bluuebunny/crossref_metadata_2025 huggingface dataset:
French influence on modern diplomacy
Authors: Purevdorj Myagmardorj
Published: December 2020

Undoubtedly, France is a country that has been shaping the school of diplomacy, institutional structure, terminology and diplomatic ranks in modern diplomacy. Diplomacy and the diplomatic service in France have an immense historical tradition, alongside it, having a large impact on development in diplomacy, not only in European states but also, throughout the world. Since the establishment of the diplomatic service, French governments prioritized their diplomatic service, strived to improve, develop it further; in addition, they extensively trained their diplomats, continuing to enhance their competencies According to theories, concepts and records of diplomacy researchers and historians, France established the foundation of modern diplomacy, its tactics and implementation; furthermore French language replaced Latin in the field of international relations, making French the main language of diplomacy from the 18th century to the present day. In this article author aims to review the contribution of the French diplomatic school to modern diplomacy and its historical impact.

Орчин үеийн дипломат ажиллагаанд үзүүлсэн Францын нөлөө

Монгол-Францын хооронд дипломат харилцаа тогтоосны 55 жилийн ойд зориулав.

Хураангуй: Орчин үеийн дипломат ажиллагааны дэг сургууль, нэр томъёо, бүтэц зохион байгуулалт, ахлах дараалал зэргийг тодорхойлж ирсэн улс бол яах аргагүй Франц юм. Францын дипломат ажиллагаа, дипломат алба нь асар их түүхэн уламжлалтайн зэрэгцээ бусад улс төдийгүй дэлхийн дипломатын хөгжилд томоохон нөлөө үзүүлсэн байдаг. Дипломат алба нь үүсгэн байгуулагдсан цаг үеэс хойш Францын үе үеийн төр засаг дипломат албаныхаа бүтэц зохион байгуулалтад ихээхэн ач холбогдол өгч, түүнийг хөгжүүлэх, үйл ажиллагааг нь илүү боловсронгуй болгох тал дээр анхаарч, дипломатчдыг бэлтгэн сургах, мэргэжлийг нь дээшлүүлэх ажлыг эрчимтэйгээр явуулж иржээ. Дипломат ажиллагааны судлаач, түүхч мэргэдийн дэвшүүлсэн онол, үзэл баримтлал, тэмдэглэл зэргээс үзэхэд орчин цагийн дипломат ажиллагааны хэв маяг, түүнийг эрхлэн явуулах арга ухаан, шинжлэх ухааны үндэс суурь нь Францаас гаралтай төдийгүй 18-р зууны үеэс эхлэн франц хэл латин хэлийг шахан олон улсын харилцаа, дипломат ажиллагааны салбарт голлох хэл болсоор өнөөдрийг хүрсэн билээ.

Энэхүү судалгааны өгүүллээрээ Францын дипломатын дэг сургуулийн орчин цагийн дипломат ажиллагаанд оруулсан хувь нэмэр болон үзүүлсэн түүхэн нөлөөг судлаж үнэлэлт дүгнэлт өгөхийг зорьлоо.

Түлхүүр үгс: Орчин үеийн дипломат ажиллагаа, дипломат алба, Францын дипломат ажиллагаа
Rhomboid major muscle ultrasound-guided trigger point injection: a case report and technique description
Authors: Leiva Pemberthy Luz Miriam , Gallego Daniel F. , Zuluaga Ruiz Maria Eugenia
Published: December 2020

Introduction: Myofascial pain syndrome is an acute and chronic painful musculoskeletal condition that involves muscle and surrounding connective tissue. Trigger point injection is a common treatment for this condition providing long-term relief. The procedure is generally safe; however some side effects have been reported including pain, nerve injury, bleeding, infection, and pneumothorax.

Objective: To report a case of a patient with myofascial pain syndrome successfully treated by Ultra Sound-guided infiltration of a myofascial trigger point in the rhomboid major muscle.

Case description: A 39-year-old presented with cervical and dorsal pain of 4 months of evolution. She had physical and occupational therapy, with partial improvement of cervical pain but persistence of dorsal pain. No abnormal finding was noted on the neurological examination. On palpation, the patient had a myofascial trigger point in the left rhomboid major muscle. Given the persistence of the myofascial trigger point after physical therapy, it was considered the patient might benefit from Ultra Sound-guided infiltration. No adverse events were reported. At the end of the procedure, the patient reported a 70% reduction in pain. The patient returned for a follow-up visit one month after the procedure, reporting pain relief of 80%.

