Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

A REVISIONARY APPROACH TO CROSS-CURRICULAR LITERACY WORK

In this dissertation, I use qualitative research methods to study relationships between compositionists and faculty in other disciplines in the context of cross-curricular literacy (CCL) work. Drawing on a two-year CCL project in the biology department, for which I was a participant observer, I argue that compositionists need to attend more carefully to issues that influence day-to-day interactions with disciplinary faculty in order to develop more meaningful CCL relationships. Toward that end, I offer a revisionary approach to cross-curricular literacy work that cultivates complex relationships by delaying consensus and embracing disconnection and disorientation. More specifically, I employ revisionary stance as a discursive strategy to complicate three key concepts in CCL literature and scholarship—expertise, change, and outcomes. I re-vision three texts produced during my time in the biology department in order to illuminate the complexities of negotiating expertise, recognizing change, and pursuing outcomes in CCL contexts. Given the reciprocal relationship between discursive and material change (Lee), I maintain that revision of CCL discourse can inspire revision on a pedagogical level, shaping how compositionists and disciplinary faculty participate in CCL interactions. Thus, a revisionary approach leads me to conceptualize revisionary pedagogy for cross-curricular literacy work. I theorize revisionary pedagogy as a means of fostering pedagogical relationships in CCL contexts, complicating how relationships are framed in traditional Writing Across the Curriculum/Writing in the Disciplines scholarship. The literature advances three main conceptual models of CCL, each of which embraces expertise, change, and outcomes in ways that sponsor potentially problematic relationships between compositionists and disciplinary faculty. I draw on Composition scholars’ rich conceptualization of revision (Jung; Lee; Welch) and pedagogy (Kameen; Qualley; Stenberg) to challenge the litany of next-best models and imagine alternative possibilities for relationships in CCL contexts. Revisionary pedagogy is a means of approaching material circumstances that reconstitutes how compositionists and disciplinary faculty conceive of and participate in CCL relationships.

An Intercomparison of Regional Atmospheric Circulation and the Melt Season Loss of Arctic Snow Cover and Sea Ice Extent Across the Land-Ocean Boundary

This study is designed to compare the monthly continental snow cover and sea ice extent loss in the Arctic with regional atmospheric conditions including: mean sea level pressure, 925 hPa air temperature, and mean wind direction among others during the melt season (March-August) over the 29-year study period 1979-2007. Little research has gone into studying the concurrent variations in the annual loss of continental snow cover and sea ice extent across the land-ocean boundary, since these data are largely stored in incompatible formats. However, the analysis of these data, averaged spatially over three autonomous study regions located in Siberia, North America, and Western Russia, reveals a distinct difference in the response of snow and sea ice to the atmospheric forcing. On average, sea ice extent is lost earlier in the year, in May, than snow cover, in June, although Arctic sea ice is located farther north than continental snow in all three study regions. Once the loss of snow and ice extent begins, snow cover is completely removed sooner than sea ice extent, even though ice loss begins earlier in the melt season. Further, the analysis of the atmospheric conditions surrounding loss of snow and ice cover over the independent study regions indicates that conditions of cool temperatures with strong northeasterly winds in the later melt season months are effective at removing sea ice cover, likely through ice divergence, as are warmer temperatures via southerly winds directly forcing melt. The results of this study set the framework for further analysis of the direct influence of snow cover loss on later melt season sea ice extents and the predictability of snow and sea ice extent responses to modeled future climate conditions

An Analysis of Anchitherine Equids Across the Eocene–Oligocene Boundary in the White River Group of the Western Great Plains

Anchitherine horses are a subfamily of equids that are abundantly represented in the late Eocene and early Oligocene of North America. This group has been heavily studied in the past, but important questions still remain. Some studies have focused on the Eocene-Oligocene boundary and have used these equids along with other taxa to study mammalian diet and climate change through this interval. I reexamine two anchitherine genera, Mesohippus and Miohippus, from stratigraphic sequences of the White River Group in western Nebraska and southwestern South Dakota. These sequences span the Chadronian (late Eocene), Orellan (early Oligocene), and Whitneyan (early Oligocene) North American land-mammal ages. The most recent revision of these genera was done by Prothero and Shubin (1989). I review the characters used for taxonomic identification. This includes characters such as the hypostyle, the articular facet on the third metatarsal, and dental dimensions. To avoid possible biases caused by combining specimens from different stratigraphic levels, specimens were separated by location and stratigraphic level. The length and width of cheek teeth, and tooth rows were measured on 488 specimens. First molar area serves as a proxy for body mass in horses and other mammals, and can be useful for distinguishing among species. Results indicate that the characters used by Prothero and Shubin were highly variable in anchitherine horses and are not useful for distinguishing between these genera. The development of the articular facet on the third metatarsal may be a function of body size and therefore may be of no more utility than first molar area. Variability in first molar area suggests the presence of three species in the medial and late Chadronian, two species in the Orellan, and at least two species in the Whitneyan. Due to a lack of objective criteria separating Mesohippus from Miohippus, I recommend synonymy of these genera, making Mesohippus a junior subjective synonym.

The Importance of Affirmative Action in the 21st Century: Building Transformational Alliances with Constituencies Across the Power Structure for Scholars, Students and Staff of Color at Predominantly European American Institutions.

The purpose of this session is to reject the notion that proactive Affirmative Action strategic plans are no longer needed at predominantly European American Institutions. Data reveal an inverse relationship between creating successful strategic plans for inclusion and negative reactions from the power structure.