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What would be one of the most sensible ways for a country to invest to achieve maximal economic growth? A recent study (Chetty, Friedman, & Rockoff, 2011) by economists at Harvard and Columbia Universities shows that better teacher quality results in significantly higher students' lifetime earnings. And investing in public school teachers results in an expanding skilled work force, the foundation for maximal economic growth. Although Japan's economic growth has declined in recent decades, Japan has been and still is one of the several countries successfully educating students to participate in a large, highly skilled work force that generates a high per capita GDP. In this paper, characteristics of Japanese public schools that have contributed to attracting and retaining superior teachers will be described from the perspective of a high school mathematics teacher with 20 years teaching experience in Japanese public high schools and more than 13 years teaching in the United States; and more recently as department chairperson, hiring mathematics teachers for a private, residential high school. The paper will explore how better to select teachers with reference to actual practice in Japan and in the US and will include an analysis of actual qualifying/employment examinations and their outcomes. Prospects to foster and maintain a top tier, public school teaching profession that will expand the high skilled population and counteract "brain drain" for a developing country will be discussed. [This paper was originally presented by the author at the 5th International Conference on Science and Mathematics Education in Developing Countries, Phnom Penh, Cambodia, March 2012. It was published as "Strengthening a country by building a strong public school teaching profession," by K. I. West, 2013, "Journal of Project Research," 8, pp. 85-101. Copyright by Waseda University. Reprinted with permission.]

Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally.

This paper reports upon particular aspects of a study carried out by Delice in 2003, the main aim of which was to compare the performance of students in the 16-19 age group from Turkey and England on trigonometry of "A-level standard" and then to compare the curriculum and assessment provision in each country to seek possible explanations for differences in performance. Overall, the Turkish students did much better with the algebraic, manipulative aspects of trigonometry, the English students did better with the application of trigonometry to practical situations. The comparison of curriculum and assessment provision in the light of these results raises several issues about the current A-level mathematics syllabus. It may be that there is a tendency to think that mathematics is very much the same in any country, however this research supports previous work [Kawanaka, T., Stigler, J.W. and Hiebart, J. (1999) Studying Mathematics Classrooms in Germany, Japan and the United States: Lessons from the TIMSS Video Study] where mathematics was indeed found to be taught and learnt differently and the roles of teachers and students were different across three countries (Germany, Japan and the USA). The paper begins by briefly describing the research and presenting some of the results. There then follows a discussion of these results within the context of curriculum and assessment provision within each country. Finally, issues for the current A-level syllabus arising out the results are presented.

The authors comment on the article by Morris and Hiebert in three ways. First, they add thoughts about why improvement efforts often focus on teachers, rather than teaching. Second, they offer evidence from U.S. lesson study research that focus on teaching can improve both students' learning and teachers' learning. Finally, they suggest that the instructional products and common assessments advocated by Hiebert and Morris are not sufficient, and that they need to be accompanied by practice-based, collegial learning in which teachers build shared knowledge and commitments for the hard work of improvement. Their research indicates that lesson study focuses on teaching, but improves teachers as well, increasing mathematical knowledge and beliefs that support instructional improvement, as well as improving student learning. (Contains 2 figures.)

The purpose of this paper is to obtain some sufficient conditions to determine the relation between a meromorphic function and an L-function when certain differential polynomial generated by them sharing a one degree polynomial. The main theorem of the paper extends and improves all the results due to W.J. Hao, J.F. Chen [Discrete Dyn. Nat. Soc. 2018, 2018, article ID 4673165], F. Liu, X.M. Li, H.X. Yi [Proc. Japan Acad. Ser. A Math. Sci. 2017, 93 (5), 41–46], P. Sahoo, S. Halder [Tbilisi Math. J. 2018, 11 (4), 67–78]. [ABSTRACT FROM AUTHOR]

Some global error bounds with undetermined parameters, which are not always valid, for the extended vertical linear complementarity problems (LCP) of CKV-type matrices and CKV-type B -matrices, are presented by Yan and Wang (Jpn. J. Ind. Appl. Math. 41:129–150, 2024). In this paper, new global error bounds for the extended vertical LCP of CKV-type matrices and CKV-type B -matrices are given, which depend only on the entries of the involved matrices. Numerical examples show that the new bounds are better than those provided in Zhang et al. (Comput. Optim. Appl. 42(3):335–352, 2009) and Wang et al. (Comput. Appl. Math. 40:148, 2021) in some cases. [ABSTRACT FROM AUTHOR]

