bluuebunny/crossref_metadata_2025 huggingface dataset:
AN ANALYTICAL OVERVIEW OF DOCTRINE OF FINALITY AND JUDICIAL RESPONSE IN INDIA
Authors: Dr Vikrant Sopan Yadav
Published: January 2021

Supreme Court of India, being the highest court of the country, has always had the air of finality to its pronouncements. The doctrine of finality has played a great role in giving judiciary the upper hand and finality to its judgements. It has helped the judiciary in keeping other pillars of democracy i.e. executive and legislature form transgressing their powers laid in the constitution.
This research paper contains an analysis of concept of finality/res judicata and judicial response to the doctrine of finality in India.
KEY WORDS: Finality, res judicata, judgement, litigation
Uma Infância Singular e Transformadora
Authors: Araújo Luís Fernando Ferreira de
Published: January 2021

Minha paixão pelo magistério começou desde criança, com este livro registro este sonho em forma de palavra. A viagem do magistério fez-me compreender o quanto ser professor para mim é importante para minha vida que tanto me orgulho neste 35 anos de magistério. Objetivo deste livro é fornecer a você, leitor, a participar desta viagem comigo.
Expression of HIF-1α, TFRC-1 and TIM-2 Relative mRNA Levels in PTZ-Kindling Model of Epilepsy
Authors: DÜNDAR Hüseyin Emre , ÖZTAŞ Aslıhan , ŞAHİN Saliha Rabia , YİLMAZ Seher , KOCABAŞ Furkan , AKYÜZ Enes
Published: January 2021

Epilepsy is a neurological disease characterized by abnormal electrical activity and recurrent seizures in the central nervous system (CNS). Changes in hypoxia and iron metabolism can stimulate seizures through the CNS and cardiac system. Cardiovascular system disorders such as arrhythmias also accompany this process. It was aimed to examine the genes of TFRC-1 and TIM-2, which contribute to ion homeostasis by providing hypoxia inducible factor (HIF) -1 and intracellular iron flow, through the kindled model of pentylenetetrazol (PTZ). HIF-1α, TFRC-1 and TIM-2 gene expressions were investigated in both brain and heart tissue by RT-PCR method. As a result of the data, TIM-2 expression significantly decreased in the brain (p
The effect of online Seminars on Public’s Knowledge About The Covid-19 Pandemic in the New Normal Era
Authors: Dewi Apriyani Supia , Pariyana  , Mariatul Fadillah  , Nur Ghaliyah Sandra
Published: January 2021

Covid-19 (Coronavirus Disease 2019) is a disease transmitted between animals andhumans (zoonosis) by Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV2).A total of 70.736 confirmed cases of Covid-19 and 3.417 deaths have been reported bythe Ministry of Health (9 July 2020). Various steps have been taken to control thespread of the Covid-19 pandemic that is currently happening in Indonesia, one of whichis health promotion. During the Covid-19 pandemic, it was suggested that educationalmethods be better done online. So, this study is interested in assessing the effect ofthe educational method with online seminars through WhatsApps on the knowledge ofthe general public about covid-19 and the new normal policy. This study uses aresearch design quasi experimental pre and post test design by comparing theknowledge of respondents before and after observation. Observations were made whenrespondents attended online seminars about covid-19 and new normal via theWhatsApp group. The population in this study were 416 people who were members ofthe online seminar group conducted by the IKM-IKK FK Unsri department. In thisstudy, 171 respondents met the inclusion and exclusion criteria. The results of theunivariate analysis regarding the characteristics of the respondents obtained anaverage age 28.61 years, female (61.4%), and not yet working (45.6%), includingstudents and college students. It was found that the level of knowledge of respondentsabout Covid-19 increased from 43.9% to 77.8%. Likewise, the respondents’ goodknowledge about the new normal increased from 9.9% to 42.1%. Comparative analysisshowed a significant change in knowledge about Covid-19 and new normal respondentsafter attending an online seminar, namely p= 0.000 and p= 0.000. So, it can beconcluded that online seminars have a significant effect on changes in the knowledgeof the general public about Covid-19 and the new normal.
The Effect of Online Seminar on Knowledge in Increasing Immunity to Face COVID-19 and Perception Toward New Normal Among General Public
Authors: Yana Pariyana , Mariatul Fadillah  , Windi Indah Fajar Ningsih  , Opel Berlin  , Annisa Wimaulia Azlin
Published: January 2021

