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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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

In this paper, we study a discrete momentum consensus-based optimization (Momentum-CBO) algorithm which corresponds to a second-order generalization of the discrete first-order CBO [S.-Y. Ha, S. Jin and D. Kim, Convergence of a first-order consensus-based global optimization algorithm, Math. Models Methods Appl. Sci. 30 (2020) 2417–2444]. The proposed algorithm can be understood as the modification of ADAM-CBO, replacing the normalization term by unity. For the proposed Momentum-CBO, we provide a sufficient framework which guarantees the convergence of algorithm toward a global minimum of the objective function. Moreover, we present several experimental results showing that Momentum-CBO has an improved success rate of finding the global minimum compared to vanilla-CBO and show the stability of Momentum-CBO under different initialization schemes. We also show that Momentum-CBO can be used as the alternative of ADAM-CBO which does not have a proper convergence analysis. Finally, we give an application of Momentum-CBO for Lyapunov function approximation using symbolic regression techniques. [ABSTRACT FROM AUTHOR]

This editorial paper reviews the articles published in a special issue devoted to the application of active particle methods applied to the study of the collective dynamics of large systems of interacting entities in science and society. The applications presented in this special issue focus on the study of financial markets, cell dynamics in the context of cancer modeling, vehicle and crowd vehicle and crowd dynamics, and classical problems in the kinetic theory of active particles and swarm theory. A critical analysis is proposed to look forward to research. Perspectives with emphasis on the interaction of multiple social dynamics. [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]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: Even though monitoring and control enactment are key aspects of self‐regulated learning (SRL), Adaptive learning technologies (ALTs) may reduce the need for learners to monitor and control their learning. Personalized dashboards are effective in supporting learners' monitoring and can potentially support control behaviour. Allowing learners to enact control over their learning process, seems to hold potential for increasing their motivation. Objectives: Therefore, this study's aim was to investigate the relation between control enactment and motivation. We examined how learners enacted control while learning with an ALT with personalized dashboards and examined the relation between learners' enactment of control and their motivation. Methods: Seventy‐eight primary school learners (Grade 5) participated. During the lesson, learners worked on mathematics in the ALT and concurrently were shown personalized visualizations that supported monitoring and enacting control over their learning process. Learners could enact control to change problems' difficulty to easy, medium, or hard. Motivation was measured before and after learning. Results: The SEM analyses showed that how learners enacted control was related to their motivation. Choosing difficult problems was related to more enjoyment and competence while choosing easy problems related to more pressure and tension. Learners who complied with the suggested difficulty level experienced less choice, but also less pressure/tension and more enjoyment and competence. Conclusions: These results provide avenues to account for broader learner characteristics like SRL and motivation to optimize learning. This way, hybrid systems in which control enactment is a shared responsibility of the system and learner, can be improved to support SRL development. Lay Description: What is currently known: Monitor and control enactment are key aspects of self‐regulated learning (SRL).Adaptive learning technologies may reduce the need for learners to monitor and control their learning.Personalized dashboards support learners' monitoring behaviour and can potentially also support control enactment.Enactment of control could positively affect learners' motivation. What does this paper add: There is a large variation in how learners enact control and whether they comply with the scaffold.Learners who chose more difficult problems experienced more enjoyment, while learners choosing easy problems, experienced more pressure.Learners complied with the scaffold, experienced less choice, but also less pressure and more enjoyment.This study provides avenues to account for broader learner characteristics like SRL and motivation to optimize learning. Practical implications: Support control enactment by actively involve learners in choice during the learning process.Offer monitor and enactment in conjunction, as learners can only make well‐founded choices if they can monitor their learning process.Intrinsically and extrinsically motivated learners showed different choice patterns and learning experience.It is important to have an understanding and monitoring of learners' motivation. [ABSTRACT FROM AUTHOR]

