​ This book describes problems in the field of performance analysis, primarily the study of storage systems and the diverse mathematical techniques that are required for solving them. Topics covered include best practices for scheduling I/O requests to a disk drive, how this problem is related to airplane boarding, and how both problems can be modeled using space-time geometry. Also provided is an explanation of how Riemann's proof of the analytic continuation and functional equation of the Riemann zeta function can be used to analyze express line queues in a minimarket. Overall, the book displays the surprising relevance of abstract mathematics that is not usually associated with applied mathematics topics. Advanced undergraduate students or graduate students with an interest in the applications of mathematics will find this book to be a useful resource. It will also be of interest to professional mathematicians who want exposure to the surprising ways that theoretical mathematics may be applied to engineering problems. To encourage further study, each chapter ends with notes pointing to various related topics that the reader may want pursue. This mathematically rigorous work was noted in the news section of the journal Nature, and in popular media such as New Scientist, The Wall Street Journal, The Guardian, and USA Today.

Over the last fifteen years a variety of problems in combinatorics have been solved in terms of random matrix theory. More precisely, the situation is as follows: the problems at hand are probabilistic in nature and, in an appropriate scaling limit, it turns out that certain key quantities associated with these problems behave statistically like the eigenvalues of a (large) random matrix. Said differently, random matrix theory provides a “stochastic special function theory” for a broad and growing class of problems in combinatorics. The goal of this book is to analyze in detail two key examples of this phenomenon, viz., Ulam's problem for increasing subsequences of random permutations and domino tilings of the Aztec diamond. Other examples are also described along the way, but in less detail. Techniques from many different areas in mathematics are needed to analyze these problems. These areas include combinatorics, probability theory, functional analysis, complex analysis, and the theory of integrable systems. The book is self-contained, and along the way we develop enough of the theory we need from each area that a general reader with, say, two or three years experience in graduate school can learn the subject directly from the text.

How does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? What are the biological bases of number knowledge? Do humans and other animals share similar numerical representations and processes? What underlies numerical and mathematical disabilities and disorders, and what is the prognosis for rehabilitation? These questions are the domain of mathematical cognition, the field of research concerned with the cognitive and neurological processes that underlie numerical and mathematical abilities. TheHandbook of Mathematical Cognition is a collection of 27 essays by leading researchers that provides a comprehensive review of this important research field.

The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research lifelong democratic access to powerful mathematical ideas advances in research methodologies influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.

No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.

Mathematical anxiety is a feeling of tension, apprehension or fear which arises when a person is faced with mathematical content. The negative consequences of mathematical anxiety are well-documented. Students with high levels of mathematical anxiety might underperform in important test situations, they tend to hold negative attitudes towards mathematics, and they are likely to opt out of elective mathematics courses, which also affects their career opportunities. Although at the university level many students do not continue to study mathematics, social science students are confronted with the fact that their disciplines involve learning about statistics - another potential source of anxiety for students who are uncomfortable with dealing with numerical content. Research on mathematical anxiety is a truly interdisciplinary field with contributions from educational, developmental, cognitive, social and neuroscience researchers. The current collection of papers demonstrates the diversity of the field, offering both new empirical contributions and reviews of existing studies. The contributors also outline future directions for this line of research.

This book includes selected peer-reviewed papers presented at the International Conference on Modeling, Simulation and Optimization (CoMSO 2021), organized by National Institute of Technology, Silchar, Assam, India, during December 16–18, 2021. The book covers topics of modeling, simulation and optimization, including computational modeling and simulation, system modeling and simulation, device/VLSI modeling and simulation, control theory and applications, modeling and simulation of energy systems and optimization. The book disseminates various models of diverse systems and includes solutions of emerging challenges of diverse scientific fields.

This book gives insight in the vivid research area of early mathematics learning. The collection of selected papers mirror the research topics presented at the third POEM conference. Thematically, the volume reflects the importance of this relatively new field of research. Structurally, the book tries to guide the reader through a variety of research aims and issues and is split into four parts. The first two parts concentrate on teacher professional development and child learning development; the third part pools research studies creating and evaluating designed learning situations; and the fourth part bridges focuses on parent-child-interaction.

Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.