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Chamila Malagoda Gamage

Publications and source records attributed to Chamila Malagoda Gamage.

4 recordsLinked to original sources

Continuous Dual Maximizers for Fixed-Reference Entropy-Regularized Wasserstein Barycenters

We study the fixed-reference entropy-regularized Wasserstein barycenter problem, in which a probability measure $η$ on the barycenter space is chosen before optimization and the $i$th transport plan is regularized relative to $ν_i\otimesη$. Earlier work established a dual formulation for this model and equality between the primal and dual optimal values. However, equality of values does not by itself guarantee that the dual supremum is achieved. Our main result shows that, on compact metric spaces with continuous transport costs, the dual problem admits maximizing potentials in the original class of continuous functions. For completeness, we also establish existence and uniqueness of the optimal tuple of transport plans and of the barycenter. The maximizing potentials recover the optimal plans through exponential primal--dual relations and give an explicit density of the barycenter with respect to $η$. This density is continuous and strictly positive. We further show that the potentials inherit regularity from the costs and are unique up to the natural additive gauge transformations. These results strengthen the known value-duality theory and provide a complete continuous primal--dual description of the fixed-reference regularized barycenter problem.

math.OC↗

Pre/Post-Assessment Cycles in Calculus: Supporting Student Preparation, Reflection, and Learning

This article describes a semester-long implementation of pre/post-assessment cycles in an undergraduate Calculus I course. The activity was designed to address a common difficulty in lower-division mathematics courses: students often enter a new unit without knowing which prior ideas are relevant, which concepts deserve special attention, or how to judge their own progress before high-stakes exams. Brief pre-assessments were administered before major course units, and related post-assessment questions revisited key ideas after instruction. Students also completed short reflection prompts about what they learned, what remained challenging, and how their understanding changed. The paper analyzes student performance data, participation patterns, and reflective responses to examine how these cycles supported preparation, reflection, and learning. The study contributes a practical model for embedding low-stakes assessment and reflection into the regular structure of an undergraduate mathematics course.

math.HO↗

Fast-Track ODE: A Flipped, Game-Based Summer Differential Equations Course

This article describes the implementation of a flipped, interactive, and game-based instructional design in an Elementary Differential Equations course taught during a six-week summer session. The course used real-time feedback, technology-supported visualization, collaborative problem solving, and mathematical games to support engagement, participation, and understanding in a fast-paced learning environment.

math.HO↗

Impact of Pre-Assessment and Post-Assessment in an Introductory Real Analysis Course

This study explores how pre- and post-assessments shape learning outcomes in an Introductory Real Analysis course. Pre-assessments act as learning roadmaps, highlighting prior knowledge and guiding student focus, while post-assessments measure growth and conceptual mastery. By analyzing student performance and feedback, we assess their impact on engagement, self-efficacy, and deeper mathematical understanding. The findings offer valuable insights for enhancing instructional strategies and fostering a more effective, student-centered learning experience in advanced mathematics.

math.HO↗