A quantitative study of the effects of informal mathematics activities on the beliefs of preservice elementary school teachers

This study sought to determine the relationship between participation in informal mathematics activities and the formal-to-informal beliefs of university teacher candidates in elementary education. Three classes of preservice teachers participated in the study through their enrollment in a content mathematics course for elementary education majors. Four informal mathematics activities were employed as part of the course requirements. Before and after formal-to-informal beliefs about mathematics and mathematics instruction were measured using a Likert-scale beliefs assessment instrument used by Collier (J Res Math Educ 3(3):155?C163, 1972) and Seaman et al. (School Sci Math 105(4):197?C210, 2005). Changes in beliefs about mathematics and mathematics instruction were compared to a control group. Student reflection upon personal experience derived from participation in the activities was analyzed for formal and informal belief statements.     

School mathematics curriculum materials for teachers’ learning: future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States

This report describes ways that five preservice teachers in the United States viewed and interacted with the rhetorical components (Valverde et al. in According to the book: using TIMSS to investigate the translation of policy into practice through the world of textbooks, Kluwer, 2002) of the innovative school mathematics curriculum materials used in a mathematics course for future elementary teachers. The preservice teachers’ comments reflected general agreement that the innovative curriculum materials contained fewer narrative elements and worked examples, as well as more (and different) exercises and question sets and activity elements, than the mathematics textbooks to which the teachers were accustomed. However, variation emerged when considering the ways in which the teachers interacted with the materials for their learning of mathematics. Whereas some teachers accepted and even embraced changes to the teaching–learning process that accompanied use of the curriculum materials, other teachers experienced discomfort and frustration at times. Nonetheless, each teacher considered that use of the curriculum materials improved her mathematical understandings in significant ways. Implications of these results for mathematics teacher education are discussed.     

L p -theory for second-order elliptic operators with unbounded coefficients

Second-order elliptic operators with unbounded coefficients of the form ${Au := -{\rm div}(a\nabla u) + F . \nabla u + Vu}$ in ${L^{p}(\mathbb{R}^{N}) (N \in \mathbb{N}, 1 < p < \infty)}$ are considered, which are the same as in recent papers Metafune et?al. (Z Anal Anwendungen 24:497–521, 2005), Arendt et?al. (J Operator Theory 55:185–211, 2006; J Math Anal Appl 338: 505–517, 2008) and Metafune et?al. (Forum Math 22:583–601, 2010). A new criterion for the m-accretivity and m-sectoriality of A in ${L^{p}(\mathbb{R}^{N})}$ is presented via a certain identity that behaves like a sesquilinear form over L ^p ×?L ^p'. It partially improves the results in (Metafune et?al. in Z Anal Anwendungen 24:497–521, 2005) and (Metafune et?al. in Forum Math 22:583–601, 2010) with a different approach. The result naturally extends Kato’s criterion in (Kato in Math Stud 55:253–266, 1981) for the nonnegative selfadjointness to the case of p ≠?2. The simplicity is illustrated with the typical example ${Au = -u\hspace{1pt}'' + x^{3}u\hspace{1pt}' + c |x|^{\gamma}u}$ in ${L^p(\mathbb{R})}$ which is dealt with in (Arendt et?al. in J Operator Theory 55:185–211, 2006; Arendt et?al. in J Math Anal Appl 338: 505–517, 2008).     

