Data science algorithms are on the way to becoming an integral part of every company, and we can already see the effects in many corporations that have invented their own data science teams and also implemented the latest data science algorithms. To be able to work with all the different challenges that are emerging, new powerful data science tools have been developed (e.g. Python, R, H2O, Weka, Tensorflow, Spark, Flink, BigML or KNIME). One balance that companies that want to use these new tools have to face is the cost of implementation vs. the enhanced development that they give in return. Nowadays, most of the advanced algorithms are open source and available on multiple platforms and programming languages, which helps to minimize the development cost challenges that each company has to overcome.

Still, one of the main dangers lurking inside these development teams is that they do not know what the state of the art of advanced algorithms is and which problem they can address. To help mitigate this problem, a review of algorithms has been implemented in this paper. This review gives us a perspective on which algorithms are being developed and which problem areas they can address. With the development of more powerful data science algorithms, we are also enabling the possibility of tackling more complex and interesting problems. However, one characteristic of the review is that there are missing algorithms from the many that are currently being produced and frequently selected by the community as the best performers in many benchmark datasets.

The study investigated mathematics teachers’ assessment of the impact of universal Basic education (UBE) programme goals on the implementation of the 9-year Basic education mathematics curriculum. Based on the purpose of the study, three research questions and three hypotheses guided the study. The population consisted of all mathematics primary school teachers in Owerri Educational Zone of Imo State. A sample of one hundred and fifty (150) mathematics primary school teachers was randomly  drawn from two (2) local governments( 1 urban and 1 rural ) Areas. Researchers made four points modified likert-type of questionnaire titled MATA19EMC with reliability coefficient of 0.82 was used for data collection. The data generated were analyzed using mean, standard deviation and Z-test statistical tools. The results of the study showed that irrespective of gender mathematics teachers at the basic educational level had positive assessment of the impact of universal Basic Education on teachers training and re-training and provision of instructional facilities/ instructional materials, poor assessment about the impact of UBE on provision of mathematics laboratory at the Basic educational level was recorded. It was recommended among others that mathematics   laboratories should be provided in primary schools where mathematics teachers and pupils can use them to improve teaching and learning of mathematics.

In this paper the fundamental definitions like linear operator, norm of a linear operator, continuityand boundedness have been extended into fuzzy soft settings in a different notion. Also some theorems related to these concepts have been proved  and the famous Hahn Banach theorem is established.

The study investigated the effect of multimedia Instructional approach on secondary school students’ achievement in mathematics in Owerri Municipal Council of Imo State. Quasi-experimental research design was used for the study adopting the pre-test, post-test non-equivalent control type. The population of the study consist of 3,266 senior secondary school two (SS11) students in Owerri Municipal Council. A sample of 165 students from two randomly selected secondary schools was used for the study. In each of the two schools selected, two intact classes were randomly selected and assigned experiment or control groups respectively. Experiment group was taught mathematics using multimedia instructional approach while the control group was taught using conventional “chalk and talk” approach. The instrument used for data collection was a 30 item researcher made objective questions titled “Mathematics Achievement Test”(MAT). It had reliability coefficient of 0.85 determined through Person’s Product Moment Correlation coefficient method. The data generated was analysed using mean and standard deviation to answer research questions while ANCOVA was used to test hypotheses at 0.05 level of significance. The result showed that, Multimedia Instructional Approach enhanced students’ achievement in mathematics across gender and ability levels. Based on the findings, it was recommended that mathematics teachers should be trained on the use of multimedia instructional approach in teaching and learning at the secondary school levels.