Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement

In this action research study of eighth grade mathematics, I investigated my students’ use of writing and solving word problems. I collected data to determine if writing and solving word problems would have a positive effect on students’ abilities to understand and solve word problems. These word problems are grade-level appropriate and are very similar to the problems on the eighth grade online assessment of state standards. Pre- and post-test data, weekly word problems that focus on specific mathematics topics, beginning and end surveys about word problem perceptions, and a teacher journal reveal that student engagement in this weekly practice of writing and solving word problems did influence the students’ overall abilities for, achievement in and attitudes toward solving word problems. Except for some students’ perceptions, the influence was largely positive. This suggests that word problems can be a constructive feature in eighth mathematics instruction.

Mathematical Communication through Written and Oral Expression

In this action research study of my classroom of sixth grade mathematics, I investigated the use of communication of mathematics through both written and oral expression. Giving my students the opportunity to communicate mathematics both in writing and orally helped to deepen the students’ understanding of mathematics. The students’ levels of comprehension were increased when they were presented with a variety of instructional methods. Through discussion and reflection the students were able to find methods that worked best for them and their learning ability. Students’ understanding increased from probing questions that made the students reflect and re-evaluate their solutions. This learning took place when students were made aware of different solutions or ways of doing things from the class discussions that were held. I discovered that when students are challenged to express their thinking both in writing and orally, the students found that they could communicate their thinking in a new way. Some of my students were only comfortable expressing their thoughts in one of the two ways but by the time the project was completed, they all expressed that they enjoyed both ways, and maybe changed the original way they preferred doing mathematics. As a result of this research, I will continue to require students to communicate their thinking and reasoning both in writing and orally.

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.

Making Sense of Word Problems

In this action research study of my classroom of sixth grade mathematics, I investigated word problems. I discovered that my students did not like to try word problems because they did not understand what was being asked of them. My students also saw no reason for solving word problems or in having the ability to solve them. I used word problems that covered topics that were familiar to the students and that covered the skills necessary at the sixth grade level. I wanted to deepen their understanding of math and its importance. By having my students journal to me about the steps that they had taken along the way to solve the word problem I was able to see where confusion occurred. Consequently I was able to help clarify where my students made mistakes. Also, through writing down the steps taken, students did see more clearly where their errors took place. Each time that my students wrote their explanations to the steps that they used in solving the word problems they did solved them more easily. As I observed my students they took more time in writing their explanations and did not look at it as such a difficult task anymore.

Writing for Understanding in Math Class

In this action research study of my classroom of 10th grade geometry students, I investigated how students learn to communicate mathematics in a written form. The purpose of the study is to encourage students to express their mathematical thinking clearly by developing their communication skills. I discovered that although students struggled with the writing assignments, they were more comfortable with making comments, writing questions and offering suggestions through their journal rather than vocally in class. I have utilized teaching strategies for English Language Learners, but I had never asked the students if these strategies actually improved their learning. I have high expectations, and have not changed that, but I soon learned that I did not want to start the development of students’ written communication skills by having the students write a math solution. I began having my students write after teaching them to take notes and modeling it for them. Through entries in the journals, I learned how taking notes best helped them in their pursuit of mathematical knowledge. As a result of this research, I plan to use journals more in each of my classes, not just a select class. I also better understand the importance of stressing that students take notes, showing them how to do that, and the reasons notes best help English Language Learners.

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.

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.

Nurturing Young Students' Writing Knowledge, Self-Regulation, Attitudes, and Self-Efficacy: The Effects of Self-Regulated Strategy Development (SRSD)

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and writing self-regulation, attitudes, self-efficacy, and knowledge of 6 first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD instructional intervention. Each participant was taught an SRSD story writing strategy as well as self-regulation strategies. All students wrote stories in response to picture prompts during the baseline, instruction, independent performance, and maintenance phases. Stories were assessed for essential story components, length, and overall quality. All participants also completed a writing attitude scale, a writing self-efficacy scale, and participated in brief interviews during the baseline and independent performance phases. Results indicated that SRSD can be beneficial for average first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed some improvement in writing self-efficacy from pre- to post-instruction. All of the students maintained positive writing attitudes throughout the study.