In this paper, we study the centralizer of a separating continuous flow without fixed points. We show that if M is a compact metric space and $ \phi _t:M\to M $ ϕ t : M → M is a separating flow without fixed points, then $ \phi _t $ ϕ t has a quasi-trivial centralizer, that is, if a continuous flow $ \psi _t $ ψ t commutes with $ \phi _t $ ϕ t , then there exists a continuous function $ A: M\to \mathbb {R} $ A : M → R which is invariant along the orbit of $ \phi _t $ ϕ t such that $ \psi _t(x)=\phi _{A(x)t}(x) $ ψ t (x) = ϕ A (x) t (x) holds for all $ x\in M $ x ∈ M. We also show that if M is a compact Riemannian manifold without boundary and $ \Phi _u $ Φ u is a homogenous separating $ C^1 $ C 1 $ \mathbb {R}^m $ R m -action on M, then $ \Phi _u $ Φ u has a quasi-trivial centralizer, that is, if $ \Psi _u $ Ψ u is a $ \mathbb {R}^{ m} $ R m -action on M commuting with $ \Phi _u $ Φ u , then there is a continuous map $ A: M\to \mathcal {M}_{m\times m}(\mathbb {R}) $ A : M → M m × m (R) which is invariant along orbit of $ \Phi _u $ Φ u such that $ \Psi _{u}(x)=\Phi _{A(x)u}(x) $ Ψ u (x) = Φ A (x) u (x) for all $ x\in M $ x ∈ M. These improve Theorem 1 of [M. Oka, Expansive flows and their centralizers, Nagoya Math. J. 64 (1976), pp. 1–15.] and Theorem 2 of [W. Bonomo, J. Rocha, and P. Varandas, The centralizer of Komuro-expansive flows and expansive $ \mathbb {R}^d $ R d -actions, Math. Z. 289(3–4) (2018), pp. 1059–1088.] respectively. [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, 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]

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]

Open science is receiving widespread attention globally, and preprinting offers an important way to implement open science practices in scholarly publishing. To develop a systematic understanding of researchers' adoption of and attitudes toward preprinting, we conducted a survey of authors of research papers published in 2021 and early 2022. Our survey results show that the United States and Europe led the way in the adoption of preprinting. The United States and European respondents reported a higher familiarity with and a stronger commitment to preprinting than their colleagues elsewhere in the world. The adoption of preprinting is much stronger in physics and astronomy as well as mathematics and computer science than in other research areas. Respondents identified free accessibility of preprints and acceleration of research communication as the most important benefits of preprinting. Low reliability and credibility of preprints, sharing results before peer review and premature media coverage are the most significant concerns about preprinting, emphasized in particular by respondents in the life and health sciences. According to respondents, the most crucial strategies to encourage preprinting are integrating preprinting into journal submission workflows and providing recognition for posting preprints. [ABSTRACT FROM AUTHOR]

In this paper, using the method of blow-up analysis, we establish a trace Trudinger-Moser inequality involving L^p-norm and obtain the corresponding extremal on a compact Riemann surface with a smooth boundary. The result generalizes those of Li-Liu [Math. Z. 250 (2005), pp. 363–686] and Zhang [Commun. Pure Appl. Anal. 20 (2021), pp. 1721–1735]. [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]

In this paper, we examine q-Bernstein-Bézier surfaces in Minkowski space- R13 with q as the shape parameter. These surfaces, a generalization of Bézier surfaces, have applications in mathematics, computer-aided geometric design, and computer graphics for the surface formation and modeling. We analyze the timelike and spacelike cases of q-Bernstein-Bézier surfaces using known boundary control points. The mean curvature and Gaussian curvature of these q-Bernstein-Bézier surfaces are computed by finding the respective fundamental coefficients. We also investigate the shape operator dependency for timelike and spacelike q-Bernstein-Bézier surfaces in Minkowski space- R13 , and provide biquadratic and bicubic q-Bernstein-Bézier surfaces as illustrative examples for different values of the shape controlling parameter q. [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]

Authoring of help content within educational technologies is labor intensive, requiring many iterations of content creation, refining, and proofreading. In this paper, we conduct an efficacy evaluation of ChatGPT-generated help using a 3 x 4 study design (N = 274) to compare the learning gains of ChatGPT to human tutor-authored help across four mathematics problem subject areas. Participants are randomly assigned to one of three hint conditions (control, human tutor, or ChatGPT) paired with one of four randomly assigned subject areas (Elementary Algebra, Intermediate Algebra, College Algebra, or Statistics). We find that only the ChatGPT condition produces statistically significant learning gains compared to a no-help control, with no statistically significant differences in gains or time-on-task observed between learners receiving ChatGPT vs human tutor help. Notably, ChatGPT-generated help failed quality checks on 32% of problems. This was, however, reducible to nearly 0% for algebra problems and 13% for statistics problems after applying self-consistency, a "hallucination" mitigation technique for Large Language Models. [ABSTRACT FROM AUTHOR]

