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.

Sapro-Zoonotic Risks Posed by Wild Birds in Agricultural Landscapes

There are over 1400 catalogued human pathogens, with approximately 62% classified as zoonotic (Taylor et al., 2001). Most evidence of direct transmission of pathogens to humans involves domestic and companion animals, whereas the reservoir for most zoonoses is wildlife; yet there are relatively few well-documented cases for the direct involvement of transmission from wildlife to humans (Kruse et al., 2004). In part, this absence of evidence reflects the mobility of wildlife, the difficulty accessing relevant samples, and the smaller number of studies focused on characterizing wildlife pathogens relative to the human and veterinary literature (McDiarmid, 1969; Davis et al., 1971; Hubalek, 2004).