Conclusions: The use of an Ultra Sound-guided technique for trigger point injection decreases the risk of iatrogenic complications. The blind method may result in poor localization of the point. Further studies are required to develop Ultra Sound based criteria to determine its clinical use.
OCHRONA DROBNYCH ZBIORNIKÓW SŁODKOWODNYCH, NA PRZYKŁADZIE REKULTYWACJI NIEWIELKIEGO SIEDLISKA ŻAB
Authors: Wojtasik Barbara
Published: December 2020

In 2015, a small water reservoir located in Bory Tucholskie near Lake Wdzydze (northern Poland) was restored. The reservoir was in a deepening state of lowering ecological conditions, as evidenced by the results of analyses of the grouping of meio- and macrosozoobenthos. As a result of carried out reclamation works consisting in removing boughs lying in the reservoir, rubbish and ordering the area of the reservoir, as well as joining the divided small water holes, the ecological status improved, the biodiversity of meio- and macrosozoobenthos increased. In addition, it was observed that the reservoir became a place for the development of frogs, there were numerous tadpoles.
ANALIZA WIELOKRYTERIALNA PRZYDATNOŚCI SIEDLISK DO ODNOWIEŃ NATURALNYCH SOSNY ZWYCZAJNEJ W NADLEŚNICTWIE SULĘCIN Z WYKORZYSTANIEM SYSTEMU GIS
Authors: Beker Cezary , Sobczak Rafał
Published: December 2020

The aim of the work is to show how, thanks to the GIS software, it is possible to increase the size of natural renovated surfaces. By concentrating a large amount of data and applying appropriate criteria, you can plan your business operations in a more accurate way. Along with the planned harvesting activities that are closely related to breeding work, for example, optimization of the export route network can be planned. The ESRI software that has been used in this work allows for and can facilitate planning in the long term of the forest management plan. The paper presents results of the analysis of habitats and pine stands suitable for natural regeneration, which in theory should give breeding success.
WYNIKI BADAŃ NAD MIESZAŃCEM TOPOLI POPULUS MAXIMOWICZII X POPULUS SIMONII ‘FASTIGIATA’ W NADLEŚNICTWIE KALISKA
Authors: Nawrocka-Grześkowiak Urszula , Piechowiak Jakub , Wałaszewski Włodzimierz
Published: December 2020

The article describes the research carried out in the Kaliska Forest District on a new variety of poplar ‘Zbigniew Stecki’. This poplar is an attractive hybrid of Populus maximowiczii x Populus simonii 'Fastigiata', occurring as a columnar type male clone. The influence of rainfall and temperature on the annual and total tree height was investigated. The amount of rainfall during the growing season does not have a significant influence on the shoot growth in the poplar variety Zbigniew Stecki.
Where are you From? Reframing Facilitated Admissions Policies in the Faculty of Health Sciences
Authors: Soucy Danielle N. , Wieman Cornelia
Published: December 2020

Understanding that Indigenous learners can face specific barriers or challenges when pursuing higher education, schools and programs within McMaster’s Faculty of Health Sciences have facilitated admissions streams for Indigenous (First Nations, Métis, and Inuit) applicants. The intent of reframing admissions policies is to provide equitable access while aligning with the Truth and Reconciliation Commission of Canada’s Calls to Action, specifically Number 23. This work explores the development of an Indigenous-determined Facilitated Indigenous Admissions Program (FIAP), a self-identification policy that moves away from the politics of mathematical blood quantum to nationhood, community, and seeing the applicant as whole being. Further, it critiques (for example) medical school admissions as biased, in that they often replicate an elite and narrow segment of society. It also addresses how interpretations of decisions like Daniels v Canada, which speaks to the rights of Métis and non-status Indigenous peoples, are communicated or miscommunicated within emerging population groups in terms of rights and their potential relationship to admissions.
Introduction
Authors: McMorran Ciaran
Published: December 2020

This chapter explores how James Joyce evokes an overarching concern with the linear in his works, both formally (in terms of the Euclidean ideal of rectilinearity) and conceptually (in terms of linear narratives, histories, arguments, modes of thought, etc.). In particular, it considers how the non-linearity of Joyce’s works reflects a wider questioning of the straight line in modernist literature which followed the development of non-Euclidean geometries in the nineteenth and twentieth centuries. This chapter also provides an overview of the geometric babble which entered into the context of Joyce’s writing following the popularization of non-Euclidean geometry in modernist art and literature, as well as the “fashionable nonsense” associated with the application of geometric concepts in contemporary literary criticism. By referring to the source texts which informed Joyce’s articulation of multiple geometric registers, it traces his engagement with non-Euclidean geometry to his early readings of Giordano Bruno’s mathematical and philosophical works, illustrating how notions associated with the curvature of the straight line inform the structural composition of Ulysses and Finnegans Wake.
Gertrude Stein and the Making of Jewish Modernism
Authors: Feinstein Amy
Published: December 2020

