Writing in a Mathematics Classroom: A Form of Communication and Reflection

In this action research study, I investigated the use of journaling in my seventh grade mathematics classroom. I discovered that journaling can be a very rewarding and beneficial experience for me and for my students. Through journaling, my students became more adept at using correct mathematical terminology in writing and in speaking. The students also believed that they learned the content more deeply and retained it better. Additionally, implementing mathematical journals caused me to emphasize the use of correct terminology and thorough explanations of mathematical thinking in classroom discussions. As a result of this research, I plan to refine my journaling process and continue to use mathematical journals with my future classes.

Meaningful Independent Practice in Mathematics

In this action research of my seventh grade mathematics classroom, I investigated how students’ explanations of math homework would improve their learning in math. I discovered these explanations can be very beneficial in helping students to improve their understanding of current skills although it did not affect all students. As a result of this study, I plan to incorporate these student explanations in my instruction next year but not as a daily expectation.

The Importance of Vocabulary Instruction in Everyday Mathematics

In this action research study of my 6th grade math students I try to answer the question of how mathematical vocabulary plays an integral role in the understanding and learning of middle level mathematics. It is my belief that mathematics is a language, and to be fluent in that language one must be able to use and understand vocabulary. With the use of vocabulary quizzes and mathematically-centered vocabulary activities, student scores and understanding of math concepts can be increased. I discovered that many of the students had never been exposed to consistent mathematical terminology in their elementary education, which led many to an unfavorable impression of math. As a result of my research, I plan to incorporate vocabulary as a regular part of my mathematical teaching. As the students understood the language of math, their confidence, attitudes, and scores all began to improve.

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.

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 note on permutation regularity

The existence of a small partition of a combinatorial structure into random-like subparts, a so-called regular partition, has proven to be very useful in the study of extremal problems, and has deep algorithmic consequences. The main result in this direction is the Szemeredi Regularity Lemma in graph theory. In this note, we are concerned with regularity in permutations: we show that every permutation of a sufficiently large set has a regular partition into a small number of intervals. This refines the partition given by Cooper (2006) [10], which required an additional non-interval exceptional class. We also introduce a distance between permutations that plays an important role in the study of convergence of a permutation sequence. (C) 2011 Elsevier B.V. All rights reserved.

Huckebein is part of a combinatorial repression code in the anterior blastoderm

The hierarchy of the segmentation cascade responsible for establishing the Drosophila body plan is composed by gap, pair-rule and segment polarity genes. However, no pair-rule stripes are formed in the anterior regions of the embryo. This lack of stripe formation, as well as other evidence from the literature that is further investigated here, led us to the hypothesis that anterior gap genes might be involved in a combinatorial mechanism responsible for repressing the cis-regulatory modules (CRMs) of hairy (h), even-skipped (eve), runt (run), and fushi-tarazu (ftz) anterior-most stripes. In this study, we investigated huckebein (hkb), which has a gap expression domain at the anterior tip of the embryo. Using genetic methods we were able to detect deviations from the wild-type patterns of the anterior-most pair-rule stripes in different genetic backgrounds, which were consistent with Hkb-mediated repression. Moreover, we developed an image processing tool that, for the most part, confirmed our assumptions. Using an hkb misexpression system, we further detected specific repression on anterior stripes. Furthermore, bioinformatics analysis predicted an increased significance of binding site clusters in the CRMs of h 1, eve 1, run 1 and ftz 1 when Hkb was incorporated in the analysis, indicating that Hkb plays a direct role in these CRMs. We further discuss that Hkb and Slp1, which is the other previously identified common repressor of anterior stripes, might participate in a combinatorial repression mechanism controlling stripe CRMs in the anterior parts of the embryo and define the borders of these anterior stripes. (C) 2011 Elsevier Inc. All rights reserved.

Structural analysis of combinatorial optimization problem characteristics and their resolution using hybrid approaches

Many combinatorial problems coming from the real world may not have a clear and well defined structure, typically being dirtied by side constraints, or being composed of two or more sub-problems, usually not disjoint. Such problems are not suitable to be solved with pure approaches based on a single programming paradigm, because a paradigm that can effectively face a problem characteristic may behave inefficiently when facing other characteristics. In these cases, modelling the problem using different programming techniques, trying to ”take the best” from each technique, can produce solvers that largely dominate pure approaches. We demonstrate the effectiveness of hybridization and we discuss about different hybridization techniques by analyzing two classes of problems with particular structures, exploiting Constraint Programming and Integer Linear Programming solving tools and Algorithm Portfolios and Logic Based Benders Decomposition as integration and hybridization frameworks.

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.

Combinatorial and Robust Optimisation Models and Algorithms for Railway Applications

This thesis deals with an investigation of combinatorial and robust optimisation models to solve railway problems. Railway applications represent a challenging area for operations research. In fact, most problems in this context can be modelled as combinatorial optimisation problems, in which the number of feasible solutions is finite. Yet, despite the astonishing success in the field of combinatorial optimisation, the current state of algorithmic research faces severe difficulties with highly-complex and data-intensive applications such as those dealing with optimisation issues in large-scale transportation networks. One of the main issues concerns imperfect information. The idea of Robust Optimisation, as a way to represent and handle mathematically systems with not precisely known data, dates back to 1970s. Unfortunately, none of those techniques proved to be successfully applicable in one of the most complex and largest in scale (transportation) settings: that of railway systems. Railway optimisation deals with planning and scheduling problems over several time horizons. Disturbances are inevitable and severely affect the planning process. Here we focus on two compelling aspects of planning: robust planning and online (real-time) planning.