6 research outputs found
Miscellaneous Properties Of Full Graphs
No full textIn this paper, we stablish miscellaneous properties of the full graph of a graph. We obtain characterizations of this graph. Also, we prove that for any connected graph G, the full graph of G is not separable
Edge Hubtic Number in Graphs
No full textBy a graph G = (V,E), we mean a finite and undirected graph without loops and multiple edges. A graph G with p vertices and q edges is called a (p, q) graph, the number p is referred to as the order of a graph G and q is referred to as the size of a graph G
Hubtic number in graphs
No full textThe maximum order of partition of the vertex set into hub sets is called hubtic number of and denoted by . In this paper we determine the hubtic number of some standard graphs. Also we obtain bounds for . And we characterize the class of all graphs for which
D-integrity and E-integrity numbers in graphs
No full textInspired by the definition of integrity and the alternative formulations for integrity, we investigate the D−Integrity and E−Integrity numbers of a graph in the present study. The D-Integrity number of a graph G is denoted by DIk(G) defined as: DIk(G) = ∑ p Dk (G), and the E -Integrity number of a graph G, is denoted by E Il (G) defined as: E Il (G) = ∑ p El (G). In this paper, we establish k=1 l=0 the general formulas for the D−Integrity and E−Integrity numbers of some classes of graphs. Also, some properties of D−Integrity and E−Integrity numbers are established
The Dynamics of Traditional Knowledge in the Context of Ethnomatematics: A Literatur Review
No full textAbstract: Traditional knowledge plays a crucial role in preserving biodiversity and public health and can be utilized to teach mathematical concepts. This study aims to examine the dynamics of traditional knowledge in the context of mathematics through a literature-based approach. Traditional knowledge is often overlooked in the development of modern mathematics curricula, yet it holds significant value in understanding the origins and mathematical thinking across various cultures. Through a qualitative approach and Systematic Literature Review (SLR) method, this research investigates the participation and influence of traditional knowledge on the development of mathematical concepts. Analysis is conducted on various scholarly works, literature, and journals to understand how traditional knowledge informs and shapes current mathematical practices. The findings of this study reveal that traditional knowledge plays a role in the development of mathematics through ethnomathematics, which utilizes mathematical concepts within different cultures, and through mathematical activities in traditional games, providing an alternative foundation in elementary school mathematics education, and a strong connection between mathematics, traditional culture, and mathematics learning. Our result of this paper can provide new insights into how traditional knowledge remains relevant in the context of modern mathematics education and provide a basis for further research in enriching inclusive and culturally-based mathematics learning approaches. This research has important implications for appreciating and understanding the diversity of mathematical knowledge worldwid
