bluuebunny/crossref_metadata_2025 huggingface dataset:
The health of a nation predicts their mate preferences: cross-cultural variation in women's preferences for masculinized male faces
Authors: DeBruine Lisa M. , Jones Benedict C. , Crawford John R. , Welling Lisa L. M. , Little Anthony C.
Published: March 2010

Recent formulations of sexual selection theory emphasize how mate choice can be affected by environmental factors, such as predation risk and resource quality. Women vary greatly in the extent to which they prefer male masculinity and this variation is hypothesized to reflect differences in how women resolve the trade-off between the costs (e.g. low investment) and benefits (e.g. healthy offspring) associated with choosing a masculine partner. A strong prediction of this trade-off theory is that women's masculinity preferences will be stronger in cultures where poor health is particularly harmful to survival. We investigated the relationship between women's preferences for male facial masculinity and a health index derived from World Health Organization statistics for mortality rates, life expectancies and the impact of communicable disease. Across 30 countries, masculinity preference increased as health decreased. This relationship was independent of cross-cultural differences in wealth or women's mating strategies. These findings show non-arbitrary cross-cultural differences in facial attractiveness judgements and demonstrate the use of trade-off theory for investigating cross-cultural variation in women's mate preferences.
Exogenous insulin enhances humoural immune responses in short-day, but not long-day, Siberian hamsters (Phodopus sungorus)
Authors: Garcia Nicholas W. , Greives Timothy J. , Zysling Devin A. , French Susannah S. , Chester Emily M. , Demas Gregory E.
Published: March 2010

Many animals experience marked seasonal fluctuations in environmental conditions. In response, animals display adaptive alterations in physiology and behaviour, including seasonal changes in immune function. During winter, animals must reallocate finite energy stores from relatively costly, less exigent systems (e.g. reproduction and immunity) to systems critical for immediate survival (e.g. thermoregulation). Seasonal changes in immunity are probably mediated by neuroendocrine factors signalling current energetic state. One potential hormonal candidate is insulin, a metabolic hormone released in response to elevated blood glucose levels. The aim of the present study was to explore the potential role of insulin in signalling energy status to the immune system in a seasonally breeding animal, the Siberian hamster (Phodopus sungorus). Specifically, exogenous insulin was administered to male hamsters housed in either long ‘summer-like’ or short ‘winter-like’ days. Animals were then challenged with an innocuous antigen and immune responses were measured. Insulin treatment significantly enhanced humoural immune responses in short, but not long days. In addition, insulin treatment increased food intake and decreased blood glucose levels across photoperiodic treatments. Collectively, these data support the hypothesis that insulin acts as an endocrine signal integrating seasonal energetic changes and immune responses in seasonally breeding rodents.
Selective attention to philopatric models causes directed social learning in wild vervet monkeys
Authors: van de Waal Erica , Renevey Nathalie , Favre Camille Monique , Bshary Redouan
Published: March 2010

Human behaviour is often based on social learning, a mechanism that has been documented also in a variety of other vertebrates. However, social learning as a means of problem-solving may be optimal only under specific conditions, and both theoretical work and laboratory experiments highlight the importance of a potential model's identity. Here we present the results from a social learning experiment on six wild vervet monkey groups, where models were either a dominant female or a dominant male. We presented ‘artificial fruit’ boxes that had doors on opposite, differently coloured ends for access to food. One option was blocked during the demonstration phase, creating consistent demonstrations of one possible solution. Following demonstrations we found a significantly higher participation rate and same-door manipulation in groups with female models compared to groups with male models. These differences appeared to be owing to selective attention of bystanders to female model behaviour rather than owing to female tolerance. Our results demonstrate the favoured role of dominant females as a source for ‘directed’ social learning in a species with female philopatry. Our findings imply that migration does not necessarily lead to an exchange of socially acquired information within populations, potentially causing highly localized traditions.
Morphological aspects of self-repair of lesions caused by internal growth stresses in stems ofAristolochia macrophyllaandAristolochia ringens
Authors: Busch Sebastian , Seidel Robin , Speck Olga , Speck Thomas
Published: March 2010

This study reveals in detail the mechanism of self-repair during secondary growth in the vinesAristolochia macrophyllaandAristolochia ringensbased on morphological data. For a comprehensive understanding of the underlying mechanisms during the self-repair of lesions in the sclerenchymatous cylinder of the stem, which are caused by internal growth stresses, a classification of morphological changes in the cells involved in the repair process is required. In an early stage of self-repair, we observed morphological changes as a mere extension of the turgescent cortex cells surrounding the lesion, whereby the cell wall extends locally through visco-elastic/plastic deformation without observable cell wall synthesis. Later stages involve typical cell growth and cell division. Several successive phases of self-repair were investigated by light microscopy of stained samples and confocal laser-scanning microscopy in fluorescence mode. The results indicate thatA. macrophyllaandA. ringensrespond to lesions caused by internal growth stresses with a sophisticated self-repair mechanism comprising several phases of different repair modes.
Brain transcriptomic analysis in paper wasps identifies genes associated with behaviour across social insect lineages
Authors: Toth Amy L. , Varala Kranthi , Henshaw Michael T. , Rodriguez-Zas Sandra L. , Hudson Matthew E. , Robinson Gene E.
Published: March 2010