An augmented Lagrangian approach for sparse principal component analysis

Principal component analysis (PCA) is a widely used technique for data analysis and dimension reduction with numerous applications in science and engineering. However, the standard PCA suffers from the fact that the principal components (PCs) are usually linear combinations of all the original variables, and it is thus often difficult to interpret the PCs. To alleviate this drawback, various sparse PCA approaches were proposed in the literature (Cadima and Jolliffe in J Appl Stat 22:203–214, 1995; d’Aspremont et?al. in J Mach Learn Res 9:1269–1294, 2008; d’Aspremont et?al. SIAM Rev 49:434–448, 2007; Jolliffe in J Appl Stat 22:29–35, 1995; Journée et?al. in J Mach Learn Res 11:517–553, 2010; Jolliffe et?al. in J Comput Graph Stat 12:531–547, 2003; Moghaddam et?al. in Advances in neural information processing systems 18:915–922, MIT Press, Cambridge, 2006; Shen and Huang in J Multivar Anal 99(6):1015–1034, 2008; Zou et?al. in J Comput Graph Stat 15(2):265–286, 2006). Despite success in achieving sparsity, some important properties enjoyed by the standard PCA are lost in these methods such as uncorrelation of PCs and orthogonality of loading vectors. Also, the total explained variance that they attempt to maximize can be too optimistic. In this paper we propose a new formulation for sparse PCA, aiming at finding sparse and nearly uncorrelated PCs with orthogonal loading vectors while explaining as much of the total variance as possible. We also develop a novel augmented Lagrangian method for solving a class of nonsmooth constrained optimization problems, which is well suited for our formulation of sparse PCA. We show that it converges to a feasible point, and moreover under some regularity assumptions, it converges to a stationary point. Additionally, we propose two nonmonotone gradient methods for solving the augmented Lagrangian subproblems, and establish their global and local convergence. Finally, we compare our sparse PCA approach with several existing methods on synthetic (Zou et?al. in J Comput Graph Stat 15(2):265–286, 2006), Pitprops (Jeffers in Appl Stat 16:225–236, 1967), and gene expression data (Chin et?al in Cancer Cell 10:529C–541C, 2006), respectively. The computational results demonstrate that the sparse PCs produced by our approach substantially outperform those by other methods in terms of total explained variance, correlation of PCs, and orthogonality of loading vectors. Moreover, the experiments on random data show that our method is capable of solving large-scale problems within a reasonable amount of time.     

Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo

It is widely acknowledged that discursive practice in classrooms plays a key role in student learning of mathematics. This study extends a previous study on spoken mathematics (Clarke and Xu in ZDM Int J Math Educ 40(6):963–981, 2008) and seeks to compare the discursive practices in classrooms from Seoul, Shanghai and Tokyo with a particular focus on meta-discursive rules (Sfard in Educ Stud Math 46:13–57, 2001; Sfard in Thinking as communicating: human development, the growth of discourses, and mathematizing, Cambridge University Press, Cambridge, 2008) that regulate exchanges between the teacher and students. The analysis centres on the events when the topic of “linear equations” was introduced. The similarities and differences of the three classrooms suggest that while the shared macrocultural values and beliefs may frame the social activity of the classrooms in similar ways, the meta-discursive rules of classroom microculture determine the opportunities for student learning in mathematics.     

Lesson study in Asia Pacific classrooms: local responses to a global movement

Japanese Lesson Study is a model for teacher professional learning that has recently attracted world attention particularly within the mathematics education community. It is a highly structured process of teacher collaboration, observation, reflection and practice. The world focus has been mainly due to the work of American researchers such as Stigler and Hiebert (Am Educ Winter:1–10, 1998; The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Free Press, New York 1999), Lewis and Tsuchida (Am Educ Winter:14–17; 50–52, 1998) and Fernandez [J Teach Educ 53(5):395–405, 2002]. These researchers have documented Lesson Study from the perspective of their social, cultural and educational contexts. In order to develop a deeper understanding of Lesson Study in a post-modern global world, there is a need to seek views beyond those presented from an American perspective. This paper will provide further additional perspectives from an Australian state view and a Malaysian state district view and a university view. The aim is to develop an understanding of how the different contexts have influenced the structure and implementation of the Japanese Lesson Study model.     

Speeding up branch and bound algorithms for solving the maximum clique problem

In this paper we consider two branch and bound algorithms for the maximum clique problem which demonstrate the best performance on DIMACS instances among the existing methods. These algorithms are MCS algorithm by Tomita et al. (2010) and MAXSAT algorithm by Li and Quan (2010a, b). We suggest a general approach which allows us to speed up considerably these branch and bound algorithms on hard instances. The idea is to apply a powerful heuristic for obtaining an initial solution of high quality. This solution is then used to prune branches in the main branch and bound algorithm. For this purpose we apply ILS heuristic by Andrade et al. (J Heuristics 18(4):525–547, 2012). The best results are obtained for p_hat1000-3 instance and gen instances with up to 11,000 times speedup.     

