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The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

This paper considers a specific autonomous Schwarzian differential equation given by Sf=c(f−σ1)(f−σ2)/[(f−τ1)(f−τ2)]$$\begin{equation*} \hspace*{35pt} S_f=c(f-\sigma _1)(f-\sigma _2)/[(f-\tau _1)(f-\tau _2)] \end{equation*}$$and presents a complete characterization of its transcendental meromorphic solutions, thus confirming a conjecture posed by Liao and Wu recently. By combining our results with those obtained in a previous paper (Math. Z. 2 (2022), 1657–1672), we are able to explicitly construct all transcendental meromorphic solutions of the autonomous Schwarzian differential equations. Additionally, we identify all nonconstant rational solutions of the autonomous Schwarzian differential equations, with the exception of one special case. [ABSTRACT FROM AUTHOR]

The chord log-Minkowski problem asks for necessary and sufficient conditions for a finite Borel measure on the unit sphere so that it is the cone-chord measure of a convex body. The chord log-Minkowski problem has been extensively studied by Guo, Xi, and Zhao [Math. Ann. (2023), DOI 10.1007/s00208-023-02721-8]; Lutwak, Xi, Yang, and Zhang [Commun. Pure Appl. Math. (2023), DOI 10.1002/cpa.22190]; Qin [Adv. Math. 427 (2023), Paper No. 109132]. In this paper, we solve the chord log-Minkowski problem when q\in (0,1), without symmetry assumptions. [ABSTRACT FROM AUTHOR]

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

In the paper 'Composition operators on weighted Bergman spaces of Dirichlet series. J Math Anal Appl. 2015;426:340–363', Bailleul completely characterized the boundedness of composition operators on weighted Bergman spaces of Dirichlet series for the case of symbols with $ c_0\ge 1 $ c 0 ≥ 1. But the sufficient conditions for the other case $ c_0=0 $ c 0 = 0 were unsolved. In this paper, we follow this line and study the boundedness of composition operators on weighted Bergman spaces of Dirichlet series for the case $ c_0=0 $ c 0 = 0. Moreover, we also obtain the compact characterizations of composition operators with $ c_0\geq 1 $ c 0 ≥ 1. [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 correction notice provides updates and corrections to a research paper on deep machine learning model-based cyber-attacks detection in smart power systems. The paper proposes a deep learning-based attack detection model that addresses system disturbances caused by natural events and cyber-attacks. It discusses the use of principal component analysis (PCA) for feature selection and the potential of deep learning-based and decision tree classifiers for detecting cyber-attacks in intelligent energy grids. The notice also includes updates to references, clarifications on the experimental data set, and feature selection based on PCA. The study evaluates the effectiveness of the proposed model using various assessment indexes and compares it to conventional methods, concluding that the proposed model is effective in detecting cyber-attacks and demonstrates good performance in detecting destructive attacks. [Extracted from the article]

Mathematics is often treated as different from other disciplines, since arguments in the field rely on deductive proof rather than empirical evidence as in the natural sciences. A mathematical paper can therefore, at least in principle, be replicated simply by reading it. While this distinction is sometimes taken as the basis to claim that the results in mathematics are therefore certain, mathematicians themselves know that the published literature contains many mistakes. Reading a proof is not easy, and checking whether an argument constitutes a proof is surprisingly difficult. This article uses peer review of submissions to mathematics journals as a site where referees are explicitly concerned with checking whether a paper is correct and therefore could be published. Drawing on 95 qualitative interviews with mathematics journal editors, as well as a collection of more than 100 referee reports and other correspondence from peer review processes, this article establishes that while mathematicians acknowledge that peer review does not guarantee correctness, they still value it. For mathematicians, peer review 'adds a bit of certainty', especially in contrast to papers only submitted to preprint servers such as arXiv. Furthermore, during peer review there can be disagreements not just regarding the importance of a result, but also whether a particular argument constitutes a proof or not (in particular, whether there are substantial gaps in the proof). Finally, the mathematical community is seen as important when it comes to accepting arguments as proofs and assigning certainty to results. Publishing an argument in a peer-reviewed journal is often only the first step in having a result accepted. Results get accepted if they stand the test of time and are used by other mathematicians. [ABSTRACT FROM AUTHOR]