Student Writing Performance: Identifying the Effects when Combining Planning and Revising Instructional Strategies

The purpose of the current study is to identify the impact of teaching students to revise their stories on writing production (Total Words Written; TWW), writing accuracy (Percent Correct Writing Sequences; %CWS), number of critical story elements included in stories, and quality of writing. Three third-grade and one fourth-grade student who were experiencing difficulties in the area of writing were involved in the study. The students were first taught to plan their stories using the evidence-based program, Self-Regulated Strategy Development (SRSD), which has frequently been implemented to teach students to plan their stories. Students were then taught to revise their stories using SRSD procedures modified for instruction in revision strategies. Student progress was evaluated through a multiple-probe design across tasks and a multiple-probe design across participants, which allowed for experimental control over time and across story probes. In addition to the previously mentioned variables, student’s acceptability of the intervention and their attitudes toward writing were also assessed. Results indicated that instruction in revising increased student writing accuracy beyond the effects of instruction in planning. Additionally, although instruction in planning was shown to increase writing production, number of critical story elements, and quality of writing, instruction in revising produced additional improvement in these variables as well. Finally, results indicated that students liked the intervention and their attitudes toward writing generally increased. Implications for practice and future research directions will be discussed. Advisor: Merilee McCurdy

All the World's a Stage: Reaching English Language Learners through Drama

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, on the stage, and as a playwright. In the end, students will be asked to combine all of their skills to put on a completely student-created production. An analysis of the factors surrounding the implementation of such a unit follows the unit itself.

Pathogenic Mycobacterium bovis strains differ in their ability to modulate the proinflammatory activation phenotype of macrophages

Background: Tuberculosis, caused by Mycobacterium tuberculosis or Mycobacterium bovis, remains one of the leading infectious diseases worldwide. The ability of mycobacteria to rapidly grow in host macrophages is a factor contributing to enhanced virulence of the bacteria and disease progression. Bactericidal functions of phagocytes are strictly dependent on activation status of these cells, regulated by the infecting agent and cytokines. Pathogenic mycobacteria can survive the hostile environment of the phagosome through interference with activation of bactericidal responses. To study the mechanisms employed by highly virulent mycobacteria to promote their intracellular survival, we investigated modulating effects of two pathogenic M. bovis isolates and a reference M. tuberculosis H37Rv strain, differing in their ability to multiply in macrophages, on activation phenotypes of the cells primed with major cytokines regulating proinflammatory macrophage activity. Results: Bone marrow- derived macrophages obtained from C57BL/6 mice were infected by mycobacteria after a period of cell incubation with or without treatment with IFN-gamma, inducing proinflammatory type-1 macrophages (M1), or IL-10, inducing anti-inflammatory type-2 cells (M2). Phenotypic profiling of M1 and M2 was then evaluated. The M. bovis strain MP287/03 was able to grow more efficiently in the untreated macrophages, compared with the strains B2 or H37Rv. This strain induced weaker secretion of proinflammatory cytokines, coinciding with higher expression of M2 cell markers, mannose receptor (MR) and arginase-1 (Arg-1). Treatment of macrophages with IFN-gamma and infection by the strains B2 and H37Rv synergistically induced M1 polarization, leading to high levels of inducible nitric oxide synthase (iNOS) expression, and reduced expression of the Arg-1. In contrast, the cells infected with the strain MP287/03 expressed high levels of Arg-1 which competed with iNOS for the common substrate arginine, leading to lower levels of NO production. Conclusions: The data obtained demonstrated that the strain, characterized by increased growth in macrophages, down- modulated classical macrophage activation, through induction of an atypical mixed M1/M2 phenotype.

A simple criterion to predict the glass forming ability of metallic alloys

A new and simple criterion with which to quantitatively predict the glass forming ability (GFA) of metallic alloys is proposed. It was found that the critical cooling rate for glass formation (R-C) correlates well with a proper combination of two factors, the minimum topological instability (lambda(min)) and the Delta h parameter, which depends on the average work function difference (Delta phi) and the average electron density difference (Delta n(ws)(1/3)) among the constituent elements of the alloy. A correlation coefficient (R-2) of 0.76 was found between R-c and the new criterion for 68 alloys in 30 different metallic systems. The new criterion and the Uhlmann's approach were used to estimate the critical amorphous thickness (Z(C)) of alloys in the Cu-Zr system. The new criterion underestimated R-C in the Cu-Zr system, producing predicted Z(C) values larger than those observed experimentally. However, when considering a scale factor, a remarkable similarity was observed between the predicted and the experimental behavior of the GFA in the binary Cu-Zr. When using the same scale factor and performing the calculation for the ternary Zr-Cu-Al, good agreement was found between the predicted and the actual best GFA region, as well as between the expected and the observed critical amorphous thickness. (C) 2012 American Institute of Physics. [doi:10.1063/1.3676196]

Quality characteristics and fertilizing ability of ram sperm subpopulations separated by partition in an aqueous two-phase system

