bluuebunny/crossref_metadata_2025 huggingface dataset:
Simulation of reactive solute transport in the critical zone: A
Lagrangian model for transient flow and preferential transport
Authors: Sternagel Alexander , Loritz Ralf , Klaus Julian , Berkowitz Brian , Zehe Erwin
Published: October 2020

Abstract. We present an approach to simulate reactive solute transport within the Lagrangian Soil Water and Solute Transport Model framework (LAST). The LAST-Model is based on a Lagrangian perspective describing the (1-D) movement of discrete water particles, which travel at different velocities and carry solutes through a heterogeneous, partially saturated soil that is separated into a soil matrix and structural macropore domain. In this study, we implement an approach to represent non-linear sorption and first-order degradation processes of reactive solutes under well-mixed and preferential flow conditions in the critical zone. The intensity of the two reactive transport processes may vary with the soil depth, to account for topsoil that facilitates enhanced microbial activity (and hence sorption) as well as chemical turnover rates. This expanded LAST-Model is evaluated with simulations of conservative tracer transport and reactive transport of the herbicide Isoproturon, at different flow conditions, and compared to data from field experiments. Additionally, the model is compared to simulations from the commonly used HYDRUS 1-D model. Both models show equal performance at a matrix flow dominated site, but LAST better matches indicators of preferential flow at a macropore flow dominated site. These results demonstrate the feasibility of the approach to simulate reactive transport in the LAST-Model framework, and highlight the advantage of the structural macropore domain to cope with preferential bypassing of topsoil and subsequent re-infiltration into the subsoil matrix.
Simulation of storm surge inundation under different typhoon intensity scenarios: case study of Pingyang County, China
Authors: Shi Xianwu , Yu Pubing , Guo Zhixing , Sun Zhilin , Chen Fuyuan , Wu Xiuguang , Cheng Wenlong , Zeng Jian
Published: October 2020

Abstract. China is one of the countries that is most seriously affected by storm surges. In recent years, storm surges in coastal areas of China have caused huge economic losses and a large number of human casualties. Knowledge of the inundation range and water depth of storm surges under different typhoon intensities could assist predisaster risk assessment and making evacuation plans, as well as provide decision support for responding to storm surges. Taking Pingyang County in Zhejiang Province as a case study area, parameters including typhoon tracks, radius of maximum wind speed, astronomical tide, and upstream flood runoff were determined for different typhoon intensities. Numerical simulations were conducted using these parameters to investigate the inundation range and water depth distribution of storm surges in Pingyang County considering the impact of seawall collapse under five different intensity scenarios (corresponding to minimum central pressure values equal to 915, 925, 935, 945, and 965 hPa). The inundated area ranged from 103.51 to 233.16 km2 for the most intense typhoon. The proposed method could be easily adopted in various coastal counties and serves as an effective tool for decision-making in storm surge disaster risk reduction practices.
Inversion tectonics: a brief petroleum industry perspective
Authors: Tari Gábor , Arbouille Didier , Schléder Zsolt , Tóth Tamás
Published: October 2020

Abstract. Inverted structures provide traps for petroleum
exploration, typically four-way structural closures. As to the degree of
inversion, based on a large number of worldwide examples seen in various
basins, the most preferred petroleum exploration targets are mild to
moderate inversion structures, defined by the location of the null points.
In these instances, the closures have a relatively small vertical amplitude but are simple in a map-view sense and well imaged on seismic reflection data.
Also, the closures typically cluster above the extensional depocenters which
tend to contain source rocks providing petroleum charge during and after the
inversion. Cases for strong or total inversion are generally not that common
and typically are not considered as ideal exploration prospects, mostly due
to breaching and seismic imaging challenges associated with the trap(s)
formed early on in the process of inversion. Also, migration may become
tortuous due to the structural complexity or the source rock units may be
uplifted above the hydrocarbon generation window, effectively terminating the
charge once the inversion has occurred. Cases of inversion tectonics can be grouped into two main modes. A structure
develops in Mode I inversion if the syn-rift succession in the preexisting
extensional basin unit is thicker than its post-rift cover including the
pre- and syn-inversion part of it. In contrast, a structure evolves in Mode
II inversion if the opposite syn- versus post-rift sequence thickness ratio
can be observed. These two modes have different impacts on the petroleum
system elements in any given inversion structure. Mode I inversion tends to develop in failed intracontinental rifts and
proximal passive margins, and Mode II structures are associated with back-arc
basins and distal parts of passive margins. For any particular structure the evidence for inversion is typically
provided by subsurface data sets such as reflection seismic and well data.
However, in many cases the deeper segments of the structure are either
poorly imaged by the seismic data and/or have not been penetrated by
exploration wells. In these cases the interpretation in terms of inversion
has to rely on the regional understanding of the basin evolution with
evidence for an early phase of crustal extension by normal faulting.
Seroprevalence of anti-TRYPANOSOMA CRUZI and anti-TOXOPLASMA GONDII antibodies in possible and potential organ donors in the south of Rio Grande do Sul state, Brazil
Authors: Paula da Paz Grala Ana , Freitas Bianchi Tanise , Ferreira de Leon Italo , Guellamann da Cunha Espinelli Greco Mayara , Raphael Pascoti Bruhn Fabio , Celoi Ferreira Barargan Nivia , Aspirot Mendonça Viviani , Marreiro Villela Marcos
Published: October 2020