Explicit Polynomial Generators for the Ring of Quasisymmetric Functions over the Integers

In (Hazewinkel in Adv. Math. 164:283–300, 2001, and CWI preprint, 2001) it has been proved that the ring of quasisymmetric functions over the integers is free polynomial. This is a matter that has been of great interest since 1972; for instance because of the role this statement plays in a classification theory for noncommutative formal groups that has been in development since then, see (Ditters in Invent. Math. 17:1–20, 1972; in Scholtens’ Thesis, Free Univ. of Amsterdam, 1996) and the references in the latter. Meanwhile quasisymmetric functions have found many more applications (see Gel’fand et al. in Adv. Math. 112:218–348, 1995). However, the proofs of the author in the aforementioned papers do not give explicit polynomial generators for QSymm over the integers. In this note I give a (really quite simple) set of polynomial generators for QSymm over the integers.     

Directional Lipschitzness of Minimal Time Functions in Hausdorff Topological Vector Spaces

In a general Hausdorff topological vector space E, we associate to a given nonempty closed set S???E and a bounded closed set Ω???E, the minimal time function T _S,Ω defined by $T_{S,\Omega}(x):= \inf \{ t> 0: S\cap (x+t\Omega)\not = \emptyset\}$ . The study of this function has been the subject of various recent works (see Bounkhel (2012, submitted, 2013, accepted); Colombo and Wolenski (J Global Optim 28:269–282, 2004, J Convex Anal 11:335–361, 2004); He and Ng (J Math Anal Appl 321:896–910, 2006); Jiang and He (J Math Anal Appl 358:410–418, 2009); Mordukhovich and Nam (J Global Optim 46(4):615–633, 2010) and the references therein). The main objective of this work is in this vein. We characterize, for a given Ω, the class of all closed sets S in E for which T _S,Ω is directionally Lipschitz in the sense of Rockafellar (Proc Lond Math Soc 39:331–355, 1979). Those sets S are called Ω-epi-Lipschitz. This class of sets covers three important classes of sets: epi-Lipschitz sets introduced in Rockafellar (Proc Lond Math Soc 39:331–355, 1979), compactly epi-Lipschitz sets introduced in Borwein and Strojwas (Part I: Theory, Canad J Math No. 2:431–452, 1986), and K-directional Lipschitz sets introduced recently in Correa et al. (SIAM J Optim 20(4):1766–1785, 2010). Various characterizations of this class have been established. In particular, we characterize the Ω-epi-Lipschitz sets by the nonemptiness of a new tangent cone, called Ω-hypertangent cone. As for epi-Lipschitz sets in Rockafellar (Canad J Math 39:257–280, 1980) we characterize the new class of Ω-epi-Lipschitz sets with the help of other cones. The spacial case of closed convex sets is also studied. Our main results extend various existing results proved in Borwein et al. (J Convex Anal 7:375–393, 2000), Correa et al. (SIAM J Optim 20(4):1766–1785, 2010) from Banach spaces and normed spaces to Hausdorff topological vector spaces.     

Optimal Transport, Convection, Magnetic Relaxation and Generalized Boussinesq Equations

