Why Are We Writing? This is Math Class!

In this action research study of my classroom of 8th grade mathematics, I investigated writing in the content area. I have realized how important it is for students to be able to communicate mathematical thoughts to help gain a deeper understanding of the content. As a result of this research, I plan to enforce the use of writing thoughts and ideas regarding math problems. Writers develop skills and generate new thoughts and ideas every time they sit down to write. Writing evolves and grows with ongoing practice, and that means thinking skills mature along with it. Writing is a classroom activity which offers the possibility for students to develop a deeper understanding of the mathematics they are learning. Writing encourages students to reflect on and explore their reasoning and to extend their thinking and understanding. Students are often content with manipulating symbols and doing routine math problems, without ever reaching a deep and personal understanding of the material. My goal through this project was to help students understand why they were doing certain operations to solve math problems. Writing is an essential tool for thinking and is fundamental in every class, in every subject, and on every level of thinking; skills in writing must be practiced and refined, and students must have frequent opportunities to write across the curriculum. Communication in mathematics is not a simple and unambiguous activity.

Impact of Bottom Flange Confinement Reinforcement on Performance of Prestressed Concrete Bridge Girders

For many years AASHTO provided no recommendation to state DOT’s on bottom flange confinement reinforcement for their bridge superstructures. The 1996 edition of AASHTO Standard Specification for Highway Bridges stated that nominal reinforcement be placed to enclose the prestressing steel from the end of the girder for at least a distance equal to the girder’s height. A few years later the 2004 AASHTO LRFD Bridge Design Specification changed the distance over which the confinement was to be distributed from 1.0h to 1.5h, and gave minimum requirements for the amount of steel to be used, No.3 bars, and their maximum spacing, not to exceed 6”. Research was undertaken to study what impact, if any, confinement reinforcement has on the performance of prestressed concrete bridge girders. Of particular interest was the effect confinement had on the transfer length, development length, and vertical shear capacity of the fore mentioned members. First, an analytical investigation was performed on the subject, and then an experimental investigation followed which consisted of designing, fabricating, and testing eight tee-girders and three NU1100 girders with particular attention paid to the amount and distribution of confinement reinforcement placed at the end of each girder. The results of the study show: 1) neither the amount or distribution of confinement reinforcement had a significant effect on the initial or final transfer length of the prestress strands; 2) at the AASHTO calculated development length, no significant impact from confinement was found on either the nominal flexural capacity of bridge girders or bond capacity of the prestressing steel; 3) the effects from varied confinement reinforcement on the shear resistance of girders tested was negligible, however, distribution of confinement did show to have an impact on the prestressed strands’ bond capacity; 4) confinement distribution across the entire girder did increase ductility and reduced cracking under extreme loading conditions.