Gertrude Stein and the Making of Jewish Modernism illuminates the idiosyncratic Jewish lexicon Gertrude Stein marshalled to associate modernism with Jewishness. Bridging modernist studies, Jewish studies, and the study of American literature, it establishes this inveterate experimenter as one of the premier Jewish modernists. Using archival research that radically changes our understanding of Stein’s oeuvre, Feinstein argues that an interest in Jewish nature was central to the many experiments in genre and style throughout Stein’s career. Although Stein explicitly discusses Jews in early scholastic writings and notebooks, she ceases to write openly about Jews in her first fictions and the epic novel The Making of Americans. Instead, melding tradition and innovation, her protagonists are figuratively Jewish and modern. Stein derived these solely metaphorical depictions of Jewish identity from Matthew Arnold’s notions of Hebraism and Hellenism, a debt never before recognized. Later, Stein returns to an explicit Jewish vocabulary in her enigmatic “voices” writings to examine marriage, diplomacy, and Zionism. Finally, in compositions written in Vichy France, where decrees were narrowly defining the parameters of French and Jewish identities, Stein rebelliously Judaizes the experience of occupation. The conclusion rebuts recent claims of Stein’s collaboration by examining her anti-Hitlerian writings and wartime contributions to journals of the intellectual resistance.
Conclusion
Authors: Feinstein Amy
Published: December 2020

The conclusion explores the ways that Stein’s identity as a Jewish and modernist writer was a potent symbol of collaboration and resistance in Vichy France and today. The chapter addresses and historicizes concerns over Stein’s Jewish identity and alleged Nazi-collaboration as raised by Alan Dershowitz and others in the popular press in 2012, when the Metropolitan Museum of Art in New York City opened the exhibition, “The Steins Collect: Matisse, Picasso, and the Parisian Avant-Garde.” Although Stein had translated the speeches of Pétain, Vichy’s head of state, her translations were never published and the origins and conclusion of the project remain unknown. In any case, the translation project must be considered alongside Stein’s numerous contributions to publications of the intellectual resistance. Popular claims of Stein’s Nazi collaboration are largely unsubstantiated, historically obtuse, and prone to reading Stein out-of-context, such as a widely-cited passage about being “conservative” in her 1939 memoir Paris France. In their determination to know about Stein’s wartime experiences and writings, the popular media have, nonetheless, affirmed the importance of Jewish identity and modernist style to Stein’s legacy as a writer. This book affirms that too.
Revisiting the Archaeology of the Huetamo Area, Southeastern Michoacán, Mexico
Authors: Díaz José Luis Punzo , Rangel Diego , Ibarra Erika , Zarco Jesús , Castañón Mijaely
Published: December 2020

The Middle Balsas region of southeastern Michoacán contains a wealth of densely concentrated archaeological sites, but remains severely understudied. The chapter first summarizes the limited previous archaeological research in the region. It then presents and discusses preliminary results of ongoing regional investigations. Analyzing ceramic, architectural, and lithic evidence derived from survey and excavation at 59 sites in the Chigüero dam area, the authors propose a regional ceramic sequence and occupational chronology that spans the Late Formative to Postclassic periods (based on archaeomagnetic and radiocarbon dating). The chapter concludes with a summary and brief discussion of how this new data advances scholarly understanding of over 1,500 years of Pre-Hispanic history in the Middle Balsas region of southeastern Michoacán.
Weaving Our Life
Authors: Mathiowetz Michael
Published: December 2020

This chapter examines the dramatic social transformations that characterized the Postclassic period (AD 900–1521) in the Aztatlán region of far west Mexico. In particular, the author proposes that these changes relate to the onset of a new and non-local political-religious solar and rain complex focused upon the Mesoamerican solar deity Xochipilli and the Flower World. This complex was centered in the Pacific-coastal Aztatlán heartland where cotton spinning, weaving, and finished textiles played a central economic and ideological role in newly burgeoning macroregional economic networks. The chapter critically examines evidence of diverse weaving technologies and related artifacts, as well as complementary comparative ethnoarchaeological data from adjoining regions. It concludes that with the arrival of the Flower World complex in Postclassic Aztatlán, the act of spinning and weaving—whether for household consumption, tribute, or gift and market exchange—was not simply a daily domestic task of women. Instead, these crucial activities positioned women as active participants in the symbolic and literal creation of life itself by enacting cosmological order, ensuring the creation and daily transit of the sun across the sky, and facilitating the arrival of the ancestral clouds and rain to Aztatlán communities.
Conclusions
Authors: Kowalewski Stephen A.
Published: December 2020

