The Role of Manipulatives in the Eighth Grade Mathematics Classroom

In this action research study of my classroom of eighth grade mathematics, I investigated the use of manipulatives and its impact on student attitude and understanding. I discovered that overall, students enjoy using manipulatives, not necessarily for the benefit of learning, but because it actively engages them in each lesson. I also found that students did perform better on exams when students were asked to solve problems using manipulatives in place of formal written representations of situations. In the course of this investigation, I also uncovered that student attitude toward mathematics improved when greater manipulative use was infused into the lessons. Students felt more confident that they understood the material, which translated into a better attitude regarding math class. As a result of this research, I plan to find ways to implement manipulatives in my teaching on a more regular basis. I intend to create lessons with manipulatives that will engage both hands and minds for the learners.

Writing In Math Class? Written Communication in the Mathematics Classroom

In this action research study of my seventh grade mathematics classroom, I investigated what written communication within the mathematics classroom would look like. I increased vocabulary instruction of specific mathematical terms for my students to use in their writing. I also looked at what I would have to do differently in my teaching in order for my students to be successful in their writing. Although my students said that using writing to explain mathematics helped them to better understand the math, my research revealed that student writing did not necessarily translate to improved scores. After direct instruction and practice on math vocabulary, my students did use the vocabulary words more often in their writing; however, my students used the words more like they would in spelling sentences rather than to show what it meant and how it can be applied within their written explanation in math. In my teaching, I discovered I tried many different strategies to help my students be successful. I was very deliberate in my language and usage of vocabulary words and also in my explanations of various math concepts. As a result of this research, I plan to continue having my students use writing to communicate within the mathematics classroom. I will keep using some of the strategies I found successful. I also will be very deliberate in using vocabulary words and stress the use of vocabulary words with my students in the future.

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.

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.

A Avaliação na sala de aula de matemática: práticas e concepções

This research aims to understand the assessment practices used by teachers at a public state school in the city of Cunha, Sao Paulo. To this end, we interviewed five mathematics teachers, who answered a questionnaire with five questions. The responses were analyzed according to the rigor of phenomenological research. To understand the investigation region, that is to say, the meaning of evaluation, we proceeded to a review of studies on the subject in authors like Buriasco (2002), Pavanello (2006), Hoffmann (1994), expressive in Mathematics Education that allows us to explain the concept of prevailing interpretation in the area. The phenomenological analysis enabled the development of three categories open revealing the concept of evaluation of teachers investigated. The first shows the review As a way to measure the knowledge acquired by the student. His interpretation leads us to understand that for some teachers, the research subjects, the assessment becomes a method to ' measure ' the knowledge acquired by the student. The second category, expressed by As a way of understanding the student's behavior in class, shows that some of the interviewees understand the evaluation as a medium that reveals and appreciates the ways of the student behave in class. Finally, the third category refers to the evaluation by means of said instruments. On this subject the claim that the assessment is through instruments such that: evidence, exercise lists, among others. In summary, interviews and categories analyzed explain the ways in which the assessment reveals the concept of implicit learning the instruments used in the evaluation practices of teachers interviewed. However, the authors read, evaluation is a necessary and permanent teaching job in teaching, which must follow step by step the process of teaching and learning. It follows, ... (Complete abstract click electronic access below)

Revised Diagnostic Criteria for Vogt-Koyanagi-Harada Disease: Considerations on the Different Disease Categories

PURPOSE: To evalulate the applicability of the Revised Diagnostic Criteria for Vogt-Koyanagi-Harada (VKH) disease to Brazilian patients and to verify the association between different disease categories, clinical parameters, and the presence of HLA-DRB1*0405. DESIGN: A retrospective observational case series. METHODS: Medical charts of 67 patients (10 to 64 years in age; 12 men and 55 women), from the Uveitis Service, Hospital das Clinicas, University of Sao Paulo School of Medicine (HCFMUSP), Sao Paulo, Brazil were reviewed. Patients, previously diagnosed with VKH disease using criteria proposed by the American Uveitis Society, underwent retrospective classification based on the Revised Diagnostic Criteria. The degree of concordance was assessed. At presentation, 46 patients (69%) were in the early phase. In this group, the mean time from disease onset to treatment was 15 days (range, one to 30 days). Forty-eight patients (72%) were typed for HLA-DRB1*0405 by polymerase chain reaction-sequence specific primer and polymerase chain reaction,sequence, specific oligonucleotides primer. Disease categories, phase at initial presentation, and ocular complications were analyzed. RESULTS: There was a 100% of concordance between the two criteria. Disease was classified as complete in 10 patients (15%), incomplete in 37 patients (55%), and probable in 20 patients (30%). In each group, respectively, 90%, 76%, and 45% were in the early phase at presentation (P = .017). There was no association between disease categories, the presence of HLA-DRB1*0405, and clinical parameters. CONCLUSION. The Revised Diagnostic Criteria proved useful for diagnosis of VKH disease in Brazilian patients. The present retrospective study did not find any association between disease category and severity parameters. To better understand the relevance of disease categories, a minimum follow-up period to categorize patients should be included in future prospective studies. (Am J Ophthalmol 2009;147:339-345. (C) 2009 by Elsevier Inc. All rights reserved.)

