Description Reduction for Restricted Sets of (0,1) Matrices

* The research is supported partly by INTAS: 04-77-7173 project, http://www.intas.be

DML and RusDML – Virtual Library Initiatives for Covering All Mathematics Electronically

With the rapidly growing activities in electronic publishing ideas came up to install global repositories which deal with three mainstreams in this enterprise: storing the electronic material currently available, pursuing projects to solve the archiving problem for this material with the ambition to preserve the content in readable form for future generations, and to capture the printed literature in digital versions providing good access and search facilities for the readers. Long-term availability of published research articles in mathematics and easy access to them is a strong need for researchers working with mathematics. Hence in this domain some pioneering projects have been established addressing the above mentioned problems.

Generating More Boundary Elements of Subset Projections

Composition problem is considered for partition constrained vertex subsets of n dimensional unit cube E^n . Generating numerical characteristics of E^n subsets partitions is considered by means of the same characteristics in 1 − n dimensional unit cube, and construction of corresponding subsets is given for a special particular case. Using pairs of lower layer characteristic vectors for E^(1-n) more characteristic vectors for E^n are composed which are boundary from one side, and which take part in practical recognition of validness of a given candidate vector of partitions.

Discrete Models of Time-Fractional Diffusion in a Potential Well

Mathematics Subject Classification: 26A33, 45K05, 60J60, 60G50, 65N06, 80-99.

Kneser and Hereditarily Kneser Subgroups of a Profinite Group

2000 Mathematics Subject Classification: 20E18, 12G05, 12F10, 12F99.

Henselian Discrete Valued Fields Admitting One-Dimensional Local Class Field Theory

2000 Mathematics Subject Classification: 11S31 12E15 12F10 12J20.

Bulgarian Digital Mathematical Library BulDML and Czech Digital Mathematical Library DML-CZ as parts of the European Digital Mathematics Library EuDML

The paper presents in brief the Bulgarian Digital Mathematical Library BulDML and the Czech Digital Mathematical Library DML-CZ. Both libraries use the open source software DSpace and both are partners in the European Digital Mathematics Library EuDML. We describe their content and metadata schemas; outline the architecture system and overview the statistics of its use.

Probabilistic Models in Cryptography, Coding Theory and Tests for PRNG

2000 Mathematics Subject Classification: 94A29, 94B70

Discrete Time Bisexual Branching Processes in Varying Environments

2000 Mathematics Subject Classification: 60J80

Classification of Chenopodium Genus Populations and Species Based on Continuous and Categorical Variables

2000 Mathematics Subject Classification: 62P10, 62H30

A Computational Approach for the Statistical Estimation of Discrete Time Branching Processes with Immigration

2010 Mathematics Subject Classification: 60J80.

Lp extremal polynomials. Results and perspectives

2000 Mathematics Subject Classification: 30C40, 30D50, 30E10, 30E15, 42C05.

Selections, Paracompactness and Compactness

2000 Mathematics Subject Classification: 54C60, 54C65, 54D20, 54D30.

A comparison of content-based and context-based teaching on ninth-grade mathematics achievement

The purpose of this study was to determine if an experimental context-based delivery format for mathematics would be more effective than a traditional model for increasing the performance in mathematics of at-risk students in a public high school of choice, as evidenced by significant gains in achievement on the standards-based Mathematics subtest of the FCAT and final academic grades in Algebra I. The guiding rationale for this approach is captured in the Secretary's Commission on Achieving Necessary Skills (SCANS) report of 1992 that resulted in school-to-work initiatives (United States Department of Labor). Also, the charge for educational reform has been codified at the state level as Educational Accountability Act of 1971 (Florida Statutes, 1995) and at the national level as embodied in the No Child Left Behind Act of 2001. A particular focus of educational reform is low performing, at-risk students. ^ This dissertation explored the effects of a context-based curricular reform designed to enhance the content of Algebra I content utilizing a research design consisting of two delivery models: a traditional content-based course; and, a thematically structured, content-based course. In this case, the thematic element was business education as there are many advocates in career education who assert that this format engages students who are often otherwise disinterested in mathematics in a relevant, SCANS skills setting. The subjects in each supplementary course were ninth grade students who were both low performers in eighth grade mathematics and who had not passed the eighth grade administration of the standards-based FCAT Mathematics subtest. The sample size was limited to two groups of 25 students and two teachers. The site for this study was a public charter school. Student-generated performance data were analyzed using descriptive statistics. ^ Results indicated that contrary to the beliefs held by many, contextual presentation of content did not cause significant gains in either academic performance or test performance for those in the experimental treatment group. Further, results indicated that there was no meaningful difference in performance between the two groups. ^

The relationship between the secondary mathematics curriculum, college persistence, and success at an urban community college

According to Venezia, Kirst, and Antonio (2003) and Barth’s 2002 Thinking K16 Ticket to Nowhere report, the disconnect between K-12 and postsecondary education was a contributing factor to high attrition rates. Since mathematics emerged as a primary concern for college readiness, Barth (2002) called for improving student transitions from K-12 to postsecondary institutions through the use of state or local data. The purpose of the present study was to analyze mathematics course-taking patterns of secondary students in a local context and to evaluate high school characteristics in order to explore their relationships with Associate degree attainment or continuous enrollment at an urban community college. Also, this study extended a national study conducted by Clifford Adelman (The Toolbox Revisited, 2006) as it specifically focused on community college students that were not included his study. Furthermore, this study used the theoretical framework that human capital, social capital, and cultural capital influence habitus—an individual’s or a group’s learned inclination to behave within the parameters of the imposed prevailing culture and norms. Specifically, the school embedded culture as it relates to tracking worked as a reproduction tool of ultimate benefit for the privileged group (Oakes, 1994). ^ Using multilevel analysis, this ex post facto study examined non-causal relationships between math course-taking patterns and college persistence of public high school graduates who enrolled at the local community college for up to 6 years. One school-level variable (percent of racial/ethnic minorities) and 7 student-level variables (community college math proportion, remedial math attempts, race, gender, first-year credits earned, socioeconomic status, and summer credits earned) emerged as predictors for college persistence. Study results indicated that students who enter higher education at the community college may have had lower opportunities to learn and therefore needed higher levels of remediation, which was shown to detract students from degree completion. Community college leaders are called to partner with local high schools with high percentages of racial/ethnic minorities to design academic programs aimed at improving the academic preparation of high school students in mathematics and promote student engagement during the first year and summers of college. ^