The growing interest in classroom discourse reflects a wide recognition within the mathematics education community of the critical role of social interactions in the joint construction of mathematics knowledge. An extensive body of empirical and theoretical work has been undertaken in the last two decades to characterise the types of classroom talk that are conducive to learning. Yet, a key challenge remains for mathematics teachers to orchestrate whole-class discussions so that student responses to instructional tasks can be utilised to advance the disciplinary understanding of the entire class. This is especially the case when the mathematics task in focus is both open and cognitively challenging. Drawing upon a complementary accounts methodology, we analysed the Learner's Perspective Study (LPS) classroom and interview data from two classrooms in the United States and Japan to explore teacher orchestration of student responses to rich mathematics tasks. Significantly influenced by a body of literature on classroom microculture in mathematics education, this paper employed two complementary conceptual tools, coherence and meta-discursive rules, to develop an analytical framework for the purpose of exploring epistemic coherence of classroom discourse across diverse settings. The findings demonstrated that both teachers' orchestration of whole-class discussion supported the macro-structuring of students' experience at the level of topic coherence and contextual, organisational and conceptual connectedness, whilst the meta-narratives allowed the teacher to connect their goals for mathematics teaching and learning with the ongoing classroom activities and interactions. [ABSTRACT FROM AUTHOR]

This article presents a letter from the editor, which discusses this special issue of the “Journal of Mathematical Sociology. ” The journal discusses the third Joint American-Japanese Conferences on Mathematical Sociology at the Center for the Study of Cultural and Environmental Foundations of the Mind in Hokkaido University in Japan. The papers in the article present the utility of mathematical sociology concepts, ideas, techniques, perspectives, and approaches.

Presents information on the symposium "New Trends in Computational and Optimization Algorithms (NTOC2001)," organized and sponsored by the Institute of Statistical Mathematics, Tokyo, Japan from December 9 to 13, 2001. Topics of the symposium; Introduction to papers presented at the symposium.

This paper reports on how the geometry component of the National Curricula for mathematics in Japan and in one selected country of the UK, specifically England, is interpreted in school mathematics textbooks from major publishers sampled from each country. The findings we report identify features of geometry, and approaches to geometry teaching and learning, that are found in a sample of textbooks aimed at students in Grade 8 (aged 13-14). Our analysis raises two issues which are widely recognised as very important in mathematics education: the teaching of mathematical reasoning and proof, and the teaching of problem-solving. In terms of the teaching of mathematical reasoning and proof, our evidence indicates that this is dispersed in the textbook in England while it is concentrated in geometry in the textbook in Japan. In terms of the teaching of mathematical problem-solving and modeling, our analysis shows that it is more concentrated in the textbook from England, and rather more dispersed in the textbook from Japan. These findings indicate how important it is to consider ways in which these issues can be carefully designed in the geometry sections of future textbooks. [ABSTRACT FROM AUTHOR]

In a deliberately provocative first part to this paper, I argue that nineteenth-century British mathematicians had an unduly high opinion of themselves and a striking lack of appreciation for contemporary continental developments. I argue that this failure was rooted in the institutions that supported mathematics, and was only remedied towards the end of the century. In the more sober second half of the paper I ask if historians of mathematics have subscribed to this overestimate, and explore some related questions, among them what are historians doing when they write history: telling it as it was, or righting or defending the record? Historians of mathematics also need to consider British priorities for research in the nineteenth century, and a comparison with other minor players (such as Japan, Portugal, or Poland) might be illuminating. [ABSTRACT FROM AUTHOR]