Comparative sociogenomics has the potential to provide important insights into how social behaviour evolved. We examined brain gene expression profiles of the primitively eusocial waspPolistes metricusand compared the results with a growing base of brain gene expression information for the advanced eusocial honeybee,Apis mellifera. We studied four female wasp groups that show variation in foraging/provisioning behaviour and reproductive status, using our newly developed microarray representing approximately 3248P. metricusgenes based on sequences generated from high-throughput pyrosequencing. We found differences in the expression of approximately 389 genes across the four groups. Pathways known fromDrosophila melanogasterto be related to lipid metabolism, heat and stress response, and various forms of solitary behaviour were associated with behavioural differences among wasps. Forty-five per cent of differentially expressed transcripts showed significant associations with foraging/provisioning status, and 14 per cent with reproductive status. By comparing these two gene lists with lists of genes previously shown to be differentially expressed in association with honeybee division of labour, we found a significant overlap of genes associated with foraging/provisioning, but not reproduction, across the two species. These results suggest common molecular roots for foraging division of labour in two independently evolved social insect species and the possibility of more lineage-specific roots of reproductive behaviour. We explore the implications of these findings for the idea that there is a conserved ‘genetic toolkit’ for division of labour across multiple lineages.
Aerial manoeuvrability in wingless gliding ants (Cephalotes atratus)
Authors: Yanoviak Stephen P. , Munk Yonatan , Kaspari Mike , Dudley Robert
Published: March 2010

In contrast to the patagial membranes of gliding vertebrates, the aerodynamic surfaces used by falling wingless ants to direct their aerial descent are unknown. We conducted ablation experiments to assess the relative contributions of the hindlegs, midlegs and gaster to gliding success in workers of the Neotropical arboreal antCephalotes atratus(Hymenoptera: Formicidae). Removal of hindlegs significantly reduced the success rate of directed aerial descent as well as the glide index for successful flights. Removal of the gaster alone did not significantly alter performance relative to controls. Equilibrium glide angles during successful targeting to vertical columns were statistically equivalent between control ants and ants with either the gaster or the hindlegs removed. High-speed video recordings suggested possible use of bilaterally asymmetric motions of the hindlegs to effect body rotations about the vertical axis during targeting manoeuvre. Overall, the control of gliding flight was remarkably robust to dramatic anatomical perturbations, suggesting effective control mechanisms in the face of adverse initial conditions (e.g. falling upside down), variable targeting decisions and turbulent wind gusts during flight.
Proteogenomics ofPristionchus pacificusreveals distinct proteome structure of nematode models
Authors: Borchert Nadine , Dieterich Christoph , Krug Karsten , Schütz Wolfgang , Jung Stephan , Nordheim Alfred , Sommer Ralf J. , Macek Boris
Published: March 2010

Pristionchus pacificusis a nematode model organism whose genome has recently been sequenced. To refine the genome annotation we performed transcriptome and proteome analysis and gathered comprehensive experimental information on gene expression. Transcriptome analysis on a 454 Life Sciences (Roche) FLX platform generated >700,000 expressed sequence tags (ESTs) from two normalized EST libraries, whereas proteome analysis on an LTQ-Orbitrap mass spectrometer detected >27,000 nonredundant peptide sequences from more than 4000 proteins at sub-parts-per-million (ppm) mass accuracy and a false discovery rate of <1%. Retraining of the SNAP gene prediction algorithm using the gene expression data led to a decrease in the number of previously predicted protein-coding genes from 29,000 to 24,000 and refinement of numerous gene models. TheP. pacificusproteome contains a high proportion of small proteins with no known homologs in other species (“pioneer” proteins). Some of these proteins appear to be products of highly homologous genes, pointing to their common origin. We show that >50% of all pioneer genes are transcribed under standard culture conditions and that pioneer proteins significantly contribute to a unimodal distribution of predicted protein sizes inP. pacificus, which has an unusually low median size of 240 amino acids (26.8 kDa). In contrast, the predicted proteome ofCaenorhabditis elegansfollows a distinct bimodal protein size distribution, with significant functional differences between small and large protein populations. Combined, these results provide the first catalog of the expressed genome ofP. pacificus, refinement of its genome annotation, and the first comparison of related nematode models at the proteome level.
Photophysical Properties of Eu(III) Center Covalently Immobilized in Si‐O‐B and Si‐O‐Ti Composite Gels
Authors: Yan Bing , Wang Chang , Guo Lei , Liu Jin‐Liang
Published: March 2010