Since March 2020, WHO has declared COVID-19 as a pandemic. The government hasimplemented a new normal, which is an order for adapting to new habits with the aimthat people can continue to live productively by changing their lifestyle to prevent thetransmission of COVID-19. One of the prevention and management measures forCOVID-19 is to increase immunity. Online seminars are one of the most importanthealth promotion methods and can be done in the new normal era in order to increasepublic health knowledge. This study aimed to determine the effect of online seminarson the knowledge and perceptions of the general public. This study used a quasiexperimental pre and post test design. The sample in this study were all participantswho attended online seminars and filled out the pretest and posttest questionnaires.Univariate data analysis showed that the majority of respondents had a mean age of29.41 years, mostly women (58.8%), and unemployed (44.7%). Most of therespondents had a good level of initial knowledge about increasing immunity in facingCOVID-19 (68.4%) and a sufficient level of perception of the new normal (49.1%)before attending online seminars. The bivariate data analysis showed that there wasa significant increase in knowledge about increasing immunity in facing COVID-19 inthe new normal before and after attending an online seminar with a p value = 0.000(p value <0.05). Online seminars are the right way to promote health in increasingknowledge about immunity to face COVID-19 and perceptions toward the new normalamong the general public.
A Morphometric Study to Find Correlations among Various Dimensions of Proximal End of Humerus of Telugu Population
Authors: Sinchal Datta
Published: January 2021

Background: Long bones from skeletal remains are useful for identification of the deceased, estimation ofstature, determination of sex etc. in case of fracture of proximal humerus, the contra lateral head dimensionsare used as a template for making prosthesis in replacement surgery.Aims and Objectives: To study and compare the morphometric data of proximal end of humerus of Telugupopulation with similar studies of other ethnic populations, and generate regression equations using themeasured parameters.Material and Methods: Study was conducted on 159 unpaired dry humeri (72 right and 87 left) fromthe collection of Department of Anatomy, Mamata Medical College, Khammam, Using slide calliper andOsteometric board.Results: The mean of maximum length of humeri of right/ left side were 309.88 ± 20.07/ 303.97 ± 22.07,the mean of transverse diameter of humeri of head of right/ left were 38.95 ± 3.38/38.21 ± 3.68, the meanof vertical diameter of humeri of right/ left were 42.77 ± 3.86/41.28 ± 3.84,the mean of circumference ofsurgical neck of right/left were 81.18 ± 8.47/79.58 ± 7.30. Circumference of surgical neck had a strongpositive correlation with transverse diameter & vertical diameter of head which was statistically significant( p < 0.001).Conclusion: The morphometric parameters of proximal end of right humeri were found to greater thanthat of the left humeri. The mean humeral length was similar to that found in studies of various Indianpopulations.
Child Homicide in the Mthatha region of South Africa of South Africa- Case Reports
Authors: B Meel
Published: January 2021

Background: Children are the most vulnerable members of society and susceptible to being victims ofcrime, although the problem is hardly recognized in society. The South African Children’s Act of 2005 is afine piece of law, but its implementation at ground level is a challenge. Long-term poverty in the majority ofhouseholds and high levels of crime are inherent risks to children’s well-being in this region.Objective: To highlight the problem of child homicide in the Mthatha region of South Africa.Case report: These case reports examine three incidents of children being killed by their caregivers. In thefirst case the child had multiple injuries to bones, with distorted extremities and fractured ribs. The secondwas an infant decapitated by her mother and thrown into a nearby river. The third, a five-year-old boy, waskilled by a gunshot injury to the head. The histories, postmortem findings, cause of death, medico-legalreports and the Child Protection Act of 2005 are discussed in this manuscript.Conclusion: Crime against children takes place in the Mthatha region of South Africa, despite the existenceof the Child Protection Act. This Act needs to be strictly implemented.
Poverty and non-natural deaths among former mineworkers and their families in Transkei region of South Africa
Authors: B Meel
Published: January 2021

Background: Thousands of ex-migrant mineworkers across the former Transkei have already passed onfrom natural causes, are disabled, or have died due to either mining-related diseases or in non-natural wayssuch as accidents, suicide or homicide. Many ex-mineworkers have died prematurely, placing a strain onfamilies.Case History: Eighty-four family records were analyzed. Of these, 21 (25%) were found to be those of formermineworkers and their immediate family members. There were five mineworkers, and 14 were children ofmineworkers. Only one was a spouse of a mineworker who had died unnaturally. Three mineworkers died asa result of firearm injuries, one was assaulted by a knobkerrie, and another one died as a result of alcoholicintoxication. Two of them had heavy drinking habits. Three mineworkers were unemployed. The causesof unnatural death were as follows: five were stabbed, two died from firearm injuries, one was killed ina motor vehicle accident, one was assaulted with a blunt object, and three committed suicide by hangingand poisoning. Most victims consumed alcohol. The history and psychosocial effects are discussed in thispresentation.
Effectiveness of Security Incident Event Management (SIEM) System for Cyber Security Situation Awareness
Authors: Bandr Siraj Fakiha
Published: January 2021