Are biological species and higher-ranking categories real? Fish folk taxonomy on Brazil`s Atlantic Forest coast and in the Amazon

Analysis of Brazilian fishers` classifications of 24 marine (Atlantic coast) and 24 freshwater (Amazon) fish species reveals that fishers from the Atlantic coast identify fish mainly through generic names (primary lexemes), while riverine Amazonian fishers typically identify them through binomials. The similarity of Amazonian fish species seems to contribute to the detailed folk taxonomy used by riverine fishers. High-ranking groups called ""relatives"" or ""cousins"" are sorted by fishers in terms of similarities of habitat, diet, and morphology and, secondarily, behavior. The general correspondence between the folk and scientific taxonomies reinforces the reality of both the supracategories used by these fishers and the biological groups as discontinuities in nature. Given the urgency of biological inventories and the lack of knowledge of high-biodiversity environments such as the Atlantic Forest and the Amazon, these results suggest that fisher knowledge and experience could contribute to scientific research.

Generalizations of Lie Algebras

The generalizations of Lie algebras appeared in the modern mathematics and mathematical physics. In this paper we consider recent developments and remaining open problems on the subject. Some of that developments have been influenced by lectures given by Professor Jaime Keller in his research seminar. The survey includes Lie superalgebras, color Lie algebras, Lie algebras in symmetric categories, free Lie tau-algebras, and some generalizations with non-associative enveloping algebras: tangent algebras to analytic loops, bialgebras and primitive elements, non-associative Hopf algebras.

Maize and soybeans production in integrated system under no-tillage with different pasture combinations and animal categories

The adoption of no-till system (NTS) combined with crop-livestock integration (CLI) has been a strategy promoted in Brazil, aiming to maximize areas yield and increase agribusiness profitability. This study aimed to evaluate grains yield and phytotechnical attributes from maize and soybean culture by CLI system under NTS after winter annual pure and diversified pastures with the absence or presence of grazing animals. The experiment was installed in Castro (Parana State, Brazil) on in a dystrophic Humic Rhodic Hapludox with a clay texture, using experimental design of randomized complete blocks in 4 x 2 factorial scheme with three replications. Treatments included four pasture combinations (diversified or pure) and animal categories (light and heavy) subjected or not to grazing animals during the winter. During 2008/09 and 2009/10 summers, the area was cultivated with soybeans and maize, respectively, with yield assessment of grains and phytotechnical attributes. Treatments did not alter the yield and weight of a thousand seeds (WTS) of soybeans. In maize culture, the grazing animal during the winter increased the plant population and grains yield, but gave slight decrease in WTS. Pasture combinations (diversified or pure) and animal categories (light and heavy) did not interfere in soybean culture, but benefited the maize crop.

CLIL materials in Secondary Education: focusing on the language of instruction in the subject area of Mathematics

[EN]Applying a CLIL methodological approach marks a shift in emphasis from language learning based on linguistic form and grammatical progression to a more ‘language acquisition’ one which takes account language functions. In this article we will study the elements of the “language of instruction” of the area of Maths in Secondary Education, by focusing on the analysis of the communicative functions, and the lexical and the cultural items present in the textbook in use. Our aim is to present the CLIL teacher with the linguistic and didactic implications that he or she should take into consideration when implementing the bilingual syllabuses with their students. In order to do that, we will present our conclusions emphasizing the need for coordination in different content areas, linguistic and communicative contents, between the foreign language teacher and the CLIL subject one.