This concluding chapter seeks to tie the individual contributions to this volume into a coherent whole. Drawing on points raised in the various chapters, it summarizes critical data and provides a synthesis of the current research presented in constituent chapters that highlight spatial, temporal, and cultural diversity in ancient west Mexico. The author offers comments and observations on all chapters, highlighting common threads and lines of thought or evidence that bind the individual chapters together into a complete dialogue. It emphasizes the significance of the evidence from the west—presented in the volume—in crafting a more complex and nuanced understanding of both the west in particular and Mesoamerica as a whole. The chapter concludes by offering thoughts and suggestions for how future research may enhance archaeological understanding of this vast and understudied region.
Interethnic Relationships in Nineteenth-Century Chinatowns
Authors: Voss Barbara L.
Published: December 2020

In the mid- and late-nineteenth century, Protestant missionaries evangelized urban Chinatowns, seeking not only to convert Chinatown residents to Christianity but also to provide education and related social services. This study analyzes meeting records from the Presbyterian San Jose Woman’s Board of Missions, which formed in 1874 to evangelize residents of the Market Street Chinatown in San Jose, California. Missionary women recorded details of home life in Chinatown, generating rare eyewitness accounts of material practices, including spatial use, architecture, home furnishings, eating and dining, dress and adornment, illness and death, and opium and addiction. Combined with the results of archaeological investigations, these accounts provide nuanced information about how Chinatown families negotiated the challenges of everyday life in the United States. The chapter closes with reflections on how this study of daily life in San Jose’s historic Chinatowns may contribute to transnational archaeologies of the Chinese diaspora.
ESTÁGIO SUPERVISIONADO NA LICENCIATURA EM LETRAS: UM ESPAÇO-TEMPO DE CONSTRUÇÃO DA IDENTIDADE DOCENTE DO PROFESSOR DE LÍNGUA PORTUGUESA
Authors: Jennifer da Silva Nascimento Gislainy , Suassuna Lívia
Published: December 2020

Recent researches about teacher training and curricular internship have been developed in order to ensure the improvement of the undergraduate courses. Many of these studies seek to understand how the teacher's identifying process in the teaching profession occurs. From this perspective, this work aims to analyze the relation between supervised internship and the process of building Portuguese language teachers’ identity. We developed a qualitative and documentary research in which we analyzed the discourseof the interns expressed in their written reports of experiences during the internship. The data analysis consisted of the works of 25 undergraduates, who completed the supervised internship in Portuguese 4 of the undergraduate degree course in PortugueseLanguage at the Federal University of Pernambuco, a component that consists of conducting a High School class. We performed the analysis based on theoretical categories related to the identity and teaching professionalization (CORACINI, 2000; NAGAKOME, 2012; AGUIAR, 2016; PERES e GRECO, 2014), teacher training (SILVESTRE; PLACCO, 2011) and supervised internship (COSTA; LIMA, 2012; PIMENTA; LIMA, 2006). We concluded that the interns recognize the internship as an important formative stage of the course, a space for reflection about the pedagogical practice and the process of construction and reaffirmation of the identity and teaching professionality. Furthermore, the interns identified different feelings and impacts –both positives and negatives –as a result of their professional experience and also pointed out what can still be done to ensure a more consistent formation
An Introduction to Cybersecurity at Physical Layer: Obstacles at Radio Channel to Mitigate Hackers’ Chance
Authors: Cuinas Inigo
Published: December 2020

Cybersecurity commonly focuses on higher layers of Open Systems Interconnection (OSI) model, as it is a discipline associated to Computer Science. However, physical layer is the front line of the defence of a system against external attacks, and Electrical Engineering, concretely Radiofrequency Engineering, can provide tools to reinforce radio networks also in terms of information security. This paper analyses different techniques related to site shielding. From hard traditional shielding, similar to Faraday cages, to different soft shielding solutions as vegetation fences and frequency selective surfaces (FSS), the variety of solutions is broad and would be useful in actual deployments. Finally, Building Information Modelling (BIM) appears as an interesting tool that could be incorporated along the design and construction of an office building to improve the electromagnetic behaviour, and subsequently the cybersecurity issues of the communication networks hosted by the building itself.
Circular Economy: Can Belarus Close the Loop?
Authors: Zenchanka Siarhei , Antsipenka Nadzezhda , Busygin Dmitrij , Korshuk Elena , Sidsaph Henry
Published: December 2020