We establish a connection between optimal transport theory (see Villani in Topics in optimal transportation. Graduate studies in mathematics, vol. 58, AMS, Providence, 2003, for instance) and classical convection theory for geophysical flows (Pedlosky, in Geophysical fluid dynamics, Springer, New York, 1979). Our starting point is the model designed few years ago by Angenent, Haker, and Tannenbaum (SIAM J. Math. Anal. 35:61–97, 2003) to solve some optimal transport problems. This model can be seen as a generalization of the Darcy–Boussinesq equations, which is a degenerate version of the Navier–Stokes–Boussinesq (NSB) equations. In a unified framework, we relate different variants of the NSB equations (in particular what we call the generalized hydrostatic-Boussinesq equations) to various models involving optimal transport (and the related Monge–Ampère equation, Brenier in Commun. Pure Appl. Math. 64:375–417, 1991; Caffarelli in Commun. Pure Appl. Math. 45:1141–1151, 1992). This includes the 2D semi-geostrophic equations (Hoskins in Annual review of fluid mechanics, vol. 14, pp. 131–151, Palo Alto, 1982; Cullen et al. in SIAM J. Appl. Math. 51:20–31, 1991, Arch. Ration. Mech. Anal. 185:341–363, 2007; Benamou and Brenier in SIAM J. Appl. Math. 58:1450–1461, 1998; Loeper in SIAM J. Math. Anal. 38:795–823, 2006) and some fully nonlinear versions of the so-called high-field limit of the Vlasov–Poisson system (Nieto et al. in Arch. Ration. Mech. Anal. 158:29–59, 2001) and of the Keller–Segel for Chemotaxis (Keller and Segel in J. Theor. Biol. 30:225–234, 1971; Jäger and Luckhaus in Trans. Am. Math. Soc. 329:819–824, 1992; Chalub et al. in Mon. Math. 142:123–141, 2004). Mathematically speaking, we establish some existence theorems for local smooth, global smooth or global weak solutions of the different models. We also justify that the inertia terms can be rigorously neglected under appropriate scaling assumptions in the generalized Navier–Stokes–Boussinesq equations. Finally, we show how a “stringy” generalization of the AHT model can be related to the magnetic relaxation model studied by Arnold and Moffatt to obtain stationary solutions of the Euler equations with prescribed topology (see Arnold and Khesin in Topological methods in hydrodynamics. Applied mathematical sciences, vol. 125, Springer, Berlin, 1998; Moffatt in J. Fluid Mech. 159:359–378, 1985, Topological aspects of the dynamics of fluids and plasmas. NATO adv. sci. inst. ser. E, appl. sci., vol. 218, Kluwer, Dordrecht, 1992; Schonbek in Theory of the Navier–Stokes equations, Ser. adv. math. appl. sci., vol. 47, pp. 179–184, World Sci., Singapore, 1998; Vladimirov et al. in J. Fluid Mech. 390:127–150, 1999; Nishiyama in Bull. Inst. Math. Acad. Sin. (N.S.) 2:139–154, 2007).     

The Shapley value for shortest path games: a non-graph-based approach

The shortest path games are considered in this paper. The transportation of a good in a network has costs and benefits. The problem is to divide the profit of the transportation among the players. Fragnelli et al. (Math Methods Oper Res 52: 251–264, 2000) introduce the class of shortest path games and show it coincides with the class of monotone games. They also give a characterization of the Shapley value on this class of games. In this paper we consider further five characterizations of the Shapley value (Hart and Mas-Colell’s in Econometrica 57:589–614, 1989; Shapley’s in Contributions to the theory of games II, annals of mathematics studies, vol 28. Princeton University Press, Princeton, pp 307–317, 1953; Young’s in Int J Game Theory 14:65–72, 1985, Chun’s in Games Econ Behav 45:119–130, 1989; van den Brink’s in Int J Game Theory 30:309–319, 2001 axiomatizations), and conclude that all the mentioned axiomatizations are valid for the shortest path games. Fragnelli et al. (Math Methods Oper Res 52:251–264, 2000)’s axioms are based on the graph behind the problem, in this paper we do not consider graph specific axioms, we take $TU$ axioms only, that is we consider all shortest path problems and we take the viewpoint of an abstract decision maker who focuses rather on the abstract problem than on the concrete situations.     

Tilting Theory and Functor Categories I. Classical Tilting

Tilting theory has been a very important tool in the classification of finite dimensional algebras of finite and tame representation type, as well as, in many other branches of mathematics. Happel (1988) and Cline et al. (J Algebra 304:397–409 1986) proved that generalized tilting induces derived equivalences between module categories, and tilting complexes were used by Rickard (J Lond Math Soc 39:436–456, 1989) to develop a general Morita theory of derived categories. On the other hand, functor categories were introduced in representation theory by Auslander (I Commun Algebra 1(3):177–268, 1974), Auslander (1971) and used in his proof of the first Brauer–Thrall conjecture (Auslander 1978) and later on, used systematically in his joint work with I. Reiten on stable equivalence (Auslander and Reiten, Adv Math 12(3):306–366, 1974), Auslander and Reiten (1973) and many other applications. Recently, functor categories were used in Martínez-Villa and Solberg (J Algebra 323(5):1369–1407, 2010) to study the Auslander–Reiten components of finite dimensional algebras. The aim of this paper is to extend tilting theory to arbitrary functor categories, having in mind applications to the functor category Mod (mod_Λ), with Λ a finite dimensional algebra.     