Serological profiles are important in cases of solid organ donation where serological findings, such as antibodies against Trypanosoma cruzi and toxoplasmosis, may interfere in organ donation by increasing morbidity and mortality. This study aimed to outline seroprevalence of anti-Trypanosoma cruzi and anti-Toxoplasma gondii antibodies in possible and potential organ donors in the south of Rio Grande do Sul (RS) State, Brazil. A cross-sectional quantitative and retrospective epidemiological study was carried out, based on secondary data. Data on serology were extracted from medical records found in the Sistema de Gestão Hospitalar (SIGH), a hospital management system used by a university hospital in the south of RS, Brazil.Sociodemographic variables, such as age, sex and race, as well as clinical variables, such as titration of IgM and IgG anti-T. cruzi and anti–T. gondii antibodies, were analyzed. Medical records were found to be poorly filled in, since 67.6% (506 records) could not be used due to lack of information. Seroprevalence of T. cruzi was 6.8% (5 cases), mostly in white males. Regarding seroprevalence of T. gondii, 76.2% (64 donors) were serologicaly  positive, 10.9% of which were IgM positive. This is the first study on anti-T. cruzi and anti-T. gondii antibodies inorgan donors in RS, Brazil and should be furthered since there may be consequences regarding organ uptake and donation.KEY WORDS: Epidemiological studies; Trypanosoma cruzi; Toxoplasma gondii; organ donation
Entoloma conferendum, Hygrocybe coccineocrenata, and Hypholoma ericaeum new to Montenegro
Authors: Ćetković Ilinka , Tkalčec Zdenko , Dragićević Snežana , Alegro Antun , Šegota Vedran , Jadan Margita , Matočec Neven , Kušan Ivana , Zgrablić Željko , Mešić Armin
Published: October 2020

As a result of the first research on macrofungi on peat moss habitats in Montenegro, three species new to the Montenegrin mycobiota are presented and described: Entoloma conferendum, Hygrocybe coccineocrenata, and Hypholoma ericaeum. The descriptions are accompanied
by photographs of the basidiomata on site and some microscopic characters. Additionally, the second Montenegrin record of Bovista paludosa is presented and described, for the first time with locality and habitat data. Species identifications were checked by comparing ITS rDNA sequences
from samples with the sequences in GenBank.
Substitution of soybean meal with dried distillery grains on performance and carcass quality of feedlot lambs
Authors: Gomes Helen Fernanda Barros , Castro Aruanan Ames , Emmert Andressa Queiroz , Marques Raquel Ornelas , Gonçalves Heraldo Cesar , Brito Evelyn Prestes , Meirelles Paulo Roberto de Lima , Correa Hugo Lenon
Published: October 2020

The objective of this work was to evaluate the effect of inclusion of dried distillery grains (DDGS) as a replacement for soybean meal in the diet of lambs in feedlot and to evaluate the performance, yield characteristics, and meat quality. Three diets with different DDGS levels were provided: diet with soybean meal (control); diet with 50% replacement of soybean meal by DDGS; diet with 100% replacement of soybean meal with DDGS. The average feed intake of the animals and the difference between the leftovers showed no difference among the treatments. No differences of average daily weight gain, body score and feed conversion index were observed among treatments. The same was observed for biometric measurements. However, warm carcass weight and chest perimeter were higher without the use of DDGS. The final weight, muscle, bone, intermuscular, subcutaneous and total fat weight did not differ among treatments. No difference was also found for tissues color. The kilogram of the concentrate mixture that uses soybean meal as the main source of protein (control) was approximately 12% more expensive than the mixture using DDGS (100%). The use of DDGS as an alternative source in confined lamb feeding may be recommended in up to 24% replacement in dietary dry matter.
Agricultural soybean and corn calendar based on moderate resolution satellite images for southern Brazil
Authors: Becker Willyan Ronaldo , Richetti Jonathan , Mercante Erivelto , Esquerdo Júlio César Dalla Mora , Silva Junior Carlos Antonio da , Paludo Alex , Johann Jerry Adriani
Published: October 2020