In this paper, the functionalized monomer (TFAASi) behaves as a linkage to be immobilized into inorganic composite host gels through covalent bonds. Subsequently two kinds of Eu‐centered chemically bonded hybrid gels (Eu‐TFAA‐Si‐O‐Ti, Eu‐TFAA‐Si‐O‐B) with composite hosts have been prepared and characterized. The covalently bonded Si‐O‐B hybrid gel presents stronger red/orange intensity ratio, longer lifetimes and higher quantum efficiency than covalently bonded Si‐O‐Ti one, suggesting that SiO2‐B2O3 composite gel is more suitable for the emissions of Eu3+ than SiO2‐TiO2 composite gels.
PROBLEM DEPARTMENT
Authors: DeLong Ira M.
Published: March 2010

Readers of the Magazine are invited, to send solutions of the problems in this department and also to propose problems in which they are interested. Problems and solutions will be duly credited to their authors Address all communications to Ira M. DeLong, Boulder, Colo.
A GENERAL SCIENCE PROJECT ON SEWAGE DISPOSAL
Authors: Coats Amy L.
Published: March 2010

The city of Detroit is planning to spend $100,000,000 (over a fifteen year period) for the construction of a sewage disposal system. The supervisors and teachers of General Science felt that our pupils should know something about this project. To arouse interest in Detroit's sewage disposal problem among a group of $B General Science pupils was found to be a difficult task. After several unsuccessful attempts to impress the class with the importance of this subject, it was suggested that we write a play. In this play was to be, one character who was uninterested and obstinate concerning the problem of sewage disposal. The purpose of the other characters was to convince this one person of the importance of this problem. The pupils wrote letters to the Board of Health and to the members of the City Council. The booklets which the pupils received contained interesting and useful material. A large outline map of the city was drawn, showing the locations of the proposed sewers, interceptors and disposal plant. The pupils gave their reports from memory, and seemed to enjoy giving them, because they were taking parts in a play. At the close of the semester our play was given in the auditorium as a part of the special Assembly program.
PROFESSOR WHIZ AND HIS CLASS IN MAGIC MATH
Authors: Vaughn Adah
Published: March 2010

This little skit may be added to any mathematics program. This particular one was given in an assembly where a Mathematics Club was having an open meeting, and Prof. Whiz with his class were invited to put on a special demonstration for the club.

The pupils like to work out their own costumes, such as gingham aprons, big ties, etc.

Portable blackboard, and high stools (borrowed from the mechanical drawing room) slates, sponges, help in the stage setting.

Prof. Whiz should be a good talker, able to give problems slowly and loudly so that the audience may grasp the problems.
ARGONNE NATIONAL LABORATORY—PAST, PRESENT, AND FUTURE*
Authors: McLain Stuart
Published: March 2010

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PROBLEM DEPARTMENT
Authors: Willerding Margaret F.
Published: March 2010

This department aims to provide problems of varying degrees of difficulty which will interest anyone engaged in the study of mathematics.

All readers are invited to propose problems and to solve problems here proposed. Drawings to illustrate the problems should be well done in India ink. Problems and solutions will be credited to their authors. Each solution or proposed problem sent the Editor should have the authors name introducing the problem or solution as on the following pages.

The Editor of the Department desires to serve her readers by making it interesting and helpful to them. Address suggestions and problems to Margaret F. Willerding, San Diego State College, San Diego, Calif.
Book Reviews
Authors: Osborn Gerald
Published: March 2010

Book reviewed in this article:

Smith'S College Chemistry, 7th Edition, by William F. Ehret, New York University.
Exploration and Visualization: Making Critical Connections About Linear Systems of Equations
Authors: Smith Koran B.
Published: March 2010

Linear systems of equations are used to model relationships in both science and mathematics. Studies have shown that gaps exist in student understanding of important ideas about such systems. Students show weaknesses in understanding the connections between algebraic and geometric representations, the impact of scaling and approximation methods, and the validity of methods like Gaussian elimination. As demonstrated with the activities presented in this article, current technology allows readily accessible representations in algebraic, numeric, and geometric forms. Integrating these different representations into our curriculum helps students to think more critically about systems, to foster new perspectives, to feel more confident in their results, and to understand better the relations between different representations.
Integrated Mathematics Interfaced With Science
Authors: Austin Joe Dan , Hirstein James , Walen Sharon
Published: March 2010