Further variations on the theme of FC-groups

Groups that are FC, or more generally satisfy any of the weakenings of the FC-condition considered in de Giovanni (Serdica Math. J. 28:241?C254, 2002) and Robinson et?al. (J. Algebra 326:218?C226, 2011), have local systems consisting of normal finite-by-nilpotent subgroups. Apart from generalizing results from de Giovanni (Serdica Math. J. 28:241?C254, 2002) and Robinson et al. (J. Algebra 326:218?C226, 2011) to the more general context of locally (normal and finite-by-nilpotent) groups, we partially settle an open problem raised in Robinson et?al. (J. Algebra 326:218?C226, 2011) concerning the isomorphism of maximal p-subgroups, but in this more general setting of locally (normal and finite-by-nilpotent) groups.     

A tableau formula for eta polynomials

We use the Pieri and Giambelli formulas of Buch et al. (Invent Math 178:345–405, 2009; J Reine Angew, 2013) and the calculus of raising operators developed in Buch et al. (A Giambelli formula for isotropic Grassmannians, arXiv:0811.2781, 2008) and Tamvakis (J Reine Angew Math 652, 207–244, 2011) to prove a tableau formula for the eta polynomials of Buch et al. (J Reine Angew, 2013) and the Stanley symmetric functions which correspond to Grassmannian elements of the Weyl group $\widetilde{W}_n$ of type $\text {D}_n$ . We define the skew elements of $\widetilde{W}_n$ and exhibit a bijection between the set of reduced words for any skew $w\in \widetilde{W}_n$ and a set of certain standard typed tableaux on a skew shape $\lambda /\mu $ associated to $w$ .     

How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai

In China, a school-based teaching research system was built since 1952 and Teaching Research Group (TRG) exists in every school. In the paper, a teacher’s three lessons and the changes in each lesson were described, which might show a track of how lessons were continuously developed in TRG. The Mathematical Tasks Framework, The Task Analysis Guide, and Factors Associated with the Maintenance and the Decline of High-level Cognitive Demands developed in the Quantitative Understanding: Amplifying Student Achievement and Reasoning project (Stein and Smith in Math Teach Middle School 3(4):268–275, 1998; Stein et al. in Implementing stardards-based mathematics instruction. Teachers College Press, NY, pp. 1–33, 2000), were employed in this study. Based on the perspective of Mathematical Task Analysis, changes of three lessons were described and the author provided a snapshot for understanding how a Chinese teacher gradually improved his/her lessons in TRG activities.     

Completion by Derived Double Centralizer

Let A be a commutative ring, and let $\mathfrak{a}$ be a weakly proregular ideal in A. (If A is noetherian then any ideal in it is weakly proregular.) Suppose M is a compact generator of the category of cohomologically $\mathfrak{a}$ -torsion complexes. We prove that the derived double centralizer of M is isomorphic to the $\mathfrak{a}$ -adic completion of A. The proof relies on the MGM equivalence from Porta et al. (Algebr Represent Theor, 2013) and on derived Morita equivalence. Our result extends earlier work of Dwyer et al. (Adv Math 200:357–402, 2006) and Efimov (2010).     

Improved sparse fourier approximation results: faster implementations and stronger guarantees