Frieze patterns have been introduced by Coxeter [Acta Arith. 18 (1971), pp. 297–310] in the 1970's and have recently attracted renewed interest due to their close connection with Fomin-Zelevinsky's cluster algebras. Frieze patterns can be interpreted as assignments of values to the diagonals of a triangulated polygon satisfying certain conditions for crossing diagonals (Ptolemy relations). Weak friezes, as introduced by Çanakçı and Jørgensen [Adv. in Appl. Math. 131 (2021), Paper No. 102253], are generalizing this concept by allowing to glue dissected polygons so that the Ptolemy relations only have to be satisfied for crossings involving one of the gluing diagonals. To any frieze pattern one can associate a symmetric matrix using a triangular fundamental domain of the frieze pattern in the upper and lower half of the matrix and putting zeroes on the diagonal. Broline, Crowe and Isaacs [Geometriae Dedicata 3 (1974), pp. 171–176] have found a formula for the determinants of these matrices and their work has later been generalized in various directions by other authors. These frieze pattern determinants are the main focus of our paper. As our main result we show that this determinant behaves well with respect to gluing weak friezes: the determinant is the product of the determinants for the pieces glued, up to a scalar factor coming from the gluing diagonal. Then we give several applications of this result, showing that formulas from the literature, obtained by Broline-Crowe-Isaacs, Baur-Marsh [J. Combin. Theory Ser. A 119 (2012), pp. 1110–1122], Bessenrodt-Holm-Jørgensen [J. Combin. Theory Ser. A 123 (2014), pp. 30–42] and Maldonado [ Frieze matrices and infinite frieze patterns with coefficients , Preprint, arXiv: 2207.04120 , 2022] can all be obtained as consequences of our result. [ABSTRACT FROM AUTHOR]

In this paper, we study the following fractional Choquard equation with weight (−Δ)su=1|x|N−α∗h(x)|u|ph(x)|u|p−2uinℝN,$$ {\left(-\Delta \right)}&#x0005E;su&#x0003D;\left(\frac{1}{{\left&#x0007C;x\right&#x0007C;}&#x0005E;{N-\alpha }}\ast h(x){\left&#x0007C;u\right&#x0007C;}&#x0005E;p\right)h(x){\left&#x0007C;u\right&#x0007C;}&#x0005E;{p-2}u\kern0.5em \mathrm{in}\kern0.5em {\mathrm{\mathbb{R}}}&#x0005E;N, $$where 02s,p>2,α>0$$ 02s,p>2,\alpha >0 $$ and h$$ h $$ is a positive weight function satisfying h(x)≥C|x|a$$ h(x)\ge C{\left&#x0007C;x\right&#x0007C;}&#x0005E;a $$ at infinity, for some a≥0$$ a\ge 0 $$. We establish, in this paper, a Liouville type theorem saying that if maxN−4s−2a,0<α

How do the curators of science and technology collections represent the daily realities of doing science? Through the acquisition of Professor Stephen Hawking's office by the Science Museum, this paper will explore what is involved in making major acquisitions for national collections. How do curators consider what to preserve from the eclectic range of items found in the working spaces of scientists? What do the personal artefacts of a scientist's life represent, and what do acts of curatorial choices say about the narratives that are foregrounded -- and those that are not -- in positioning that life historically? And how do those choices illuminate the considerations involved in the way science and technology is represented in our national collections? By going beyond the glass case, we consider what it takes to bring an object into a collection: the intellectual considerations of how its stories are preserved for a nation and the practical considerations required so that items can even be considered for future display. The paper illuminates the formal and informal networks around scientists' collections, and the processes and judgements that science and technology curators make every day when choosing what could be important for defining our history. Using the Stephen Hawking office as a case study the article explores the representation of scientific practice in museum collections, the relationship of some collections with celebrity and disability, and some of the challenges posed by science and technology acquisitions compared to other types of museum object. The paper explores how knowledge is generated in museum collections, through the act of acquiring a new collection. It asks fundamental questions, which are essential to the fields of museology and science and technology studies, about the contribution to knowledge made by personal scientific objects. It goes beyond the study of collections as artefacts of display in exhibitions and galleries, providing a detailed analysis of a routine but oftenneglected aspect of behind-the-scenes museum work: the acquisition of a collection. Arguing that a large and complex collection is a vital tool for understanding the complexity of science, the paper uses the 'museum as method' (Thomas, 2016) which prioritises simple curatorial questions and the use of the objects in exploration; this enables scholars and curators to respond to material evidence of scientific knowledge, and identify narratives that are prioritised, and others that are obscured, in the historic record. In doing so, it suggests that curators are uniquely placed to provide insights into the roles of human and non-human actors in the construction of scientific knowledge, demonstrating how the Hawking collection allows us to explore the nature of scientific practice, the creation of scientific celebrity, and the potential to give visibility to disability within the history of science whilst de-centring the myth of the scientific genius in museum narratives. [ABSTRACT FROM AUTHOR]

The Riemann hypothesis (RH) is one of the major unsolved problems in pure mathematics. In the present paper, a parameterized family of non-cooperative games is constructed with the property that, if RH is true, then any game in the family admits a unique Nash equilibrium. We argue that this result is not degenerate. Indeed, neither is the conclusion a tautology, nor is RH used to define the family of games. • The Riemann Hypothesis (RH) is a famous open problem in mathematics. • This paper constructs generalized difference-form contests related to RH. • These contests admit a unique Nash equilibrium if RH holds true. • We argue that the result is not degenerate in any obvious way. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