Cyber-attacks have always targeted information communication technology systems of various organizations.Intruders and hackers have within their reach, very powerful tools through which they capable to bypassthe existing network security so as to deliver a payload that might have a severe impact on the wholeorganization. Therefore, it has become essential for organizations to develop mechanisms through whichthey can detect a possible cyber threat and then respond accordingly. By establishing cybersecurity situationawareness, organizations will understand what is happening and then respond effectively. The presentstudy evaluated the effectiveness of the Security Incident Event Management (SIEM) system for CyberSecurity Situation Awareness. A Hierarchical Network Security Situation Assessment Model (referred toHNSSAM) which joins Security Incident Event Management (SIEM) system evidence theory fusion ruleswith classified quantitative risk assessment method was applied. Data processing was initially designed soas to collect security data from various sensors. Mechanisms for data verification were then adopted so as toestablish whether SIEM was effective in successfully detecting any form of cyber-attack. Results show thatSIEM tools may be applied by security analysts to gain visibility into the security threats attacking the ITsystems of an organization and then respond appropriately.
Assessment of Women’s Knowledge Concerning Hydatidiform Mole at Maternity Hospitals in Baghdad City
Authors: Fatima Fadel Benyian
Published: January 2021

Hydatidiform mole results from abnormal fertilization. It is the most common disorder of gestationaltrophoblastic diseases can be partial or complete. Early detection of molar pregnancy and monitoring canreduce complication particularly coriocarcinoma. The fetus typically dies, and a miscarriage often occurs.Objectives: To assess women’s knowledge concerning Hydatitiform mole and find out the associationbetween women’s knowledge with their study variables.Methods: Descriptive study was conducted from November 2019 to February 2020 at maternity hospitalsin Baghdad city. Non probability (purposive sample) was used to collect the data from (100) women whoattending outpatient clinics at maternity hospitals. A questionnaire was constructed about knowledgeassessment tool were designed and prepared by the researcher. A pilot-test is conducted in order to determinethe reliability of the questionnaire in a sample of (20) women who were excluded from the study sample.Data was analyzed through the use of SPSS version 20.Results: The main results revealed that the highest percentage (41.6%) of women’s age was (20-29) years.More than half of them (60 %) are graduated from Secondary Nursing School. They have inadequateknowledge. There are no statistical significant differences between level of knowledge and women’s age oreducational level.Conclusion: This study shows that the knowledge of study sample concerning Hydatitiform mole wasinadequate.Recommendations: It is important to design a booklet or pamphlet about Hydatitiform mole risk factors,signs and symptoms, screening, to reach for all women over the country in order to early detection andprevention.
Implant Screw Breakage: A Review Article
Authors: Vijay Ebenezer
Published: January 2021

Dental implants have revolutionized the treatment for edentulous and partially edentulous patients, andsuccessful implant integration has been well documented for patients with those clinical conditions. Withthe high rate of implant success for edentulous individuals, the concept of osseointegrationhas become apredictable treatment modality[2]. Yet this cutting-edge treatment modality is not without its own set ofadversities. Implant failures are as common as implant success. The types of implant failures are 1) loss ofintegration, 2) positional failures 3) soft tissue defects, and 4) biomechanical failures. In this article we cometo the conclusion that the mechanical stability of the implant is a multi-factorial aspect.
Teacher-in-Role as a Tool for Scaffolding Role Plays in the English Classroom
Authors: Rathore Chhayankdhar Singh
Published: January 2021

While most drama-in-education activities include the students in the dramatic process, the teachers are often excluded. This exclusion creates a gulf between the fictional world inhabited by the students and the real world of the teacher, making it difficult for the teachers to scaffold and challenge the students without undermining the fictional world. One exception to this phenomenon is Teacher-in-Role. This article will analyze the process drama technique called Teacher-in-Role and discuss its functions, types, benefits, potential challenges, and solutions to avoid or manage these challenges. This article also includes examples of Teacher-in-Role to provide the readers with a better understanding of how this process drama technique can be used.
Audio-Podcasts zu mathematischen Themen – Begriffsbildung mit digitalen Medien
Authors: Schreiber Christof , Klose Rebecca
Published: January 2021

In diesem Artikel werden verschiedene Aspekte der Nutzung von mathematischen Audio-Podcasts zur Begriffsbildung aufgezeigt. Zunächst soll der Erstellungsprozess von solchen mathematischen Podcasts mit Primarstufenschülerinnen und -schülern (PriMaPodcasts) anhand eines Beispiels dargestellt werden. Als besondere Form wird zudem ein englischsprachiger PriMaPodcast vorgestellt, der in einer bilingualen Klasse erstellt wurde. Die besondere Möglichkeit weiterer fremdsprachiger Podcasts auch in Sprachen, die nicht Unterrichtssprache sind, wird ebenso thematisiert, wie die Chancen in der Lehrerbildung. Dies alles geschieht im Hinblick auf die besonderen Möglichkeiten, welche die Verwendung von digitalen Medien im Mathematikunterricht im Bereich schriftlicher und mündlicher Kommunikation und Darstellungen bieten.
Die computergestützte Lernumgebung „Geolizi“: Ein Versuch zur Implementierung digitaler Medien im Geometrieunterricht der Grundschule
Authors: Reiter Markus
Published: January 2021