Knowledge of the agricultural calendar of crops is essential to better estimate and forecast the cultivation of large-scale crops. The aim of this study was to estimate sowing date (SD), date of maximum vegetative development (DMVD), and harvest date (HD) of soybean and corn in the state of Paraná, Brazil. Dates from 120 farms and the Enhanced Vegetation Index (EVI) from the Moderate Resolution Imaging Spectroradiometer (MODIS) from 2011 to 2014 were used into a seasonal trend analysis to obtain soybean and corn seasonal patterns. The results indicate that the majority soybean is sown during October and the DMVD occurs between the second ten-day period of December and the first ten-day period of January. Owing to the spatial variability of the SD, the difference in the maturation cycles of the cultivars, and regional climatic variation, the HD of soybean varied greatly during the studied crop years, ranging from mid-February to late March. The SD of corn is before that of soybean, and mainly occurs in late September to mid-October. The DMVD mainly occurs during December, and the HD is distributed throughout January to March in Paraná. When comparing the estimated dates with observed dates the mean error (ME) varied from 0.2 days earlier to 3.3 days after the observed date for soybean with root mean square error (RMSE) from 1.93 to 14.73 days. For corn, the ME varied from 10.3 days to 18.5 days after the observed date with RMSE from 18.02 to 27.82 days.
Garbled and Incoherent Text Messages Are a Sign of Acute Ischemic Stroke: A New Sign of Aphasia in the Era of Chat Applications
Authors: Kobkitsuksakul Chai , Sirilert Bandit , Boongird Apisit
Published: October 2020

We report a 68-year-old female was diagnosed acute ischemic stroke with an interesting clinical presentation. She was unable to send the messages in chat application normally and accurately. Neurological examination revealed global aphasia without weakness. Computed tomography angiography (CTA) showed the occlusion of the inferior branch of the left M2 of middle cerebral artery (MCA) but showed a good collateral score. Intravenous fibrinolysis and mechanical thrombectomy were not indicated. The patient showed spontaneous clinical improvement and almost fully recovered by the day of hospital discharge. Currently, chat applications have been widely adopted for communication and have replaced direct or telephone conversations in daily life. Dystextia and dystypia may serve as modern sign of aphasia on text conversation.
Greener Analytical Method for Determination of Iodine Number of Edible Oils
Authors: Kruatian Thidarat , Jitmanee Kritsana
Published: October 2020

A greener analytical method for determination of iodine number (IN) of oils is presented. As per the AOAC standard method, a large amount of solvent and reagent was used, and long incubation time was required. This research is aimed at using less amount of solvent and reagent, less sample weight, and shorten the analysis time by using the modified titrimetric AOAC standard method. The study showed that by reducing the sample size, the amount of reagent could be decreased to 1.00 mL and the reaction time of 1 min is enough for completion of the reaction. The amount of reagent used was at least 25 times less than that of the classical method. There was no significant difference at 95% confidence level between the results obtained by the proposed method and the standard method, and both results correlated well. The present method can be applied to edible oils commonly found in the market (iodine number range of 6.0 to 130).
Impact and operational feasibility of TrueNat™ MTB/Rif under India’s RNTCP
Authors: Jeyashree K. , Shanmugasundaram D. , Rade K. , Gangakhedkar R. R. , Murhekar M. V.
Published: October 2020

Background: The Revised National Tuberculosis Control Programme (RNTCP) in Andhra Pradesh, India, introduced TrueNat™ MTB/Rif, a rapid molecular test for detecting Mycobacterium tuberculosis (MTB) and rifampicin (RIF) resistance at 193 TB units (TUs) in
October 2018. We evaluated its impact on TB diagnosis and assessed the operational feasibility of its deployment at point-of-care (POC) settings.Methods: We compared the number of presumptive TB cases tested and the number (proportion) of microbiologically positive before (January–August
2018) and after (January–August 2019) the deployment of TrueNat. We interviewed laboratory technicians and Senior TB Laboratory Supervisor from 25 randomly selected TUs to assess operational feasibility.Results: In 2018, 10.5% (range 8.9–13.1) of 245,989 presumptive
cases tested were positive. In 2019, of the 185,435 presumptive cases tested, 13.7% (range 9.6–18.9) were positive. The proportion of presumptive TB cases in whom MTB was detected using TrueNat was 14.4% (range 10.0–21.2). TrueNat significantly increased case detection (incidence
rate ratio [IRR] 1.30; 95%CI 1.15–1.46), yielding an additional 18 TB cases per 100 000 population. Laboratory technicians became comfortable in performing TrueNat after a median of 10 tests (interquartile range 5–17.5). Invalid reports declined from 6.8% to 3.6%.Conclusion:
The deployment of TrueNat as POC diagnostic test improved case detection and was operationally feasible under RNTCP.
Choice architecture-based prescribing tool for TB preventive therapy: a pilot study in South Africa
Authors: Caturegli G. , Materi J. , Lombardo A. , Milovanovic M. , Yende N. , Variava E. , Golub J. E. , Martinson N. A. , Hoffmann C. J.
Published: October 2020

