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

Example-generation tasks have been suggested as an effective way to both promote students’ learning of mathematics and assess students’ understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we investigate students’ responses to a particular sequence of example-generation tasks, posed either on paper or through e-assessment. We identify a striking difference in students’ example-generation strategies and success, for e-assessment and paper-based versions of the same tasks. This suggests the use of example-generation tasks in e-assessment may not be straightforward, and we conclude by discussing the implications for teaching and research. [ABSTRACT FROM AUTHOR]

This issue of the journal "Mathematical Notes" contains papers by participants of the conference "Asymptotic Methods in Mathematical Physics" dedicated to the memory of Viktor Pavlovich Maslov, Editor-in-Chief of the journal from 1987 to 2022. The conference was held on June 17–19, 2024 at Moscow Institute of Electronics and Mathematics of the National Research University "Higher School of Economics," Moscow, Russia, at the Ishlinsky Institute for Problems in Mechanics of Russian Academy of Sciences, and at the Faculty of Physics of Moscow State University, the three places where V. P. Maslov worked. Along with the issue of "Mathematical Notes" dedicated to V. P. Maslov, an issue of "Russian Journal of Mathematical Physics" has also been prepared, of which V. P. Maslov was Editor-in-Chief since its foundation in 1991 to 2023. [ABSTRACT FROM AUTHOR]

Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students' performances. In educational assessment, comparing students' performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students' problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks. [ABSTRACT FROM AUTHOR]

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

This comment shows that the main results of [Liu and Yan in Results Math 79:21, (2024)] immediately follow from the abstract results of [Dobosevich and Hryniv in Integr Equ Oper Theory 93:18, (2021)]. [ABSTRACT FROM AUTHOR]

This letter from the editors introduces Vol. 24(3) of the Nexus Network Journal, which is the second special issue of selected papers from the Nexus 20/21 conference. The papers in this issue are categorised into four themes: (i) spatial distortion and perception, (ii) computational design methods, (iii) design concepts in historical examples and (iv) stereotomy, vaults and domes. In addition, papers in the Didactics section of the journal are dedicated to research about pedagogical advances which connect architecture and mathematics. [ABSTRACT FROM AUTHOR]

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

Nexus 2018, the 12th international, interdisciplinary conference for architecture and mathematics, took place in Pisa in June 2018. From among the 43 presentations, 12 papers were selected for publication in the Nexus Network Journal. In what follows the conference directors the papers that make up vol. 22, no. 1 (2020). [ABSTRACT FROM AUTHOR]

Describing and analyzing teaching practice has been a focus of researchers interested in the interaction and connections between teachers' content knowledge and their pedagogical knowledge. This study described the role of a teacher's mathematical content and pedagogical content knowledge in involving students in learning and solving Science, Technology, Engineering, and Mathematics (STEM) problems in an Australian primary school context. The Knowledge Quartet (KQ) is a widely recognised framework originally developed to observe classroom mathematics teaching and analyze mathematics teaching practices. We use the KQ as a theoretical/organizational framework against which to thematically analyze one teacher's classroom pedagogy to investigate 1) the utility of the KQ framework for describing and analyzing a teacher's mathematical lesson within an integrated STEM inquiry context and 2) how a teacher's pedagogical mathematical knowledge supports a focus on inquiry-based STEM integrated teaching. The study involved a teacher and 26 Year 5 students in an Australian classroom. Data included classroom video recordings, researcher observation notes, and students' artefacts. The video recordings were transcribed and analyzed using the KQ framework. The observation notes and artefacts were used to validate and support this analysis. The paper identifies and provides examples of different aspects of the KQ in the teaching sequence and provides examples of how integrated STEM content can be effectively incorporated into the primary school classroom. The relevance and significance of the KQ framework and the teaching of integrated STEM content in primary school are reviewed and discussed within the paper. [ABSTRACT FROM AUTHOR]

This note tries to answer issues raised in Bhardwaj and Kumar (J Optim Theory Appl 163(2): 685-696, 2014). The research summarizes that the results obtained in Khan et al. (J Optim Theory Appl 159: 536-546, 2013) are sound and correct and it fulfills all the necessary requirements of its scope and objectives. [ABSTRACT FROM AUTHOR]

Invites authors to submit papers for a special issue of “Journal of Mathematics Teacher Education” on the nature and role of tasks in mathematics teachers' education.

