Mathematical tasks and learning goals: examples from Japanese lesson study

This paper explores how to select, or design, the best mathematical task for a given learning goal. Examples are taken from a recent project in Victorian primary schools that employed Japanese lesson study as the means to provide teachers with professional learning within their own classrooms. The discussions by participating teachers and researchers provide some insights into the difficulties and solutions facing teachers intending to improve the critical thinking skills of their pupils. Examples of tasks and goals are provided.

Dynamics of childhood growth and obesity: development and validation of a quantitative mathematical model

Background
Clinicians and policy makers need the ability to predict quantitatively how childhood bodyweight will respond to obesity interventions.

Methods
We developed and validated a mathematical model of childhood energy balance that accounts for healthy growth and development of obesity, and that makes quantitative predictions about weight-management interventions. The model was calibrated to reference body composition data in healthy children and validated by comparing model predictions with data other than those used to build the model.

Findings
The model accurately simulated the changes in body composition and energy expenditure reported in reference data during healthy growth, and predicted increases in energy intake from ages 5—18 years of roughly 1200 kcal per day in boys and 900 kcal per day in girls. Development of childhood obesity necessitated a substantially greater excess energy intake than for development of adult obesity. Furthermore, excess energy intake in overweight and obese children calculated by the model greatly exceeded the typical energy balance calculated on the basis of growth charts. At the population level, the excess weight of US children in 2003—06 was associated with a mean increase in energy intake of roughly 200 kcal per day per child compared with similar children in 1971—74. The model also suggests that therapeutic windows when children can outgrow obesity without losing weight might exist, especially during periods of high growth potential in boys who are not severely obese.

Interpretation
This model quantifies the energy excess underlying obesity and calculates the necessary intervention magnitude to achieve bodyweight change in children. Policy makers and clinicians now have a quantitative technique for understanding the childhood obesity epidemic and planning interventions to control it.

Funding
Intramural Research Program of the National Institutes of Health, National Institute of Diabetes and Digestive and Kidney Diseases.

A mathematical model for the spread of Strepotococcus pneumoniae with transmission dependent on serotype

We examine a mathematical model for the transmission of Streptococcus Pneumoniae amongst young children when the carriage transmission coefficient depends on the serotype. Carriage means pneumococcal colonization. There are two sequence types (STs) spreading in a population each of which can be expressed as one of two serotypes. We derive the differential equation model for the carriage spread and perform an equilibrium and global stability analysis on it. A key parameter is the effective reproduction number R e. For R e ≤ 1,  there is only the carriage-free equilibrium (CFE) and the carriage will die out whatever be the starting values. For R e > 1, unless the effective reproduction numbers of the two STs are equal, in addition to the CFE there are two carriage equilibria, one for each ST. If the ST with the largest effective reproduction number is initially present, then in the long-term the carriage will tend to the corresponding equilibrium.

A mathematical model for the spread of streptococcus pneumoniae with transmission due to sequence type

This paper discusses a simple mathematical model to describe the spread of Streptococcus pneumoniae. We suppose that the transmission of the bacterium is determined by multi-locus sequence type. The model includes vaccination and is designed to examine what happens in a vaccinated population if MLSTs can exist as both vaccine and non vaccine serotypes with capsular switching possible from the former to the latter. We start off with a discussion of Streptococcus pneumoniae and a review of previous work. We propose a simple mathematical model with two sequence types and then perform an equilibrium and (global) stability analysis on the model. We show that in general there are only three equilibria, the carriage-free equilibrium and two carriage equilibria. If the effective reproduction number Re is less than or equal to one, then the carriage will die out. If Re > 1, then the carriage will tend to the carriage equilibrium corresponding to the multi-locus sequence type with the largest transmission parameter. In the case where both multi-locus sequence types have the same transmission parameter then there is a line of carriage equilibria. Provided that carriage is initially present then as time progresses the carriage will approach a point on this line. The results generalize to many competing sequence types. Simulations with realistic parameter values confirm the analytical results.

Adapting the task : what preservice teachers notice when adapting mathematical tasks

This paper reports on an in-depth study that explores preservice teachers’ pedagogical adaptations to a rich mathematical task. Data were collected from six elementary preservice teachers working in pairs to first solve a mathematics problem and then design adaptations to make the problem more accessible and more challenging for diverse learners. Results indicate that preservice teachers are able to draw upon a range of strategies to vary the mathematical content, the context, and the question asked. However, they also did not notice or attend to how their adaptations changed the mathematical structure of the problem. This study provides insights into what is involved in learning to adapt classroom mathematical tasks as an important pedagogical practice.

Opportunities to promote mathematical content knowledge for primary teaching

Understanding the development of pre-service teachers’ mathematical content knowledge (MCK) is important for improving primary mathematics’ teacher education. This paper reports on a case study, Rose , and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary teaching included: coursework experiences and responding to assessment requirements. Discussion includes the Knowledge Quartet: foundation knowledge, transformation, connection and contingency. By fourth-year, Rose demonstrated development of different categories of MCK when practicing her teaching because of her program experiences.

A framework for teachers’ knowledge of mathematical reasoning

Exploring and developing primary teachers’ understanding of mathematical reasoning was the focus of the Mathematical Reasoning Professional Learning Research Program. Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variations in primary teachers’ perceptions of mathematical reasoning revealed seven categories of description based on four dimensions of variation, establishing a framework to evaluate development in understanding of reasoning.

Mathematical thinking of preschool children in rural and regional Australia : research and practice

At what age do young children begin thinking mathematically? Can young children work on mathematical problems? How do early childhood educators ensure young children feel good about mathematics? Where do early childhood educators learn about suitable mathematics activities?

A good early childhood start in mathematics is critical for later mathematics success. Parents, carers and early childhood educators are teaching mathematics, either consciously or unconsciously, in any social interaction with a child.

Mathematical Thinking of Preschool Children in Rural and Regional Australia is an extension of a conference of Australian and New Zealand researchers that identified a number of important problems related to the mathematical learning of children prior to formal schooling. A project team of 11 researchers from top Australian universities sought to investigate how early childhood education can best have a positive influence on early mathematics learning.

The investigation complements and extends the work of Project Good Start by focusing attention on critical aspects of parents, carers and early childhood educators who care for young children. Early childhood educators from regional and rural New South Wales, Queensland and Victoria were interviewed, following a set of structured questions. The questions focused on: children’s mathematics learning; support for mathematics teaching; use of technology; attitudes to mathematics; and assessment and record keeping.

The researchers also reviewed research focusing on the mathematical capacities and potential foundations for further mathematical development in young children (0–5 years) published in the last decade and produced an annotated bibliography. This should provide a good basis for further research and reading.

Based upon the results of this investigation, the researchers make 11 recommendations for improving the practices of early childhood education centres in relation to young children’s mathematical thinking and development. The implications for policy and decision makers are outlined for teacher education, the provision of resources and further research.