Mathematical prerequisites for learning statistics in Psychology: Assessing core skills of numeracy and mathematical reasoning among undergraduates.

This study sought to extend earlier work by Mulhern and Wylie (2004) to investigate a UK-wide sample of psychology undergraduates. A total of 890 participants from eight universities across the UK were tested on six broadly defined components of mathematical thinking relevant to the teaching of statistics in psychology - calculation, algebraic reasoning, graphical interpretation, proportionality and ratio, probability and sampling, and estimation. Results were consistent with Mulhern and Wylie's (2004) previously reported findings. Overall, participants across institutions exhibited marked deficiencies in many aspects of mathematical thinking. Results also revealed significant gender differences on calculation, proportionality and ratio, and estimation. Level of qualification in mathematics was found to predict overall performance. Analysis of the nature and content of errors revealed consistent patterns of misconceptions in core mathematical knowledge , likely to hamper the learning of statistics.

The structural information content of chemical networks

We present an information-theoretic method to measure the structural information content of networks and apply it to chemical graphs. As a result, we find that our entropy measure is more general than classical information indices known in mathematical and computational chemistry. Further, we demonstrate that our measure reflects the essence of molecular branching meaningfully by determining the structural information content of some chemical graphs numerically.

Volumetric Carbon Content Calculations: A Geostatistical and Compositional Approach

This study applies spatial statistical techniques including cokriging to integrate airborne geophysical (radiometric) data with ground-based measurements of peat depth and soil organic carbon (SOC) to monitor change in peat cover for carbon stock calculations. The research is part of the EU funded Tellus Border project and is supported by the INTERREG IVA development programme of the European Regional Development Fund, which is managed by the Special EU Programmes Body (SEUPB). The premise is that saturated peat attenuates the radiometric signal from underlying soils and rocks. Contemporaneous ground-based measurements were collected to corroborate mapped estimates and develop a statistical model for volumetric carbon content (VCC) to 0.5 metres. Field measurements included ground penetrating radar, gamma ray spectrometry and a soil sampling methodology which measured bulk density and soil moisture to determine VCC. One aim of the study was to explore whether airborne radiometric survey data can be used to establish VCC across a region. To account for the footprint of airborne radiometric data, five cores were obtained at each soil sampling location: one at the centre of the ground radiometric equivalent sample location and one at each of the four corners 20 metres apart. This soil sampling strategy replicated the methodology deployed for the Tellus Border geochemistry survey. Two key issues will be discussed from this work. The first addresses the integration of different sampling supports for airborne and ground measured data and the second discusses the compositional nature of the VOC data.

Mathematical modelling of competitive LDL/VLDL binding and uptake by hepatocytes

Elevated levels of low-density-lipoprotein cholesterol (LDL-C) in the plasma are a well-established risk factor for the development of coronary heart disease. Plasma LDL-C levels are in part determined by the rate at which LDL particles are removed from the bloodstream by hepatic uptake. The uptake of LDL by mammalian liver cells occurs mainly via receptor-mediated endocytosis, a process which entails the binding of these particles to specific receptors in specialised areas of the cell surface, the subsequent internalization of the receptor-lipoprotein complex, and ultimately the degradation and release of the ingested lipoproteins' constituent parts. We formulate a mathematical model to study the binding and internalization (endocytosis) of LDL and VLDL particles by hepatocytes in culture. The system of ordinary differential equations, which includes a cholesterol-dependent pit production term representing feedback regulation of surface receptors in response to intracellular cholesterol levels, is analysed using numerical simulations and steady-state analysis. Our numerical results show good agreement with in vitro experimental data describing LDL uptake by cultured hepatocytes following delivery of a single bolus of lipoprotein. Our model is adapted in order to reflect the in vivo situation, in which lipoproteins are continuously delivered to the hepatocyte. In this case, our model suggests that the competition between the LDL and VLDL particles for binding to the pits on the cell surface affects the intracellular cholesterol concentration. In particular, we predict that when there is continuous delivery of low levels of lipoproteins to the cell surface, more VLDL than LDL occupies the pit, since VLDL are better competitors for receptor binding. VLDL have a cholesterol content comparable to LDL particles; however, due to the larger size of VLDL, one pit-bound VLDL particle blocks binding of several LDLs, and there is a resultant drop in the intracellular cholesterol level. When there is continuous delivery of lipoprotein at high levels to the hepatocytes, VLDL particles still out-compete LDL particles for receptor binding, and consequently more VLDL than LDL particles occupy the pit. Although the maximum intracellular cholesterol level is similar for high and low levels of lipoprotein delivery, the maximum is reached more rapidly when the lipoprotein delivery rates are high. The implications of these results for the design of in vitro experiments is discussed.