Background: All people with HIV who screen negative for active tuberculosis (TB) should receive isoniazid preventive therapy (IPT). IPT implementation remains substantially below the 90% WHO target. This study sought to further understanding of IPT prescription by piloting a
simplified prescribing approach.Setting: Primary care clinics in Matlosana, South Africa.Design: This was a mixed-methods implementation study.Methods: Nine providers were recruited and underwent training on 2018 WHO guidelines. A simplified prescribing tool
containing antiretroviral therapy (ART) and IPT prescriptions was introduced into the workflow for 2 weeks. Prescription data were collected from file review. Interviews were conducted with prescribers.Results: During the study period, 41 patients were evaluated for ART initiation;
34 (83%) files used the simplified prescribing tool. Thirty-seven (90%) patients were eligible for same-day ART and IPT initiation, of whom 36 (97%) received IPT prescription. Qualitative interviews identified the following barriers to IPT prescription: cognitive burden, extensive documentation,
limited management support, paucity of training, stock-outs, and patient-related factors. Provider acceptability of the tool was favorable, with unanimous recommendation to colleagues on the basis of streamlining documentation and reminding to prescribe.Conclusions: This simplified
prescribing device for IPT was feasible to implement. Streamlining documentation and reminding providers to prescribe can reduce work-flow barriers to IPT provision.
Primary Thymic Mucinous Adenocarcinoma: A Case Report Focusing on Radiological Findings and Review of the Literature
Authors: Koo Young Hoon , Lee Jae Wook , Park Jai Soung , Shin Kyung Eun , Lee Heon , Chin Susie
Published: October 2020

: Primary thymic mucinous adenocarcinoma is a very rare disease. Its clinical findings are not well known. Its prognosis is poor. We present a case of primary thymic mucinous adenocarcinoma in a 60-year-old woman. The patient visited the emergency room with dysarthria as a chief complaint, and a mass was found in the occipital bone and petrous apex in brain computed tomography (CT) and magnetic resonance imaging (MRI). The lesion was considered metastasis, and body CT evaluation was performed to find the primary origin. In CT, a large peripheral enhancing mass with central low attenuation and calcification was found in the anterior mediastinum. Pathologic confirmation of the anterior mediastinal mass was done by percutaneous needle biopsy procedure. The patient was diagnosed with primary thymic mucinous adenocarcinoma. We also reviewed and analyzed previous literature focusing on radiologic findings. The possibility of primary thymic mucinous adenocarcinoma should be considered if a large mass with a heterogeneous enhancement pattern is accompanied by adjacent tissue involvement, associated thymic cyst, or calcification.
Strategies for Activating Public-Private Partnerships of Social Service Provision of Indigenous Regions in Taiwan
Authors: HWANG Yuan-shie , CHUANG Li-hsin
Published: October 2020

Compared with the mainstream society, the distinctively geographical, social and cultural environment of Taiwan's indigenous regions has caused many difficulties in social service provision. The model of public-private partnerships (PPPs) has been regarded as a main strategy to alleviate the difficulties. By adopting the qualitative research method and collecting data through individual in-depth interview (18 peoples) and focus group (2 groups with 11 peoples), this study aims to explore the operation and interaction of public sectors, non-profit organizations and grassroots groups in the indigenous regions, and to identify their internal strengths and weaknesses and external opportunities and threats (SWOT analysis) that affect social service provision, and further, to propose strategies related to activating PPPs. Based on the findings, we propose six discussions and suggestions for activating PPPs of social service provision of indigenous regions in Taiwan.
Application of the Non-parametric DEA method to Analyze the Efficiency of selected services provided by municipalities, example of public libraries
Authors: JETMAR Marek
Published: October 2020

The paper deals with the possibility of applying the DEA method to measure the efficiency of local public services provided by municipalities and towns in the Czech Republic. It is testing and modeling data on the effectiveness of local libraries, which for 100 years had to provide basic education and disseminate education in municipalities. There are many models in the literature dealing with various problems of efficiency analysis. A particularly suitable and elegant model is the DEA model based on Chebyshev distance. This model can be formulated with both the assumption of constant range returns and the assumption of variable range returns. Similar to the classical DEA model, this method can be formulated as a set of optimization problems looking for weights for given inputs and outputs.
The Revolution in Arithmetic
Authors: Brownell William A.
Published: October 2020

During the last half-century major changes have occurred in our conception of arithmetic as a school subject. These changes have resulted both from the study of arithmetic itself and from influences from movements and developments outside the subject matter; and they have affected both the content of arithmetic and the methodology of presenting that content to children.
The Arithmetic Curriculum—1954
Authors: Junge Charlotte
Published: October 2020

The Modern Arithmetic Curriculum is an outgrowth of various influences which have been operative over a period of years. Some factors have been in the picture for more than thirty years, others are of more recent origin—or are being recognized more recently as having significance. Among the more prominent of these influences are the changing philosophy of education, increased knowledge of child development, clarification of the nature of human learning, a rethinking of the purposes of instruction in arithmetic, and changes in our culture. As a result of these influences arithmetic curriculums are becoming much more realistic about what children need in arithmetic and what seems appropriate and within children's capabilities at various age levels. Considerable research evidence has been accumulated on the nature of the leaming process in arithmetic, the nature and the place of meanings in arithmetic, and upon the comparative value of various methods of instruction. These researches have significance for the teacher and curriculum maker, and although the research is not as complete as is to be desired, every advantage should be taken of the findings thus far in planning sound progress in arithmetic for children of elementary school age.
Time allotment relationships to pupil achievement in arithmetic
Authors: Jarvis Oscar T.
Published: October 2020

