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

In 1975, Symons [[5]] introduced a subsemigroup of HT ht , defined as HT ht , for a nonempty subset I Y i of I X i , determining all its automorphisms. The first paper [[21]] introduces a construction of a new graph associated with a semihypergroup, using the fundamental relation HT ht . In particular, it is shown that the Cayley graphs generated by transposition trees on the set HT ht are HT ht -extendable and their extendability number is HT ht for any integer HT ht . Connections between algebraic structure theory and graph theory have been established in order to solve open problems in one theory with the help of the tools existing in the other, emphasizing the remarkable properties of one theory with techniques involving the second. [Extracted from the article]

Most studies on the switching game Lights Out and its variants focus on the solvability of given games or the number of solvable games, but when the game is viewed in a coding-theoretical perspective, more interesting questions with special symbolizations in coding theory will naturally pop up, such as finding the minimal number of lit lights among all solvable games apart from the solved game, or finding the minimal number of lit lights that the player can achieve from a given unsolvable game, etc. However, these problems are usually hard to solve in general from the perspective of algorithmic complexity. This study considers a Lights Out variant called two-state Alien Tiles, which toggles all the lights in the same row and those in the same column of the clicked light. We investigate its properties, discuss several coding-theoretical problems about this game, and explore this game as an error-correcting code and investigate its optimality. The purpose of this paper is to propose ways of playing switching games in a think-outside-the-box manner, which benefits the recreational mathematics community. [ABSTRACT FROM AUTHOR]

Since bipolar quantum linear algebra (BQLA), under two operations–-addition and multiplication—demonstrates the properties of semirings, and since ideals play an important role in abstract algebra, our results are compelling for the ideals of a semiring. In this article, we investigate the characteristics of ideals, principal ideals, prime ideals, maximal ideals, and the smallest ideal containing any nonempty subset. By applying elementary real analysis, particularly the infimum, our main result is stated as follows: for any closed set I in BQLA, I is a nontrivial proper ideal if and only if there exists c ∈ (0 , 1 ] such that I = (− x , y) ∈ R 2 | c x ≤ y ≤ x c and x , y ≥ 0 . This shows that its shape has to be symmetric with the graph y = − x . [ABSTRACT FROM AUTHOR]

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

The field of mathematics that studies the relationship between algebraic structures and graphs is known as algebraic graph theory. It incorporates concepts from graph theory, which examines the characteristics and topology of graphs, with those from abstract algebra, which deals with algebraic structures such as groups, rings, and fields. If the vertex set of a graph G ^ is fully made up of the zero divisors of the modular ring Z n , the graph is said to be a zero-divisor graph. If the products of two vertices are equal to zero under (modn), they are regarded as neighbors. Entropy, a notion taken from information theory and used in graph theory, measures the degree of uncertainty or unpredictability associated with a graph or its constituent elements. Entropy measurements may be used to calculate the structural complexity and information complexity of graphs. The first, second and second modified Zagrebs, general and inverse general Randics, third and fifth symmetric divisions, harmonic and inverse sum indices, and forgotten topological indices are a few topological indices that are examined in this article for particular families of zero-divisor graphs. A numerical and graphical comparison of computed topological indices over a proposed structure has been studied. Furthermore, different kinds of entropies, such as the first, second, and third redefined Zagreb, are also investigated for a number of families of zero-divisor graphs. [ABSTRACT FROM AUTHOR]

Symmetry-related problems can be addressed by means of group theory, and ring theory can be seen as an extension of additive group theory. Ring theory, a significant topic in abstract algebra, is currently active in a diverse range of study domains across the disciplines of mathematics, theoretical physics and coding theory. The study of ideals is vital to the theory of rings in a wide range of ways. The uncertainties present in the information are addressed well by the q-rung orthopair fuzzy set (q-ROFS). Considering the significance of ring theory and the q-ROFS, this article defines q-rung orthopair fuzzy ideals (q-ROFIs) in conventional rings and investigates its various algebraic features. We introduce the notion of q-rung orthopair fuzzy cosets (q-ROFCs) of a q-ROFI and demonstrate that, under certain binary operations, the collection of all q-ROFCs of a q-ROFI forms a ring. In addition, we provide a q-rung orthopair analog of the fundamental theorem of ring homomorphism. Furthermore, we present the notion of q-rung orthopair fuzzy semi-prime ideals (q-ROFSPIs) and provide a comprehensive explanation of their many algebraic properties. Finally, regular rings were characterized using q-ROFIs. [ABSTRACT FROM AUTHOR]