As the world economy attempts to move towards a circular economy, the Republic of Belarus has adopted its “National Strategy for Sustainable Development for the period to 2030” and “National Plan of Action for the Green Economy”, thereby taking the first steps towards creating a circular economy. The purpose of this article is to understand the potential of applying the principles of the circular economy to the economy of the Republic of Belarus. This is the first known article that has directly studied the state of Belarus’ transaction towards a circular economy. This article’s findings are based on analyzing the main articles and reports related to the circular economy literature and by analyzing the state of Belarus’ economy in the context of transitioning from a “green” to a “circular” economy. In Belarus, there are some successes in areas of their circular economy transition, such as recycling plastic and construction wastes; however, other areas require further development. A potential limitation of this study is that it only analyzed the main works on the definitions and principles of the circular economy, and therefore wider research may be needed.
Assessment of the Environmental Carrying Capacity for Protected Areas: A Study of Petrified Forest and Hassanah Dome, the Great Cairo
Authors: Moukhtar Ibrahim , A. Ibrahim Abdelkhalek , Abou El Seoud Tarek , Mostafa Seham
Published: December 2020

The research aims to quantify the environmental carrying capacity of both Petrified Forest Protectorate in East Greater Cairo and Hassanah Dome Protectorate in West Greater Cairo, with their sustainable use and preservation. The environmental carrying capacity works as a sustainable method not to exceed the environmental limits of nature reserves or in other words, the number of visitors does not exceed the maximum allowed for visiting the reserve. The methodology used in the International Union for Conservation of Nature (IUCN) has been used. The elements of the methodology are at 3 levels, namely, physical carrying capacity (PCC), which depends on the optimal rate of space used per capita and open period, real carrying capacity (RCC), which depends on environmental and social factors, and effective carrying capacity (ECC), which depends on administrative and operational capacity. The results of the research found that the Petrified Forest Protectorate (East of Greater Cairo) accommodates 186,286 visitor per day, and Hassanah Dome Protectorate (West of Greater Cairo) accommodates 26,612 visitor per day. In addition to assessing the level of the ecological carrying capacity index (ECCI), which measures the extent of support for the population and its activities, and by comparing the total environmental carrying capacity of the two protectorates that reached 212,898 visitors per day with the population of Greater Cairo (Cairo Governorate and Giza Governorate), which reached 17 million (Capmas, 2017), it was found that the environmental carrying capacity of the two protectorates is not sufficient to support recreational activities and environmental tourism for people of Greater Cairo.
Fridays For Future Meets Citizen Science. Resilience and Digital Protests in Times of Covid-19
Authors: Mucha Witold , Soßdorf Anna , Ferschinger Laura , Burgi Viktor
Published: December 2020

Based on a Citizen Science (CS) project which brings together scholars and Fridays For Future (FFF) activists, the article attempts to understand what effects the Covid-19 pandemic has on the movement in terms of communication, organization and mobilization. The methodological CS rationale is that the activists in their role as citizen scientists are better equipped to address the relevant questions and methods than traditional scholars. The paper presents findings of a national survey designed in cooperation with FFF activists on how the movement responded to the challenges posed by Covid-19. The analysis shows that FFF has been strikingly resilient to the pandemic situation given its digital backbone as an organization. Digital and physical protests were organized and the internal and external communication was kept afloat.
Math by the Month: Water Matters
Authors: Burghardt Becky , Heilman Ginny
Published: December 2020

These activities are designed to speak directly to students, giving them open-ended questions to engage their intellect through their interests. Students work individually, in pairs, or in small groups. No answers are given so that students are encouraged to look to themselves as the mathematical authority, thereby developing the confidence and criticalthinking skills necessary to validate their thinking.
A Book, A Bed, A Bag: Interactive Homework for “10”!
Authors: Merenda Rose C.
Published: December 2020

Is it possible to make learning the concept of “ten” meaningful? These kindergarten children did it! At morning meetings for several days, the children read, sang, clapped, and dramatized the book There Were Ten in the Bed. Playing with 10 in this way was fascinating. Soon the children requested a favorite classsroom manipulative—an over-night story book bag—for this book. This article describes how the children interacted with, and documented their experiences with, the There Were Ten in the Bed story-book bag in the home setting. In particular, how children explored and expressed their concepts of tenness is delineated.
By Way of Introduction
Authors: Lott Johnny W. , Jenkins Mazic
Published: December 2020

Few people have encountered the daunting task that faced Évariste Galois on the night of 28 May 1832.
Research into Practice: Improving Instruction by Listening to Children
Authors: Chambers Donald L.
Published: December 2020

In the vignette that follows, identify the ways in which the teacher's behavior is or is not consistent with the NCTM's Standards.
Glyphs? Don't Let Them Scare You!
Authors: Harbaugh Kittylee N.
Published: December 2020

For the past few years, the author has used glyphs in her second-grade classroom for many purposes. Not only are glyphs educational and entertaining, but they can also be quick to make and easy to use.
Early Childhood Corner: The “Math Is Everywhere” Preschool Mathematics Curriculum
Authors: Dobbs Jennifer , Doctoroff Greta L. , Fisher Paige H.
Published: December 2020