Genetische Analyse des Somatostatin-Systems

Somatostatin ist ein Molekül mit multifunktinonellem Charakter, dem Neurotransmitter-, Neuromodulator- und (Neuro)-Hormoneigenschaften zugeschrieben werden. Gemäß seiner ubiquitären Verteilung in Geweben beeinflusst es Stoffwechsel- und Entwicklungsprozesse, bis hin zu Lern-und Gedächtnisleistungen. Diese Wirkungen resultieren aus dem lokalen und zeitlichen Zusammenspiel eines Liganden und fünf G-Protein gekoppelter Rezeptoren (SSTR1-5). Zur Charakterisierung der biologischen Bedeutung des Somatostatin-Systems im Gesamtorganismus wurde eine Mutationsanalyse einzelner Systemkomponenten durchgeführt. Sie umfaßte die Inaktivierung der Gene für das Somatostatin-Präpropeptid und die der Rezeptoren SSTR3 und SSTR4 durch Gene Targeting. Die entsprechenden Ausfallmutationen belegen: Weder die Rezeptoren 3 und 4, noch Somatostatin sind für das Überleben des Organismus unter Standardhaltungsbedingungen notwendig. Die entsprechenden Mauslinien zeigen keine unmittelbar auffälligen Einschränkungen ihrer Biologie. Die Somatostatin-Nullmaus wurde zum Hauptgegenstand einer detaillierten Untersuchung aufgrund der übergeordneten Position des Liganden in der Signalkaskade und verfügbaren Hinweisen zu seiner Funktion. Folgende Schlußfolgerungen konnten nach eingehender Analyse gezogen werden: Der Ausfall des Somatostatin-Gens hat erhöhte Plasmakonzentrationen an Wachstumshormon (GH) zur Konsequenz. Dies steht im Einklang mit der Rolle Somatostatins als hemmender Faktor der Wachstumshormon-Freisetzung, die in der Mutante aufgehoben ist. Durch die Somatostatin-Nullmaus wurde zudem deutlich: Somatostatin interagiert als wesentliches Bindeglied zwischen der Wachstums- und Streßachse. Permanent erhöhte Corticosteron-Werte in den Mutanten implizieren einen negativen tonischen Einfluß für die Sekretion von Glukocorticoiden in vivo. Damit zeigt die Knockout-Maus, daß Somatostatin normalerweise als ein entscheidendes inhibierendes Kontrollelement der Steroidfreisetzung fungiert. Verhaltensversuche offenbarten ein Defizit im motorischen Lernen. Somatostatin-Nullmäuse bleiben im Lernparadigma “Rotierender Stabtest” hinter ihren Artgenossen zurück ohne aber generell in Motorik oder Koordination eingeschränkt zu sein. Diese motorischen Lernvorgänge sind von einem funktionierenden Kleinhirn abhängig. Da Somatostatin und seine Rezeptoren kaum im adulten, wohl aber im sich entwickelnden Kleinhirn auftreten, belegt dieses Ergebnis die Funktion transient in der Entwicklung exprimierter Neuropeptide – eine lang bestehende, aber bislang experimentell nicht nachgewiesene Hypothese. Die Überprüfung weiterer physiologischer Parameter und Verhaltenskategorien unter Standard-Laborbedingunggen ergab keine sichtbaren Abweichungen im Vergleich zu Wildtyp-Mäusen. Damit steht nun ein Tiermodell zur weiterführenden Analyse für die Somatostatin-Forschung bereit: In endokrinologischen, elektrophysiologischen und verhaltens-biologischen Experimenten ist nun eine unmittelbare Korrelation selektiv mit dem Somatostatin-Peptid bzw. mit den Rezeptoren 3 und 4 aber auch in Kombination der Ausfallmutationen nach entsprechenden Kreuzungen möglich.