This study is a description of a high school mathematical curriculum designed to implement the National Council of Teachers of Mathematics Standards. The curriculum is teacher written, application based, uses technology where appropriate, has students working in groups, and incorporates open‐ended problem solving. For one year, twenty‐two classrooms of mainly ninth‐grade students studied this new curriculum. Students took a pre‐ and post‐treatment attitude questionnaire, PSAT examination, and an authors written open‐ended end‐of‐the‐year assessment. A control group of six classes of ninth‐grade students also took the PSAT and the open‐ended End‐of‐Year Tasks. Paired t‐tests found significant attitude improvement in experimental students' mathematical confidence. Analysis of variance (ANOVA) found no significant differences between experimental and control classes on the PSAT. Multivariate ANOVA found significant differences on the end‐of‐the‐year test favoring experimental classes. These results suggest that a Standards‐based curriculum can improve students' mathematics attitude and problem‐solving skills.
The Relationship Between Teacher and Student Beliefs About Mathematics
Authors: Carter Glenda , Norwood Karen S.
Published: March 2010

In this study the relationship between teacher (n = 7) beliefs about mathematics, the learning and teaching of mathematics and their respective students' beliefs about mathematics (n = 158) are examined. The data were collected by means of two instruments specifically designed to measure belief systems about mathematics. Teacher scores were adjusted so that a higher score reflected beliefs in aligntnent with the National Council of Teachers of Mathematics (NCTM) Standards. Results indicated that the students of teachers whose beliefs were in alignment with the NCTM Standards had significantly different beliefs about factors that lead to success in mathematics than did other students. Specifically these students felt that working hard to solve problems and striving for understanding would lead to success. No student differences were found for subscales of ego orientation, competitiveness, interest and extrinsic factors such as neatness and cooperation. These findings suggest that this group of teachers practiced what they believed and that these practices affected what their students believed about mathematics. We suggest that using these two assessments in tandem give a clearer picture of the mathematical environment within a classroom and can be used in professional development workshops to initiate teacher reflection about classroom practices.
Diagnosis of Spanish Primary School Students' Common Alternative Science Conceptions
Authors: González Fermin Ma.
Published: March 2010

The purpose of this investigation was to explore common (elicited from at least 25% of students at any one level) alternative conceptions of a Natural Science topic familiar to students, which was a part of the regular curriculum. The primary topic was: Water in Nature. We also studied the persistence and tenacity of alternative conceptions. The most relevant instruments and strategies used in the investigation were the following: brainstorming sessions, transcriptions of students' participation, a questionnaire on basic knowledge of the topic and concept maps. Our study of the data revealed that similar misconceptions are evident in upper elementary school students and lower elementary school students.
Area and Perimeter: Preservice Teachers' Confusion
Authors: Reinke Kathryn S.
Published: March 2010

Measurement topics, including perimeter and area, are basic to the competency domain of elementary teachers. This study examines solution strategies, used by elementary preservice teachers, to find the perimeter and area of a shaded geometric figure. Many of these preservice teachers incorrectly found the perimeter of the figure by the same method they used to find the area. Examination of incorrect strategies by preservice teachers provides an opportunity to investigate inadequacies in the mathematical backgrounds of these students as well as to make curriculum changes in teacher education programs.
Successful Students’ Perceptions of Secondary School Science
Authors: Eichinger John
Published: March 2010

The attitudinal perceptions of successful college science students regarding their junior high and high school science experiences were compared with those of successful nonscience students. Particular attention was paid to recollections of teacher personality attributes and instructional methodology. Results indicate that science students were especially motivated by knowledgeable, enthusiastic, communicative, committed, friendly, competent, and creative science teachers, whereas the nonscience group preferred patient, knowledgeable, congenial, friendly, supportive, and enthusiastic instructors. Both groups agreed that, although traditional methods (textbooks, lectures, quizzes/tests) dominated their science experiences, their preferred instructional strategies included more dynamic methods, including laboratory activities, teacher demonstrations, and discussions. Both groups also agreed that high school science courses provided a closer match than did junior high/middle school courses in providing their preferred teacher attributes and instructional methods. Results supported the observation that, even for these academically gifted students, interest in science is relatively depressed during the junior high/middle school years. It was concluded that, although endogenous variables act in concert, the quality of the student‐teacher interaction exerts the greatest influence on student attitudes, particularly if those students are not already “science‐friendly.” Instructional implications are discussed.
The Integration of Math and Science Via Centroids
Authors: Lee Cheng‐Shyong
Published: March 2010