This paper describes a method for separating online handwritten patterns into Japanese text, figures and mathematical formulas. Today, Tablet PCs and electronic whiteboards provide much larger writing area for pen interfaces unlike PDAs (Personal Digital Assistants), through which users can easily input text, write mathematical formulas and draw figures on the screen. The fact that these objects can be written by a single pen (marker) without switching the device, mode, software or whatever else, and without any writing restrictions such as grids or boxes is one of the most important benefits of the pen interfaces. However, the task of segmenting these objects is challenging. To address this issue, we have applied a probabilistic model employing stroke features, stroke crossings and stroke densities. Further, we partially apply the approach of segmentation by recognition. Although the current recognizer for formulas is not a true recognizer, we have achieved about 81% correct segmentation for all the strokes when applied to our newly prepared database of mixed patterns. This method has been compared with a neural-network. The results show that our method is generally better but less effective in distinguishing figures from other components. [ABSTRACT FROM AUTHOR]

Lesson study (LS), a teacher-oriented, student-focused professional development (PD) approach that originated in Japan, has spread globally. However, existing literature on the implementation of LS and its effectiveness provides inconsistent results, suggesting a need to review current research on LS. With a focus on LS in mathematics education, we examined 75 recent LS studies using Lewis's (ZDM Mathematics Education 48:571–580, 2016. https://doi.org/10.1007/s11858-016-0792-x) framework to understand how LS is implemented and the pathways by which LS can impact teaching practice and student learning. We found that new developments have taken place in LS implementation, although challenges persist throughout its process. Regarding the implementation of LS, even though the examined LS studies generally contained four phases (study, plan, teach, and reflect), we found many LS lacked a research question, and the study of teaching materials was sometimes invisible. Across phases, studies shared a consensus that it is most critical to focus on students' thinking and learning, yet reported challenges in maintaining this focus. In addition, the role of knowledgeable others (KOs) was recognized but inconsistently understood. Collaboration was also widely reported as a challenge. Finally, there were large variations in LS duration, with some LS implementing overly brief cycles. Regarding LS impact, the literature has more frequently reported changes in teachers' knowledge and beliefs and less frequently in curriculum, learning community/professional norms, teaching practice, and student learning outcomes. The above challenges reflect a need for culturally relevant systemic support for developing sustainable and large-scale LS. We suggest future directions for continued research and practice improvement. [ABSTRACT FROM AUTHOR]

Pedagogical content knowledge (PCK) is one form of teachers' professional knowledge in subject teaching, and teachers' rich PCK enables effective instruction and improves students' academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teaching experience) and psychological variables (beliefs about teaching and learning and teacher efficacy) examined in previous studies, this study attempted to clarify whether motivation for teaching is related to PCK. We conducted a web survey of inservice elementary school teachers in Japan (n D 267). The results showed that the traditional beliefs that students are to be controlled by their teachers and indifference, which describes a state of lack of motivation to prepare for class, were negatively associated with two elements of mathematical PCK (knowledge of learners and knowledge of instruction). Furthermore, multiple regression analysis revealed that traditional beliefs about teaching and learning were negatively associated with the knowledge of learners and indifference to subject instruction with knowledge of instruction. This suggests that teachers' motivation for teaching is related to PCK, in addition to the variables that have been previously examined. [ABSTRACT FROM AUTHOR]

Objectives: The objectives of this paper were to present a method to extract the amplitude of RSA in the respiratory-phase domain, to compare that with subjective or objective indices of the MWL (mental workload), and to compare that with a conventional frequency analysis in terms of its accuracy during a mental arithmetic task., Methods: HRV (heart rate variability), ILV (instantaneous lung volume), and motion of the throat were measured under a mental arithmetic experiment and subjective and objective indices were also obtained. The amplitude of RSA was extracted in the respiratory-phase domain, and its correlation with the load level was compared with the results of the frequency domain analysis, which is the standard analysis of the HRV., Results: The subjective and objective indices decreased as the load level increased, showing that the experimental protocol was appropriate. Then, the amplitude of RSA in the respiratory-phase domain also decreased with the increase in the load level. The results of the correlation analysis showed that the respiratory-phase domain analysis has higher negative correlations, -0.84 and -0.82, with the load level as determined by simple correlation and rank correlation, respectively, than does frequency analysis, for which the correlations were found to be -0.54 and -0.63, respectively. In addition, it was demonstrated that the proposed method could be applied to the short-term extraction of RSA amplitude., Conclusions: We proposed a simple and effective method to extract the amplitude of the respiratory sinus arrhythmia (RSA) in the respiratory-phase domain and the results show that this method can estimate cardiac vagal activity more accurately than frequency analysis.

