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.

Bad Medicine: Homework or Headache? Responsibility and Accountability for Middle Level Mathematics Students

In this action research study of my 5th grade mathematics class, I investigated the issue of homework and its relationship with students and parents. I made some interesting observations and discovered that the majority of students and parents felt that the math homework that was given was fairly easy, yet issues of incomplete assignments and failing homework quizzes were notorious for some individuals. Comments were also made to make homework even easier and have shortened assignments despite the already indicated ease of the work. As a result of this research, I plan to look more closely at the history and development of homework, as well as the psychological implications and “hereditary” issues involving homework, which I believe are passed from one generation of learners to the next. My intent is to continue to study this phenomenon in future school years, trying to develop methods of instilling successful, intrinsic motivational skills to aid students in their homework endeavors. Finally, I will take a close inventory of my own beliefs and understandings toward homework: What is the purpose of having students do work away from the classroom, and how can homework serve as a proactive service for all who are involved?

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.

The Influence of Schematic Knowledge on Contradictory versus Additive Misinformation: False Memory for Typical and Atypical Items

In the current study, we examined the influence of schema consistency on contradictory and additive misinformation. Sixty-four participants were shown a series of still photographs of common scenes (e.g., a kitchen), were later exposed to narratives containing misinformation, and were then tested on their memory of the photographic scenes. In addition, participants were asked to reflect on their phenomenological experience of remembering by giving remember/know responses. Participants reported greater false memory for schema-inconsistent items than schema-consistent items. The findings failed to replicate Roediger, Meade, and Bergman (2001). Explanations for the discrepant findings are discussed.

A visualização no ensino de geometria com o Geogebra 3D

This research presents an investigation about the relevance of visualization in teaching geometry. Our interest turns to analyzing the use of technology in teaching geometry, seeking to highlight their contribution to learning. The students of today - second decade of the 21st century - require that, each time more, the school move towards the integration of technologies for teaching since tablets, smartphone, netbook, notebook are items present on daily life of most students. Thereby, we investigate, taking the phenomenological orientation, the potential of educational software, especially the Geogebra 3D, directed at teaching math and favoring the work with the geometry viewing. At work we bring some theoretical considerations about the importance of viewing for the geometric learning and the use of technologies. We build an intervention proposal for the classroom of the 7th year of elementary school with tasks aimed at visual exploration and allow the teacher to work the concept of volume of geometric solids

Feeding habits of Guiana dolphins, Sotalia guianensis, from south-eastern Brazil: new items and a knowledge review

This study presents new information on feeding habits of Guiana dolphins, Sotalia guianensis, in south-eastern Brazil, together with new regression equations to evaluate the weight and length of fish from otoliths, showing an overview on the knowledge about this species' diet in this area. Eighteen stomach contents had been analysed and compared to 180 samples collected in another eight feeding studies. The analysed specimens were either incidentally caught in gillnets used in coastal waters by the fleet based in the Cananeia main harbour (25 degrees 00'S 47 degrees 55'W), south of Sao Paulo State, or found dead in inner waters of the Cananeia estuary between 2003 and 2009. Based on the index of relative importance analysis, the most important fish species were the banded croaker, Paralonchurus brasiliensis. Doryteuthis plei was the most representative cephalopod species. Stellifer rastrifer was the most important fish species observed in dolphins in inner estuarine waters and P. brasiliensis in recovered dolphins from coastal waters. Loliguncula brevis is the only cephalopod species reported from dolphins found in inner estuarine waters up to date. Doryteuthis plei was the most important cephalopod species observed in coastal dolphins. When considering other feeding studies, the most representative fish family in the diet of S. guianensis was Sciaenidae, which is mainly represented by demersal fishes. The main preys of S. guianensis are abundant in the studied areas, which may indicate an opportunistic feeding habit. The majority of them are not the most important target species by the commercial fishery in south-eastern Brazil.

ARE TWO ITEMS SUFFICIENT TO SCREEN FOR DEPRESSION WITHIN THE HOSPITAL CONTEXT?

Objective: to determine the ability of the reduced form of a screening instrument, the Patient Health Questionnaire-2 (PHQ-2), to assess the presence of depressive disorders in patients admitted to a general hospital. Method: A sample of 227 patients admitted to the clinical wards of a Brazilian general university hospital were assessed with Module A of the Diagnostic Structured Interview for the DSM-IV (SCID-IV) and filled out the PHQ-9 and PHQ-2. Results: The PHQ-2 demonstrated an area under the ROC curve of 0.89 (p < 0.0001), with a cutoff point of three or more being the one that best equilibrated the sensitivity (0.86) and specificity (0.75) values. The agreement index between the PHQ-2 and module A of SCID-W was 78.4% and the Kappa value was 0.51. Regarding reliability, the Cronbach alpha value obtained was 0.64 and the intraclass correlation coefficient was 0.52. Conclusion: PHQ-2 proved to be an instrument with good psychometric properties comparable to those of PHQ-9, being superior to the latter regarding the rate of false-positive results. In addition, it is a brief instrument that elicits little resistance on the part of the patient, being inexpensive and requiring little time, thus being of important help to the treatment teams for the detection of depressive disorder, being suitable for incorporation into hospital admission protocols and thus possibly favoring more immediate interventions. (Int'l J. Psychiatry in Medicine 2012;44:141-148)

