Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

THE CONTROL OF VERTEBRATE PROBLEM ANIMALS IN THE PROVINCE OF THE CAPE OF GOOD HOPE, REPUBLIC OF SOUTH AFRICA

The policy of the Cape Provincial Department of Nature Conservation is based on the concept of "wise management" of wildlife resources. Where crop damage is real, control measures are essential. These, however, must be adapted to the species concerned and applied only where the damage is taking place. Blanket measures which also kill many useful species must be avoided. For this reason, the control of problem animals should be vested in the agency concerned with wildlife conservation.

AGRICULTURAL BIRD PROBLEMS IN THE SOUTHEAST

Our chairman has wisely asked that we not spend all of our time here telling each other about our bird problems. In the Southeast, our difficulties with blackbirds are based upon the same bird habits that cause trouble elsewhere: they flock, they roost and they eat, generally taking advantage of the readily available handouts that today's agricul¬tural practices provide. Those of us on the receiving end of these de¬predations of course think that damage in our own particular area must be far the worst, anywhere. Because of the location of our meeting place today, perhaps it is worthwhile to point out that a report prepared by our Bureau's Washington office this year outlined the problem of blackbird damage to corn in the Middle Atlantic States, the Great Lakes Region and in Florida, and then followed with this statement--"An equally serious problem occurs in rice and grain sorghum fields of Arkansas, Mississippi, Texas and Louisiana." The report also men¬tions that the largest winter concentrations of blackbirds are found in the lower Mississippi Valley. Our 1963-64 blackbird-starling survey showed 43 principal roosts totaling approximately 100 million of these birds in Virginia, the Carolinas, Georgia, Alabama, Tennessee and Kentucky. We have our own birds during the summer plus the "tourist" birds from up here and elsewhere during the winter, and all of these birds must eat, so suffice it to say that we, too, have some bird problems in the Southeast. I'm sure you're more interested in what we're doing about them. To keep this in perspective also, please bear in mind that against the magnitude of these problems, our blackbird control research staff at Gainesville consists of 3 biologists, 1 biochemist and one technician. And unfortunately, none of us happens to be a miracle worker. I think, though, we have made great progress toward solving the bird problems in the Southeast for the man-hours that have been expended in this re¬search. My only suggestion to those who are impatient about not having more answers is that they examine the budget that has been set up for this work. Only then could we intelligently discuss what might be expected as a reasonable rate of research progress. When I think about what we have accomplished in a short span of time, with very small expenditure, I can assure you that I am very proud of our small research crew at Gainesville--and I say this quite sincerely. At the Gainesville station, we work under two general research approaches to the bird damage problem. These projects have been assigned to us. The first is research on management of birds, particularly blackbirds and starlings destructive to crops or in feedlots, and, secondly, the development and the adaptation of those chemical compounds found to be toxic to birds but relatively safe to mammals. These approaches both require laboratory and field work that is further subdivided into several specific research projects. Without describing the details of these now, I want to mention some of our recent results. From the results, I'm sure you will gather the general objectives and some of the procedures used.