During a circle-time discussion of family pets, the teacher asks all children who have a cat to stand up. Dominique volunteers to count the children. She exclaims, “One, two, three, four, five. Five kids have cats! I bet more kids have dogs.” Her teacher responds, “Well, how would we figure that out?” The class has been using “Math Is Everywhere,” a flexible, activity-based curriculum designed to help preschool teachers integrate mathematics into their teaching. This curriculum has been shown to increase children's achievement and interest in mathematics (see Arnold et al. 2002).
Setting the Stage for Computational Fluency with Arithme Tricks
Authors: Hindy Sandy
Published: December 2020

This article encourages teachers to increase their students' number fluency with the introduction of “Arithme Tricks“, strategies for adding, subtracting, multiplying, and dividing numbers that are practical and fun to learn while they increase students' confidence in mathematics.
Developing Elementary Teachers' Algebra Eyes and Ears
Authors: Blanton Maria L. , Kaput James J.
Published: December 2020

Helping teachers learn to identify and create opportunities for algebraic thinking as part of their normal classroom instruction.
Research, Reflection, and Practice: Show Me the Evidence: Mathematics Professional Development for Elementary Teachers
Authors: Cwikla Julie
Published: December 2020

Once teachers enter the profession, the United States education system has no proven mechanism to systematically improve mathematics teaching in our classrooms (Stigler and Hiebert 1999). Over the past decade, many researchers have described effective features of professional development. This article reviews the features of mathematics professional development for elementary teachers that have been empirically supported over the past several decades, if only by one or a few small-scale studies.
As People Get Older, They Get Taller: An Integrated Unit on Measurement, Linear Relationships, and Data Analysis
Authors: Joram Elana , Hartman Christina , Trafton Paul R.
Published: December 2020

When we planned an investigation in which second-grade students would examine the relationship between their own heights and those of fourth graders, we expected that the second graders would have some intuitions about the way in which height changes with age. We hoped to build on these intuitions through measuring and graphing activities. Our conversations about designing this unit began as the teacher, Chris, started to teach a unit on linear measurement. By the time we finalized our instructional plans, Chris was ready to conclude the measurement unit. Our work, therefore, was an extension of what she had taught on linear measurement; students were familiar with linear measurement units and measuring with a standard instrument.
From the Classroom: Adapting Manipulatives to Foster the Thinking of Young Children
Authors: Andrews Angela Giglio
Published: December 2020

If requently use pattern blocks in my kindergarten classroom to help students investigate and predict the results of combining shapes. Because I have a magnetic chalkboard, I decided to put pieces of self-adhesive magnet strips on the backs of some of my pattern blocks. Magnet strips can be purchased inexpensively at most craft stores or from school supply catalogs.
Egg Dilemma
Authors: Britton Barbara
Published: December 2020

The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for K–6 teachers to try with their students. Every teacher can become an author: pose the problem, reflect on your students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Every teacher can help us all better understand children's capabilities and thinking about mathematics with their contributions to the journal. Remember that even student misconceptions provide valuable information.
Investigations: A Mathematical Measurement Mystery
Authors: Murphy Erin
Published: December 2020

This department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. The tasks are designed to invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.
On Tests, Small Changes Make a Big Difference
Authors: Wilson Linda Dager
Published: December 2020

The work of two students llustrates the need to consider changing the format of test items or making language adjustments to increase the validity of the test items as measures of the mathematics that students know. Teachers will learn about test items and how to adjust their teaching for students to perform better on assessments with they way they are currently formatted.
Early Childhood Corner: Vive La Difference! Gifted Kindergartners and Mathematics
Authors: Leff Rebecca
Published: December 2020

“Two-fourths is the same as 1/2!” “Four-eighths is the same as 1/2!” The excited, engaged kindergarten students zoom around their classroom, paper pizza pieces clutched in their hands, as they look for equivalent fractions by comparing their pieces with other children's pieces. Some children have halves and some have fourths, eighths, thirds, or sixths. Equivalent fractions? In kindergarten?
Investigations: Your Better Half
Authors: Colomb Joanne , Kennedy Kimberly
Published: December 2020

The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with openended investigations to enhance mathematics instruction. The tasks are designed to invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.
Are They Wrong? Or Did They Just Answer a Different Question?
Authors: Wells Pamela J. , Coffey David C.
Published: December 2020

How might you, as a teacher, handle this classroom situation? A class of first graders is given the following problem to solve. The teacher begins, “A queen's bed is 6 feet long. The bed the princess sleeps in is 2 feet shorter than the queen's bed. How long is the princess's bed?” Several children answer that the princess's bed is 8 feet long. One child explains this answer by saying that he counted up 2 from 6.
On Becoming a Better Problem-Solving Teacher
Authors: Barbara D. O'Donnell
Published: December 2020