Der vorliegende Beitrag beschreibt die theoretischen Grundlagen und den Aufbau einer computerunterstützten Lernumgebung zu geometrischen Themenbereichen der Volksschule in Österreich. Die entwickelte Lernumgebung bildet die Basis für einen selbstständigen Lernprozess, indem neue Inhalte aus dem Bereich der Grundschulgeometrie eigenständig erarbeitet und allgemeine sowie mathematische Kompetenzen aufgebaut werden sollen. In diesem Zusammenhang wird den Fragen nach einer möglichen didaktisch begründeten Einbindung des Computers in den Geometrieunterricht und welche Möglichkeiten bezüglich des Forschens und Erprobens mit Hilfe von Computeranwendungen entstehen können nachgegangen.
Developing number sense with TouchCounts
Authors: Sinclair Nathalie , Heyd-Metzuyanim Einat
Published: January 2021

Our goal in this paper is to highlight the central affordances of the multitouch application called TouchCounts. We present several episodes that exemplify the developing number sense of young children (aged 3 to 5 years old) while using TouchCounts with a teacher. We focus specifically on the different ways in which TouchCounts supports children in the process of reifying numbers, which is essential for understanding the cardinality principle and also for future work with arithmetic operations. We also highlight the emotional and embodied dimensions of this developing number sense.
Tätigkeitsorientiert zu einem flexiblen Verständnis von Stellenwerten – Ein Ansatz aus Sicht der Artefact-Centric Activity Theory
Authors: Ladel Silke , Kortenkamp Ulrich
Published: January 2021

Der Erwerb eines flexiblen Verständnisses von Stellenwerten ist Grundlage für sicheres Rechnen und damit auch für das weiterführende Lernen von Mathematik. Bei der Arbeit mit der Stellenwerttafel können jedoch Handlungen ganz unterschiedliche Bedeutung haben. Im folgenden Beitrag gehen wir auf die Kennzeichen unseres Stellenwertsystem ein und fokussieren mit Hilfe der Artefact-Centric Activity Theory die Bedeutung der Tätigkeit in Abhängigkeit vom verwendeten Arbeitsmaterial. Das kindliche Verständnis von Stellenwerten wird anhand ausgewählter Beispiele exemplarisch aufgezeigt.
Tangram – Digitale und analoge Förderung geometrischer Kompetenzen
Authors: Becker Julie-Christin
Published: January 2021

Digitale Medien öffnen neue Handlungsspielräume und bereichern den Mathematikunterricht auf vielfältige Art und Weise. Zahlreiche Apps eignen sich für den Unterrichtseinsatz und bringen ihrerseits einen Mehrwert mit. Dieser entfaltet sich doch meist in Ergänzung zu den analogen Medien. Das Spiel Tangram, welches der App Osmo Tangram zugrunde liegt, existiert bereits seit über 2000 Jahren. Bis heute fasziniert das Nachlegen gegebener Figuren und fördert die Raumvorstellung. Dieser Beitrag zeigt das jeweilige Potenzial der Handhabung des virtuellen und des physischen Materials auf und erläutert und veranschaulicht Anregungen zum Einsatz beider Varianten im Unterricht.
Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018
Authors: Wessel Lena
Published: January 2021

„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge
Formatives Assessment in Mathe-Kursen für Erstsemester: Digitalisierung eine Chance?
Authors: Bach Volker , Barbas Helena , Gasser Ingenuin , Konieczny Franz , Lohse Alexander , Seiler Ruedi
Published: January 2021

Das oHMint-Projekt entwickelt eine Online-Lernplattform zur Mathematikausbildung für MINT- und Wirtschaftsstudiengänge. Bausteine können in bestehende Kurse integriert oder eigenständig zusammengefügt werden. Sie ermöglichen einen variablen Einsatz hinsichtlich inhaltlicher Breite und Tiefe, der Bearbeitungsdauer und des didaktischen Konzepts. Die Hamburg Open Online University hat in einem Pilotprojekt 2017/18 die Erstellung des Kapitels Differenzialrechnung finanziert. Im Zentrum stehen innovative Konzepte wie z.B. formatives Assessment oder Audioaufgaben, die Hörverstehen in der Mathematikausbildung fördern. Das Gesamtprojekt wird von einem Konsortium getragen, dessen Mitglieder mehrheitlich bereits auch den Online Brückenkurs Mathematik OMB+ mit entwickelt haben. Dieser wird von über 50 Institutionen verwendet und spielt eine wichtige Rolle beim Übergang Schule/Hochschule. Das vorgelagerte oHMint-Pilotprojekt wird von der Uni Hamburg koordiniert und gemeinsam mit der HafenCity Universität und der Firma integral-learning GmbH umgesetzt.
Diskontinuität in der Linearen Algebra: Was bedeutet der höhere Standpunkt? – Konkretisierung einer Denkfigur und qualitative Untersuchungen zu verschiedenen Zeitpunkten in der LehrerInnenbiografie
Authors: Blum Silvia
Published: January 2021

