Oral and Written Communication in Classroom Mathematics

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of an increase in student oral and written communication on student level of understanding and student self-confidence. I also investigated the changes in my teaching as I increased opportunities for student oral and written communication of mathematics. While I discovered that student level of understanding was not necessarily increased if written communications were increased, I did find that there seemed to be a rise in student level of self-confidence and understanding throughout the course of the research project due to an increase in oral communication. Additionally, my intentions as a teacher were to become less dominating as communication was increased, but the opposite occurred. As a result of this research, I plan to continue to allow oral discourse to take place in my classroom much like it has in the past.

Reading as a Learning Strategy for Mathematics

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn independently. Teacher observations, student surveys, and student interviews provide quantitative evidence of increased student understanding and achievement. As a result of this research, I plan to continue utilizing the reading guides and incorporating reading as a method of learning mathematics within my classrooms.

Temporal and Spatial Patterns of Avifauna on Wetlands in the Vicinity of Bush Field Airport, Augusta, Georgia, USA

Responding to a U.S. Federal court order to improve discharged wastewater quality, Augusta, Georgia initiated development of artificial wetlands in 1997 to treat effluents. Because of the proximity to Augusta Regional Airport at Bush Field, the U.S. Federal Aviation Administration expressed concern for potential increased hazard to aircraft posed by birds attracted to these wetlands. We commenced weekly low-level aerial surveys of habitats in the area beginning January, 1998. Over a one-year period, 49 surveys identified approximately 42,000 birds representing 52 species, including protected Wood Storks and Bald Eagles, using wetlands within 8 km of the airport. More birds were observed during the mid-winter and fall/spring migratory seasons (1,048 birds/survey; October - April) than during the breeding/post-breeding seasons (394 birds/survey; May - September). In winter, waterfowl dominated the avian assemblage (65% of all birds). During summer, wading birds were most abundant (56% of all birds). Habitat changes within the artificial wetlands produced fish kills and exposed mudflats, resulting in increased use by wading birds and shorebirds. No aquatic birds were implicated in 1998 bird strikes, and most birds involved could safely be placed within songbird categories. Airport incident reports further implicated songbirds. These findings suggested that efforts to decrease numbers of songbirds on the airport property must be included in the development of a wildlife hazard management plan. Seasonal differences in site use among species groups should also be considered in any such plan. Other wetlands within 8 km of the airport supported as many or more birds than the artificial wetlands. With proper management of the artificial wetlands, it should be possible to successfully displace waterfowl and wading birds to other wetlands further from the airport.