“EMS Press is pleased to announce that all 10 of its Subscribe To Open (S2O) journals will become open access for 2021, including its flagship publication Journal of the European Mathematical Society. The Press chose S2O as its preferred route to open access as it does not rely on author fees, allowing for equitable and sustainable open access with a focus on high-quality research….”
“Starting 1st January 2021, zbMATH is becoming an open access database. The mathematical community is invited to participate in its further development. This can be done either by becoming a reviewer or by sharing your ideas about the future development of zbMATH. Please note also our revised terms for the zbMATH Open web interface.
We are currently working on an API which will allow much of our data to be used for research and non-commercial purposes….”
“With its funding decision in 2019, the Joint Science Conference of the Federal Government and the Länder had paved the way for zbMATH Open. Now it is done: In an elaborate work process, the information service was transformed into an open access platform. This means that much of the data can be used freely for research purposes and for linking to other non-commercial services.
zbMATH (formerly Zentralblatt für Mathematik) provides comprehensive, scientifically deeply indexed information on mathematical publications, authors, software and references from 1886 to the present. However, the reusability of this wealth of knowledge and the possibilities of networking the related data had been severely limited by the previous licensing model.
The new zbMATH Open platform with its open interfaces will now enable the integration of other services and enhanced search functions, for example, for full texts from free digital libraries such as arXiv and EuDML. A further dimension of new applications is offered by the linkage with mathematical research data, which so far have been largely isolated and poorly indexed….”
“Researchers from Caltech’s DOLCIT group have open-sourced Fourier Neural Operator (FNO), a deep-learning method for solving partial differential equations (PDEs). FNO outperforms other existing deep-learning techniques for solving PDEs and is three orders of magnitude faster than traditional solvers….”
“As I watch how the open publishing landscape is evolving, I worry that we are approaching a new status quo and need to step back for a moment, and consider the impact on the ecosystem of funders, institutions, societies, publishers and academics (in their roles as both authors and readers).
I worry that in seeking openness, we are serving a blow to equity. It is a reality that in a time of a COVID-19 pandemic, institutions are suffering financially. Indeed, all participants of the research ecosystem are suffering. In this post I argue that funders, be they national or private, should consider directly funding their field through funding societies and institutions, with a focus on equitable distribution of funds across scholarly communities. Such an approach would temper the impact of the new status quo — the inexorable rise of the transformative agreement, which systematically disadvantages scholars at less wealthy institutions….”
Abstract: In this study we analyse the key driving factors of preprints in enhancing scholarly communication. To this end we use four groups of metrics, one referring to scholarly communication and based on bibliometric indicators (Web of Science and Scopus citations), while the others reflect usage (usage counts in Web of Science), capture (Mendeley readers) and social media attention (Tweets). Hereby we measure two effects associated with preprint publishing: publication delay and impact. We define and use several indicators to assess the impact of journal articles with previous preprint versions in arXiv. In particular, the indicators measure several times characterizing the process of arXiv preprints publishing and the reviewing process of the journal versions, and the ageing patterns of citations to preprints. In addition, we compare the observed patterns between preprints and non-OA articles without any previous preprint versions in arXiv. We could observe that the “early-view” and “open-access” effects of preprints contribute to a measurable citation and readership advantage of preprints. Articles with preprint versions are more likely to be mentioned in social media and have shorter Altmetric attention delay. Usage and capture prove to have only moderate but stronger correlation with citations than Tweets. The different slopes of the regression lines between the different indicators reflect different order of magnitude of usage, capture and citation data.
“Every day, dozens of like-minded mathematicians gather on an online forum called Zulip to build what they believe is the future of their field.
They’re all devotees of a software program called Lean. It’s a “proof assistant” that, in principle, can help mathematicians write proofs. But before Lean can do that, mathematicians themselves have to manually input mathematics into the program, translating thousands of years of accumulated knowledge into a form Lean can understand.
To many of the people involved, the virtues of the effort are nearly self-evident….”
“we believe that the mathematical community could and should engage into the creation of a line of arXiv overlay journals, covering the various areas of Mathematics, and publishing papers of the highest quality. We are thus launching, with the support of a group of colleagues who have accepted our invitation to serve as editors, an arXiv overlay journal in Mathematical Analysis, called Ars Inveniendi Analytica. This journal will benefit from the financial support of the University of Texas Libraries, and has been assisted in these initial stages by the Harvard Library, a member of the Confederation of Open Access Repositories….”
Abstract: Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC.