Now showing 1 - 6 of 6
  • Publication
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    A particle swarm optimisation approach to the generalised Fermat Point Problem: Rethinking how a problem is solved
    (Mathematics and Technology, LLC., 2023) ;
    Lim, Chu Wei
    This position paper claims that the way a mathematical problem is solved depends on the technology available to the problem-solver then. Drawing on the authors’ mathematical experience of finding a new solution to an old problem - the Generalised Fermat Point Problem, salient observations are drawn to illustrate how a problem solver’s experience can shaped by technological affordances.
      12
  • Publication
    Metadata only
    On function spaces related to d-spaces
    (2021)
    Liu, Bei
    ;
    Li, Qingguo
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    For certain property ℜ of topological T0-spaces, we prove that if T0-space Y has property ℜ, then [X,Y] endowed with the Isbell topology possesses ℜ for any T0-space X ; and if X has property ℜ for some non-empty space X, then so does Y.
    WOS© Citations 4Scopus© Citations 4  62
  • Publication
    Metadata only
    Applications of Scott-closed sets in convex structures
    (2022)
    Yue, Yueli
    ;
    Yao, Wei
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    The aim of this paper is to show that Scott-closed sets have a good application in convex structures. Firstly, based on remotehood system, we give a characterization of convex structure by the Kleisli monoid with respect to the Scott-closed set monad. Then, by an op-canonical lax extension of the Scott-closed set monad, we introduce convex convergence spaces and prove that convex structures are precisely the reflexive and transitive lax algebras. Finally, we study the relationship between ordered structures and separated convex structures.
    WOS© Citations 6Scopus© Citations 5  43
  • Publication
    Metadata only
    The WF-rank of topological spaces
    (2022)
    Li, Qingguo
    ;
    Liu, Bei
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    The class of well-filtered spaces is one of the important class of topological spaces in domain theory. Recently, the existence of well-filterification of T0-spaces has been established. In this paper, we introduce the definition of wf-rank and prove that for any ordinal α, there exists a T0-space whose wf-rank equals α.
      36
  • Publication
    Metadata only
    Computational thinking in mathematics: To be or not to be, that is the question
    (World Scientific, 2021) ;
    Looi, Chee-Kit
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    Huang, Wendy
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    ;
    Wu, Longkai
    Computational Thinking is a paradigm for problem solving with the goal that problems and their solutions can be executed by a computer. Because of one’s natural association of computer and computer programming, one is often misguided to think that computational thinking is solely reserved for the computer scientists and computer programmers. This chapter takes the stance that computational thinking is a generically useful way of thinking that is applicable across all disciplines, and in particular, mathematics. We highlight four design principles that mathematics teachers in Secondary Schools and Junior Colleges can apply to create lessons that promote computational thinking to forge mathematical ideas and enhance mathematics learning, which we term as “Math + C” lessons.
    Scopus© Citations 5  90
  • Publication
    Metadata only
    K-12 school mathematics curriculum: Insights on development, renewal and future orientation
    In Singapore, nationwide educational policies and movements have taken place frequently and within a short space of time from each other. In turn, such educational initiatives get translated into changes in curricula of every school subject – mathematics inclusive. In this chapter, we make an explicit connection between Singapore students’ PISA performance and the aforementioned curricular shifts by highlighting the major changes that have taken place in K-12 Singapore school mathematics curriculum, analysing them in terms of the shifts in curriculum ideologies. Then we map each of the dimensions of the PISA assessment framework with the components of the Singapore Mathematics Curriculum Framework to further substantiate the claim that “the [Singapore] education system and school mathematics curriculum contribute in part towards the success of Singapore’s students in … PISA” (Kaur et al., Mathematics education in Singapore. Springer, Singapore, 2019, p. 134). Additionally, we give some answers to the “Ten Questions for Mathematics Teachers … and how PISA can help answer them” (OECD, PISA, OECD Publishing, Paris, 2016) that are relevant to the Singapore context. Based on the twenty-first-century competencies identified, respectively, by the OECD and Ministry of Education (Singapore), we explore possible new directions the national mathematics curriculum may head towards and hope to peek into the future education landscape for Singapore mathematics.
      16