Etablierung und Optimierung von Therapeutischem Drug Monitoring für die Psychopharmakotherapie von Patienten mit Substanzabhängigkeit

Therapeutisches Drug Monitoring (TDM) findet Anwendung in der Therapie mit Immunosuppressiva, Antibiotika, antiretroviraler Medikation, Antikonvulsiva, Antidepressiva und auch Antipsychotika, um die Effizienz zu steigern und das Risiko von Intoxikationen zu reduzieren. Jedoch ist die Anwendung von TDM für Substanzen, die Einsatz finden in der Rückfallprophylaxe, der Substitution oder dem Entzug von Abhängigkeitserkrankungen nicht etabliert. Für diese Arbeit wurde im ersten Schritt eine sensitive Rating-Skala mit 22 Items entwickelt, mit Hilfe derer der theoretische Nutzen von TDM in der Pharmakotherapie von substanzbezogenen Abhängigkeitserkrankungen auf der Basis von pharmakologischen Eigenschaften der Medikamente und von Patientencharakteristika evaluiert wurde. Die vorgenommene Einschätzung zeigte für Bupropion, Buprenorphin, Disulfiram (oder einen Metaboliten), Methadon (chirale Bestimmung wenn möglich) und Naltrexon einen potentiellen Nutzen von TDM.rnFür die meisten Medikamente, die zur Behandlung von Abhängigkeitserkrankungen zugelassen sind, fehlen valide Messverfahren für TDM. Im Alltag werden überwiegend Drogen Screening-Tests in Form immunologischer Schnelltests angewendet. Für die Anwendung von TDM wurden in dieser Arbeit chromatographische Verfahren für die Bestimmung von Naltrexon und 6β-Naltrexol, Bupropion und Hydroxybupropion sowie R,S-Methadon und R,S-2-Ethyliden-1,5-dimethyl-3,3-diphenylpyrrolidin entwickelt, optimiert und validiert. Es handelt sich dabei HPLC-UV-Methoden mit Säulenschaltung sowie zur Bestimmung von Naltrexon und 6β-Naltrexol zusätzlich eine LC-MS/MS-Methode. Voraussetzung für die Interpretation der Plasmaspiegel ist im Wesentlichen die Kenntnis eines therapeutischen Bereichs. Für Naltrexon und seinen aktiven Metaboliten 6β-Naltrexol konnte eine signifikante Korrelation zwischen dem auftretenden Craving und der Summenkonzentration gefunden werden. Mittels Receiver-Operation-Characteristics-Kurven-Analyse wurde ein Schwellenwert von 16,6 ng/ml ermittelt, oberhalb dessen mit einem erhöhten Ansprechen gerechnet werden kann. Für Levomethadon wurde bezüglich der Detoxifikationsbehandlung ein Zusammenhang in der prozentualen Reduktion des Plasmaspiegels und den objektiven und subjektiven Entzugssymptomen gefunden. rnDoch nicht nur die Wirkstoffe, sondern auch das Patientenmerkmal substanzbezogene Abhängigkeit wurde charakterisiert, zum einen bezüglich pharmakokinetischer Besonderheiten, zum anderen in Hinsicht auf die Therapietreue (Adhärenz). Für Patienten mit komorbider Substanzabhängigkeit konnte eine verminderte Adhärenz unabhängig von der Hauptdiagnose gezeigt werden. Die Betrachtung des Einflusses von veränderten Leberwerten zeigt für komorbide Patienten eine hohe Korrelation mit dem Metabolisiererstatus, nicht aber für Patienten ohne Substanzabhängigkeit.rnÜbergeordnetes Ziel von TDM ist die Erhöhung der Therapiesicherheit und die Steigerung der Therapieeffizienz. Dies ist jedoch nur möglich, wenn TDM im klinischen Alltag integriert ist und korrekt eingesetzt wird. Obwohl es klare Evidenz für TDM von psychiatrischer Medikation gibt, ist die Diskrepanz zwischen Laborempfehlung und der klinischen Umsetzung hoch. Durch Intensivierung der interdisziplinären Zusammenarbeit zwischen Ärzten und Labor, der Entwicklung von interaktivem TDM (iTDM), konnte die Qualität der Anwendung von TDM verbessert und das Risiko von unerwünschten Arzneimittelwirkungen vermindert werden. rnInsgesamt konnte durch die eigenen Untersuchungen gezeigt werden, dass TDM für die medikamentöse Einstellung von Patienten mit Abhängigkeitserkrankung sinnvoll ist und dass optimales TDM eine interdisziplinäre Zusammenarbeit erfordert.rn