| Filed | Form | Description | |
|---|---|---|---|
| 4/25/25 | DEFA14A | DEFA14A | → |
| 4/25/25 | DEF 14A | DEF 14A | → |
| 4/22/24 | DEF 14A | DEF 14A | → |
| 4/22/24 | DEFA14A | DEFA14A | → |
| 4/26/23 | DEF 14A | DEF 14A | → |
| 4/26/23 | DEFA14A | DEFA14A | → |
| ↓ | |||
| Filed | Form | Description | |
|---|---|---|---|
| 3/9/26 | 4 | 4 | → |
| 3/9/26 | 4 | 4 | → |
| 3/9/26 | 4 | 4 | → |
| 3/9/26 | 4 | 4 | → |
| 3/9/26 | 4 | 4 | → |
| 3/9/26 | 3 | FORM 3 | → |
| ↓ | |||
In mathematics education, a procept is an amalgam of three components: a "process" which produces a mathematical "object" and a "symbol" which is used to represent either process or object. It derives from the work of Eddie Gray and David O.