Die Betrachtungen rund um die Begriffe Vektor und Skalarprodukt in Schule und Hochschule unterscheiden sich sichtbar und zeigen eine Diskontinuität im Bereich der Linearen Algebra auf. Der „Höhere Standpunkt“ ist in der Diskussion zum Fachwissen von Mathematiklehrkräften eine gängige Zielvorstellung. Unter der Leitfrage „Was bedeutet der ‚Höhere Standpunkt‘?“ werden zunächst verschiedene Konzeptionen des Höheren Standpunkts dargestellt. Anschließend wird der Fokus auf den Umgang angehender Lehrkräfte mit Diskontinuität im Bereich der Linearen Algebra gelegt. Für eine empirische Perspektive wurde eine Interview-Studie durchgeführt, deren Design ebenfalls im vorliegenden Beitrag dargestellt wird.
Was bringen StudienanfängerInnen mit? – Konzeptualisierung des Vorwissens zu Algebra und Funktionen von Erstsemesterstudierenden in INT-Studiengängen
Authors: Moser-Fendel Jeremias , Wessel Lena , Klinger Marcel
Published: January 2021

Zunehmende Heterogenität und hohe Abbruchquoten (z.B. Heublein & Schmelzer 2018) in MINT-Fächern sind äußere Rahmenbedingungen für Forschung am Übergang Schule-Hochschule in den vergangenen Jahren. Mathematisches Vorwissen von Studienanfängerinnen und -anfängern bewährt sich als guter Prädiktor für den Studienerfolg (z.B. Derr et al. 2018). An einer qualitativen Beschreibung des benötigten Vorwissens für ein MINT-Studium wird derzeit gearbeitet (z.B. Rach & Ufer 2018). Vielfach werden Studierenden unzureichende Fähigkeiten im Bereich der elementaren Algebra (z.B. Termumformungen) attestiert. Zur genaueren Analyse des auf Algebra und Funktionen bezogenen Vorwissens von Studienanfängerinnen und -anfängern in INT-Fächern wurde daher an der Universität Freiburg, ausgehend vom Testinstrument FALKE (Klinger 2018), ein Testinstrument entwickelt und erprobt. Die Ergebnisse einer Datenerhebung bei n=353 INT Studierenden (Umwelt- und Naturwissenschaften, Ingenieurswissenschaften und Informatik) werden dargestellt und diskutiert
Mathematical Modeling Thinking: Laying the Foundation for Mathematical Modeling Competency
Authors: Anhalt Cynthia O. , Cortez Ricardo
Published: January 2021

Mathematical modeling competency requires frequent practice and sufficient time to derive experience solving open-ended contextual problems. Specific ways of thinking necessary in modeling are identified by contrasting Pólya’s general problem-solving framework, which may be familiar worldwide. These ways of thinking are developed through mathematical activities that promote dispositions for eventual success in modeling. We posit that mathematical modeling thinking (MMT) is necessary for building modeling competency. This paper describes MMT and illustrates how it can be developed through a well-known problem of universal human cultural greeting exchange. While connecting to world cultures, we examine ways to promote MMT practices such as making useful simplifications, looking for patterns, utilizing multiple representations, mathematizing the situation, and reflecting on the solution. We conclude with practical ways to effect MMT as the foundation for developing mathematical modeling competency.
College Studens´ Views of Fraction Arithmetic
Authors: Bentley Brianna
Published: January 2021

College students view mathematics, specifically fraction arithmetic, as a series of tricks that can lead them to the correct answer. This view of mathematics is a direct reflection of their lack of conceptual understanding of fraction arithmetic and their reliance on procedural understanding. College students have an imprecise remembrance of fraction arithmetic and instead rely on tricks they vaguely remember and cannot explain. This reliance on procedural processes that they do not fully understand causes them to make mistakes in their arithmetic. If we do not require students to think critically about the mathematical processes they are completing when first taught a subject and require this critical thought as students progress through mathematics courses, mathematics loses meaning and our students will not have the ability to think critically or conceptually about mathematics.
Foundational Experiences as a Design Principle for Mathematics Curriculum for Children
Authors: Betts Paul
Published: January 2021

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for multiplication. What are the qualities that we should invest in foundational experience activities? How can such activities be positioned within curriculum design, with the goal of increasing the quality of students’ understandings of mathematics topics, in pursuit of success for all participants in school math?
The Confluence of Numeracy with Interdisciplinary Mathematics
Authors: Sibbald Timothy
Published: January 2021

Interdisciplinary mathematics, such as STEM, but not limited to it, has received considerable attention in recent years. Its role in mathematics is the provision of practical circumstances that support learning mathematical concepts. The validation of concepts through the adoption to interdisciplinary purposes has a broad base of examples. Furthermore, among the concepts bridging mathematics and another discipline is a group of concepts that transcend a variety of other disciplines and, within that scope, numeracy emerges. Since this is not a traditional definition of numeracy it is reconciled with other definitions of numeracy and the implications of that reconciliation with interdisciplinary instructional approaches is examined.
Authentic Mathematical Modelling Behaviours for Secondary School Students
Authors: Spooner Kerri
Published: January 2021