Dynamik und Klimatologie von diabatischen Rossby-Wellen

Der Wintersturm Lothar zog am 26. Dezember 1999 über Europa und richtete in Frankreich, in Deutschland, in der Schweiz und in Österreich ungewöhnlich hohe Schäden an. Lothar entstand aus einer diabatischen Rossby Welle (DRW) und erreichte erst wenige Stunden vor dem europäischen Kontinent Orkanstärke. DRWs weisen ein interessantes atmosphärisches Strömungsmuster auf. Sie bestehen aus einer positiven PV-Anomalie in der unteren Troposphäre, die sich in einer Region mit starkem meridionalen Temperaturgradient befindet. Die positive PV-Anomalie löst eine zyklonale Strömung aus, dadurch wird östlich der PV-Anomalie warme Luft aus dem Süden herantransportiert. Während des Aufstieg der warmen Luft finden diabatische Prozesse statt, die zur Bildung einer neuen positiven PV-Anomalie in der unteren Troposphäre (PVA) führen. DRWs entstehen unabhängig von PV-Anomalien an der Tropopause. Falls sie jedoch mit ihnen in Wechselwirkung treten, kann - wie im Falle von Lothar - eine explosive Zyklogenese daraus resultieren. Im ersten Teil wird die Dynamik einer DRW am Beispiel des Wintersturms Lothar untersucht. Es wird insbesondere auf das Potential einer DRW zur explosiven Zyklogenese eingegangen. Im zweiten Teil wird das Aufretreten von DRWs in ECMWF-Vorhersagen untersucht. Es werden Unterschiede zwischen DRWs und anderen PV-Anomalien in der unteren Troposphäre hervorgehoben. Die Dynamik von DRWs wird mit Hilfe eines ECMWF-"Ensemble Prediction System" (EPS) des Wintersturms Lothar untersucht. Die 50 Modellläufe des EPS starten am 24. Dezember 1999 um 12 UTC und reichen bis zum 26. Dezember 1999 um 12 UTC. Nur 16 der 50 Modellläufe sagen einen ähnlich starken Sturm wie Lothar vorher. 10 Modellläufen sagen am 26. Dezember keine Zyklone mehr vorher. Die Ausprägung der baroklinen Zone, in der sich die DRW befindet, ist ausschlaggebend für die Intensität der DRW. Weitere wichtige Parameter sind der Feuchtegehalt der unteren Troposphäre und der latente Wärmefluss über dem Ozean. Diejenigen DRWs, die sich zu am 25. Dezember um 12 UTC näher als 400 km am Tropopausenjet befinden, entwickeln sich zu einer starken Zyklone. Alle anderen lösen sich auf oder bleiben schwache Zyklonen. Es ist schwierig, diabatische Prozesse in Wettervorhersagemodellen abzubilden, dementsprechend treten Schwierigkeiten bei der Vorhersage von PVAs auf. In den operationellen ECMWF-Vorhersagen von Juni 2004 bis Mai 2005 werden mit Hilfe eines Tracking- Algorithmus PVAs im Nordpazifik und Nordatlantik bestimmt und in fünf Kategorien eingeteilt. Die fünf Kategorien unterscheiden sich in ihrer Häufigkeit, ihrer Zugbahn und ihrer Gestalt. Im Nordpazifik entstehen doppelt so viele PVAs wie im Nordatlantik. Durchschnittlich werden im Winter weniger PVAs gefunden als im Sommer. Die Baroklinität und die Geschwindigkeit des Tropopausenjets ist in der Nähe von DRWs besonders hoch. Verglichen mit anderen PVAs weisen DRWs eine ähnliche Verteilung des reduzierten Bodendrucks auf. DRWs können in etwa gleich gut vorhergesagt werden wie andere PVAs.

Diffusion of laser polarized gases in MRI

The use of Magnetic Resonance Imaging (MRI) as a diagnostic tool is increasingly employing functional contrast agents to study or contrast entire mechanisms. Contrast agents in MRI can be classified in two categories. One type of contrast agents alters the NMR signal of the protons in its surrounding, e.g. lowers the T1 relaxation time. The other type enhances the Nuclear Magnetic Resonance (NMR) signal of specific nuclei. For hyperpolarized gases the NMR signal is improved up to several orders of magnitude. However, gases have a high diffusivity which strongly influences the NMR signal strength, hence the resolution and appearance of the images. The most interesting question in spatially resolved experiments is of course the achievable resolution and contrast by controlling the diffusivity of the gas. The influence of such diffusive processes scales with the diffusion coefficient, the strength of the magnetic field gradients and the timings used in the experiment. Diffusion may not only limit the MRI resolution, but also distort the line shape of MR images for samples, which contain boundaries or diffusion barriers within the sampled space. In addition, due to the large polarization in gaseous 3He and 129Xe, spin diffusion (different from particle diffusion) could play a role in MRI experiments. It is demonstrated that for low temperatures some corrections to the NMR measured diffusion coefficient have to be done, which depend on quantum exchange effects for indistinguishable particles. Physically, if these effects can not change the spin current, they can do it indirectly by modifying the velocity distribution of the different spin states separately, so that the subsequent collisions between atoms and therefore the diffusion coefficient can eventually be affected. A detailed study of the hyperpolarized gas diffusion coefficient is presented, demonstrating the absence of spin diffusion (different from particle diffusion) influence in MRI at clinical conditions. A novel procedure is proposed to control the diffusion coefficient of gases in MRI by admixture of inert buffer gases. The experimental measured diffusion agrees with theoretical simulations. Therefore, the molecular mass and concentration enter as additional parameters into the equations that describe structural contrast. This allows for setting a structural threshold up to which structures contribute to the image. For MRI of the lung this allows for images of very small structural elements (alveoli) only, or in the other extreme, all airways can be displayed with minimal signal loss due to diffusion.