Let G be a group. An automorphism α of G is called a commuting automorphism if [α(g), g] = 1 for all g ∈ G. Let A(G) denote the set of all commuting automorphisms of G. A group G is said to be an A(G)-group if A(G) forms a subgroup of Aut(G), where Aut(G) denotes the group of all automorphisms of G. In [Proc. Japan Acad. Ser. A Math. Sci. 91 (2015), no. 5, 57-60] Rai proved that a finite p-group G of co-class 2 for an odd prime p is an A(G)-group. We prove that a finite p-group G of co-class 3 for an odd prime p, under some conditions, is an A(G)-group. [ABSTRACT FROM AUTHOR]

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers. [ABSTRACT FROM AUTHOR]

It has been pointed out by Li, Hashimoto and Kanemitsu [Ito, T., 2006, On an integral representation of special values of the zeta function at odd integers. Journal of the Mathematical Society of Japan, 58, 681-691.] that the recent result of Ito [Li, H.-L., Hashimoto, M. and Kanemitsu, S., 2007, Examples of the Hurwitz transforms, in press.] is example 5.2 of Espinosa and Moll [Mikolás, M., 1957, A simple proof of the functional equation for the Riemann zeta-function and a forumula of Hurwitz. Acta Scientiarum Mathematicarum (Szeged), 18, 261-263.], whose main results in turn are contained in a more anteceding deep result of Mikolás [Nakamura, T., 2006, A functional relation for the Tornheim double zeta function. Acta Arithmetica, 125, 257-263.]. In this paper, we shall clarify the situation more completely and give some further results, from the point of view of application of the functional equation. [ABSTRACT FROM AUTHOR]

This paper compares two methods of analyzing aggregate data that is classified by period and age. Because there is a linear relationship among age, period, and cohort, it is not possible to distinguish the separate effects without employing an identifying assumption. The first method, which is applied in the economics literature, assumes that period effects are orthogonal to a linear time trend. The second method, which is applied in the statistics literature, assumes that the effect parameters change gradually. Simulation results suggest that the performances of both methods are comparable. The results of applying the second method to household saving rates suggest that period effects had a negligible influence in the United States but considerable influence in Japan. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper provides a framework for analyzing flood fatalities and injuries, and it describes the derivation of a generalized flood risk (i.e., flood consequences and their probabilities) function by introducing an integrated index (the number of residential buildings affected by a flood) that represents the major change in the power relation among the flood intensity, regional vulnerability, and resilience. Both the probabilities and the numbers of fatalities and injuries clearly increase significantly after the flood severity (in terms of the number of inundated buildings) passes a branch point. Below the branch point, it is still possible for fatalities and injuries to occur because of the variability in the data and the uncertainty in the predicted fatality values. The empirical models of fatalities and injuries due to floods in Japan suggested the usefulness in predicting fatalities and injuries and evaluating the efficacy of the warning or other emergency response measures. [ABSTRACT FROM AUTHOR]

How must n non-overlapping equal circles be packed in a given circle so that the diameter of the circles will be as large as possible? This paper presents an account of this problem and its putative solutions and related configurations in lotus receptacles, classical Japanese mathematics (wasan) and traditional Japanese design. Particular emphasis is placed on the connection between the conjectural solutions of this discrete geometrical problem and the fruit arrangements in the receptacles of lotuses, because in most cases the actual fruit arrangements are identical to the mathematical solutions. As the lotus is an important symbol in Buddhism and lotus decorations are quite common in Japanese Buddhist art, packings of circles in a circle have been represented in Japanese art for centuries. [ABSTRACT FROM AUTHOR]

Pupils' ability to represent mathematical concepts in multiple ways is a central aspect of mathematical competence and communication. Thus, classroom instructions should be able to support learners in using multiple representations (MRs) to increase the quality and quantity of connections to a network of ideas. Given the importance of bansho (board writing and organisation) in Japanese mathematics classrooms, this study aimed to investigate how MRs are presented as bansho in a mathematics classroom. Guided by a coding scheme of MRs on bansho content, the analysis revealed the ways the MRs are facilitating (or hindering) pupils' understanding. In considering the effect of the sequence and translation of MRs identified in this study, it is important to focus on these aspects of lesson design in the future. The relevant findings are also crucial to illustrate to the educators and researchers how to explore the processes involved in the use of MRs and the critical factor that contribute to the success/failure of such processes through a detailed examination of the bansho. [ABSTRACT FROM AUTHOR]