Mathematical modelling is part of many curricula around the world. Some of these curriculum statements are vague and general. There is a need for statements to be more specific with supporting examples for implementation of curriculums. There is also a need for further development of activities focused on authentic mathematical modelling behaviour. To address this problem, an ethnographic study in New Zealand was carried out to identify the behaviours of a real world mathematical modelling team. These behaviours were then explored to determine what they could look like for a sixteen-year-old student. This paper will present the modelling behaviours of the real world modelling team and the potential authentic mathematical modelling behaviours of a secondary school student.
A Participative and Individualized Laboratory: A Strategy for Increasing Student Success in College-Level Mathe Courses
Authors: Toro-Clarke José A.
Published: January 2021

This research was carried out within a qualitative research paradigm. The objective was to observe, analyze and enrich pedagogical practice through the use of pedagogical learning strategies. The learning strategy was a participative and individualized laboratory carried out during a research project in a non-Traditional Laboratory (LnT, abbreviated in Spanish form). The primary aim of this research was to observe if the LnT assists the students and in this way maximizes success and knowledge in the Introductory Math course (MATE3001) on the University of Puerto Rico campus. The LnT contributed to: (1) students improved their study habits; (2) the students had greater participation in the solution of math problems, their practice and discussion; (3) they accepted that the research professor supervise their work as it was carried out and understood that the presence was for their benefit.
Learning via Teaching: Examples of Mediated Field Experiences in Early Coursework of Pre-Service Teachers
Authors: Billings Esther , Kasmer Lisa
Published: January 2021

Twenty years ago, Ball and Cohen (1999) described a vision for practicebased professional education in which teachers’ learning is situated within practice. We have purposefully designed practice-based educational experiences early in teacher preparation coursework around McDonald et al.’s (2013) learning cycle to include mediated field experiences. Such experiences are structured to explicitly connect coursework and fieldwork and are organized around core practices; preservice teachers (PSTs) deepen their learning of mathematics and ways to teach mathematics by doing the work of teachers within authentic K-12 classroom settings. In this paper we describe examples of mediated field experiences structured on McDonald et al.’s (2013) learning cycle that occur early in PSTs' coursework, prior to student teaching.
The Survey Toolkit Curriculum Methodology for Researching Information, Survey Questioning, and Analyzing Data with TinkerPlots
Authors: Walsh Jr. Thomas
Published: January 2021

In an era where social media traffics fake news websites that publishes misinformation it is imperative to provide students’ experiences in The Survey Toolkit and TinkerPlots curriculum teaching sound research principles and information gathering techniques. The field-tested program was found effective in guiding students choosing research questions, writing a research report using a paragraph cluster information strategy, developing unbiased survey questions using reliable sampling, analyzing survey data with TinkerPlots, and sharing results. The paper will present support for teaching the curriculum, development based on research direction, implementation considerations, and use of the curriculum with elementary to middle school students.
Merging Theory and Practice in Statistics in Communities of Mathematical Inquiry
Authors: Warren Lynae , Wohlhuter Kay
Published: January 2021

This workshop will engage participants in statistical problem solving with reallife data, using technology. Participants will work in a Community of Inquiry, (CoI, Garrison, 2016) with other participants to formulate questions that will be answered in their community. The participants will engage in problem solving using 2018 data about world populations, to determine how best to answer their questions and how their answers may become part of a larger exploration. The facilitators will share examples from their work with developmental mathematics students and mathematics teacher candidates regarding how they use the CoI model to merge theory and practice in the areas of: teaching & learning, educational technology, curriculum development, teachers’ preparation and development, and issues of equity. Participants will need access to a computer or tablet with web access and spreadsheet software.
Enabling Grade 3 Teachers to Transform an Intended Curriculum into an Enacted Curriculum in Mathematics Classrooms
Authors: Webb Lyn
Published: January 2021

The introduction of a new mathematics curriculum is usually heralded by the production of a plethora of learner workbooks and teacher aids. In South Africa this study researches the effect of curriculum change on Grade 3 mathematics teachers in an endeavour to understand what elements enable the transition from an intended curriculum to an enacted curriculum. The theoretical framing for this paper is Fullan’s (2006) change theory that focuses on new materials, new practices and new beliefs. The research identifies that current South African curriculum documents and workbooks focus on mathematical content almost exclusively, and give minimal guidance concerning pedagogical content knowledge and teacher agency. A tri-level system is suggested to narrow the gap between policy and praxis.
Communicating Mathematics and Science: Teaching and Tutoring Writing in a Summer Program for High School Students
Authors: Wickliff Gregory A.
Published: January 2021