For years schools have allocated 30, 45, or 60 minutes of daily instructional time to elementary school arithmetic, largely on the basis of educators' opinions or administrative expediency rather than on the basis of educational research. This is so because research evidence as to how much time is necessary for adequately teaching arithmetic is very scant. Otto has observed that “experimental evidence as to how much time per day or week is needed to teach a given subject in accordance with accepted standards is so inadequate that it may be ignored."1 Smith, Stanley, and Shores have posed some thought-provoking questions concerning the allotment of classroom time by asking, “How often should a class meet—five times a week, three times, only once? And how long should the class period be? Should it be thirty minutes, forty minutes, ninety minutes?"2 In response to their own questions, they have stated that, “There is very little research evidence to help answer these questions.”
An in-service course for elementary arithmetic teachers
Authors: Tredway Dan
Published: October 2020

Recent developments in the teaching of mathematics and current changes in the elementary arithmetic curriculum are making in-service education a more and more important element in the improvement of classroom teaching.
Focal points: Foundations of mathematics for elementary schools: an in-service project
Authors: Fred Weaver J.
Published: October 2020

Rare indeed today is the school system that does not recognize a need for in-service education in mathematics for its elementary school teachers. Rare indeed, too, is the school system that is not seeking some means to satisfy this need effectively.
Modern mathematics and the elementary teacher
Authors: Harold Harper E.
Published: October 2020

Whenever the words “modern mathematics” are mentioned in the presence of elementary school teachers one usually detects three types of facial expressions which seem to say, (1) “What is that?” or (2) “Oh no, please don't put me on the spot!” or (3) “I like it-let's talk about it.” These expressions of mixed emotion come about for many different reasons. Most teachers who fear the term are not familiar with current literature, and therefore, do not understand it. Those who like it have availed themselves of current institutes, conferences, periodicals, and other publications which have kept them up-todate in mathematics.
Editorial Comments: As we read
Authors: Hamilton E. W.
Published: October 2020

Piaget's work, although now widely available in the English language, is not very well-known among classroom teachers. Among those who read him, there is sometimes a patronizing attitude characterized by, “So what! That's a collection of interesting accounts of how individual foreign children behave.” Coxford's article recounts an attempt to replicate some of Piaget's findings through the use of groups of children and statistical models and controls.
Reading and computation ability as determinants of problem solving
Authors: Balow Irving H.
Published: October 2020

Since 1918, when Monroe [1]* showed that a given problem could be verbally stated in twenty-eight different ways, research workers have been interested in the relationship between reading ability and arithmetic achievement. The resulting research has not been clear on what relationship exists, often because of the confounding effects of intelligence.
In the classroom: Shapes in numbers
Authors: Lademann Nathalie
Published: October 2020

Do numbers have shape? In a flash this spark of inquiry was fanned, for the class desired to get into the spirit of mathematics to explore shapes in numbers. They were not concerned about their generalizations touching their everyday lives or having future applications. In other words, they aspired to and enjoyed being abstract and arbitrary, not realizing that these are the basic characteristics of a pure mathematical science.
National Council of Teachers of Mathematics: The Council's drive to improve school mathematicsa progress report
Authors: Allen Frank B.
Published: October 2020

A year ago at the end of my first year as President, I gave my first report on the Council's Drive to Improve School Mathematics at our 41st Annual Meeting in Pittsburgh.
Divisibility and the base-ten numeration system
Authors: Spooner George
Published: October 2020

There exists in the arithmetic of whole numbers several tests of divisibility which permit us to determine whether or not a given whole number is divisible by another given whole number without our having to divide the one given number by the other. The purpose of this paper is to examine the mathematical rationale or justification behind some of these tests. In our discussion we shall say that one whole number is divisible by another if and only if the remainder is zero.
Intrasystem research for elementary school teachers
Authors: Pikaart Leonard , Berryman Charles
Published: October 2020

Pi was once assumed by ancient Hebrew “experts” to equal three. More careful observers subsequently added1/7, and by 1874 a decimal expansion to 707 decimal places was computed. Research by mathematicians proved that pi is an inational number, or, more precisely, transcendental. Research was slow in coming. The world was oriented to “experts,” and their opinions were often so sacrosanct that simple observation was virtually taboo. Occasionally, observations demonstrated such obvious merit that new information was forced upon an unwilling world. As the advantages of observation became more apparent, it was realized that casual observation must rely upon chance occurrence. Some unknown genius deliberately created an event to be observed, and research was born.
Homework in arithmetic
Authors: Koch Elmer A.
Published: October 2020

The pros and cons of homework in arithmetic for elementary school pupils can provoke a lively discussion in almost any group. Certain feelings are revealed by these familiar questions that are often raised by parents and teachers: “Why doesn't my child bring home some arithmetic to work on?” “Why does my child have to do his arithmetic at home?” “How much homework should I assign?” “Is homework of value to the learner?”
Remedial teaching of multiplication and division: programmed textbook versus workbook–a pilot study
Authors: Higgins Conwell , Rusch Reuben R.
Published: October 2020

