Here is the Plan: So What is the Question?

In this action research study of my classroom of 5th grade mathematics students, I investigated their understanding of the mathematical operations by having them write problems to match given equations. I discovered that writing a story to match an equation does provide insight into a student’s understanding of mathematical concepts, however, reading comprehension is a factor in the understanding. Readers who struggle with comprehension do struggle with understanding and writing math story problems. The discussion that follows the writing of a math story problem and the solving of the written problems helps to strengthen the students’ mathematical abilities as well as their communication skills and confidence levels. Through my study, students learned that it was alright to make mistakes because the learning from those mistakes is what is important. As a result of this research, I plan to continue to have students write stories to match given equations as a source of information about student understanding. I will continue to give opportunities to revisit those written problems as a tool to increase students’ comprehension and communication skills, as well as their confidence.

Tribute to Rod Gangwish and Mark Gustafson

President Williamson, honored guests and friends, it is such a pleasure to be here with you tonight, and such a privilege to deliver this tribute to our 2004 Nebraska Hall of Agricultural Achievement honorees, Rod Gangwish and Mark Gustafson.

Nebraska Builder Award Presented to Dr. Mark Gustafson

Few Nebraskans are as devoted to the University of Nebraska as Mark Gustafson. Driven by his belief that a strong university is key to a strong Nebraska economy, Mark is an advocate for the university in the local, state, and national arenas. He is a Nebraska delegate to the Council for Agricultural, Research, Extension, and Teaching, a national advocacy organization for higher education. Since 1991, he's been a member of Agriculture Builders of Nebraska, Inc., which supports UNL's Institute of Agriculture and Natural Resources, as well as the entire University, and has served three terms as president. He has served on the advisory councils for the UNL chancellor and the NU president and served on UNL's Future Nebraska Taskforce. He holds baccalaureate and master's degrees from UNL and a Ph.D. from the University of California-Berkeley. When he's not volunteering his time, Mark operates the family farm near Mead. He and his wife, Dianne, are the parents of two children - Christopher, a UNL alumnus, and Anneke, a UNL junior.

SAMPLING OF CORN TO ASSESS BIRD DAMAGE: A Preliminary Review of a Comprehensive Study

"How large a sample is needed to survey the bird damage to corn in a county in Ohio or New Jersey or South Dakota?" Like those in the Bureau of Sport Fisheries and Wildlife and the U.S.D.A. who have been faced with a question of this sort we found only meager information on which to base an answer, whether the problem related to a county in Ohio or to one in New Jersey, or elsewhere. Many sampling methods and rates of sampling did yield reliable estimates but the judgment was often intuitive or based on the reasonableness of the resulting data. Later, when planning the next study or survey, little additional information was available on whether 40 samples of 5 ears each or 5 samples of 200 ears should be examined, i.e., examination of a large number of small samples or a small number of large samples. What information is needed to make a reliable decision? Those of us involved with the Agricultural Experiment Station regional project concerned with the problems of bird damage to crops, known as NE-49, thought we might supply an ans¬wer if we had a corn field in which all the damage was measured. If all the damage were known, we could then sample this field in various ways and see how the estimates from these samplings compared to the actual damage and pin-point the best and most accurate sampling procedure. Eventually the investigators in four states became involved in this work1 and instead of one field we were able to broaden the geographical base by examining all the corn ears in 2 half-acre sections of fields in each state, 8 sections in all. When the corn had matured well past the dough stage, damage on each corn ear was assessed, without removing the ear from the stalk, by visually estimating the percent of the kernel surface which had been destroyed and rating it in one of 5 damage categories. Measurements (by row-centimeters) of the rows of kernels pecked by birds also were made on selected ears representing all categories and all parts of each field section. These measurements provided conversion factors that, when fed into a computer, were applied to the more than 72,000 visually assessed ears. The machine now had in its memory and could supply on demand a map showing each ear, its location and the intensity of the damage.