Science problems enhance and promote math functions to establish some formulas to solve them; conversely, many math results give the explanation and the development of science phenomena and their related situation. From Archimedes’ Law of the Lever, together with some properties of vector's representation, the geometrical construction of the weighted centroid of gravity of finite particles is given, the new proving of Ceva's and Menelaus's results is explored, and a related result to spacial shape is set up. These presentations are important in math, physics, chemistry, statistics, and engineering. The ideas are significant to these fields for the integration of multifarious curricula.
Computer Use and Visualization in Students' Construction of Reflection and Rotation Concepts
Authors: Dixon Juli K.
Published: March 2010

The effects of a dynamic instructional environment (based on use of The Geometer's Sketchpad, N. Jackiw, 1991, in a computer lab) and visualization on eighth‐grade students' (N= 241) construction of the concepts of reflection and rotation were investigated. Also investigated were the effects of the environment on students' two‐ and three‐dimensional visualization. After controlling for initial differences, it was concluded that students experiencing the dynamic environment significantly outperformed students experiencing a traditional environment on content measures of the concepts of reflection and rotation, as well as on measures of two‐dimensional visualization. The students' environment did not significantly affect their three‐dimensional visualization.
Assessing the Use of Graphing Calculators in College Algebra: Reflecting on Dimensions of Teaching and Learning
Authors: Smith Karan B. , Shotsberger Paul G.
Published: March 2010

This article considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester‐long college algebra course. The project examined four class sections, in which two instructors each taught one section using graphing calculators and one section using a traditional approach. Achievement and attitude data showed no significant differences for treatment or instructor; a significant difference in achievement was found for gender. Students in the calculator sections responded to an open‐ended questionnaire about their use of the calculator and were generally supportive of the technology. Students were in agreement about specific topics for which the technology was most useful. Overall, findings indicated that the technology use had a positive impact on various dimensions of student learning.
Improving Science Teaching for All Students
Authors: Arámbula‐Greenfield Teresa , Feldman Arnold
Published: March 2010

An inservice program designed to enhance the knowledge and skills of elementary school teachers with respect to science content, effective teaching strategies, and gender equity was implemented as a semester‐long course. During the course, teachers explored new science content in chemistry and physics and then collaboratively developed lesson plans from it based on hands‐on, discovery‐centered learning, enmeshed in strategies that could maximize female student interest and participation in science. Teachers tried out their lessons between course sessions in their own classrooms and then collaboratively reflected on their progress and problems in subsequent sessions. Program results were positive for both teachers and students. Teachers reported significant increases in both their level of knowledge of and their confidence in teaching chemistry and physics concepts, as well as in their knowledge of strategies for addressing gender inequities. Project students' attitudes, particularly those of the girls, improved for some dimensions, remained stable for others, and declined for one; the girls also increased their level of active participation in science activities. Overall, the project seems to have had a positive impact on science teaching content and pedagogy, and on student (especially girls') interest and active participation in science.
Changes in High School Teachers' Constructivist Philosophies
Authors: Cho Jung‐Il , Yager Robert E. , Park Do‐Yong , Seo Hae‐Ae
Published: March 2010

Since the 1980s, over a thousand Korean science teachers and supervisors visited western countries to participate in overseas in‐service training programs. This study reports the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating teachers. A total of 70 high school teachers who participated during the fall of 1995 and the summer of 1996 were surveyed. The Constructivist Learning Environment Survey was translated into Korean and administered to the participants three times: at the beginning and the end of the workshops and again three months after. Analysis indicated that the effect of the workshop was significant and that the learning was retained. Ways of encouraging teachers to continue improvement in the use of constructivist practices are discussed in light of the realities of Korean science education.
The Ups and Downs of Percent (and Some Interesting Connections)
Authors: Parker Melanie
Published: March 2010

Percent is a standardized ratio comparison that is often used to describe relative amounts of increase and decrease. In this paper, the nonsymmetric relationship between percent of increase and percent of decrease is explored in several ways. Beginning with a simple graphical representation of the relationship, the functional relationship is developed, with relative decrease expressed as a function of relative increase. Once expressed in the form f(x) = 100x/(100 + x), an immediate connection is made to two other topics commonly found within the study of rates—the work problem and the harmonic mean. Finally, successive percents of increase or decrease are shown to be everyday applications of the geometric mean. This deeper look at a common mathematical concept has uncovered rich structural relationships between topics that are often isolated in the curriculum.
Evidence of Rote Learning of Science by Spanish University Students
Authors: González Fermín Ma.
Published: March 2010

The purpose of this investigation was to test for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain, regarding a geological topic (silicates) which had been studied in previous educational levels. The investigation also proposed to test the efficiency of Novak's concept mapping technique as a method of knowing the cognitive structure of the students. Students' concept maps showed the existence of a large number of alternative conceptions and the persistence and tenacity of these misconceptions after a period of instruction on the topic, even in the case of so‐called “good” students.
Student's Attitudes Toward School and Classroom Science: Are They Independent Phenomena?
Authors: Morrell Patricia D. , Lederman Norman G.
Published: March 2010

