Over the last few decades, there have been significant developments in theoretical, experimental, and clinical approaches to understand the dynamics of cancer cells and their interactions with the immune system. These have led to the development of important methods for cancer therapy including virotherapy, immunotherapy, chemotherapy, targeted drug therapy, and many others. Along with this, there have also been some developments on analytical and computational models to help provide insights into clinical observations. This work develops a new mathematical model that combines important interactions between tumor cells and cells in the immune systems including natural killer cells, dendritic cells, and cytotoxic CD8⁺T cells combined with drug delivery to these cell sites. These interactions are described via a system of ordinary differential equations that are solved numerically. A stability analysis of this model is also performed to determine conditions for tumor-free equilibrium to be stable. We also study the influence of proliferation rates and drug interventions in the dynamics of all the cells involved. Another contribution is the development of a novel parameter estimation methodology to determine optimal parameters in the model that can reproduce a given dataset. Our results seem to suggest that the model employed is a robust candidate for studying the dynamics of tumor cells and it helps to provide the dynamic interactions between the tumor cells, immune system, and drug-response systems.

This paper examines the experiences of two elementary teachers’ implementation of mathematical modeling in their classrooms and how the enactment by the teachers and the engagement by students exhibited their creativity, critical thinking, collaboration and communication skills. In particular, we explore the questions: (1) How can phases of mathematical modeling as a process serve as a venue for exhibiting students’ critical 21st century skills? (2) What were some effective pedagogical practices teachers used as they implemented mathematical modeling with elementary students and how did these promote students’ 21st century skills? We propose that mathematical modeling provides space for teachers and students to have a collective experience through the iterative process of making sense of and building knowledge of important mathematical ideas while engaging in the critical 21st century skills necessary in our complex modern world.

In this work, the dynamics of the spread of COVID-19 is considered in the presence of both human-to-human transmission as well as environment-to-human transmission. Specifically, we expand and modify traditional epidemiological model for COVID-19 by incorporating a compartment to study the dynamics of pathogen concentration in the environmental reservoir, for instance concentration of droplets in closed spaces. We perform a mathematical analysis for the model proposed including an endemic equilibrium analysis as well as a next-generation approach both of which help to derive the basic reproduction number. We also study the e˚cacy of wearing a facemask through this model. Another important contribution of this work is the introduction to physics informed deep learning methods (PINNs) to study the dynamics. We propose this as an alternative to traditional numerical methods for solving system of differential equations used to describe dynamics of infectious diseases. Our results show that the proposed PINNs approach is a reliable candidate for both solving such systems and for helping identify important parameters that control the disease dynamics.

This case study focuses on a team of teachers and students in a Lesson Study, focused on using mathematical modeling (MM) to make significant decisions to design and plan for a sustainable edible garden in their community. We examined (a) how teachers develop students’ capacity to engage in mathematical modeling, while attending to equitable teaching practices; and (b) how teachers’ view of teaching through mathematics modeling changed after unit implementation. We found that teachers were deliberate in employing specific structures, routines, and tools to attend to equitable participation, when eliciting student thinking in the modeling process. We found that teachers’ view of mathematics modeling changed as they recognized how MM allowed for (a) integration of important mathematics concepts while giving students ownership of the mathematics; (b) opportunity to assess both content and 21st century process skills; and (c) positive energy that came from both students and teachers when teaching through the use of mathematical modeling. A promising strategy for preparing our youth for rigorous mathematics and skills to solve ill-structured problems is by integrating mathematical modeling in early elementary grades to develop critical 21st century skills and a productive disposition towards problem posing and problem solving.