This letter from the editor presents Vol. 25(2) of the Nexus Network Journal. This issue has two connected themes, the first is about the role of regular modules, patterns, or proportions in architecture, and the second, the ways rules or systems underpin architectural form. The papers in this issue address either regularity, rules, or in most cases, both, because spatial and formal patterns are typically derived from rules. Collectively, the eleven research contributions in this issue have topics that span chronologically from the thirteenth century to the present day, and geographically from Asia to Africa and Europe. [ABSTRACT FROM AUTHOR]

In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic. [ABSTRACT FROM AUTHOR]

In this note I examine a number of statement made in Wadee and Yiatros (Z. Angew. Math. Phys. 61:565-577 ) in relation to my paper mentioned in the title. Most of the claims by Drs. Wadee and Yiatros are re-examined here in the proper context and it is shown that the results of the title paper are free of any errors. [ABSTRACT FROM AUTHOR]

In the present paper, necessary and sufficient conditions are given for the equality of the power rezidue symbols $$ {\left( {\frac{\alpha }{a}} \right)_n} $$ and $$ {\left( {\frac{\alpha }{a}} \right)_n} $$ in the cyclotomic field ℚ(ζ n), 2 ∤ n, for a ∈ ℤ, ( a, n) = 1. This result is a generalization of the classical Eisenstein reciprocity law and its continuation in a Hasse’s paper. Bibliography: 3 titles. [ABSTRACT FROM AUTHOR]

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

Presents several Origami-based mathematical problems. Application of the activity of paper folding in solving math puzzles using the angles, geometric shapes and creases of the paper; Construction of paper shapes based on mathematical rules and parameters provided by the puzzle.

The article presents papers of the "Czech-Taiwanese Workshop on the Intermediate- and High-Energy Physics," that was held in Prague, Czech Republic from March 3-5, 2003, organized by Academy of Sciences of the Czech Republic, National Science Council of Taiwan, Czech Physical Society (Section of the Union of Czech Mathematicians and Physicists) and Physical Society of the Republic of China (Taiwan).

Recent research in university mathematics education has moved beyond the traditional focus on the transition from secondary to tertiary education and students' understanding of introductory courses such as pre-calculus and calculus. There is growing interest in the challenges students face as they move into more advanced mathematics courses that require a shift toward formal reasoning, proof, modeling, and problem-solving skills. This survey paper explores emerging trends and innovations in the field, focusing on three key areas: innovations in teaching and learning advanced mathematical topics, transitions between different levels and contexts of mathematics education, and the role of proof and proving in advanced university mathematics. The survey reflects the evolving landscape of mathematics education research and addresses the theoretical and practical challenges of teaching and learning advanced mathematics across various contexts. [ABSTRACT FROM AUTHOR]

In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate that: (1) The empirical studies were more inclined to be carried out in primary school; (2) The sample size inversely proportional to the duration, the same as the duration and the learning phase; (3) the integration of mathematics and CT were gradually emerging in kindergartens, while the empirical studies in junior and senior high schools still needs to be improved; (4) The experimental type prioritizes case studies and lacks mixed research; (5) Most research designs employ a variety of measuring instruments but limited in multimodal data; (6) Through the teaching model of plug-in programming, the integration of mathematics and CT was centred on the field of geometry and number operations; and (7) The CT skills involved are mainly Problem decomposition, Pattern recognition, Abstraction, Algorithm design and Debugging. The limitations and future directions are also discussed in this paper. [ABSTRACT FROM AUTHOR]

Abstract  We generalize a result of F. Luca and A. Sankaranarayanan by proving that the set of n for which ϕ(1) ⃛ ϕ(n) is squareful is of zero density. A similar statement holds for σ (n) instead of ϕ(n) and for some other multiplicative functions. [ABSTRACT FROM AUTHOR]

