Super edge-magic deficiency of join-product graphs

A graph $G$ is called \textit{super edge-magic} if there exists a bijective function $f$ from $V(G) \cup E(G)$ to $\{1, 2, \ldots, |V(G) \cup E(G)|\}$ such that $f(V(G)) = \{1, 2, \ldots, |V(G)|\}$ and $f(x) + f(xy) + f(y)$ is a constant $k$ for every edge $xy$ of $G$. Furthermore, the \textit{super edge-magic deficiency} of a graph $G$ is either the minimum nonnegative integer $n$ such that $G \cup nK_1$ is super edge-magic or $+\infty$ if there exists no such integer. \emph{Join product} of two graphs is their graph union with additional edges that connect all vertices of the first graph to each vertex of the second graph. In this paper, we study the super edge-magic deficiencies of a wheel minus an edge and join products of a path, a star, and a cycle, respectively, with isolated vertices.Comment: 11 page

Recent studies on the super edge-magic deficiency of graphs

A graph $G$ is called edge-magic if there exists a bijective function $f:V\left(G\right) \cup E\left(G\right)\rightarrow \left\{1, 2, \ldots , \left\vert V\left( G\right) \right\vert +\left\vert E\left( G\right) \right\vert \right\}$ such that $f\left(u\right) + f\left(v\right) + f\left(uv\right)$ is a constant for each $uv\in E\left( G\right)$. Also, $G$ is said to be super edge-magic if $f\left(V \left(G\right)\right) =\left\{1, 2, \ldots , \left\vert V\left( G\right) \right\vert \right\}$. Furthermore, the super edge-magic deficiency $\mu_{s}\left(G\right)$ of a graph $G$ is defined to be either the smallest nonnegative integer $n$ with the property that $G \cup nK_{1}$ is super edge-magic or $+ \infty$ if there exists no such integer $n$. In this paper, we introduce the parameter $l\left(n\right)$ as the minimum size of a graph $G$ of order $n$ for which all graphs of order $n$ and size at least $l\left(n\right)$ have $\mu_{s} \left( G \right)=+\infty$, and provide lower and upper bounds for $l\left(G\right)$. Imran, Baig, and Fe\u{n}ov\u{c}\'{i}kov\'{a} established that for integers $n$ with $n\equiv 0\pmod{4}$, $\mu_{s}\left(D_{n}\right) \leq 3n/2-1$, where $D_{n}$ is the cartesian product of the cycle $C_{n}$ of order $n$ and the complete graph $K_{2}$ of order $2$. We improve this bound by showing that $\mu_{s}\left(D_{n}\right) \leq n+1$ when $n \geq 4$ is even. Enomoto, Llad\'{o}, Nakamigawa, and Ringel posed the conjecture that every nontrivial tree is super edge-magic. We propose a new approach to attak this conjecture. This approach may also help to resolve another labeling conjecture on trees by Graham and Sloane

Super Edge-magic Labeling of Graphs: Deficiency and Maximality

A graph G of order p and size q is called super edge-magic if there exists a bijective function f from V(G) U E(G) to {1, 2, 3, ..., p+q} such that f(x) + f(xy) + f(y) is a constant for every edge $xy \in E(G)$ and f(V(G)) = {1, 2, 3, ..., p}. The super edge-magic deficiency of a graph G is either the smallest nonnegative integer n such that G U nK_1 is super edge-magic or +~ if there exists no such integer n. In this paper, we study the super edge-magic deficiency of join product graphs. We found a lower bound of the super edge-magic deficiency of join product of any connected graph with isolated vertices and a better upper bound of the super edge-magic deficiency of join product of super edge-magic graphs with isolated vertices. Also, we provide constructions of some maximal graphs, ie. super edge-magic graphs with maximal number of edges

Magic and antimagic labeling of graphs

"A bijection mapping that assigns natural numbers to vertices and/or edges of a graph is called a labeling. In this thesis, we consider graph labelings that have weights associated with each edge and/or vertex. If all the vertex weights (respectively, edge weights) have the same value then the labeling is called magic. If the weight is different for every vertex (respectively, every edge) then we called the labeling antimagic. In this thesis we introduce some variations of magic and antimagic labelings and discuss their properties and provide corresponding labeling schemes. There are two main parts in this thesis. One main part is on vertex labeling and the other main part is on edge labeling."Doctor of Philosoph

Montana Kaimin, November 8, 1991

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/9460/thumbnail.jp

Spartan Daily, March 19, 1992

Volume 98, Issue 39https://scholarworks.sjsu.edu/spartandaily/8252/thumbnail.jp

Enhancing Students' Combinatorial Thinking for Graceful Coloring Problem: A STEM-Based, Research-Informed Approach in ATM Placement

Combinatorial generalization thinking, a component of higher-order thinking skills, encompasses perception (pattern identification), expressions (pattern illustration), symbolic expressions (pattern formulation), and manipulation (combinatorial results application). Implementing a research-based learning (RBL) model with a Science, Technology, Engineering, and Mathematics (STEM) approach can effectively transform students' learning processes, promoting experiential learning through the integration of STEM elements. This study employs a mixed-method research design, combining quantitative and qualitative methodologies, to evaluate the impact of this RBL-STEM model on students' ability to solve graceful coloring problems, hence developing their combinatorial thinking skills. Two distinct classes, one experimental and one control, were analyzed for statistical homogeneity, normality, and independent t-test comparisons. Results indicated a significant post-test t-score difference between the two groups. Consequently, we conclude that the RBL model with a STEM approach significantly enhances students' combinatorial generalization thinking skills in solving graceful coloring problems. As this research provides empirical evidence of the effectiveness of a STEM-based RBL model, educators, and curriculum developers are encouraged to incorporate this approach into their instructional strategies for enhancing combinatorial thinking skills. Future research should consider various contexts and diverse student populations to further validate and generalize these findings