Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

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.

Correlation of the middle Eocene Kellogg Shale of northern California

The Kellogg Shale of northern California has traditionally been considered to be late Eocene in age on the basis of benthic foraminifer, radiolarian, and diatom correlations. The 30-m-thick Kellogg section exposed west of Byron, California, however, contains middle Eocene planktonic foraminifers (Zone P12), coccoliths (Subzones CP13c and CP14a), silicoflagellates (Dictyocha hexacantha Zone), and diatoms. Quantitative studies of the silicoflagellates and diatoms show a general cooling trend through the section which is consistent with paleoclimatic trends for this part of the middle Eocene (ca. 42-45 Ma) from elsewhere in the world. Seven new silicoflagellate taxa (Corbisema angularis. C, exilis, C, hastate miranda, C. inermis ballantina, C. regina, Dictyocha byronalis, Naviculopsis Americana) and one new coccolithophorid species (Helicosphaera neolophota) are described.

Paleotemperature oscillations in the Middle and Late Miocene of the northeastern Pacific

The paleoclimatic and paleoceanographic history of the Middle and Late Miocene marginal eastern North Pacific as been studied in a north-to-south transect encompassing DSDP Site 173, the Newport Beach surface section, and DSDP Site 470, based on quantitative diatom and planktic foraminiferal analyses. Fourteen cold and 12 warm events that show close agreement with other microfossil studies as well as oxygen isotope records from low-latitude Pacific sites have been identified. Hiatuses are recognized at 7 to 6.5 Ma. 9.8 to 8.5 Ma, and 12 to 11 Ma at the three reference localities, and they correspond to widely recognized deep-sea hiatuses in the World Ocean.

Masculinities in Conflict: Representations of the Other in Narrative during the Spanish Civil War

In this article, I analyze the representation of the Other in three texts that were published during the Spanish Civil War: El infierno azul (1938?), by Republican Isidro R. Mendieta, and two closely related works by Falangist Jacinto Miquelarena: Cómo fui ejecutado en Madrid (1937) and El otro mundo: La vida en las embajadas de Madrid (1938). Although these texts adhere to different political ideologies and are stylistically very divergent, they are similar in their constant criticisms of the enemy. Furthermore, both Republicans and rebels tend to depict the enemy as possessing an inadequate masculinity. He is described, on one hand, as a beast or an animal, unable to control his instincts, and, on the other hand, as an unmanly and effeminate coward. Thus, for the construction of the nation, the Other presents an inappropriate masculinity, which is either excessive and uncontainable, or insufficient. Therefore, national ideologies seem to propose a normative masculinity that is located in an ambiguous middle ground: a masculinity that is able to control animal instincts yet capable of heroic acts.

Hydrogeologic Setting and Ground-Water Flow Simulations of the Eastern High Plains Regional Study Area, Nebraska

The transport of anthropogenic and natural contaminants to public-supply wells was evaluated in a part of the High Plains aquifer near York, Nebraska, as part of the U.S. Geological Survey National Water-Quality Assessment Program. The aquifer in the Eastern High Plains regional study area is composed of Quaternary alluvial deposits typical of the High Plains aquifer in eastern Nebraska and Kansas, is an important water source for agricultural irrigation and public water supply, and is susceptible and vulnerable to contamination. A six-layer, steady-state ground-water flow model of the High Plains aquifer near York, Nebraska, was constructed and calibrated to average conditions for the time period from 1997 to 2001. The calibrated model and advective particle-tracking simulations were used to compute areas contributing recharge and travel times from recharge areas to selected public-supply wells. Model results indicate recharge from agricultural irrigation return flow and precipitation (about 89 percent of inflow) provides most of the ground-water inflow, whereas the majority of ground-water discharge is to pumping wells (about 78 percent of outflow). Particle-tracking results indicate areas contributing recharge to public-supply wells extend northwest because of the natural ground-water gradient from the northwest to the southeast across the study area. Particle-tracking simulations indicate most ground-water travel times from areas contributing recharge range from 20 to more than 100 years but that some ground water, especially that in the lower confined unit, originates at the upgradient model boundary instead of at the water table in the study area and has travel times of thousands of years.