Research indicates that mathematical understanding before formal schooling influences later attainment. This study investigated the mathematical activities of preschool-aged children in Japan, a neglected topic despite the high mathematical attainment of Japanese children. Preschool activities were investigated using surveys, observations, and staff interviews; activities at home and use of non-preschool educational providers were investigated using surveys of parents. The results showed that preschools overwhelmingly followed the government curricula, seeking to develop children's interest in and sense of number, quantity, and shape through activities embedded in play and daily life; more directed teaching using workbooks was rare. Many children frequently engaged in informal mathematics-related activities at home. An unexpectedly high proportion of children engaged with learning materials from non-preschool educational providers. Results were broadly consistent across the two locations studied, despite the contrasting attainment of children in these areas in national mathematics tests. The results demonstrate that preschools in different parts of Japan avoid directed mathematical teaching. Further research is needed into the development of the mathematical understanding of preschool-aged children in Japan, especially in relation to non-preschool educational providers. [ABSTRACT FROM AUTHOR]

We reflect on our experience in Japan and the UK in raising mathematics funding, from the public and private sectors, and establishing new mathematics institutes. We hope that some of this information and relevant examples will be of use for mathematicians in other countries. [ABSTRACT FROM AUTHOR]

The ability to ascertain the extent of product sale fluctuations for each store and locality is indispensable to inventory management. This study analyzed POS data from 158 convenience stores in Kawasaki City, Kanagawa Prefecture, Japan and found a power scaling law between the mean and standard deviation of product sales quantities for several product categories. For the statistical domains of low sales quantities, the power index was 1/2; for large sales quantities, the power index was 1, so called Taylor’s law holds. The value of sales quantities with changing power indixes differed according to product category. We derived a Poissonian compound distribution model taking into account fluctuations in customer numbers to show that the scaling law could be explained theoretically for most of items. We also examined why the scaling law did not hold in some exceptional cases. [ABSTRACT FROM AUTHOR]

Lesson study is a Japanese concept to improve teaching and learning mathematics through a particular form of activity in which a group of teachers works collaboratively to plan, implement, observe, and reflect on the proposed research lessons. Although lesson study is internationally acknowledged as providing key learning opportunities for teachers, there is limited information on post-lesson discussion and its contribution toward teachers' professional growth. This study has the aim of describing the key features of post-lesson discussions. An entire group of teachers at a public elementary school in Japan participated in three lesson study cycles. During the post-lesson discussion in each cycle, the teachers were invited to write down what they believed was significant in the planned lesson and their comments regarding the lessons, for the discussion. The writings and comments were collected and analyzed. This method helped capture teachers' 'voices' better compared to recordings of oral discussion. The results of the analyses of teachers' writings and comments revealed that a major part of post-lesson discussions involved issues related to pedagogies, and teachers' reflections tended to focus more on students' thinking and mathematical topics over time as the cycles of lesson study proceeded. The results suggested that teachers' professional growth can be related to their recognition of the importance of understanding students' thinking and their perspectives on mathematics, in order to improve teaching. [ABSTRACT FROM AUTHOR]

An extensive survey of attitude towards scientific information of scientists in Japan was conducted in Japan. It was published in a technical report, and this survey is reviewed in this paper, with the hope that this will furnish findings important in working out the plan for promoting exploitation of mathematical talent in biomedical research. Findings are concordant with the impression of foreign visitors: (1) pure mathematicians tend to concentrate on mathematics only; (2) applied mathematics and statistics are heavily oriented toward industry; (3) mathematicians and pharmacologists are very different in their attitudes to scientific information. Based on the personal experience of the author, difficulties to be circumvented in utilizing aptitudes for mathematics and/or statistics in biomedical research are discussed.

