Nonlinear obstacle problems with double phase in the borderline case

In this paper we study a double phase problem with an irregular obstacle. The energy functional under consideration is characterized by the fact that both ellipticity and growth switch between a type of polynomial and a type of logarithm, which can be regarded as a borderline case of the double phase functional with $(p,q)$-growth. We obtain an optimal global Calderón–Zygmund type estimate for the obstacle problem with double phase in the borderline case.     

Cultivating a research imperative: Mentoring mathematics at Stockholms Högskola, 1882–1887

Though the central role of Gösta Mittag-Leffler in the promotion of specialized, research-oriented mathematics at Stockholms Högskola is widely acknowledged, the specific social and technical means by which he sought to cultivate a fledgling research community there during the early- to mid-1880s have received little attention. In particular, a detailed study of the relationship of his own research activity to that of his first Swedish students is absent from the existing literature.Through the juxtaposition of their research activities and unpublished correspondence, this paper explores Mittag-Leffler's active and deliberate efforts to engage his students Ivar Bendixson and Edvard Phragmén in open problems within his own research agenda, support them through his institutional connections, and instill within them norms concerning research ideologies, practices of communication and criticism, and frameworks for shared knowledge. It also illuminates the extent to which his teachings took root in at least one student to emerge from his program, who would perpetuate the mathematical practices set in place by his teacher and set forth on the international stage to promote his newly-acquired system of values.     

From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities

Mathematics education for students with dis/abilities has a legacy of exclusion; its scholarship has been dominated by ableist perspective: a focus on rote mathematics facts, procedural instruction, and a narrow range of mathematics content. Grounded in critical pedagogy and critical disabilities studies, we argue for a shift in the focus away from the student as the site of defect and intervention to recognize the complex embodiment of dis/ability as a process produced within historical, political, social, and material contexts. The theoretical assumptions and guiding principles for a framework of culturally responsive and relational understanding of dis/ability will be shared together with a case of such an approach in classroom practice. The paper advances efforts to support all learners in robust mathematics learning communities and to situate research from perspectives that acknowledge the situated, interactional nature of ability, identity, and achievement.     

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.     

Monotonicity of solutions of Fully nonlinear uniformly elliptic equations in the half-plane

In this paper we study the monotonicity of positive (or non-negative) viscosity solutions to uniformly elliptic equations F(∇u,D²u)=f(u) in the half plane, where f is locally Lipschitz continuous (with f(0)?0) and zero Dirichlet boundary conditions are imposed. The result is obtained without assuming the u or |∇u| are bounded.     

Large solution to nonlinear elliptic equation with nonlinear gradient terms

The aim of this paper is to study the qualitative behavior of large solutions to the following problem

     

Effective non-vanishing of global sections of multiple adjoint bundles for polarized 3-folds

Let X be a smooth complex projective variety of dimension 3 and let L be an ample line bundle on X. In this paper, we provide a lower bound for h⁰(m(K_X+L)) under the assumption that κ(K_X+L)≥0. In particular, we get the following: (1) if 0≤κ(K_X+L)≤2, then h⁰(K_X+L)>0 holds. (2) If κ(K_X+L)=3, then h⁰(2(K_X+L))≥3 holds. Moreover we get a classification of (X,L) with κ(K_X+L)=3 and h⁰(2(K_X+L))=3 or 4.     

On uniqueness of characteristic classes

We give an axiomatic characterization of maps from algebraic K-theory. The results apply to a large class of maps from algebraic K-theory to any suitable cohomology theory or to algebraic K-theory. In particular, we obtain comparison theorems for the Chern character and Chern classes and for the Adams operations and λ-operations on higher algebraic K-theory. We show that the Adams operations and λ-operations defined by Grayson agree with the ones defined by Gillet and Soulé.