Changes in diet are heavily associated with high mortality rates in several types of cancer. In this paper, a new mathematical model of tumor cells growth is established to dynamically demonstrate the effects of abnormal cell progression on the cells affected by the tumor in terms of the immune system’s functionality and normal cells’ dynamic growth. This model is called the normal-tumor-immune-unhealthy diet model (NTIUNHDM) and governed by a system of ordinary differential equations. In the NTIUNHDM, there are three main populations normal cells, tumor cell and immune cells. The model is discussed analytically and numerically by utilizing a fourth-order Runge–Kutta method. The dynamic behavior of the NTIUNHDM is discussed by analyzing the stability of the system at various equilibrium points and the Mathematica software is used to simulate the model. From analysis and simulation of the NTIUNHDM, it can be deduced that instability of the response stage, due to a weak immune system, is classified as one of the main reasons for the coexistence of abnormal cells and normal cells. Additionally, it is obvious that the NTIUNHDM has only one stable case when abnormal cells begin progressing into early stages of tumor cells such that the immune cells are generated once. Thus, early boosting of the immune system might contribute to reducing the risk of cancer.

Preparing students with knowledge and expertise in science, technology, engineering, and mathematics (STEM) is vital in meeting the demand for digital age career opportunities. Nevertheless, there is sparse research on teachers' views of student preparedness and teachers' knowledge of STEM in classroom instruction. The present study examines secondary school teachers' perceptions of STEM pedagogical content knowledge (STEMPCK). An online survey was administered to 66 Malaysian secondary school teachers through Google Forms to determine their perspectives of STEMPCK. Data were collected and analyzed using IBM SPSS Statistics Version 20.0. The descriptive analysis showed that the selected teachers highly agreed on the pedagogical knowledge and knowledge of 21st century skill components of STEMPCK. However, the non-parametric analysis showed no significant mean differences in STEMPCK scores based on gender, educational qualification, and teaching experience. The study's implications suggest that teachers in these fields should be equipped with the necessary knowledge to be more confident in implementing STEM teaching in their respective schools.

Background: In the literature, there exists several approaches to address the multi-objective linear fractional programming problem (MOLFPP). However, there is a drawback to these methods. Aim: This paper presents an efficient method treating the MOLFPP. Methodology: To construct our approach,the membership functions of the objectives, suitable non-linear variable transformations, and max-min technique are used. Results: In our proposed method, the MOLFPP is finally changed into a linear programming problem (LPP). It is proven that the optimal solution of the LPP is an efficient solution for the MOLFPP. Conclusion: Numerical examples are solved, and the results demonstrate that our method with less computational expenses and cost reach the efficient solutions.

Diet has long been considered a risk factor related to an increased risk of cancer. This challenges us to understand the relationship between the immune system and diet when abnormal cells appear in a tissue. In this paper, we propose and analyze a model from the point of view of a person who follows a healthy diet, i.e., one correlated to the food pyramid, and a person who follows an unhealthy diet. Normal cells and immune cells are used in the design of the model, which aims to describe how the immune system functions when abnormal cells appear in a tissue. The results show that the immune system is able to inhibit and eliminate abnormal cells through the three following stages: the response stage, the interaction stage, and the recovery stage. Specifically, the failure of the immune system to accomplish the interaction stage occurs when a person follows an unhealthy diet. According to the analysis and simulation of our model, we can deduce that dietary pattern has a significant impact on the functioning of the immune system.

In this paper, we establish and examine a mathematical model that combines the effects of vitamins intervention on strengthening the immune system and its role in suppressing and delaying the growth and division of tumour cells. In order to accomplish this, we propose a tumour–immune–vitamins model (TIVM) governed by ordinary differential equations and comprised of two populations, namely tumour and immune cells. It is presumed that the source of vitamins in TIVM originates from organic foods and beverages, based on the food pyramid. The simulation of TIVM employs the fourth order Runge–Kutta method. It is found from the analysis and simulation results that one of the side effects of weakening the immune system is the possibility of transforming immune cells into immune cancer cells to prevent or delay the growth and division of tumour cells. Evidently, for regular intakes of vitamins, which is projected at 55% of vitamins per day, the immune system is strengthened, preventing the production of tumour cells.

Mathematical modelling is essential in mathematics education, presenting real-world problems in mathematical terms. This systematic literature review aims to evaluate the effectiveness of mathematical modelling in education and its implications for teaching and learning. The review used the PRISMA approach and a systematic search of electronic databases to identify relevant articles. The review identified key themes, including the impact of mathematical modelling activities on students’ learning development and the challenges of these activities. It identified patterns and trends in students’ achievement and skills through modelling activities, the effectiveness of enhancing mathematical learning development, and the challenges in implementing mathematical modelling. Key findings revealed the varying impact of different approaches on diverse modelling tasks. The review emphasized the need for educators to prepare for mathematical modelling practices and suggested that their effectiveness depends on task nature, learners’ age, and learning context. Future research should refined best practices, standardize classroom materials, and explore innovative approaches.