Supplemental instruction and tutoring in writing, genre, and document design and illustration, can improve the quality of formal mathematics and science papers and presentations composed by rising high school junior and senior students in a four-week summer program. This paper discusses the program history and goals, its structure, the methods of instruction and tutoring, and the professional and student writing samples delivered through the University of North Carolina at Charlotte’s Summer Ventures in Science and Mathematics program. The program is a no-cost, state-funded program for academically talented students who aspire to careers in science, technology, engineering, and mathematics. Participants reside on the university campus for four weeks and conduct research around topics of their own interest individually or in collaboration with like-minded peers. Participants engage in research under the supervision of university faculty.
Collective Participation: A Story of Business, Community, Schools, and University Partnering in STEM Education
Authors: Zollman Alan
Published: January 2021

The quality of the public school teacher has the greatest in-school impact on nurturing cognitive abilities, developing content knowledge, and increasing motivation of students (Ferguson & Ladd 1996; Haycock 1998; Rivkin, Hanushek, & Kain 2005; Rice 2003; Sanders & Rivers, 1996; Zollman, Tahernezhadi, & Billman, 2012). We also know from educational research (Johnson & Sondergeld, 2015) that traditional professional development formats do not result in improvement of teacher practices nor substantial gain in student achievement. This paper reports on a shift in the traditional professional development project – one to enhance the quality of the public school teacher in STEM education projects through a synergy of business, community, and school districts partners with education and science university faculty.
Statistical Literacy and Quantitative Reasoning
Authors: Burrill Gail
Published: January 2021

Given a world awash with data, students of today will be consumers of statistical information whatever their future. What can we do to make them critical consumers as articulated by researchers such as Gal and Steen and as suggested in the National Council of Teachers of Mathematics Catalyzing Change, able to process information, ask the right questions and make informed decisions? This paper explores what it means to be statistically literate able to reason with quantitative information in today’s world and why it is important from both a personal and professional perspective. Examples from several fields illustrate features of essential core concepts that should be components of the curriculum for all students if we are to have statistically literate citizens capable of thinking and reasoning in quantitative situations. The discussion will also address some of the challenges we face in making this recommendation a reality.
Misconceptions or Preconceptions in Making Sense of Decimals
Authors: Chin Kin Eng , Jiew Fui Fong
Published: January 2021

This paper aims to explore the root causes of students’ misconceptions in decimals. A set of decimal tasks and follow-up interviews were used to gather the relevant data. Eight Year Six primary school students participated in this study on a voluntary basis. In this paper, data collected from two students were reported because they showed qualitatively distinct responses and could cover the spectrum of responses of this group of participants. Findings revealed that students’ misconceptions maybe regarded as preconceptions that were developed from work experiences in other contexts such as integers. This shows that the learning experiences from other contexts may impede future learning of students in new contexts.
Supporting Mathematics Teachers to Build Deep Understandings of the Home Contexts of their Students
Authors: Civil Marta , Hunter Roberta
Published: January 2021

Teachers face many challenges in meeting the cultural diversity they encounter in current mathematics classrooms. To avoid marginalisation of specific groups of students we advocate for a strength-based approach in which teachers are supported to build deep understandings of the lived home context of their students. We discuss findings from our research projects with immigrant students (Pāsifika) in New Zealand and with Mexican American students in the United States. While our contexts are quite different, our approaches have much in common, in particular through their focus on teachers learning from and about their students’ communities to then build on this learning in their mathematics teaching. Bridging theory and practice, we share specific strategies that we have used to support teachers as learners of their students’ home contexts (e.g., home visits; parents’ classroom visits; school meetings led by parents).
Collaborative Solution Discovery: A Problem Solving Process
Authors: Clemmer Katharine
Published: January 2021

Loyola Marymount University (LMU) has developed a new approach to problem solving, Collaborative Solution Discovery (CSD), to help practitioners in a school system leverage their individual passions in a way that grows students’ positive math identity through mathematical thinking, problem solving, and self-regulation. By focusing on how students and teachers interact with each other in real-time in an ideal classroom, practitioners take ownership of a process to guide their students in growing their positive math identity and thus taking ownership of their own math learning. Practitioners measure progress along the way through metrics that are created, defined, used, and continually refined by themselves to attain their ideal math learning environment. The entire CSD process results in a system that owns ist improvement efforts—improvement efforts that are flexible, adaptable, and sustainable.
Constructivist Teaching Experiment: Constructivist Research and Constructivist Teaching
Authors: Czarnocha Bronislaw
Published: January 2021