Dai Shu Shu (Algebra) and Wei Ji Su Yuan (The Roots of Calculus) translated by Hua Hengfang (1833-1902) and John Fryer (1839-1928), mathematical works in the late Qing Dynasty had exerted great impact on the internationalization of Japanese mathematics, and the influence had lasted until the Meiji Restoration period. This paper focuses on the Chinese ions of these works such as a missionary in China, which had exerted great influence on the internationalization of Japanese mathematics during the Meiji Restoration period. Firstly, a synopsis is offered of some maths works introduced into Japan translated by others except Hua Hengfang and their influence on Japanese mathematics. Secondly, the author of Notes to the Method of Algebra and his mathematical researches are introduced, together with an analysis of the Notes and the western mathematics and the literature of the latter spread into Japan during the early period of Meiji Restoration via comparison between the Notes and the Chinese translation. Finally, some accounts are offered of Japanese scholars during the Meiji period who referred to and cited from Chinese translations of mathematical works like the Origin of Calculus in their studies or translations of western ones. [ABSTRACT FROM AUTHOR]

Abstract: Carlitz has introduced an interesting q-analogue of Frobenius–Euler numbers in [L. Carlitz, q-Bernoulli numbers and polynomials, Duke Math. J. 15 (1948) 987–1000; L. Carlitz, q-Bernoulli and Eulerian numbers, Trans. Amer. Math. Soc. 76 (1954) 332–350]. He has indicated a corresponding Stadudt–Clausen theorem and also some interesting congruence properties of the q-Euler numbers. A recent author''s study of more general q-Euler and Genocchi numbers can be found in previous publication [T. Kim, L.C. Jang, H.K. Pak, A note on q-Euler and Genocchi numbers, Proc. Japan Acad. Ser. A Math. Sci. 77 (2001) 139–141]. In this paper we give a new construction of q-Euler numbers, which are different from Carlitz''s q-extension and author''s q-extension in previous publication (see [T. Kim, L.C. Jang, H.K. Pak, A note on q-Euler and Genocchi numbers, Proc. Japan Acad. Ser. A Math. Sci. 77 (2001) 139–141]). By using our q-extension of Euler numbers, we can also consider a new q-extension of Genocchi numbers and obtain some interesting relations between q-extension of Euler numbers and q-extension of Genocchi numbers. [Copyright &y& Elsevier]

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the "Research Lesson" and "Post-lesson Discussion" are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the "knowledgeable other" (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students' ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study. [ABSTRACT FROM AUTHOR]

Women are a minority in science, technology, engineering and mathematics academic careers. In particular, few women in Japan choose to study physics and mathematics. In this study, we investigated the factors contributing to the masculine image of physics and mathematics based on the framework of our expanded model. We conducted online questionnaire surveys in Japan and England, and found that physics and mathematics occupations, and mathematical stereotypes were both related to a masculine image. Only in Japan were social factors, such as a person's attitude to intellectual women, related to viewing mathematics as 'masculine'. However, the experience of being told or having heard that the choice of a particular course of studies would make someone less attractive to the opposite sex was evident only in England. This finding suggests that social factors affect the masculine image of physics and mathematics, and that this could vary depending on the country. [ABSTRACT FROM AUTHOR]

We provide necessary and sufficient conditions for multilinear multiplier operators with symbols in Lr-based product-type Sobolev spaces uniformly over all annuli to be bounded from products of Hardy spaces to a Lebesgue space. We consider the case 1 < r ≤ 2 and we characterize boundedness in terms of inequalities relating the Lebesgue indices (or Hardy indices), the dimension, and the regularity and integrability indices of the Sobolev space. The case r > 2 cannot be handled by known techniques and remains open. Our result not only extends but also establishes the sharpness of previous results of Miyachi, Nguyen, Tomita, and the first author (see Grafakos, Miyachi, and Tomita [Canad. J. Math. 65 (2013), pp. 299-330]; Grafakos, Miyachi, Nguyen, and Tomita [J. Math. Soc. Japan 69 (2017), pp. 529-562]; Grafakos and Nguyen [Colloq. Math. 144 (2016), pp. 1-30]; and Miyachi and Tomita [Rev. Mat. Iberoamer. 29 (2013), pp. 495-530]), who only considered the case r = 2. [ABSTRACT FROM AUTHOR]