Few educators today suggest that teaching machines and programmed instruction will replace teachers. However, many writers do predict that with the inevitably greater use of many newer audio-visual media, especially programmed instruction, the role of the teacher will change. It has been suggested by more than one writer that one way in which this role will change is that the teacher will make a greater allowance for individual differences and pay greater attention to these individual differences. Specifically, the implication is that programmed materials could be used to instruct certain students in the basic skills while the teacher works with other students on applications and interpretations. For example, in fifthgrade arithmetic, while the teacher is teaching the applications of division or multiplication to certain students, other students could use programmed instruction to learn more fundamental multiplication and division facts, or even to develop some understanding of fractions.
Mathematical concepts, skills, and abilities of kindergarten entrants
Authors: Williams Alfred H.
Published: October 2020

The needs of society have brought about a revolution in the field of mathematics.
In the classroom: Work backwards! Why not?
Authors: Coon Lewis H.
Published: October 2020

Several workshops to clarify and expand current ideas in arithmetic and mathematics were conducted in Ohio during the early fall, 1964. Many ideas—old and new—were discussed by the participants. Three of the ideas presented by the consultants struck me as most worthy of being shared with the readers of The Arithmetic Teacher.
In the classroom: Easy-to-paste solids
Authors: Wahl M. Stoessel
Published: October 2020

Geometry has gained an accepted place in the mathematics curriculum of the elementary school. Elementary teachers have found that their pupils enjoy using compasses to construct designs and mathematical figures. Some teachers, who have tried the construction of three-dimensional solids, have found the pasting technique difficult for young fingers when conventional patterns were used. Here is a set of patterns designed to make the pasting problem easy enough so that third-grade students can succeed with the simpler solids. Teachers have been most enthusiastic about their pupils' delight and success in using them.
The Cambridge Conference Report: blueprint or fantasy?
Authors: Adler Irving
Published: October 2020

In the title of my talk I ask two questions: Is the Cambridge Conference Report a blueprint giving detailed directions for the construction of the mathematics curriculum of the future? Or is it a fantasy that substitutes wishful thinking for an attempt to outline realistic goals that can be attained with flesh-and-blood pupils and teachers? I shall answer both questions immediately: It is neither. The rest of my talk consists of elaboration and documentation of this answer.
Discovering precision
Authors: Gurau Peter K.
Published: October 2020

The role of discovery in the teaching of mathematics is well recognized. However, we must not permit ourselves to become so overwhelmed by it that it becomes the primary device of instruction. Discovery does not always work. At times it would take entirely too long to attempt to introduce a new mathematical concept by the discovery method. At other times, while the method might work, it is likely to have been a discovery for only a small percentage of our students.
Achievement and attitude of sixth-grade pupils in conventional and contemporary mathematics programs
Authors: Hungerman Ann D.
Published: October 2020

When contemporary mathematics programs were introduced at the elementary level, the question raised most often was, “What will happen to computational skills?”
Evaluating and reteaching slow learners
Authors: Hammitt Helen
Published: October 2020

“Test” is a word that sends a chill through most students. To a low achiever it may bring any one of several different responses. He may think, “I can't pass a test. I never do. Why try?” He may think, “I have to pass this test or I'll get a beating.” So he tightens up and sometimes even becomes ill. In either case the test is of little value in determining what the student has learned. If tests could be avoided, better learning and better evaluation would take place.
lnstagrams, or instant histograms
Authors: Lowrey Charlotte
Published: October 2020

Even in this age of computers an important task of the elementary school teacher is to teach boys and girls to perform arithmetic computations with a reasonable degree of speed and accuracy. Intelligent development of computational skill implies the use of checking procedures that are fast, readily used, and easily called to mind. For work with whole numbers, checking computations by casting out nines is easy and rapidly done. However, some youngsters refuse to use it voluntarily, possibly because they do not understand the rationale behind the check. They view it as an interesting trick and then forget it.
From the editor's desk
Authors: Brydegaard Marguerite
Published: October 2020

Happy New Year! We start the year with a gay-colored border on our cover and anticipated new developments for The Arithmetic Teacher.
The Nuffield Mathematics Teaching Project
Authors: Matthews Geoffrey
Published: October 2020

The object of the Project is to ‘produce a contemporary course for children from 5 to 13’. In England, children move from ‘primary’ to ‘secondary’ schools at the age of 11, and the change is often an abrupt one, from activity to more formal methods. The Project will try to bridge the gap and make the change-over more gradual. It is being sponsored jointly by the Nuffield Foundation and the Schools Council, a widely representative educational body (with members from the Department of Education and Science and the various teachers' organisations).
Commentary on the international study of achievement in mathematics
Authors: Sato Ryoichiro
Published: October 2020