The aim of the discussion is twofold: first, we formulate and present examples of the creative bisociativity inherent in teaching-research TR/NYCity model (Section 1). Second, we bring the creative model of teaching-research as the precise solution to the difficulties experienced by Common Curriculum Standards in Mathematics (CCSM). Section 2 analyzes the reason for extraordinary difficulties in successful introduction of the curriculum into practice, which manifest themselves among others, by the necessity of scripted lessons telling teachers exactly what to do in all different moments of the lesson time. The root reason for the contemporary difficulties is the absence of teachers involvement in the design process It is in contradiction with the irreducible presence of teaching within the central constructivist instrument of research- constructivist teaching experiment of Cobb and Steffe (1983).
Curriculum for Mathematics Education – An Approach to Discuss Relation Between Theory and Practice
Authors: Das Mili
Published: January 2021

A new curriculum has been introduced in Teachers’ Training course as the course is shifted from one year to two-year course in West Bengal, a state of India. In this curriculum in each course-paper theory and practicum are given equal importance so is in mathematics education also. In this new approach most of the educational experiences in mathematics education, gathered by the trainees are set and organized by combining theory and practicum. So, instead of only theory in this paper relationship is discussed on intertwined function of theory and practicum with practice.
Curious Minds: Serious Play
Authors: De Lange Jan
Published: January 2021

We describe the background, theory, implementation and results so far of the Curious Minds Project, carried out by seven Dutch and Belgian Universities. The present article focuses on the Utrecht University’s involvement and results. Issues addressed are: hypothesis, role of manipulatives (toys), designing student activities from pre-primary to primary, creativity and curiosity, the role of adults and the challenges for professional development. Keywords: Early Childhood, Curiosity, Scientific Reasoning, Practice.
Puerto Rico Gas Prices Fall – „The Math of Cheap Oil“
Authors: Demirbec Maifer Remzie
Published: January 2021

This project is an application of “Rate of change” and “Equation of the line” in business and finance field, as part of College Algebra and Trigonometry syllabus. The goal of this project is to develop students’ skills to understand and interpret graphs, tables, Math concepts as absolute value and percent change by showing them how Math is connected with real life issues. Also, is to engage students with the topic and through that how to use their Math knowledge of reading tables, complete tables, calculate the absolute and percent change, construct and interpret graphs.
Clean Water for Women and Children
Authors: Fox Courtney
Published: January 2021

This workshop gives participants an outline of a full unit in Trigonometry that covers right triangle trigonometry, the law of sines, and the law of cosines. Attendees will participate in abbreviated student tasks. In the unit students are introduced to the world water crisis and how it affects women and children the most and why this is. Using their knowledge of trigonometry and the Desmos (or other graphing) calculator to “solve” a water crisis in a town and bring clean sanitation to a remote island. This unit helps students develop critical thinking and problem-solving skills, numerical literacy, and global awareness. Students make connections to the “real world” using mathematics and become world citizens.
Maths Week Ireland: Promoting a Positive Attitude to Mathematics in Ireland
Authors: Gill Eoin
Published: January 2021

Maths Week Ireland is an annual festival established in 2006 by people in the STEM community as an all-island event including the Republic of Ireland and Northern Ireland. Particular effort is made to highlight maths for life, for careers and as part of our culture. While the core principle is “Maths for All” the main engagement is with schools. In 2018 teachers reported 354,000 primary and second level pupils participating through in-school activities, online activities and events at partner centres. Maths Week creates an opportunity to disseminate new ideas in maths education. It also creates a space whereby teachers can try out new ideas and invent and create new activities with their pupils. This paper describes the organisation and activities of Maths Week and discusses the impact of the initiative with particular reference to evaluation with teachers.
Learning to Teach Mathematics Through Project-Based Instruction
Authors: Goodell Joanne E.
Published: January 2021

Project-based instruction (PBI) is gaining prominence in the USA as an instructional innovation that promotes deep and connected understanding in mathematics. In this paper, I describe a program developed at the University of Texas at Austin known as UTeach that is being replicated in 45 universities across the USA. Concepts of inquiry teaching, problem-based and projectbased instruction are developed across the program. In this paper I argue that the structure, timing and location of student teaching impacts whether or not pre-service teachers are able to implement PBI during student teaching, which in turn impacts satisfaction with the student teaching experience and ultimately the intention to enter and continue in the teaching profession.
Magic Tricks and Activities Supporting Abstract Thinking in Mathematics
Authors: Grzegorczyk Ivona
Published: January 2021

This workshop will involve you in mathematics based magic tricks activities promoting pattern recognition and algebraic modeling in various contexts. The interactive, hands-on activities are designed for introductory algebra courses, but they can be modified to generate more complexity and advanced mathematical thinking.
Working Together: A Cross-cultural Study Addressing Mathematics Anxiety in K-8 Pre-service Teachers
Authors: Hansen Heidi B. , Magiera Marta T.
Published: January 2021

This study will present data from research on K-8 pre-service teachers’ math anxiety across three universities: one public, one private and one non-U.S. The article discusses background rationale, literature, tools used and results of this study. The results of the study indicated that similar math anxiety levels exist in students in all three types of academic institutions. The paper also incorporates discussion of the importance of including the topic in pre-service teacher training, and possible interventions for alleviating math anxiety.