Using the results of diagnostic testing to promote mathematical pedagogical knowledge

Teachers require a range of knowledge bases, including both content knowledge and pedagogical knowledge (Shulman, 1986). In recent times there have been calls from a variety of sources for teacher preparation courses to improve the mathematical knowledge of teachers, particularly primary teachers. These calls have been underlined by the recent formation of bodies such as the Institutes of Teachers in Victoria and NSW, as well as the development of teaching standards by professional bodies including the Australian Association of Mathematics Teachers. Rather than simply adopt a "back-to-basics" approach, work is required that uses the results of educational research to design courses that help pre-service students to understand how and why errors are made (by themselves and by children in their own classrooms). Diagnostic testing of preservice students is the first step in the process. However, it is not enough to simply test students and to remediate their misconceptions. Instead, the aim is to use the results of the testing to improve students' pedagogical knowledge as well as their subject content knowledge. This paper outlines one approach to the use of diagnostic testing with pre-service students and how the results can be used to assist in the development of pedagogical knowledge.

Mathematical knowledge of some entrants to a pre-service education course

Standards for teaching emphasise the need for teachers to have deep content knowledge. To assess the mathematical knowledge of students enrolling in its B.Ed. program, the University of New England has introduced a mathematics diagnostic test. This work is the first stage of an ongoing research project into the numeracy needs of students entering the B.Ed. program. The test is a pen-andpaper test that replaces previous on-line, multiple-choice tests. This paper reports on the test results, discusses some common errors made by students and outlines the future direction of the research.

Critical perspectives on communities of mathematical inquiry

While the notion of Communities of Inquiry (CoI) has its origins in philosophy, there has been widespread interest in mathematics classrooms as Communities of Mathematical Inquiry (CoMI). This paper outlines the structure and content of Research Forum 2: Critical Perspectives on Communities of Mathematical Inquiry, gives a brief review of research in the area, and highlights some key issues.

The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings

This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three cohorts of Year 9 students across a 3-year period (2005‐2007). Results from mathematics MSE9 and the MSE9 science assessments showed that the majority of students with hearing loss performed below the state average (88%). Findings in this study suggest that students with hearing loss demonstrated more mathematical strength in the areas of space and measurement, which use visuo-spatial skills. Results for students with hearing loss in the five sections of the science assessment suggest more consistency across the different areas tested in the MSE. Comparisons with the MSE9 English paper for the 2005 cohort of students with hearing loss suggest a strong relationship between reading and writing skills and performance on mathematics and science assessment. In particular, questions with high language content created difficulty. On the science assessment, questions requiring a written explanation appeared to be particularly challenging. These findings have implications for teaching and learning in these crucial areas for students with hearing loss in inclusive secondary school settings. Greater attention to the interpretation of the language of mathematics and to writing about science concepts may help to improve outcomes for students with hearing loss on statewide assessments

Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications

A professional learning program for unqualified practising secondary mathematics teachers regarding senior secondary mathematics teaching is described in this paper. The VCE (Victorian Certificate of Education) mathematics professional learning program for senior secondary mathematics was designed for practising secondary teachers of mathematics who had no experience of teaching advanced senior secondary mathematics and who had not completed the recommended qualifications. Professional learning episodes, artefacts and reflections of three teachers who participated in the program are analysed to identify the development of these teachers' mathematical and pedagogical content knowledge (PCK). The PCK framework developed by Chick et al. was used to analyse teachers' knowledge, and the cases of teachers' knowledge presented in the paper illustrate the entwining of knowledge of mathematics and knowledge of teaching and learning The findings indicate that a program designed for senior secondary mathematics can enable practising teachers to deepen and broaden their understanding of junior secondary mathematical pedagogy.