Recently the International Project for the Evaluation of Educational Achievement (IEA) published the International Study of Achievement in Mathematics in two volumes. As one of the members of the Japanese Committee of the IEA, the author was very glad to see the publication of this useful and interesting study in the field of mathematics education. It should be observed that the lEA study is the first large-scale, empirical cross-national study of achievement in mathematics by school pupils to date. It has yielded not only extremely interesting findings but also valuable administrative and methodological experiences in this field. There are many important and instructive implications to be derived from this study of mathematics education.
Teaching comparison of common fractions
Authors: Matthews Warren N.
Published: October 2020

I would like to share with you a threepart method of teaching the comparison property.
Testing in mathematics: Why? What? How?
Authors: Epstein Marion G.
Published: October 2020

The statement that effecti ve evaluation is an essential ingredient in effective education would probably be considered by most people to be a self-evident truth, but the statement is meaningles unless we consider what we arc trying to evaluate and how we should go about the business of getting u uable and meaningful information to assist us in making necessary decisions about student or curriculum.
A test of understandings for the primary grades
Authors: Ashlock Robert B.
Published: October 2020

During the past thirty-five years, educators have placed increasing emphasis on mathematical understandings. The findings of psychological and educational research have supported this emphasis, and as a result most elementary school mathematics programs now include at least selected properties of number systems.
Problem solving
Authors: Pottenger Mary Jo , Leth Leonard
Published: October 2020

Problems are as old as man himself. What may be a problem to one person may be merely an exercise to another and a frustration to yet another. Each person has his own style or way of solving problems. This does not imply that he has a set style, as his ways are constantly changing with the results of problem solving in his day-to-day living. Mathematics offers a wide field of opportunity for experience in solving problems. From the time the child enters school, the more he develops his mathematical learning as problem solving, the better able he is to cope effectively with new problems that arise in both mathematical and social contexts.
Problem-solving activities observed in British primary schools
Authors: Grossman Rose
Published: October 2020

The object of a trip to England was to visit schools that were actively involved in teach ing innovative primary school mathematics programs. We met with Dr. Geoffrey Matthews, Director of the Nuffield Mathematics Project, who had worked with the Ministry of Education in planning visits to schools in various parts of greater London, Bristol, and Cambridge, including schools in high, medium, and low socioeconomic areas, visits to Teachers Centres, and a visit to a teacher training college.
Percent: a rational number or a ratio
Authors: Nelsen Jeanne
Published: October 2020

The shadow of our Greek heritage in mathematics has fallen on the elementary schools. The philosophical question concerning what a number is and what a relation is has resulted in a tangle of inconsistencies for the elementary school teacher as well as the child.
Focus on research: Selected geometric concepts taught to children ages seven to eleven
Authors: Shah Sair Ali
Published: October 2020

Eleven student teachers, in their second year of a two-year professional program at Teachers College in Trinidad, taught a series of lessons on “modern geometry” over a period of three weeks to children aged seven to eleven. An objective test of the content, standardized with the same sample, was then given. Performance on this test indicated a reasonably high level of attainment.
Children's literature: an aid in mathematics instruction
Authors: Strain Lucille B.
Published: October 2020

Helping children develop dear, correct concepts in mathematics is a major task for teachers in elementary schools. Arousing and sustaining children's interests and providing varied meaningful experiences are two aspects of the task necessitating the use of numerous resources. The gargantuan array of prose and poetry, fiction and nonfiction, categorized as children's literature can be a valuable resource to aid in meetmg the task.
Forum on teacher preparation: Preservice teachers clarify mathematical percepts through field experiences
Authors: Swan Malcolm D. , Jones Orville E.
Published: October 2020

Among the educational objectives for teaching social science and mathematics is that of developing the pupil's ability to understand the world in which he lives. Included in this ability is the development of percepts—commonly referred to as mental images—relating to distance, weight, height, volume, temperature, etc. If this objective is to be achieved, the teacher should provide pupils with experiences that will help them develop such understandings. Some teachers believe it almost impossible to do so without direct experience, while other teachers assume that pupils develop sufficiently adequate images through solving mathematical problems found in textbooks and other written source materials.
“Patterns”—a mathematics unit for three- and four-year-olds
Authors: Mckillip William D.
Published: October 2020

“Patterns” is a mathematics unit for threeand four-year-old children which introduces number concepts through the use of patterns. The basic activity upon which the unit is developed is the arrangement of blocks or tiles of two colors to form various patterns. This activity is intrinsically appealing to young children in that they will attend to it for relatively long periods without external reward or constraint. The only materials needed are oneinch squares or cubes in two colors. Oneinch cubes of wood are nice to handle, but one-inch square ceramic tiles are much less expensive.
Child-created mathematics
Authors: Cochran Beryl S. , Barson Alan , Davis Robert B.
Published: October 2020

Those who have worked closely with the “new math” may (possibly) agree that, like the stock market, the “new mathematics” has had areas of strength and areas of weakness— glories and horrors, one might say; a big gain here, a big loss somewhere else. We would argue that one unquestioned area of strength, enough perhaps to justify everything else, has been the new prominence given to pieces of original mathematics that have actually been created by children
In the classroom: Fraction bingo
Authors: Cook Nancy
Published: October 2020