The purpose of this study was to examine 5th, 7th, and 10th graders' attitudes toward school and classroom science by means of questionnaires. In particular, the study hoped to determine (a) what students' attitudes are, (b) whether a relationship exists between these school and classroom science attitudes, and (c) what relationships grade level, gender, ethnicity, school/community type, expected GPA and science grade, and personally satisfying GPA and science grade have with students' attitudes toward school and classroom science. The results indicated that, although a statistically significant relationship did exist between students' attitudes toward school and toward classroom science, the relationship had no practical meaning. Females were slightly more positive about school than males. No gender differences were found with respect to classroom attitudes. Fifth graders held significantly more positive attitudes toward science than upper‐grade students. None of the other variables was found to have any practical relationship to either of the attitudes.
Examining the Conceptual Organization of Students in an Integrated Algebra and Physical Science Class
Authors: Westbrook Susan L.
Published: March 2010

The cross‐disciplinary context of density and slope was used to compare the conceptual organization of students in an integrated algebra and physical science class (SAM9) with that of students in a discipline‐specific physical science class (PSO). Analyses of students' concept maps indicated that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts on the SAM9 students' maps than did the PSO students. The maps produced by SAM9 students also tended to show a more compartmentalized approach to thinking about the content of the two disciplines, a finding contrary to the researcher's original assertion. Traditional teaching territories and conceptual complexity were examined as possible explanations for the discrepancy between the predicted and actual outcomes.
Exploring Students' Conceptual Understanding of the Averaging Algorithm
Authors: Cai Jinfa
Published: March 2010

Conceptual understanding of arithmetic average includes both an understanding of the computational algorithm and the statistical aspects of the concept. This study focused on the examination of 250 sixth‐grade students' understanding of the arithmetic average by assessing their understanding of the computational algorithm. The results of the study showed that the majority of the students knew the “add‐them‐all‐up‐and‐divide” averaging algorithm, but only about half of the students were able to correctly apply the algorithm to solve a contextualized average problem. Students were able to use various solution strategies and representations to solve the average problem. Those who used algebraic and arithmetic representations were better problem solvers than those who used pictorial and verbal representations. This study not only suggests that the average concept is more complex than the simplicity suggested by the computational algorithm, but also indicates the need for teaching the concept of average, both as a statistical idea for describing and making sense of data sets and as a computational algorithm for solving problems.
Effectiveness of a Mathematics Methods Course in Reducing Math Anxiety of Preservice Elementary Teachers
Authors: Tooke D. James , Lindstrom Leonard C.
Published: March 2010

In an attempt to find ways of reducing the mathematical anxiety of preservice elementary teachers, three cases were investigated. The first was a section of mathematics for elementary teachers taught in a very traditional manner, and the second was the same course taught in a manner consistent with the recent recommendations of the National Council of Teachers of Mathematics. The third case included two sections of a methods course which covered the same mathematical content, as well as addressing how it should be taught to children. The Mathematics Anxiety Rating Scale for Adults was administered before and after the courses. No significant reduction of anxiety was measured in either mathematics section, but both sections of the methods course showed a significant reduction.
An Interdisciplinary Approach to Science, Mathematics, and Reading: Learning as Children Learn
Authors: Foss Donna H. , Pinchback Carolyn L.
Published: March 2010

A project was designed to implement an integrated curriculum in mathematics, science, and reading by promoting the professional growth of K‐4 in‐service teachers through a 6‐hour graduate course. The course adopts a view of teachers' knowledge acquisition based on constructivism, a perspective currently more accepted for elementary children than for teachers. The effectiveness of the project in the Ist year was evaluated in part by employing content examinations, portfolios, journals, questionnaires, and course assignments. The findings suggest implications for teacher educators, program administrators, teachers in K‐4, and the children served by the educational system.
Classroom Assessment: Teachers’ Conceptions and Practices in Mathematics
Authors: Adams Thomasenia Lott , Hsu Jin‐Wen Yang
Published: March 2010

The purpose of this study was to explore teachers’ conceptions about assessment and their actual assessment practices. The sample for the study consisted of 269 mathematics teachers in Grades 1 through 4 in a southeastern state. The teachers completed a cross‐sectional, Likert‐scale survey. Using chi‐square to examine the relationships between grade level and teachers’ conceptions and between grade level and teachers’ practices, the researchers found several significant differences, transcending an indication of relationship by chance.
Parent Involvement in Elementary Problem Solving
Authors: Kloosterman Peter
Published: March 2010