L'Architettura religiosa di Luis Moya Blanco. La costruzione come principio compositivo

La presente ricerca, L’architettura religiosa di Luis Moya Blanco. La costruzione come principio compositivo, tratta i temi inerenti l’edificazione di spazi per il culto della religione cristiana che l’architetto spagnolo progetta e realizza a Madrid dal 1945 al 1970. La tesi è volta ad indagare quali siano i principi alla base della composizione architettonica che si possano considerare immutati, nel lungo arco temporale in cui l’autore si trova ad operare. Tale indagine, partendo da una prima analisi riguardante gli anni della formazione e gli scritti da lui prodotti, verte in particolare sullo studio dei progetti più recenti e ancora poco trattati dalla critica. L’obbiettivo della presente tesi è dunque quello di apportare un contributo originale sull’aspetto compositivo della sua architettura. Ma analizzare la composizione significa, in Moya, analizzare la costruzione che, a dispetto del susseguirsi dei linguaggi, rimarrà l’aspetto principale delle sue opere. Lo studio dei manufatti mediante categorie estrapolate dai suoi stessi scritti – la matematica, il numero, la geometria e i tracciati regolatori - permette di evidenziare punti di contatto e di continuità tra le prime chiese, fortemente caratterizzate da un impianto barocco, e gli ultimi progetti che sembrano cercare invece un confronto con forme decisamente moderne. Queste riflessioni, parallelamente contestualizzate nell’ambito della sua consistente produzione saggistica, andranno a confluire nell’idea finale per cui la costruzione diventi per Luis Moya Blanco il principio compositivo da cui non si può prescindere, la regola che sostanzia nella materia il numero e la geometria. Se la costruzione è dunque la pietrificazione di leggi geometrico-matematiche che sottendono schemi planimetrici; il ricorso allo spazio di origine centrale non risponde all’intenzione di migliorare la liturgia, ma a questioni di tipo filosofico-idealista, che fanno corrispondere alla somma naturalezza della perfezione divina, la somma perfezione della forma circolare o di uno dei suoi derivati come l’ellisse.

How teachers think about the role of digital technologies in student assessment in mathematics

This study concerns teachers’ use of digital technologies in student assessment, and how the learning that is developed through the use of technology in mathematics can be evaluated. Nowadays math teachers use digital technologies in their teaching, but not in student assessment. The activities carried out with technology are seen as ‘extra-curricular’ (by both teachers and students), thus students do not learn what they can do in mathematics with digital technologies. I was interested in knowing the reasons teachers do not use digital technology to assess students’ competencies, and what they would need to be able to design innovative and appropriate tasks to assess students’ learning through digital technology. This dissertation is built on two main components: teachers and task design. I analyze teachers’ practices involving digital technologies with Ruthven’s Structuring Features of Classroom Practice, and what relation these practices have to the types of assessment they use. I study the kinds of assessment tasks teachers design with a DGE (Dynamic Geometry Environment), using Laborde’s categorization of DGE tasks. I consider the competencies teachers aim to assess with these tasks, and how their goals relate to the learning outcomes of the curriculum. This study also develops new directions in finding how to design suitable tasks for student mathematical assessment in a DGE, and it is driven by the desire to know what kinds of questions teachers might be more interested in using. I investigate the kinds of technology-based assessment tasks teachers value, and the type of feedback they give to students. Finally, I point out that the curriculum should include a range of mathematical and technological competencies that involve the use of digital technologies in mathematics, and I evaluate the possibility to take advantage of technology feedback to allow students to continue learning while they are taking a test.