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This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement.

AI-teknologin har redan stort genomslag i många samhällssektorer men vilken inverkan AI kan få på matematikundervisning är fortfarande relativt outforskat. Lärarstudenters enkätsvar om AI pekar på flera frågor som lärarutbildningen bör ta ställning till för att förbereda dem för AI:s roll i matematikklassrummen.

This study explores the perceptions of master's program students in Industrial Engineering and Management (IEM) at Umeå University, Sweden, concerning the current and future impact of artificial intelligence (AI) on their discipline. Employing a descriptive, cross-sectional survey design, we collected quantitative data from participants asked to assess AI's influence on decision-making, human-computer interactions, and information management, among other areas. While ordinal regression analysis revealed no significant correlation between the student's academic year and their survey responses, a Wilcoxon signed-rank test indicated a statistically significant belief that AI's impact on all surveyed areas would intensify within the next decade. Our findings suggest a need for engineering education to evolve to adequately equip future professionals for the expanding influence of AI in IEM. Furthermore, the results add to the ongoing discussion of AI's role in engineering education and the broader industrial engineering and management field.

För att underlätta övergången mellan gymnasie- och universitetsmatematik samt förbättra genomströmningen på den första matematikkursen för civilingenjörer vid Umeå universitet, har vi genomfört ett pedagogiskt projekt uppdelat i två steg. Vi inledde med att analysera resultaten från diagnostiska prov för nybörjarstudenter på civilingenjörsprogrammen, vilket avslöjade centrala kunskapsluckor. Med insikter från denna analys, skapade vi sedan självrättande quiz i lärplattformen Canvas för att effektivt täcka dessa luckor. Quizzen, fördelade över studenternas första matematikkurs, Endimensionell analys 1, har redan visat lovande resultat. Vi har observerat en märkbar ökning i genomströmningen på kursen, vilket tyder på att vår interaktiva inlärningsstrategi är framgångsrik. Trots detta står vi inför vissa utmaningar, inklusive att engagera studenterna att deltaga i de frivilliga quizarna och att finjustera själva frågorna. Vi ser fram emot att förbättra dessa aspekter i nästa fas av projektet, med målet att ytterligare stärka studenternas matematikkunskaper och deras framgång som ingenjörsstudenter.

We study the problem of classifying the holomorphic (m, n)-subharmonic morphisms in complex space. This determines which holomorphic mappings preserves m-subharmonicity in the sense that the composition of the holomorphic mapping with a m-subharmonic functions is n-subharmonic. We show that there are three different scenarios depending on the underlying dimensions, and the model itself. Either the holomorphic mappings are just the constant functions, or up to composition with a homotethetic map, canonical orthogonal projections. Finally, there is a more intriguing case when subharmonicity is gained.

We characterize those compact sets for which the Dirichlet problem has a solution within the class of continuous m-subharmonic functions defined on a compact set, and then within the class of m-harmonic functions.

Are we as educators of future engineers ready for the United Nations Agenda 2030 for sustainable development? We make a comparative study of the Master's programme in Industrial Engineering and Management at two Swedish Universities. Our conclusion is that we as educators and programme managers are not yet in the right process for Agenda 2030 and the necessary transition into a sustainable future.

Let  be a bounded domain, and let f be a real-valued function defined on the whole topological boundary . The aim of this paper is to find a characterization of the functions f which can be extended to the inside to a m-subharmonic function under suitable assumptions on . We shall do so using a function algebraic approach with focus on m-subharmonic functions defined on compact sets. We end this note with some remarks on approximation of m-subharmonic functions.