding of whether and how multiple-choice tasks supported by a classroom response system can support teachers in achieving productive whole-class discussions. [ABSTRACT FROM AUTHOR]

In this paper, we obtain the Harary index and the hyper-Wiener index of the H-generalized join of graphs and the generalized corona product of graphs. As a consequence, we deduce some of the results in (Das et al. in J. Inequal. Appl. 2013:339, 2013) and (Khalifeh et al. in Comput. Math. Appl. 56:1402–1407, 2008). Moreover, we calculate the Harary index and the hyper-Wiener index of the ideal-based zero-divisor graph of a ring. [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]

This paper reports an intervention study in the teaching of fraction concepts at a village school in Hong Kong. The classes consisted of 60 Grade three students with different cultural backgrounds, including African, Chinese, Filipino, Korean, Nepalese, and Pakistani. The study represents one of the relatively few studies that investigate the effectiveness of storytelling in teaching mathematics to ethnic minority (EM) students in the East Asian context. The quantitative analysis in a pre/post-test intervention/control group design shows reduction in achievement gap between EM students in rural settings and their Chinese peers in urban districts, including concepts such as part–whole interpretation, fraction language, and mathematics vocabulary. Analysis of classroom discourse based on the culturally responsive mathematics teaching (CRMT) framework reveals the multimodal features of storytelling provide greater access for EM students in acquiring language-related conceptualizations of fractions. Based on our analysis, we argue that mathematics teaching is inseparable from language teaching, which is often ignored or not planned explicitly in the lesson. Storytelling integrates language with mathematics content authentically and allows students to cope with the language demands in learning mathematics and to encounter the mathematics in real-world context. [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]

This narrative review of current research on gender and mathematics covers the years 2020 to 2022. The number of exemplary publications within these 3 years and the diversity of topics, theoretical frameworks, subjects, and authors are indications of gender and mathematics remaining a robust and evolving area of study. Of particular interest are studies of lived experiences of students in secondary school and university programs, many of which featured continuing and troubling discriminatory incidents. In addition, the focus in several studies on the intersectionality of gender with race and other identity features is a commendable trend that should be continued. Similar to the transition from sex differences to gender differences that emerged in the 1990s and 2000s, in the papers examined, some authors have reconceptualized gender as a fluid, non-binary construct, although most gender data are reported in binary ways. Gender remains a focus of research in mathematics education because of persistent inequities in achievement, attitudes, representation, and lived experiences. [ABSTRACT FROM AUTHOR]

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology. [ABSTRACT FROM AUTHOR]