Parental involvement has been a cornerstone of education for generations. In elementary mathematics, however, it has often been difficult to get parents involved in problem‐solving activities. This article describes how process problems were integrated into a Parent‐Teacher Organization newsletter as a means of getting families involved in problem solving. Methods of generating problems and preparing solutions are discussed. The ideas presented worked well for parental involvement and are also applicable to classroom instruction.
Rhetoric, Reality, and Possibilities: Interdisciplinary Teaching and Secondary Mathematics
Authors: Woodbury Sonia
Published: March 2010

The National Council of Teachers of Mathematics has proposed a broad core mathematics curriculum for all high school students. One emphasis in that core is on “mathematical connections” both among mathematical topics and between mathematics and other disciplines of study. It is suggested that mathematics should become a more integrated part of all students' high school education. In this article, working definitions for the terms curriculum, interdisciplinary, and integrated and a model of three categories of curriculum design based on the work of Harold Alberty are developed. This article then examines how a “connected” mathematics core curriculum might be situated within the different categories of curriculum organization. Examples from research on interdisciplinary education in high schools are presented. Issues arising from this study suggest the need for a greater emphasis on building and using models of curriculum integration both to frame and to give impetus to the work being done by teachers and administrators.
Development of Theme‐based, Interdisciplinary, Integrated Curriculum: A Theoretical Model
Authors: Lonning Robert A. , DeFranco Thomas C. , Weinland Thomas P.
Published: March 2010

Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers who have been given primary responsibility for developing these materials are often working with little guidance. A model for developing theme‐based, interdisciplinary, integrated curriculum is presented in this article. The model includes two phases, a theme creation phase and an activity refinement phase. Validity criteria from the interdisciplinary curriculum literature are used to assess the power of potential themes. An integration continuum model is used to facilitate refinement of activities included in the theme‐based instruction. The curriculum development model is used to clarify the meaning of the terms theme‐based, interdisciplinary, and integrated. The model is intended to be used by curriculum developers to facilitate the creation of powerful interdisciplinary lessons.
Design and Implementation of a Framework for Defining Integrated Mathematics and Science Education
Authors: Huntley Mary Ann
Published: March 2010

Integrated mathematics and science teaching and learning is a widely advocated yet largely unexplored phenomenon. This study involves an examination of middle school integrated mathematics and science education from two perspectives—theory and practice. The theoretical component of this research addresses the ill‐defined nature of the phrase integrated mathematics and science education. A conceptual framework in the form of a Mathematics/Science Continuum is presented to lend clarity and precision to this phrase. The theoretical framework is then used to guide analysis of tasks students are engaged in during instructional practice in middle school classrooms, where the goal of instruction is full integration of mathematics and science. Barriers to integrating mathematics and science in the school curriculum are also presented.
The Effect of Journal Writing on Achievement in and Attitudes Toward Mathematics
Authors: Jurdak Murad , Abu Zein Rihab
Published: March 2010

A teaching experiment was conducted to investigate the effect of journal writing on achievement in and attitudes toward mathematics. Achievement variables included conceptual understanding, procedural knowledge, problem solving, mathematics school achievement, and mathematical communication. Subjects were selected from first intermediate students (11–13 years) attending the International College, Beirut, Lebanon, where either English or French is the language of mathematics instruction. The journal‐writing (JW) group received the same mathematics instruction as the no‐journal‐writing (NJW) group, except that the JW group engaged in prompted journal writing for 7 to 10 minutes at the end of each class period, three times a week, for 12 weeks. The NJW group engaged in exercises during the same period. The results of ANCOVA suggest that journal writing has a positive impact on conceptual understanding, procedural knowledge, and mathematical communication but not on problem solving, school mathematics achievement, and attitudes toward mathematics. Gender, language of instruction, mathematics achievement level, and writing achievement level failed to interact with journal writing. Student responses to a questionnaire indicated that students found journal writing to have both cognitive and affective benefits.
Modelling in Science Lessons: Are There Better Ways to Learn With Models?
Authors: Harrison Allan G. , Treagust David F.
Published: March 2010

Modelling is the essence of scientific thinking, and models are both the methods and products of science. However, secondary students usually view science models as toys or miniatures of real‐life objects, and few students actually understand why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models appropriate to the cognitive ability of their students. An example explains how the systematic presentation of analogical models enhanced an 11th‐grade chemistry student's understanding of atoms and molecules. The article recommends that teachers encourage their students to use and explore multiple models in science lessons at all levels.
Improving the Teaching and Learning of Mathematics: Performance‐Based Assessment of Beginning Mathematics Teachers
Authors: Weber William B. , Somers Laurie , Wurzbach Linda
Published: March 2010