Connecting with the horizon : developing teachers' appreciation of mathematical structure

A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’ reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support their students’ present and future learning of mathematics. Further research is needed about professional learning approaches and tasks that may enable teachers to imbed and develop awareness of structure in their practice.

A study of rural preschool practitioners’ views on young children’s mathematical thinking

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children’s mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children’s mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

Developing mathematical proficiency

It has long been recognised that successful mathematical learning comprises much more than just knowledge of skills and procedures. For example, Skemp (1976) identified the advantages of teaching mathematics for what he referred to as “relational” rather than “Instrumental” understanding. More recently, Kilpatrick, Swafford and Findell (2001) proposed five “intertwining strands” of mathematical proficiency, namely Conceptual Understanding, Procedural Fluency, Strategic Competence, Adaptive Reasoning, and Productive Disposition. In Australia, the new Australian Curriculum: Mathematics (F–10), which will be implemented from 2013, has adapted and adopted the first four of these proficiency strands to emphasise the breadth of mathematical capabilities that students need to acquire through their study of the various content strands. This paper addresses the question of what types of classroom practice can provide opportunities for the development of these capabilities in elementary schools. It draws on data from a number of projects, as well as the literature, to provide illustrative examples. Finally, the paper argues that developing the full set of capabilities requires complex changes in teachers’ pedagogy.

Deepening teachers' understanding of content and students' thinking : the case of Japanese lesson study in Australian primary classrooms

Japanese Lesson Study has been adapted in many countries as a platform of professional development (Groves & Doig, 2010; Lewism Perry & Hurd, 2004). One of the critical elements of Japanese Lesson Study is detailed and careful planning of the research lesson with an explicit focus on the mathematics and students' mathematical thinking (Doig, Groves, & Fujii, 2011; Murata, 2011; Watanabe, Takahashi, & Yoshida, 2008). This presentation will share some findings from a small scale research project of the implementation of Japanese Lesson Study in three Victorian primary schools in 2012.It will focus on the way in which teachers used Japanese lesson Study to plan a structured problem solving rsearch lesson on algebraic thinking for students in Year 3 and Year 4. Insights into the two teachers' planning journey and their developing understanding of anticipated student responses and the mathematics of the problem to be used in the research lesson will be discussed. Implications regarding the implementation of Japanese Lesson Study - into Australian schools for teachers' professional learning will be drawn. 

A novel intelligent system to nitrogen content prediction in plants using indirect chlorophyll measurements

The accurate identification of the nitrogen content in plants is extremely important since it involves economic aspects and environmental impacts, Several experimental tests have been carried out to obtain characteristics and parameters associated with the health of plants and its growing. The nitrogen content identification in plants involves a lot of non-linear parameters and complexes mathematical models. This paper describes a novel approach for identification of nitrogen content thought SPAD index using artificial neural networks (ANN). The network acts as identifier of relationships among, crop varieties, fertilizer treatments, type of leaf and nitrogen content in the plants (target). So, nitrogen content can be generalized and estimated and from an input parameter set. This approach can form the basis for development of an accurate real time system to predict nitrogen content in plants.

Nitrogen content identification in crop plants using spectral reflectance and artificial neural networks

The accurate identification of the nitrogen content in crop plants is extremely important since it involves economic aspects and environmental impacts. Several experimental tests have been carried out to obtain characteristics and parameters associated with the health of plants and its growing. The nitrogen content identification involves a lot of nonlinear parametes and complexes mathematical models. This paper describes a novel approach for identification of nitrogen content thought spectral reflectance of plant leaves using artificial neural networks. The network acts as identifier of relationships among pH of soil, fertilizer treatment, spectral reflectance and nitrogen content in the plants. So, nitrogen content can be estimated and generalized from an input parameter set. This approach can be form the basis for development of an accurate real time nitrogen applicator.