How can teachers know if their teaching is as effective as they think it is? How will they know if they are infusing problem solving appropriately into their curriculum? I was given the opportunity to mull over these questions when I was asked to design a problem-solving course for graduate students. In this article I present the experiences of three teachers. As I studied their learning, I found myself examining my own teaching of problem solving and wondered, “How effective am I in helping teachers understand problem solving as presented in the NCTM Process Standards?” (NCTM 2000).
Problem Posing in the Elementary Classroom
Authors: Whitin David J.
Published: December 2020

Some benefits of using problem posing in the classroom, and suggestions to teachers for how to begin implementing this strategy.
Etty Wanda and the Have a Heart Problem: Reflect and Discuss
Authors: Addington Susan L.
Published: December 2020

This article includes a fictional story featuring Etty Wanda, a girl who likes to point out mathematical errors, and Mrs. Grey, an evil sorceress who poses a paradoxical math problem that asks about comparing area with perimeter.
Through the Eyes of Laura Ingalls Wilder
Authors: Dowd Diane
Published: December 2020

Laura Ingalls Wilder's purpose in writing the Little House books was to record—for children in the twentieth century and beyond—the day–to–day experiences of a girl growing up in the pioneer period of our country's history. Wilder's books teach us about her family's history and our country's history through the eyes of a young girl growing into adulthood. Her stories also provide delightful glimpses into her young mind's conceptualization of aspects of living that are mathematical in nature.
Research, Reflection, Practice: A Lesson Plan as Professional Development? You've Got to Be Kidding!
Authors: O'Donnell Barbara , Taylor Ann
Published: December 2020

“I … thought I didn't need to plan anything or even think about it because I had the lesson/problem right there. I can see the difference when we did take the time to really think about each aspect of the lesson.”—Gwen, after using a four–column lesson plan in a lesson study
Measuring Growth on a Museum Field Trip: Dinosaur Bones and Tree Cross Sections
Authors: Sedzielarz Maija , Robinson Christopher
Published: December 2020

How do you measure a dinosaur leg? Does a willow tree grow faster than a box elder? What is the mathematical connection between dinosaur bones and trees?
Pythagoras, Measurement, and the Geoboard
Authors: Watson Elaine K.
Published: December 2020

An elementary school principal, a former high school mathematics teacher, uses the geoboard in her work with a group of fifth–grade students. As the investigation of polygons progresses from symmetry to area to perimeter, hands–on applications of advanced mathematics topics such as the Pythagorean theorem and square roots emerge.
Family Math Nights: Collaborative Celebrations of Mathematical Learning
Authors: Lachance Andrea
Published: December 2020

As a mathematics educator at a midsized public university, I have taught hundreds of undergraduate elementary education majors how to teach mathematics to elementary school children. When I first started teaching mathematics methods, I struggled with how to give my students the opportunity to actually practice teaching mathematics to children. College campuses generally do not have accessible populations of elementary school children whom preservice teachers can practice on. And even if I could persuade a local school to host my students for some practice teaching during the school day, college class periods are too short to allow for field trips to local schools. Eventually I decided to have my students teach mathematics lessons to one another during my class time, but it was not the same as having them teach children.
Supporting Teacher Learning: Our Voyage with Knowing and Teaching Elementary Mathematics
Authors: Soto-Johnson Hortensia , Iiams Michele , Hoffmeister April , Boschmans Barbara , Oberg Todd
Published: December 2020

When teaching mathematics content courses designed for preservice elementary teachers, we often meet resistance when we ask our students to learn mathematics conceptually; they consider us out of touch with what works in the classroom. Preservice elementary teachers question the need for conceptual understanding, feeling certain that elementary students cannot and will not understand mathematics in this way.
Interpreting the Standard Division Algorithm in a Candy Factory Context
Authors: Gregg Jeff , Gregg Underwood Diana
Published: December 2020

In our mathematics courses for preservice elementary school teachers, we spend a good deal of time helping students make sense of the standard algorithms for whole-number operations. Our goal in focusing on “why the algorithms work” is not to suggest that teachers show children the algorithms and then tell them why they work. Rather, our goal is to promote a deeper understanding of the mathematical concepts underlying the algorithms. We believe that by making the routine problematic and challenging our students to think about the mathematical significance of the steps in the algorithms, they will be better prepared to respond to the multitude of ideas children bring to arithmetical computation.
Math by the Month: A Healthy Start
Authors: Chick Linda , Holmes Andrea S. , McClymonds Nicole , Musick Steve , Reynolds Patti , Shultz Gilda
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use these as problems of the week. Because no solutions are suggested, students will look to themselves for mathematical justification, thereby developing the confidence to validate their work.
Talking Mathematics
Authors: Fleming Amos Stacy M.
Published: December 2020

