Weight enumerators of reducible cyclic codes and their dual codes

Let ${\mathbb{F}}_q$ be a finite field and $n$ a positive integer. In this paper, we find a new combinatorial method to determine weight enumerators of reducible cyclic codes and their dual codes of length $n$ over ${\mathbb{F}}_q$, which just generalize results of Zhu et al. (2015); especially, we also give the weight enumerator of a cyclic code, which is viewed as a partial Melas code. Furthermore, weight enumerators obtained in this paper are all in the form of power of a polynomial.     

Properties of G-martingales with finite variation and the application to G-Sobolev spaces

As is known, if $B={\left(B_t\right)}_{t\in [0,T]}$ is a $G$-Brownian motion, a process of form ${\int }_0^t{\eta }_{s}d{〈B〉}_s?{\int }_0^{t}2G\left({\eta }_s\right)ds$, $\eta \in M_G^1(0,T)$, is a non-increasing $G$-martingale. In this paper, we shall show that a non-increasing $G$-martingale cannot be form of ${\int }_0^t{\eta }_{s}ds$ or ${\int }_0^t{\gamma }_{s}d{〈B〉}_s$, $\eta ,\gamma \in M_G^1(0,T)$, which implies that the decomposition for generalized $G$-Itô processes is unique: For arbitrary $\zeta \in H_G^1(0,T)$, $\eta \in M_G^1(0,T)$ and non-increasing $G$-martingales $K,L$, if ${\int }_0^t{\zeta }_{s}d{B}_s+{\int }_0^t{\eta }_{s}ds+K_t=L_t,t\in [0,T],$then we have $\eta \equiv 0$, $\zeta \equiv 0$ and$K_t=L_t$. As an application, we give a characterization to the $G$-Sobolev spaces introduced in Peng and Song (2015).     

The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities

The study explored the impact of Please Go Bring Me-COnceptual Model-based Problem Solving (PGBM-COMPS) computer tutoring system on multiplicative reasoning and problem solving of students with learning disabilities. The PGBM-COMPS program focused on enhancing the multiplicative reasoning and problem solving through nurturing fundamental mathematical ideas and moving students above and beyond the concrete level of operation. This is achieved by taking advantages of the constructivist approach from mathematics education and explicit conceptual model-based problem solving approach from special education. Participants were three elementary students with learning disabilities (LD). A mixed method design was employed to investigate the effect of the PGBM-COMPS program on enhancing students’ multiplicative reasoning and problem solving. It was found that the PGBM-COMPS program significantly improved participating students’ problem solving performance not only on researcher developed criterion tests but also on a norm-referenced standardized test. Qualitative and quantities data from this study indicate that, in addition to nurturing fundamental concept of composite units, it is necessary to help students to understand underlying problem structures and move toward mathematical model-based problem representation and solving for generalized problem solving skills.     

Tutorial review on validation of liquid chromatography–mass spectrometry methods: Part II

This is the part II of a tutorial review intending to give an overview of the state of the art of method validation in liquid chromatography mass spectrometry (LC–MS) and discuss specific issues that arise with MS (and MS–MS) detection in LC (as opposed to the “conventional” detectors). The Part II starts with briefly introducing the main quantitation methods and then addresses the performance related to quantification: linearity of signal, sensitivity, precision, trueness, accuracy, stability and measurement uncertainty. The last section is devoted to practical considerations in validation. With every performance characteristic its essence and terminology are addressed, the current status of treating it is reviewed and recommendations are given, how to handle it, specifically in the case of LC–MS methods.     

Decolorization and mineralization of yellow 5 (E102) by UV/Fe2+/H2O2 process. Optimization of the operational conditions by response surface methodology

In this study, the optimization and implementation of a homogeneous photo-Fenton process for the decolorization and mineralization of a wastewater containing highly concentrated yellow 5 (E102) dye, resulting from an industry placed in the suburbs of Medellin (Colombia), is presented. Response surface methodology was applied as a tool for the optimization of operational conditions such as initial dyestuff concentration, H₂O₂ concentration, and UV-radiation power (number of lamps). The decolorization, degradation and mineralization efficiencies were used as response variables. The following conditions were found to be optimal for decolorization and mineralization of yellow 5: UV radiation of 365 nm (4 W, one lamp), dye concentration of 200 mg/L, Fe²⁺ concentration of 1.0 mM, H₂O₂ concentration of 1.75 mL/L, treatment time of 180 min, Fe²⁺ concentration of 1 mM and pH = 3. Under these conditions (180 min), the photo-Fenton process allowed us to reach ca. 100% of color dye degradation, 99% of COD degradation, and 85% of mineralization (TOC). The scavenging effect of the Cl^– anion on the photodegradation process was also confirmed.     

How young students communicate their mathematical problem solving in writing

This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.     

A different perspective of the teaching philosophy of RL Moore

Dr RL Moore was undoubtedly one of the finest mathematics teachers ever. He developed a unique teaching method designed to teach his students to think like mathematicians. His method was not designed to convey any particular mathematical knowledge. Instead, it was designed to teach his students to think. Today, his method has been modified to focus on using student participation toward the goal of the conveyance of mathematical knowledge rather than on Dr Moore's goal of teaching students to think. This article proposes that undergraduates would be better served if they took at least one course using Dr Moore's original method and his original goal.     

Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement

Mathematics coaching, as typically practiced in US schools tends to be responsive and individually focused work in which coaches respond to invitations from individual teachers to help them improve their teaching. But what does the work of coaching look like if it is organized instead to engage teachers collectively in service of school-wide improvement? This is the question we take up in this paper through examining the case of one school-based elementary mathematics coach whose work more closely aligned with emerging findings in the field of instructional improvement about the power of coaching for school-wide reform. The coach helped to dramatically transform a recent history of poor performance and deficit-oriented narratives pertaining to the school and its children. Through a fine-grain analysis, we illustrate the coach’s work implicated in supporting groups of teachers to come to mutual understanding around and further development of shared high-quality instructional practices. The components of coaching that help support collective capacity are discussed.     

Field-based hypotheses on advancing standards for mathematical practice

The Common Core State Standards in Mathematics (CCSSM, 2010) are organized around two types of standards: the standards for mathematical content and standards for mathematical practice. The central goal of this paper is to present cognitive and instructional analyses of standards for mathematical practice through a discussion of field-based activities with inservice secondary mathematics teachers and students. A potential value of the study is that it provides researchers with specific field-based hypotheses on advancing standards for mathematical practice.