To almost all fourth graders, the concept of one-half is meaningful and well understood. Many fourth graders also know that two-fourths names the same fractional number, but why it does is frequently not understood. To help my class of fourth, fifth, and sixth graders to better understand and to discover for themselves how to find other names for a fractional number, I made the game that they named “Fraction Bingo.”
In the classroom: What's in the box?—subsets!
Authors: Blomgren Gwen P.
Published: October 2020

Have you defined “subset” for your class a most textbooks do? Student reactions range from “Huh?” to “What?”.
Procedures for teaching reading in mathematics
Authors: Wesley Earp N.
Published: October 2020

All teachers, Yoakam has said, should be reading teachers regardless of their content specialization [12].* The reading teacher specialist can effectively work on some content skills, but the only place to teach some of the reading pertinent to a content a rea is in the class dealing with that material. Teachers of self-contained classes, moreover, must be committed to the fact that reading instruction must go on all day—out of the social studies text and the arithmetic book, from reference materials, from all the symbolic sources the child encounters.
In the classroom: Take a chance with the wheel of fortune
Authors: Rosser Barbara
Published: October 2020

Through the years I have noticed that any of my friends who have chosen to make mathematics their life's work have thought of numbers in terms of a game. Working out a mathematical problem is as exciting and challenging to them as deciding on a move in a chess tournament.
The Euclidean algorithm as a means of simplifying fractions
Authors: Rogers Hartley
Published: October 2020

Given any two nonzero whole numbers, there is a largest divisor that they have in common.
Focus on research: The effect of knowledge of results and token reinforcement on the arithmetic achievement of elementary school children
Authors: Riedesel C Alan , Pikaart Len , Hillman Bill W.
Published: October 2020

The facilitation of optimum learning in the classroom is a major goal of conscientious educators. However, some children seem unable to profit from routine classroom practices. Teachers and administrators are constantly seeking new ways by which children with academic problems may be encouraged to find success in learning.
Divisibility Rules for The First Fifteen Primes
Authors: Smith Frank
Published: October 2020

Divisibility rules for the primes other than 2 and 5 are somewhat involved and, therefore, relatively impractical. But even though the rules Jack practicality, the procedures have value as enrichment topics. Considering these ideas can further a student's understanding of such principles as the distributive property and can further his knowledge of number theory.
Bobby and a Computer!
Authors: Forsythe Allan L. , Stansbury Daviette H.
Published: October 2020

Have you ever tried to program a computer? If you haven't, you may think of it as something highly complicated, requiring hours of intensive effort, frequently frustrating. Did you know that primary grade children have been taught to write computer programs? The programs were simple, to be sure, but they showed that it's possible for children to manipulate a computer at a very young age.
Convention fallout
Authors: Rockwell Charles H.
Published: October 2020

Frequently administrators and school boards must ask, “What good comes from sending teachers to conventions?” Many times those who have attended are hard pressed to give an answer in anything but generalities, even though they are certain in their own minds of the value of the convention. This is a record of how some Southern Tioga School District teachers used ideas presented at the national meeting of the NCTM held in Washington, D.C., in April 1970.
Another Milestone
Authors: Hill Jane M.
Published: October 2020

Another milestone has been reached in the development of the Arithmetic Teacher. The NCTM's Board of Directors has authorized a full-time managing editor.
Using research in teaching: What does research say about geometry in the elementary school?
Authors: Williford Harold
Published: October 2020

In recent years a good deal of emphasis has been placed on the study of geometry in the elementary school. Modern textbook series give more attention to the study of geometry than more traditional series. Curriculum committees such as the Cambridge Conference (Educational Services Inc. 1963; Education Development Center 1969[b]) and the Ontario Institute for Studies in Education (1967) have presented arguments favoring the study of geometry in the elementary school. Also, many articles dealing with geometry (Brydegaard and Inskeep 1970) employ “what to teach,” “how to teach,” or “why teach” approaches. The intent of this review is to determine what recent research has to say about geometry instruction in the elementary school. The research described here has been classified in related sections.
Some thoughts on Piaget's findings and the teaching of fractions
Authors: Duquette Raymond J.
Published: October 2020

Perhaps because his findings have been published mostly in French and he used French for his few American appearances, it has not been until recently that Jean Piaget has become known in America. Although some of his works date back to the 1920s-for instance, The Language and Thought of the Child—his findings have had very little effect on American education. However, his four stages of development can play an important role in curriculum considerations in our schools.
Success for slower learners, or Rx: relax… and play
Authors: Kevra Barbara , Brey Rita , Schimmel Barbara
Published: October 2020

Sounds wonderful, doesn't it? Relax and play. But with one too many slower learners in your classes, you say to yourself, Not this year. The outlook of struggle and frustration is especially overwhelming for teachers who face entire classes of slower learners. The slower students know they cannot learn to compute because they have not succeeded in the past and, after all, their failures are duly recorded in their academic record. Yet here is an offer to relax!