Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
2006 heralds the third year of The Montana Mathematics Enthusiast. The journal has undergone healthy mutations since its rebirth in April 2004. We now have in place since October 2005 an illustrious international editorial board and contributing editors with a very wide range of experience and expertise. The aims, scope and editorial information link on the journal website provides this information for the interested reader. The peer review process for papers submitted to the journal has also been smooth and timely, which has helped in attracting more submissions with quality control checks in place to maintain the scholarly status of the journal. TMME has also begun the process of acquiring indexing in well known research databases worldwide. The website statistics for Vol2no2 (August 2005) and TMME in general have been nothing short of staggering in terms of the places from which the journal was accessed. We have thus far been accessed from 91 different countries (!) and counting. A new statistical feature on the journal website allows readers to get a rolling glimpse of countries from which the journal is accessed based on the last 100 page loads. Sample statistics on journal access during the last five months is included at the end of this issue for the interested reader. The current issue: Volume 3, no1 is both wide in scope and dense with ideas, consisting of seven articles focused on topics within mathematics; mathematics and philosophy; mathematics education history; talent development and challenges for mathematically promising students. One underlying theme of many of the articles is ways in which mathematics can stimulate us, capture our imagination, and even excite us with its possibilities for teaching and learning from the elementary school level onto the professional levels. The geographic range of the authors attests to the benefits of open access for the wide dissemination of ideas without institutional and subscription restrictions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it