On the well-posedness of a mathematical model for lithium-ion batteries.

We discuss the well-posedness of a mathematical model that is used in the literature for the simulation of lithium-ion batteries. First, a mathematical model based on a macrohomogeneous approach is presented, following previous work. Then it is shown, from a physical and a mathematical point of view, that a boundary condition widely used in the literature is not correct. Although the errors could be just sign typos (which can be explained as carelessness in the use of d/dx versus d/dn, with n the outward unit vector) and authors using this model probably use the correct boundary condition when they solve it in order to do simulations, readers should be aware of the right choice. Therefore, the deduction of the correct boundary condition is done here, and a mathematical study of the well-posedness of the corresponding problem is presented.

Zig-zagging in geometrical reasoning in technological collaborative environments: a Mathematical Working Space-framed study concerning cognition and affect

This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further research on the conceptual structure underlying such interaction aimed at coping with the high complexity of its interpretation. The paper discusses the effectiveness of using a dynamic model such as that outlined in the Mathematical Working Spaces (MWS) framework, in order to describe the interplay between cognition and affect in the transitions from instrumental to discursive geneses in geometrical reasoning. The results based on empirical data from a teaching experiment at a middle school show that the use of dynamic geometry software favours students’ attitudinal and volitional dimensions and helps them to maintain productive affective pathways, affording greater intellectual independence in mathematical work and interaction with the context that impact learning opportunities in geometric proofs. The reflective and heuristic dimensions of teacher mediation in students’ learning is crucial in the transition from instrumental to discursive genesis and working stability in the Instrumental-Discursive plane of MWS.