In an earlier contribution to Education Sciences we presented a new concept inventory to assess students' conceptual understanding of introductory group theory—the CI 2 GT. This concept inventory is now leveraged in a pretest-post-test design with N = 143 pre-service teachers to enrich this body of work with quantitative results. On the one hand, our findings indicate three recurring learning difficulties which will be discussed in detail. On the other hand, we provide a summative evaluation of the Hildesheim Teaching Concept and discuss students' learning gain in different sub-domains of group theory. Together, the results allow for an empirical perspective on educational aspects of group theory and thus bridge the gap between qualitative and quantitative research in this field which constitutes a desideratum to date. [ABSTRACT FROM AUTHOR]

Prior research has shown how incorporating group theory into upper secondary school or undergraduate mathematics education may positively impact learners' conceptual understanding of mathematics in general and algebraic concepts in particular. Despite a recently increasing number of empirical research into student learning of introductory group theory, the development of a concept inventory that allows for the valid assessment of a respective conceptual understanding constitutes a desideratum to date. In this article, we contribute to closing this gap: We present the development and evaluation of the Concept Inventory of Introductory Group Theory—the CI2GT. Its development is based on a modern mathematics education research perspective regarding students' conceptual mathematics understanding. For the evaluation of the CI2GT, we follow a contemporary conception of validity: We report on results from two consecutive studies to empirically justify that our concept inventory allows for a valid test score interpretation. On the one hand, we present N = 9 experts' opinions on various aspects of our concept inventory. On the other hand, we administered the CI2GT to N = 143 pre-service primary school teachers as a post-test after a two weeks course into introductory group theory. The data allow for a psychometric characterization of the instrument, both from classical and probabilistic test theory perspectives. It is shown that the CI2GT has good to excellent psychometric properties, and the data show a good fit to the Rasch model. This establishes a valuable new concept inventory for assessing students' conceptual understanding of introductory group theory and, thus, may serve as a fruitful starting point for future research into student learning of abstract algebra. [ABSTRACT FROM AUTHOR]

Consider a simple graph G with vertex set V (G) and edge set E (G) . A graph invariant for G is a number related to the structure of G, which is invariant under the symmetry of G. The Sombor index of G is a new graph invariant defined as S O (G) = ∑ u v ∈ E (G) (d u) 2 + (d v) 2 . In this work, we connected the theory of the Sombor index with abstract algebra. We computed this topological index over the tensor and Cartesian products of a monogenic semigroup graph by presenting two different algorithms; the obtained results are illustrated by examples. [ABSTRACT FROM AUTHOR]

In an earlier contribution to Mathematics, we presented a new teaching concept for abstract algebra in secondary school mathematics, and we discussed findings from mathematics education research indicating that our concept could be used as a promising resource to foster students' algebraic thinking. In accordance with the Design-Based Research framework, the developed teaching concept is now being revised in several iteration steps and optimised towards student learning. This article reports on the results of the formative assessment of our new teaching concept in the laboratory setting with N = 9 individual learners leveraging a research method from science education: The acceptance survey. The results of our study indicate that the instructional elements within our new teaching concept were well accepted by the students, but potential learning difficulties were also revealed. On the one hand, we discuss how the insights gained in learners' cognitive processes when learning about abstract algebra with our new teaching concept can help to refine our teaching–learning sequence in the sense of Design-Based Research. On the other hand, our results may serve as a fruitful starting point for more in-depth theoretical characterization of secondary school students' learning progression in abstract algebra. [ABSTRACT FROM AUTHOR]