We study the problem of quickly estimating the best k-term Fourier representation for a given periodic function f: [0, 2π] → ?. Solving this problem requires the identification of k of the largest magnitude Fourier series coefficients of f in worst case k ² · log ^O(1) N time. Randomized sublinear-time Monte Carlo algorithms, which have a small probability of failing to output accurate answers for each input signal, have been developed for solving this problem (Gilbert et al. 2002, 2005). These methods were implemented as the Ann Arbor Fast Fourier Transform (AAFFT) and empirically evaluated in Iwen et al. (Commun Math Sci 5(4):981–998, 2007). In this paper we present a new implementation, called the Gopher Fast Fourier Transform (GFFT), of more recently developed sparse Fourier transform techniques (Iwen, Found Comput Math 10(3):303–338, 2010, Appl Comput Harmon Anal, 2012). Experiments indicate that GFFT is faster than AAFFT. In addition to our empirical evaluation, we also consider the existence of sublinear-time Fourier approximation methods with deterministic approximation guarantees for functions whose sequences of Fourier series coefficents are compressible. In particular, we prove the existence of sublinear-time Las Vegas Fourier Transforms which improve on the recent deterministic Fourier approximation results of Iwen (Found Comput Math 10(3):303–338, 2010, Appl Comput Harmon Anal, 2012) for Fourier compressible functions by guaranteeing accurate answers while using an asymptotically near-optimal number of function evaluations.     

Confucian heritage culture learner’s phenomenon: from “exploring the middle zone” to “constructing a bridge”

In the past decades, the CHC (Confucian heritage culture) learner’s phenomenon has spawned one of the most fruitful fields in educational research. Despite the impression that CHC learners are brought up in an environment not conducive to learning, their academic performances have been excelling their Western counterparts (Fan et al. in How Chinese learn mathematics: perspectives from insiders, 2004). Numerous explanations were offered to reveal the paradox (Morrison in Educ J, 2006), and there were challenges of whether there is “over-Confucianisation” in all these discussions (Chang in J Psychol Chin Soc, 2000; Wong and Wong in Asian Psychol, 2002). It has been suggested that the East and the West should come and discuss at the “middle zone” so that one can get the best from the two worlds. On the other hand, at the turn of the new millennium, discussions on mathematics curriculum reform proliferate in many places. One of the foci of the debate is the basic skills—higher-order thinking “dichotomy”. Viewing from the perspective of the process of mathematisation, teaching mathematics is more than striking a balance between the two, but to bridge basic skills to higher-order thinking competences. Such an attempt was explored in recent years and the ideas behind will be shared in this paper.     

Linearly Implicit Approximations of Diffusive Relaxation Systems

Diffusive relaxation systems provide a general framework to approximate nonlinear diffusion problems, also in the degenerate case (Aregba-Driollet et al. in Math. Comput. 73(245):63–94, 2004; Boscarino et al. in Implicit-explicit Runge-Kutta schemes for hyperbolic systems and kinetic equations in the diffusion limit, 2011; Cavalli et al. in SIAM J. Sci. Comput. 34:A137–A160, 2012; SIAM J. Numer. Anal. 45(5):2098–2119, 2007; Naldi and Pareschi in SIAM J. Numer. Anal. 37:1246–1270, 2000; Naldi et al. in Surveys Math. Indust. 10(4):315–343, 2002). Their discretization is usually obtained by explicit schemes in time coupled with a suitable method in space, which inherits the standard stability parabolic constraint. In this paper we combine the effectiveness of the relaxation systems with the computational efficiency and robustness of the implicit approximations, avoiding the need to resolve nonlinear problems and avoiding stability constraints on time step. In particular we consider an implicit scheme for the whole relaxation system except for the nonlinear source term, which is treated though a suitable linearization technique. We give some theoretical stability results in a particular case of linearization and we provide insight on the general case. Several numerical simulations confirm the theoretical results and give evidence of the stability and convergence also in the case of nonlinear degenerate diffusion.     

The Number of Generations Entirely Visited for Recurrent Random Walks in a Random Environment

In this paper we deal with a random walk in a random environment on a super-critical Galton–Watson tree. We focus on the recurrent cases already studied by Hu and Shi (Ann. Probab. 35:1978–1997, 2007; Probab. Theory Relat. Fields 138:521–549, 2007), Faraud et al. (Probab. Theory Relat. Fields, 2011, in press), and Faraud (Electron. J. Probab. 16(6):174–215, 2011). We prove that the largest generation entirely visited by these walks behaves like logn, and that the constant of normalization, which differs from one case to another, is a function of the inverse of the constant of Biggins’ law of large numbers for branching random walks (Biggins in Adv. Appl. Probab. 8:446–459, 1976).