This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students’ mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students’ mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students’ potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristics of challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.

Computational methods are rapidly becoming major tools of theoretical, pharmaceutical, materials, and biological chemists. Accordingly, the mathematical models and numerical analysis that underlie these methods have an increasingly important and direct role to play in the progress of many areas of chemistry. This book explores the research interface between computational chemistry and the mathematical sciences. In language that is aimed at non-specialists, it documents some prominent examples of past successful cross-fertilizations between the fields and explores the mathematical research opportunities in a broad cross-section of chemical research frontiers. It also discusses cultural differences between the two fields and makes recommendations for overcoming those differences and generally promoting this interdisciplinary work.

This volume consists of papers presented at the Variational Analysis and Aerospace Engineering Workshop II held in Erice, Italy in September 2010 at the International School of Mathematics "Guido Stampacchia". The workshop provided a platform for aerospace engineers and mathematicians (from universities, research centers and industry) to discuss the advanced problems requiring an extensive application of mathematics. The presentations were dedicated to the most advanced subjects in engineering and, in particular to computational fluid dynamics methods, introduction of new materials, optimization in aerodynamics, structural optimization, space missions, flight mechanics, control theory and optimization, variational methods and applications, etc. This book will capture the interest of researchers from both academia and industry.

A strong and fluent competency in mathematics is a necessary condition for scientific, technological and economic progress. However, it is widely recognized that problem solving, reasoning, and thinking processes are critical areas in which students' performance lags far behind what should be expected and desired. Mathematics is indeed an important subject, but is also important to be able to use it in extra-mathematical contexts. Thinking strictly in terms of mathematics or thinking in terms of its relations with the real world involve quite different processes and issues. This book includes the revised papers presented at the NATO ARW "Information Technology and Mathematical Problem Solving Research", held in April 1991, in Viana do Castelo, Portugal, which focused on the implications of computerized learning environments and cognitive psychology research for these mathematical activities. In recent years, several committees, professional associations, and distinguished individuals throughout the world have put forward proposals to renew mathematics curricula, all emphasizing the importance of problem solving. In order to be successful, these reforming intentions require a theory-driven research base. But mathematics problem solving may be considered a "chaotic field" in which progress has been quite slow.

This volume stems from the Linde Hall Inaugural Math Symposium, held from February 22–24, 2019, at California Institute of Technology, Pasadena, California. The content isolates and discusses nine mathematical problems, or sets of problems, in a deep way, but starting from scratch. Included among them are the well-known problems of the classification of finite groups, the Navier-Stokes equations, the Birch and Swinnerton-Dyer conjecture, and the continuum hypothesis. The other five problems, also of substantial importance, concern the Lieb–Thirring inequalities, the equidistribution problems in number theory, surface bundles, ramification in covers and curves, and the gap and type problems in Fourier analysis. The problems are explained succinctly, with a discussion of what is known and an elucidation of the outstanding issues. An attempt is made to appeal to a wide audience, both in terms of the field of expertise and the level of the reader.

Contains 500 problems ranging over a wide spectrum of mathematics and of levels of difficulty.

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters’ mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students ́ and teachers ́ perspectives on mathematics learning, especially school compared to beyond-school mathematics.

Since long over the decades there has been a large transversal community of mathematicians grappling with the sophisticated challenges of the rigorous modelling and the spectral and scattering analysis of quantum systems of particles subject to an interaction so much localised to be considered with zero range. Such a community is experiencing fruitful and inspiring exchanges with experimental and theoretical physicists. This volume reflects such spirit, with a diverse range of original contributions by experts, presenting an up-to-date collection of most relevant results and challenging open problems. It has been conceived with the deliberate two-fold purpose of serving as an updated reference for recent results, mathematical tools, and the vast related literature on the one hand, and as a bridge towards several key open problems that will surely form the forthcoming research agenda in this field.

In the mid 1980s, the International Commission on Mathematical Instruction (ICMI) inaugurated a series of studies in mathematics education by comm- sioning one on the influence of technology and informatics on mathematics and its teaching. These studies are designed to thoroughly explore topics of c- temporary interest, by gathering together a group of experts who prepare a Study Volume that provides a considered assessment of the current state and a guide to further developments. Studies have embraced a range of issues, some central, such as the teaching of algebra, some closely related, such as the impact of history and psychology, and some looking at mathematics education from a particular perspective, such as cultural differences between East and West. These studies have been commissioned at the rate of about one per year. Once the ICMI Executive decides on the topic, one or two chairs are selected and then, in consultation with them, an International Program Committee (IPC) of about 12 experts is formed. The IPC then meets and prepares a Discussion Document that sets forth the issues and invites interested parties to submit papers. These papers are the basis for invitations to a Study Conference, at which the various dimensions of the topic are explored and a book, the Study Volume, is sketched out. The book is then put together in collaboration, mainly using electronic communication. The entire process typically takes about six years.

Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The Handbook of Research on Driving STEM Learning With Educational Technologies is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education.