It is proved that the set of those natural numbers which cannot be written as n-Ω( n) is of positive lower density. Here Ω( n) is the number of the prime power divisors of n. This is a refinement of a theorem of F. Luca. [ABSTRACT FROM AUTHOR]

It is shown that an approach earlier used by the author for classification of closed simply connected 6-manifolds (reduction to the problem of calculating certain bordism groups) can also be applied for easily obtaining the results by Barden (1965) on classification of closed simply connected 5-manifolds. Bibliography: 11 titles. [ABSTRACT FROM AUTHOR]

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This article provides instructions in preparing a paper for publication in the "Journal of Optimization Theory and Applications." Some of these guidelines are the following: 1)submission of manuscripts in triplicate; 2) reference to English as the official language of the journal; 3) inclusion of an abstract of at least 50 to 100 words in each contribution; and, 4) the abstract should be followed by a list of four to five key words identifying the subject.

Provides instructions for contributing authors of the "Journal of Optimization Theory and Applications." Overall style of the journal; Language to be used; Inclusion of abstracts and key words in the papers.

Provides instructions for contributing authors to the "Journal of Optimization Theory and Applications." Official language to be used; Inclusion of abstracts and key words in the papers; Format for writing mathematical formulas.

We fill a gap in the proof of one of the central theorems in Epp’s paper, concerning p-cyclic extensions of complete discrete valuation rings. [ABSTRACT FROM AUTHOR]

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

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

We give in this paper two explicit examples of nonsolvable weakly hyperbolic operators with real coefficients in two-space-dimensions. [ABSTRACT FROM AUTHOR]

In this paper, we explore the consequences of a distinction between ‘live' and ‘dead' network nodes; ‘live' nodes are able to acquire new links whereas ‘dead' nodes are static. We develop an analytically soluble growing network model incorporating this distinction and show that it can provide a quantitative description of the empirical network composed of citations and references (in- and out-links) between papers (nodes) in the SPIRES database of scientific papers in high energy physics. We also demonstrate that the death mechanism alone can result in power law degree distributions for the resulting network. [ABSTRACT FROM AUTHOR]

The article announces the selection of the study "Decomposition Algorithms for Stochastic Programming on a Computational Grid," written by Jeff Linderoth and Stephen Wright by the editorial board of the periodical "Computational Optimization and Applications," for the Best Paper Award 2004. The paper describes research carried out by the authors at the Argonne National Laboratory which was supported by the National Science Foundation (NSF). The research involved the development of middleware software, the discovery of new algorithms that could exploit the power of grid platforms while not being affected too seriously by its less felicitous features and the implementation of these algorithms using the resulting codes to solve touchstone problems in optimization.

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

Mathematics, as a subject dealing with abstract concepts, poses a special challenge for educators. In students' experience, the subject is often associated with (potentially) unflattering adjectives — “austere”, “remote”, “depersonalized”, and so forth. This paper describes a computer program named HyperGami whose purpose is to alleviate this harsh portrait of the mathematical enterprise. HyperGami is a system for the construction of decorated paper polyhedral. shapes; these shapes may be combined into larger polyhedral sculptures, which we have dubbed “orihedra.” In this paper, we illustrate the methods by which orihedra may be created from HyperGami solids (using the construction of a particular sculpture as an example); we describe our experiences with elementary- and middle-school students using HyperGami to create orihedra; we discuss the current limitations of HyperGami as a sculptural medium; and we outline potential directions for future research and software development. [ABSTRACT FROM AUTHOR]

Abstract  This paper addresses the dialectical relation between theoretical thinking and technique, as they co-emerge in a combined computer algebra (CAS) and paper-and-pencil environment. The theoretical framework in this ongoing study consists of the instrumental approach to tool use and an adaptation of Chevallard’s anthropological theory. The main aim is to unravel the subtle intertwining of students’ theoretical thinking and the techniques they use in both media, within the process of instrumental genesis. Two grade 10 teaching experiments are described, the first one on equivalence, equality and equation, and the second one on generalizing and proving within factoring. Even though the two topics are quite different, findings indicate the importance of the co-emergence of theory and technique in both cases. Some further extensions of the theoretical framework are suggested, focusing on the relation between paper-and-pencil techniques and computer algebra techniques, and on the issue of language and discourse in the learning process. [ABSTRACT FROM AUTHOR]