We study the ODE/IM correspondence for all states of the quantum g ^ -KdV model, where g ^ is the affinization of a simply-laced simple Lie algebra g . We construct quantum g ^ -KdV opers as an explicit realization of the class of opers introduced by Feigin and Frenkel (Exploring new structures and natural constructions in mathematical physics, Math. Soc. Japan, Tokyo, 2011), which are defined by fixing the singularity structure at 0 and ∞ , and by allowing a finite number of additional singular terms with trivial monodromy. We prove that the generalized monodromy data of the quantum g ^ -KdV opers satisfy the Bethe Ansatz equations of the quantum g ^ -KdV model. The trivial monodromy conditions are equivalent to a complete system of algebraic equations for the additional singularities. [ABSTRACT FROM AUTHOR]

The Bitcoin market becomes the focus of the economic market since its birth, and it has attracted wide attention from both academia and industry. Due to the absence of regulations in the Bitcoin market, it may be easier to bring some kinds of illegal behaviors. Thus, it raises an interesting question: Is there abnormity or illegal behavior in Bitcoin platforms? To answer this question, we investigate the abnormity in five leading Bitcoin platforms. By analyzing the financial index, i.e. the normalized logarithmic price return, we find that the properties of price return in bitFlyer are completely different from others. To find the possible reasons, we find that the abnormal ask price and bid price appear simultaneously in bitFlyer, which may be potentially linked to either price manipulation or money laundering. It verifies our conjecture that there may be abnormity or price manipulation in Bitcoin platforms. Furthermore, our findings in price return could also provide an innovative and effective method to detect the abnormity in Bitcoin platforms. [ABSTRACT FROM AUTHOR]

Introduction: Only a few, large population-based studies, have reported on whiplash-associated disorder (WAD). However, none of them have investigated the influence of crash severity on WAD outcome. In the present study, we aimed to determine whether crash severity predicts outcomes among patients with no-fault government insurance for acute WAD. Methods: We utilized data from a compulsory, no-fault government automobile liability insurance agency in Japan. Individuals involved in a car accident between April 2001 and June 2015 with residual disabilities reported at the end of the treatment between October 2014 and September 2015 were included. Crash severity was assessed based on property damage costs, size of the other vehicle (large car, medium car, small car, or two-wheeled vehicles), and collision types (rear-end collision, contact with vehicle moving in the same direction, or in the opposite direction). Outcomes included the time to claim closure and the number of treatment visits. Results: We analyzed data for a total of 52,251 individuals (28,571 male and 23,680 female) with a median age of 44 years (range: 2–95 years). The median time to claim closure was 220 days (range: 1–4,938 days), and the median number of treatment visits was 102 (range: 1–2,492). There was no significant association between outcomes and property damage costs or size of the other vehicle. Collision types exhibited no consistent association with outcomes. However, older age and affected body parts, in addition to the neck, were independent risk factors for delayed claim closure and a large number of visits, although, all odds ratios were low (often less than 2.0). Conclusions: There was no obvious association of outcomes with property damage costs, size of the other vehicle, or collision types in acute WAD patients. Further studies should investigate the influence of psychological factors, compensation systems, and cultural conditions. [ABSTRACT FROM AUTHOR]

Background: In the current meta-analysis, we aimed to systematically review and summarize the eligible studies evaluating the association between dietary acid load in terms of potential renal acid load (PRAL) and net-endogenous acid production (NEAP) with anthropometric parameters and serum lipids in adult population. Methods: In a systematic search from PubMed, Scopus, Web of Sciences and Cochrane electronic databases up to December 2018, relevant studies were included. Cross-sectional, case control or cohort studies evaluating the association between PRAL and NEAP with the mean values of body mass index (BMI), waist circumference (WC), low and high density lipoprotein cholesterol (LDL, HDL), triglyceride (TG), total cholesterol (TC) and the prevalence of obesity were included. Results: According to our results, having higher dietary acid load content in terms of high PRAL scores was associated with higher triglyceride concentrations (weighted mean difference (WMD): 3.468; confidence interval (CI): -0.231, 7.166, P = 0.04) and higher obesity prevalence (30% and 27% in highest versus lowest categories). Accordingly, being in the highest category of NEAP was associated with higher prevalence of obesity (25% and 22% in highest versus lowest category). In subgroup analysis, higher PRAL scores was associated with higher BMI in women (WMD: 0.122; CI: -0.001, 0.245; P = 0.049) and higher NEAP in men (WMD: 0.890; CI: 0.430, 1.350; P < 0.001). There was no association between dietary acid load and other studied parameters. Conclusions: In the current meta-analysis, high dietary acid load content was associated with higher serum triglyceride concentrations and higher obesity prevalence. Reducing dietary acid load content might be a useful preventive strategy against obesity and metabolic disorders. [ABSTRACT FROM AUTHOR]