Discussion fills the room as the bell rings. Scanning the classroom, the teacher takes in the faces of twenty-one third graders. Eleven African-American, three Hispanic, five Asian, and two Middle Eastern children prepare for the day. Of these twenty-one students, three live with someone other than their parents, five live in a single-parent home, eleven live in homes in which English is a second language, four receive special education services, and more than half qualify to receive a free or reduced school lunch. Their teacher smiles and prepares for mathematics workshop, already posing questions.
By Way of Introduction: Finding What Works: When Practice and Research Meet
Authors: Taylor P. Mark
Published: December 2020

What are the “best practices” in mathematics education, and how do they get into the classroom? How do teachers learn about new and interesting ways to approach teaching mathematics? How do you find what works? This focus issue of Teaching Children Mathematics emphasizes identifying instructional strategies, activities, and assessment schemes that are effective in the elementary mathematics classroom. With an enormous library of books, Web sites, and other resources vying for one's attention, where is a teacher to start?
Math by the Month: Feed Your Mind!
Authors: Chick Linda , Holmes Andrea S. , McClymonds Nicole , Musick Steve , Reynolds Patti , Shultz Gilda
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use these as problems of the week. Because no solutions are suggested, students will look to themselves for mathematical justification, thereby developing the confidence to validate their work.
Early Childhood Corner: Developing Five-ness in Kindergarten
Authors: Novakowski Janice
Published: December 2020

In the early primary grade classroom, significant time is dedicated to developing number sense. Number sense is much more than being able to write numerals, count a quantity of objects, or recognize a set of a specific quantity of objects. Number sense is knowing, for example, what five is in a variety of contexts and representations. The essence of understanding “five-ness” is understanding what the symbol 5 indicates and how five can be represented and visualized in different ways.
Math by the Month: Geology, Geography, and Math
Authors: Chick Linda , Holmes Andrea S. , McClymonds Nicole , Musick Steve , Reynolds Patti , Shultz Gilda
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use these as problems of the week. No solutions are suggested, so students look to themselves for mathematical justification and develop the confidence to validate their work. Earth is an interesting, dynamic, and sometimes unbelievable place. Earthquakes, volcanic eruptions, glaciers, rocks, fossils, and ocean trenches offer students fantastic ways to connect mathematics to the physical world in which they live. This month, students will use measurement, graphing, number sense, and time to answer questions about the geology and geography of Earth.
Tiering and Scaffolding: Two Strategies for Providing Access to Important Mathematics
Authors: Williams Lori
Published: December 2020

Joe is a wonderful artist. He can visualize pictures in his mind and then draw them with great detail. He reads at grade level but seems frustrated by mathematics and is still working to develop fluency with whole-number computation. Chue loves mathematics. Numbers make sense to him, and the language barrier does not seem quite so overwhelming when mathematics class begins. Maria always follows directions and does her work quickly and quietly. She reads above grade level and easily understands patterns and relationships with numbers when new concepts are introduced in mathematics class.
Early Childhood Corner: Geometrical Discoveries at a Portuguese Kindergarten
Authors: Maia João Sampaio , Menino Conçeicão , Almeida Maria da Conçeicão
Published: December 2020

According to Baker, Schirner, and Hoffman (2006, p. 19), “scaffolding can occur when children and teachers converse about tasks and activities and engage in joint problem-solving situations.” We agree with them and believe that one main concern of kindergarten teachers should be to let children express their own thoughts in their own language, first orally and then in writing. When students express their own mathematical ideas using their own vocabulary and conceptions, they begin the foundation of mathematical understanding that is then supported and developed by the teacher through formal and informal conversations. Principles and Standards for School Mathematics states that “language is as important to learning mathematics as it is to learning to read” (NCTM 2000, p. 128), and it is this aspect of mathematical development that we focus on.
Research, Reflection, Practice: Addressing the Needs of Struggling Learners
Authors: Foote Mary Q.
Published: December 2020

When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.
Investigations: Ocean Quest
Authors: Cullen Christine , Gaymore Joseph
Published: December 2020

This department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.
Math by the Month: Treasure Hunt
Authors: Chick Linda , Holmes Andrea S. , McClymonds Nicole , Musick Steve , Reynolds Patti , Shultz Gilda
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use them as problems of the week. No solutions are suggested, so students look to themselves for mathematical justification and develop confidence to validate their work. Children are fascinated by the idea of finding hidden treasure. This month, the context of the mathematics problems is finding and creating different treasures. Students will use patterns, measurement, number sense, and logic to solve engaging problems that lead them to interesting and often unexpected answers.
Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers
Authors: Post Gina , Varoz Stephanie
Published: December 2020

Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).