In this note, we make two revisions of the paper [2]. The first one is the asymptotic behavior of the energy functional as t → T (see [2, Theorem 1.6]), where T is the blow-up time. The second one is the equivalent conditions for the solutions blowing up in finite time or existing globally (see [2, Theorem 1.8]). [ABSTRACT FROM AUTHOR]

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical knowledge for teaching is viewed as a utilitarian-pragmatic approach rooted in English-speaking traditions as it focuses on its use in teaching and represents a practice-based conceptualization of knowledge domains required for mathematics teaching. Mathematics didactic knowledge, on the other hand, is considered normative-descriptive as it is formulated based on didactic principles and broader theoretical perspectives, providing a theory-driven conceptualization of knowledge domains rooted in traditions of German-speaking didactics of mathematics. The paper further highlights similarities and differences in these two constructs through an examination of two central knowledge domains: specialized content knowledge (part of mathematical knowledge for teaching) and subject matter didactic knowledge (part of mathematics didactic knowledge). [ABSTRACT FROM AUTHOR]

Although complex analysis is part of the study programs of many mathematics undergraduates, little research has been done on how individuals interpret basic concepts from complex analysis. To address this gap, this paper investigates how experts individually think about complex path integrals. For this purpose, the commognitive framework is used to conceptualize experts' interpretations of mathematical concepts discursively, namely in terms of so-called intuitive mathematical discourses. A total of nine interpretations of complex path integrals, so-called discursive images, as well as eight sets of rules governing their construction, so-called discursive frames, are derived from expert interviews. These interpretations range from a rejection of intrinsic meaning to connections with real and vector analysis, mean values, and individual formulations of theorems. The paper also raises questions for the inclusion of the results into teaching and addresses further research. [ABSTRACT FROM AUTHOR]

This paper concerns with the dynamical properties of a diffusive viral model with free boundaries, which describes the spread of viruses in space. Unlike the paper (Li et al. in Sci China Math 64:1971–1992, 2021), free boundaries at both ends will extend to infinity, i.e., the habitat eventually expands to the entire space. Moreover, the virus will eventually die out when the Basic Reproduction Number R 0 ≤ 1 , while the virus will stabilize in a positive equilibrium when R 0 > 1 and some further assumptions (Theorem 3.2). [ABSTRACT FROM AUTHOR]

In this paper we prove a perturbative version of a remarkable Bialy–Mironov (Ann. Math. 196(1):389–413, 2022) result. They prove non perturbative Birkhoff conjecture for centrally-symmetric convex domains, namely, a centrally-symmetric convex domain with integrable billiard is ellipse. We combine techniques from Bialy–Mironov (Ann. Math. 196(1):389–413, 2022) with a local result by Kaloshin–Sorrentino (Ann. Math. 188(1):315–380, 2018) and show that a domain close enough to a centrally symmetric one with integrable billiard is ellipse. To combine these results we derive a slight extension of Bialy–Mironov (Ann. Math. 196(1):389–413, 2022) by proving that a notion of rational integrability is equivalent to the C0-integrability condition used in their paper. [ABSTRACT FROM AUTHOR]

This note provides a counterexample to a theorem announced in the last part of the paper (Vicente and Custódio Math Program 133:299–325, 2012). The counterexample involves an objective function f : R → R which satisfies all the assumptions required by the theorem but contradicts some of its conclusions. A corollary of this theorem is also affected by this counterexample. The main flaw revealed by the counterexample is the possibility that a directional direct search method (dDSM) generates a sequence of trial points (x k) k ∈ N converging to a point x ∗ where f is discontinuous, lower semicontinuous and whose objective function value f (x ∗) is strictly less than lim k → ∞ f (x k) . Moreover the dDSM generates trial points in only one of the continuity sets of f near x ∗ . This note also investigates the proof of the theorem to highlight the inexact statements in the original paper. Finally this work introduces a modification of the dDSM that allows, in usual cases, to recover the properties broken by the counterexample. [ABSTRACT FROM AUTHOR]