Centrifugal countercurrent distribution (CCCD) in an aqueous two-phase system (TPS) is a resolute technique revealing sperm heterogeneity and for the estimation of the fertilizing potential of a given semen sample. However, separated sperm subpopulations have never been tested for their fertilizing ability yet. Here, we have compared sperm quality parameters and the fertilizing ability of sperm subpopulations separated by the CCCD process from ram semen samples maintained at 20 degrees C or cooled down to 5 degrees C. Total and progressive sperm motility was evaluated by computer-assisted analysis using a CASA system and membrane integrity was evaluated by flow cytometry by staining with CFDA/Pl. The capacitation state, staining with chlortetracycline, and apoptosis-related markers, such as phosphatidylserine (PS) translocation detected with Annexin V. and DNA damage detected by the TUNEL assay, were determined by fluorescence microscopy. Additionally, the fertilizing ability of the fractionated subpopulations was comparative assessed by zona binding assay (ZBA). CCCD analysis revealed that the number of spermatozoa displaying membrane and DNA alterations was higher in samples chilled at 5 degrees C than at 20 degrees C. which can be reflected in the displacement to the left of the CCCD profiles. The spermatozoa located in the central and right chambers (more hydrophobic) presented higher values (P<0.01) of membrane integrity, lower PS translocation (P<0.05) and DNA damage (P<0.001) than those in the left part of the profile, where apoptotic markers were significantly increased and the proportion of viable non-capacitated sperm was reduced. We have developed a new protocol to recover spermatozoa from the CCCD fractions and we proved that these differences were related with the fertilizing ability determined by ZBA, because we found that the number of spermatozoa attached per oocyte was significantly higher for spermatozoa recovered from the central and right chambers, in both types of samples. This is the first time, to our knowledge that sperm recovered from a two-phase partition procedure are used for fertilization assays. These results open up new possibilities for using specific subpopulations of sperm for artificial insemination or in vitro fertilization, not only regarding better sperm quality but also certain characteristics such as subpopulations enriched in spermatozoa bearing X or Y chromosome that we have already isolated or any other feature. (C) 2011 Elsevier B.V. All rights reserved.

Influence of different shrinking temperatures and vacuum conditions on the ability of psychrotrophic Clostridium to cause 'blown pack' spoilage in chilled vacuum-packaged beef

This study determined the ability of psychrotrophic Clostridium strains isolated from vacuum-packaged beefs and abattoir environments to cause 'blown-pack' spoilage of vacuum-packaged beef stored at 2 and 15 degrees C. The influence of shrinking temperatures (83, 84 and 87 degrees C) and vacuum pressure (6 and 9 mbar) on the occurrence of such spoilage as well as the effects of simulated transportation (500 km) on the integrity of packages was determined. At 15 degrees C and 2 degrees C, twelve and six strains caused 'blown-pack' spoilage, respectively. The combination of vacuum pressure (9 mbar) combined with shrinking temperature (87 degrees C) retarded the occurrence of spoilage. The simulated transportation under the experimental conditions did not affect the integrity of packages. More studies that assess the factors that may contribute for the occurrence of 'blown-pack' spoilage should be performed to avoid the occurrence of such spoilage during its shelf-life. (C) 2012 Elsevier Ltd. All rights reserved.

Changes in the expression of proteins associated with aerobic glycolysis and cell migration are involved in tumorigenic ability of two glioma cell lines

Background: The most frequent and malignant brain cancer is glioblastoma multiforme (GBM). In gliomas, tumor progression and poor prognosis are associated with the tumorigenic ability of the cells. U87MG cells (wild-type p53) are known to be tumorigenic in nude mice, but T98G cells (mutant p53) are not tumorigenic. We investigated the proteomic profiling of these two cell lines in order to gain new insights into the mechanisms that may be involved in tumorigenesis. Results: We found 24 differentially expressed proteins between T98G and U87MG cells. Gene Ontology supports the notion that over-representation of differentially expressed proteins is involved in glycolysis, cell migration and stress oxidative response. Among those associated with the glycolysis pathway, TPIS and LDHB are up-regulated in U87MG cells. Measurement of glucose consumption and lactate production suggests that glycolysis is more effective in U87MG cells. On the other hand, G6PD expression was 3-fold higher in T98G cells and this may indicate a shift to the pentose-phosphate pathway. Moreover, GRP78 expression was also three-fold higher in T98G than in U87MG cells. Under thapsigargin treatment both cell lines showed increased GRP78 expression and the effect of this agent was inversely correlated to cell migration. Quantitative RT-PCR and immunohistochemistry of GRP78 in patient samples indicated a higher level of expression of GRP78 in grade IV tumors compared to grade I and non-neoplastic tissues, respectively. Conclusions: Taken together, these results suggest an important role of proteins involved in key functions such as glycolysis and cell migration that may explain the difference in tumorigenic ability between these two glioma cell lines and that may be extrapolated to the differential aggressiveness of glioma tumors.