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

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

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

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

English Teaching Quality Assessment is a crucial aspect of evaluating and enhancing the effectiveness of English language education programs. To achieve a comprehensive understanding of teaching quality, a Fuzzy Comprehensive Evaluation Model is employed. This model combines qualitative and quantitative assessments, considering various factors such as teaching methods, student engagement, curriculum design, and instructor proficiency. Based on the multi-level model of Fuzzy mathematics, this paper designs a set of teaching Quality Assessment training suitable for English Teaching for Medical Students and applies it to teaching courses to improve their understanding of comprehensive functions and provide reference for future online teaching. In terms of curriculum structure, this paper uses Fuzzy analysis method and literature analysis method. Based on the literature, this paper discusses the training module, training theme, training content, training time and training mode. Summarize and organize the consultant's opinions, and finally formulate th e training program. According to the teaching syllabus of comprehensive Quality Assessment student, teaching courseware was prepared, teachers conducted teaching demonstrations and recorded them as high-definition videos, and then cloud classroom teaching platform was built to teach community English. In terms of teaching practice, this subject took the tertiary medical institutions as the object, and investigated and evaluated the qualified primary care staff. Before training, the Fuzzy mathematics multi-level knowledge questionnaire, English Teaching Quality Assessment knowledge questionnaire, English Teaching Quality Assessment attitude, behavioral intention and self-efficacy scale were used to investigate the English Teaching. After completion, the methods were used to investigate English Teaching, and the different degrees of student effects were compared. Finally, a self-designed questionnaire was used to investigate English Teaching to understand the comprehensive evaluation of the satisfaction degree of student courses. [ABSTRACT FROM AUTHOR]

The document titled "Discussion of 'A general theory for anisotropic Kirchhoff-Love shells with in-plane bending of embedded fibers'" is a critique of a paper that contains misleading and incorrect statements. The objections mainly focus on two remarks made in the paper. The document argues that the symmetrization employed in a previous work is valid for all cases, contrary to what the paper suggests. It also disputes the claim that a theory fails to properly account for the energetic effect of a change in geodesic curvature. The document provides counterarguments and references to support its claims. The author of the document is David J Steigmann. [Extracted from the article]

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

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

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

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

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

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

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

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

In the classical bargaining problem, we propose a very mild axiom of individual rationality, which we call possibility of utility gain. This requires that for at least one bargaining problem, there exists at least one player who reaches a higher utility level than their disagreement utility. This paper shows that the Nash solution (Nash in Econometrica 18(2):155–162, 1950) is characterized by possibility of utility gain and continuity with respect to feasible sets together with Nash's axioms except weak Pareto optimality. We also show that in Nash's theorem, weak Pareto optimality can be replaced by conflict-freeness (introduced by Rachmilevitch in Math Soc Sci 76(C):107–109, 2015). This demands that when the agreement most preferred by all players is feasible, this should be chosen. Furthermore, we provide alternative and unified proofs for other efficiency-free characterizations of the Nash solution. This clarifies the role of each axiom in the related results. [ABSTRACT FROM AUTHOR]

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

In this paper, we propose a mechanical model for a game of tug of war (rope pulling). We focus on a game opposing two players, modelling each player's body as a structure composed of straight rods that can be actuated in three different ways to generate a pulling force. We first examine the static problem of two opponents being in a deadlock configuration of mechanical equilibrium; here we show that this situation is essentially governed by the ratio of masses of the players, with the heavier player having a strong advantage. We then turn to the dynamic problem and model the response of the system to an abrupt change in activation by one of the players. In this case, the system exhibits a nontrivial response; in particular, we compare a sudden pulling and a sudden "letting up," and demonstrate the existence of regimes in which the lighter player can momentarily take the advantage. [ABSTRACT FROM AUTHOR]

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

Teaching music often focuses on developing musical concepts, through comparisons and discriminations. This paper contributes to the discussion on concept development in music through recognition of common elements in a situation and a shift from a local to a general level, considering theoretical approaches to mathematical generalisation. It sets to explore preschool children's understanding of tempo and its use in new musical situations. The research involved a musical intervention in six preschool classrooms. Critical incidences from focus group discussions and non-participant observation recorded children's understanding of tempo from their musical actions, drawings, responses and reflection to teacher questions. The findings highlight that children could go beyond the specific content of the activities and focus on the basic characteristics of tempo, integrating them into their song creations. A teaching approach oriented to generalisation through concept development can assist teachers to elaborate musical content and realise students' level of understanding. [ABSTRACT FROM AUTHOR]

It is well-known that the famous Selberg integral is equivalent to the Morris constant term identity. In 1998, Baker and Forrester conjectured a generalization of the q-Morris constant term identity[J. Combin. Theory Ser. A 81 (1998), pp. 69–87]. This conjecture was proved and extended by Károlyi, Nagy, Petrov, and Volkov (KNPV) in 2015 [Adv. Math. 277 (2015), pp. 252–282]. In this paper, we obtain two symmetric function generalizations of the q-Baker–Forrester ex-conjecture. These include: (i) a q-Baker–Forrester type constant term identity for a product of a complete symmetric function and a Macdonald polynomial; (ii) a complete symmetric function generalization of KNPV's result. [ABSTRACT FROM AUTHOR]

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

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