Internationally, there are concerns that more needs to be done to address the inequalities in participation in science, technology, engineering, and mathematics (STEM) subjects at the degree level. In response, research focused on better understanding what influences young people's STEM participation has focused on a range of factors. This paper contributes to the existing research with an analysis of how "science capital" and "STEM identity" relate to STEM participation. We draw on data from 3310 young people aged 21–22 who had undertaken an undergraduate degree, 523 of whom studied a STEM subject. We found that science capital and STEM identity were statistically significantly related to studying a STEM degree (with science capital being weakly and STEM identity strongly associated with STEM study at university). Adopting a Bourdieusian lens, we discuss what our findings mean for higher education and what more could be done to support students, especially those who are currently under-represented in STEM, such as through better recognising and developing their science capital and supporting their sense of belonging in STEM. [ABSTRACT FROM AUTHOR]

This letter from the guest editors introduces Vol. 25(4) of the Nexus Network Journal: Architecture and Mathematics. In this special issue, 11 research contributions examine the influence of geometry on the process of making in architecture and vice versa. From fabrication experiments with industrial robots and investigations of geometry and material constraints to the development of the theoretical framework of shape rules and making grammars, the contributions in this issue present the research potential that translates architectural geometry into physical objects in architecture. [ABSTRACT FROM AUTHOR]

In this paper, we consider sums related to the floor function. We improve previous results for some special arithmetic functions considered by O. Bordellès [On certain sums of number theory, Int. J. Number Theory, 18(9):2053– 2074, 2022], J. Stucky [The fractional sum of small arithmetic functions, J. Number Theory, 238:731–739, 2022], and J. Wu [Note on a paper by Bordellès, Dai, Heyman, Pan and Shparlinski, Period. Math. Hung., 80(1):95–102, 2020]. It is worth emphasizing that we use much simpler methods to give much better results than previous. [ABSTRACT FROM AUTHOR]

The paper lists the main open questions left in the area both theoretically and practically, mainly related with the inherent tension between communication efficiency and quality of assumptions in proof systems. This special issue of Designs, Codes and Cryptography on the topic Mathematics of Zero-Knowledge aims at encouraging mathematicians and computer scientists with a strong interest in Mathematics to contribute to the burgeoning topic of zero-knowledge proofs. [Extracted from the article]

Mathematics education is like many scientific disciplines witnessing an increase in scientific output. Examining and reviewing every paper in an area in detail are time-consuming, making comprehensive reviews a challenging task. Unsupervised machine learning algorithms like topic models have become increasingly popular in recent years. Their ability to summarize large amounts of unstructured text into coherent themes or topics allows researchers in any field to keep an overview of state of the art by creating automated literature reviews. In this article, we apply topic modeling in the context of mathematics education and showcase the use of this data science approach for creating literature reviews by training a model of all papers (n = 336) that have been presented in Thematic Working Groups related to technology in the first eleven Congresses of the European Society for Research in Mathematics Education (CERME). We guide the reader through the stepwise process of training a model and give recommendations for best practices and decisions that are decisive for the success of such an approach to a literature review. We find that research in this period revolved around 25 distinct topics that can be grouped into four clusters: digital tools, teachers and their resources, technology experimentation, and a diverse cluster with a strong focus on student activity. Finally, a temporal analysis of these topics reveals a correlation between technology trends and research focus, allowing for reflection on future research in the field. [ABSTRACT FROM AUTHOR]

Mathematicians frequently attend their peers' lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned from the lectures. Our research took place at a 2-week workshop on inner model theory, a topic of set theory, which was largely comprised of a series of lectures. We asked the six workshop organizers and seven conference attendees what could be learned from the lectures in the workshop, and from mathematics lectures in general. A key finding was that participants felt the motivation and road maps that were provided by the lecturers could facilitate the attendees' future individual studying of the material. We conclude by discussing how our findings inform the development of theory on how individuals can learn from lectures and suggest interesting directions for future research. [ABSTRACT FROM AUTHOR]