This study examines how negative shocks due to, for example, natural disasters propagate through supply chains. We apply a simulation technique to actual supply chain data covering most Japanese firms. To investigate the property of the propagation in the network, we test different types of artificial negative shocks. We find that, first, network structures severely affect the speed of propagation in the short run, and the total loss in the long run. The scale-free nature of the actual supply-chain network—that is, the power-law degree distribution—leads to faster propagation. Second, more intensive damages—that is, more damages suffered by fewer firms—result in faster propagation than extensive damages of the same total size. Third, the actual supply-chain network has innate robustness that comes from substitutability of supplies. If the supply-chain network has severe substitutability, the propagation of negative shocks becomes substantially large. Fourth, direct damages in urban regions promote faster propagation than those in rural regions. Fifth, different sectoral damages show significant differences in the speed of propagation. Finally, we check the indirect damage triggered by a single firm’s loss: 9.7% of all firms contribute to significant loss, and this loss accounts for more than 10% of the damage to the entire production. The simulations conspicuously show that different direct damages, even if they have the same total magnitude of damages, can generate considerably different damages because of the structure of the supply-chain network. [ABSTRACT FROM AUTHOR]

Various studies have determined that the Great East Japan Earthquake (GEJE) caused mental distress among residents in affected areas. However, previous studies had not considered the prevalence of mental distress before the GEJE, and ignored the impact of an aged society on mental distress. Therefore, we aimed to describe the prevalence of mental distress before the GEJE in Miyagi Prefecture, Japan and elucidate the effect of an aged society on mental distress. We conducted an ecological study, using municipality in Miyagi Prefecture as the study unit. We used the cross-sectional mail survey data conducted in February 2011. We performed a correlation analysis in each of the 39 municipalities in Miyagi Prefecture. The prevalence of serious mental distress was 9.1%. The proportion of the population aged 65 years or older was related to the prevalence of serious mental distress in municipalities with a low proportion of all workers engaged in primary industry and with a high estimated number of inpatients with mental illness. We found that residents in Miyagi Prefecture suffered from poor mental health before the GEJE. Aged society was related to serious mental distress in the areas with advanced industrial structure and more patients with mental illness. We should approach mental health problems in the context of social structure, particularly in an aged society, based on facts about mental distress before the GEJE. [ABSTRACT FROM AUTHOR]

The Pacific coast of the Tohoku region of Japan experiences repeated tsunamis, with the most recent events having occurred in 1896, 1933, 1960, and 2011. These events have caused large loss of life and damage throughout the coastal region. There is uncertainty about the degree to which seawalls reduce deaths and building damage during tsunamis in Japan. On the one hand they provide physical protection against tsunamis as long as they are not overtopped and do not fail. On the other hand, the presence of a seawall may induce a false sense of security, encouraging additional development behind the seawall and reducing evacuation rates during an event. We analyze municipality-level and sub-municipality-level data on the impacts of the 1896, 1933, 1960, and 2011 tsunamis, finding that seawalls larger than 5 m in height generally have served a protective role in these past events, reducing both death rates and the damage rates of residential buildings. However, seawalls smaller than 5 m in height appear to have encouraged development in vulnerable areas and exacerbated damage. We also find that the extent of flooding is a critical factor in estimating both death rates and building damage rates, suggesting that additional measures, such as multiple lines of defense and elevating topography, may have significant benefits in reducing the impacts of tsunamis. Moreover, the area of coastal forests was found to be inversely related to death and destruction rates, indicating that forests either mitigated the impacts of these tsunamis, or displaced development that would otherwise have been damaged. [ABSTRACT FROM AUTHOR]