Numerous studies affirm the importance of students' attitudes for mathematical education. This study uses mathematical autobiographical essays to examine the mathematical experiences and attitudes of undergraduate students enrolled in mathematics classes at a Midwestern University in the United States. The essays of 41 students (20 men, 21 women) out of 170 enrolled in College Algebra, Precalculus, and Calculus were analyzed using the categories of (1) confidence in mathematics ability, (2) value of mathematics, and (3) liking of mathematics. This paper provides context and theoretical depth to student reports of their attitudes in these categories. Statements at the intersections of both confidence and liking, and value and liking provide additional insights. First, students who perceive mathematics as valuable are more likely to like it. Second, the vast majority of students talk about confidence and liking together, and with a positive correlation. Further, these students tend to talk about liking or not liking mathematics because of their perceived ability in mathematics. Our study suggests the importance of proactive teaching strategies to improve students' perceptions of the value, liking of, and their confidence in, mathematics, and also suggests self-efficacy as a potential theoretical basis for this work. [ABSTRACT FROM AUTHOR]

In this paper, we extend a uniformity result of Dimitrov et al. [Uniformity in Mordell-Lang for curves, Ann. of Math. (2) 194(1) (2021) 237–298] to dimension two and use it to get a uniform bound on the cardinality of the set of all quadratic points for non-hyperelliptic non-bielliptic curves which only depend on the Mordell–Weil rank, the genus of the curve and the degree of the number field. [ABSTRACT FROM AUTHOR]

Nowadays, typing is considered as one of the highly important aspects of accessibility that the visually impaired and blinds struggle with the most as existing virtual keyboards are complex and slow. This paper proposes a new text entry method named SwingBoard for visually impaired and blind smartphone users to solve their accessibility problem. It supports a–z, 0–9, 7 punctuations, 12 symbols, and eight keyboard functionalities that are arranged in 8 zones (specific range of angles), four segments, two modes, and different gestures. The proposed keyboard is suitable for the either single-handed or both-handed operation that tracks swipe angle and length to trigger any of the 66 key events. The key triggering process is based on only swiping the finger at different angles with different lengths. Typing speed of SwingBoard is increased by including some effective features such as the quick alphabet and number mode shifting, haptic feedback feature, talkback on swipe to learn the map quickly, and customizable swipe length feature. At the end of 150 one-minute tests, seven blind participants reached an average of 19.89 words per minute (WPM) with an 88% accuracy rate which is one of the fastest-ever recorded average typing speeds for the blind. Almost all users found SwingBoard effective, easy to learn and want to keep using it. SwingBoard is a handy virtual keyboard for visually impaired people with amazing typing speed and accuracy. Rehabilitation would be easier for a visually impaired/disabled person who can adapt the current technology-oriented world and use communication tools easily. As visually impaired and blind people faced a lot of problems in their regular life because of their inability to see things, coping with the evolving world's demands from a person to do a certain task using smart devices would be easier for them with the proposed virtual keyboard topology. As the number of visually impaired and blind users of smartphones rises, faster typing becomes a vital aspect of the smartphone experience. Deaf-blind communities are expanding but solutions for them are not increasing at the same pace because of the limitation of implication. Research on a virtual keyboard with the proposed eyes-free swipe-based typing operation and ears-free reliability on haptic feedback would enable others to create new solutions. [ABSTRACT FROM AUTHOR]

In this paper, we generalize the Avalanche Principle in [Ann. of. Math. (2), 2001, 154(1): 155–203]. [ABSTRACT FROM AUTHOR]

We treat the exterior Dirichlet problem for a class of fully nonlinear elliptic equations of the form f (λ (D 2 u)) = g (x) with prescribed asymptotic behavior at infinity. The equations of this type had been studied extensively by Caffarelli et al. [The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301], Trudinger [On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] and many others, and there had been significant discussions on the solvability of the classical Dirichlet problem via the continuity method, under the assumption that f is a concave function. In this paper, based on Perron's method, we establish an exterior existence and uniqueness result for viscosity solutions of the equations, by assuming f to satisfy certain structure conditions as in [L. Caffarelli, L. Nirenberg and J. Spruck, The Dirichlet problem for nonlinear second-order elliptic equations. III. Functions of the eigenvalues of the Hessian, Acta Math. 155 (1985) 261–301; N. S. Trudinger, On the Dirichlet problem for Hessian equations, Acta Math. 175 (1995) 151–164] but without requiring the concavity of f. The equations in our setting may embrace the well-known Monge–Ampère equations, Hessian equations and Hessian quotient equations as special cases. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of a STEM scholarship program which utilized a holistic approach to providing a multi-dimensional student support system. The program has been successful in encouraging and supporting women in Applied Mathematics and Computer Science by offering a diverse suite of extracurricular opportunities, actively engaging them in organized events, research projects, and participation in STEM communities, and helping them achieve higher GPAs and shorter times to graduation. The supported women also benefitted from close mentoring relationships with the faculty mentors. The program emphasized the development of empowering settings for women's engagement and achievement, which act to sustain and expand interest in mathematics and computing, and thereby help them to see themselves as future professionals in the field. [ABSTRACT FROM AUTHOR]