Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Confidence

In this action research study I focused on my eighth grade pre-algebra students’ abilities to attack problems with enthusiasm and self confidence whether they completely understand the concepts or not. I wanted to teach them specific strategies and introduce and use precise vocabulary as a part of the problem solving process in hopes that I would see students’ confidence improve as they worked with mathematics. I used non-routine problems and concept-related open-ended problems to teach and model problem solving strategies. I introduced and practiced communication with specific and precise vocabulary with the goal of increasing student confidence and lowering student anxiety when they were faced with mathematics problem solving. I discovered that although students were working more willingly on problem solving and more inclined to attempt word problems using the strategies introduced in class, they were still reluctant to use specific vocabulary as they communicated to solve problems. As a result of this research, my style of teaching problem solving will evolve so that I focus more specifically on strategies and use precise vocabulary. I will spend more time introducing strategies and necessary vocabulary at the beginning of the year and continue to focus on strategies and process in order to lower my students’ anxiety and thus increase their self confidence when it comes to doing mathematics, especially problem solving.

Thalassiosira praeoestrupii- A New Diatom Species for Recognizing the Miocene/Pliocene Epoch Boundary in Coastal California

A new diatom species, Thalassiosira praeoestrupii Dumont, Baldauf and Barron, is described. The first occurrence of T. praeoestrupii in coastal California diatom-bearing outcrops occurs between the last occurrence of Rouxia californica at 6.0 Ma, and the first occurrence of Thalassiosira oestrupii at 5.1 Ma. The latter two species have customarily been used to identify the Miocene/Pliocene boundary. Paleomagnetic studies at Santa Cruz, California, demonstrate that the first occurrence of T. praeoestrupii coincides with the top of magnetic polarity Chron 5, which closely approximates the Miocene/Pliocene Epoch boundary.

Collaboration as a Foundation for the Project Approach in Family Child Care

Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.