This article describes the Interstate New Teacher Assessment and Support Consortium's (INTASC) efforts at designing a performance‐based assessment for beginning mathematics teachers. Discussion focuses on INTASC's standards for teaching mathematics and the background for developing an assessment system. The article describes the contents of a mathematics teaching portfolio, the framework for evaluating the portfolio, a sample of evaluative statements, and a description of levels of performance in teaching mathematics.
The Task‐Technique Matrix: An Alternative System for Classifying Research in Mathematics Education
Authors: Donoghue Eileen F.
Published: March 2010

This paper introduces a schema for classifying research in mathematics education that deepens and extends the Romberg/Bourne model. It employs dual hierarchical systems, one relating to the research task and the other to the research technique. The six task categories—descriptive, interpretive, prescriptive, analytic, synthetic, and theoretic—are defined with respect to breadth, depth, and scope of a study. The six technique categories—reflective, referential, evidential, clinical, empirical, and experimental—are defined in terms of utilization of resources and design intentions of the investigator. The pairing of task categories with technique categories permits the creation of a classification matrix for research in mathematics education. By examining the location of studies within this task‐technique matrix, both producers and consumers of research in mathematics education can discern historical trends influencing current and future investigations.
Assessing Number Sense of Students in Australia, Sweden, Taiwan, and the United States
Authors: Reys Robert , Reys Barbara , Emanuelsson Göran , Johansson Bengt , McIntosh Alistair , Yang Der Ching
Published: March 2010

This paper reports selected findings from a study of number sense proficiency of students aged 8 to 14 years in Australia, Sweden, United States, and Taiwan. It comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Some implications for classrooms of the findings are then discussed.
Exploring Fractal Geometry With Children
Authors: Vacc Nancy Nesbitt
Published: March 2010

The intent of this article is to heighten elementary school teachers', teacher educators', and teacher‐education researchers' awareness of possible applications of fractal geometry with children and, subsequently, to initiate a discussion about the appropriateness of including this new mathematics in the elementary curriculum. Activities for exploring children's thinking and understanding relative to (a) describing, identifying, and measuring fractal patterns and (b) the attribute of self‐similarity in some fractal sets are presented, as are recommendations for future research.
Using Performance Assessment to Engage Preservice Teachers in Mathematical Discourse
Authors: Thompson Denisse R.
Published: March 2010

This article describes one mathematics educator's inclusion of an oral performance assessment into mathematics methods courses for preservice teachers at both the elementary and middle school levels. The nature of the assessment is described, issues related to implementation are discussed, and reflections about the assessment from the instructor and the students are shared.
One State's Self‐Study of Initial Certification Programs in Science and Mathematics
Authors: Luft Julie A. , Ebert‐May Diane
Published: March 2010

Creating standards‐based teacher education programs for mathematics and science teachers continues to be on the forefront of discussion in US colleges and universities. Yet prior to reforming teacher education programs, self‐studies should be conducted to evaluate the status of such programs. This article describes how mathematics and science education specialists in Arizona examined their programs to determine avenues for reform. Both qualitative and quantitative research methods were employed to explore five areas pertaining to initial certification programs in mathematics and science. Mission statements, the composition of initial certification programs, and curriculum, instruction, and assessment practices of faculty were examined. In addition, profiles were created pertaining to faculty, staff, and students who participate in the programs. From this self‐study, it became evident that various components of initial certification programs in Arizona may not be consistent with the national reforms in mathematics, science, and teacher education. This paper provides an overview of the self‐study and findings and reflects upon the process of self‐study.
Habits of Mind: Integrating the Social and Personal Characteristics of Doing Science Into the Science Classroom
Authors: Volkmann Mark J. , Eichinger David C.
Published: March 2010

Scientific habits of mind are an integral part of contemporary definitions of scientific literacy being presented in national reform documents such as Science For All Americans (American Association for the Advancement of Science, 1989) and the National Science Education Standards (National Research Council, 1996). These scientific habits also serve as an important link between scientific inquiry and science education. This article focuses on three habits associated with personal values and attitudes and one habit associated with the social skills of doing science. These four habits of mind balance the objectivist perspective that misrepresents science as a cold and emotionless abstraction (Pert, 1997) by highlighting a subjective view of scientific activity that is often omitted from school science. The four habits of mind are first illustrated through the story of a modern scientific investigation and then described as the basis of a school laboratory science experience. Implications related to the integration of these four habits of mind into science laboratory reform are discussed.
Revisiting an Ancient Problem Through Contemporary Discourse
Authors: Abramovich Sergei
Published: March 2010

This article presents a computer‐mediated discourse on the Pythagorean equation in a university classroom of preservice and in‐service teachers. It shows how the use of a spreadsheet as a two‐dimensional modeling tool enables students to conjecture the general solution to the Pythagorean equation. A computational approach to the ancient problem improves the well‐known off‐computer discussion. The environment also provides a kind of a visualization of Fermat's Last Theorem.