bluuebunny/crossref_metadata_2025 huggingface dataset:
Innowacyjna metoda wzmocnienia gruntu
za przyczółkiem przy użyciu iniekcji geopolimerowych
Authors: Banaś Anna , Kuryłowicz Andrzej , Bałachowski Lech , Poteraj-Oleksiak Agnieszka
Published: August 2020

W obecnych czasach szybki rozwój infrastruktury i nowoczesnych technologii niejednokrotnie narzuca projektantom oraz wykonawcom takie rozwiązania, aby prowadzone roboty budowlane były jak najmniej uciążliwe dla uczestników ruchu i nie ingerowały w system komunikacyjny. Dotyczy to zarówno budowy nowych obiektów, jak i remontu już istniejących. W niniejszej pracy przedstawiono nowatorską koncepcję remontu wiaduktu w ciągu drogi krajowej nr 12 nad torami PKP w miejscowości Podbór. Problemem, który występował podczas eksploatacji obiektu i prowadził do potrzeby pilnej oraz jak najmniej inwazyjnej jego naprawy, było nadmierne osiadanie nasypu za przyczółkiem. Pierwszy raz
w Polsce wykonano wzmocnienie gruntu za przyczółkiem wiaduktu przy użyciu iniekcji geopolimerowych, które w znaczący sposób skróciło czas ograniczenia w ruchu kołowym,
a tym samym także samego remontu.
Okresowe oceny stanu technicznego elewacji budynków
Cz. 3. Systemy ETICS
Authors: Runkiewicz Leonard , Sieczkowski Jan , Kopyłow Ołeksij
Published: August 2020

Złożone systemy ocieplania ścian ETICS należą do najbardziej rozpowszechnionych systemów elewacyjnych we współczesnym polskim budownictwie. Są one masowo stosowane ze względu na bardzo dobre właściwości termoizolacyjne, walory estetyczne, a także relatywnie niską cenę. Poprawnie zaprojektowany i wykonany system elewacyjny poddawany regularnym konserwacjom pozwala na długoletnią bezawaryjną eksploatację elewacji. Dlatego bardzo istotne jest objęcie takich systemów elewacyjnych monitoringiem pozwalającym na wczesne wykrycie uszkodzeń i zachodzących zmian.
Przedmiotem artykułu są zasady przeprowadzania okresowych badań i ocen stanu technicznego elewacji wykonanych w systemach ETICS. Na podstawie wieloletnich doświadczeń eksperckich, a także analiz protokołów kontroli budynków przedstawiono podstawowe narzędzia oraz tryb postępowania podczas kontroli okresowych, niezbędne do wiarygodnych ocen stanu technicznego elewacji. Przedstawiono podstawowe typy uszkodzeń
omawianych systemów elewacyjnych oraz
wskazano przyczyny ich występowania.
Daśāvatāras in Tamil bhakti literature and programme of sculptures in Vijayanagara-Nāyaka art
Authors: Ganeshram S.
Published: August 2020

The term daśāvatāras stands for the ten incarnations of Viṣṇu. They are Matsya, Kūrma, Varāha, Nṛsiṁha, Vāmana / Trivikrama, Parasurama, Rama, Balarama, Krishna and Kalki. These are noted in the hymns of Āḻvārs in orderly or disorderly pattern. The first part of the article discusses the significance of a set of daśāvatāra images in the Kaḷḷarpirāṉ temple at Śrīvaikuṇṭam in Tirunelveli district. Such images in separate enclaves were set in Vijayanagara-Nāyaka period (15th–18th centuries CE) temples in Tamilnadu, e.g. Tātikkompu and Aḻakarkōyil. To this milieu the images examined in the article add a new dimension
The poetics the Iraqi War: Between Discursive Conflicts and Diasporic Discourse
Authors: Haidar Otared
Published: August 2020

This study attempts to explore the contemporary poetic scene in Iraq during the last two decades that witnessed two prolonged wars, and to investigate its prospects and challenges. What prompted and motivated this study is the discursive tension going on across the poetic community in which the only commonplace seems to be the continuous complaint of both the poets and the critics about the shortage of support and of marginalization. The internal conflict across the poetic community focuses on two issues: the authentic portrayal of the situation in Iraq, and the poetic excellence. Drawing on many approaches taken from socio-cultural studies, textual studies and comparative poetics, the paper follows an interdisciplinary theoretical approach to defining and constructing the contemporary Iraqi cultural scene as a field meriting study by contextualizing a set of representative poetic texts. By studying and analyzing the literary and extra-literary relations of the text, this study aspires to define and classify the main trends and tendencies of the contemporary Iraqi poetry. Reading these texts within their sociocultural and institutional contexts will cast a light on the contemporary Iraqi poetic reading and writing culture which involves not only readers and writers, but also censors, publishing houses, official and unofficial authorities, newspapers, scholars, cultural administrations, and a host of other individuals and institutions besides. The critical reading of the poems aspires to manifest that in view of the general atmosphere of confusion and frustration during this period that witnessed the collapse of the cultural institution among other institutions, the contemporary Iraqi poetic discourse in Iraq hold some keys to the reading of the socio-cultural wartime experience, and more importantly it holds insights into what will follow in the post-war period. Keywords: Iraq War, Iraqi and international war poetry, Iraqi poets and literary critics, Iraqi media, discursive conflicts, home and diaspora, exilic literature, women writing.
Nesin Vakfı Edebiyat Yıllığı. Eine kommentierte Übersicht über alle Bände der literarischen Jahrbücher der Aziz Nesin Stiftung, 1976–1985.
Authors: Scharlipp Wolfgang E
Published: August 2020

This article is a synopsis of all ten volumes of the yearbook of Turkish literature “Nesin Vakfı Edebiyat Yıllığı” which was edited by the “Aziz Nesin Foundation” from 1976–1985. Comprising nearly 10.000 pages it is by far the most detailed source for the events in the development of modern Turkish literature during that period. Each volume contains information about single authors, concerning jubilees of different kinds, literary prizes they won, political influence on their work and last but not least many contributions about their literature, paying attention to novels, short stories, poetry, drama as well as folk literature. As these books were printed in a limited edition and are out of print since long and besides that have no index, it seemed useful to offer a synopsis to readers who are interested in modern Turkish literature in order to give them some of the informations that the author thinks are the most important ones
Improved Hybrid Precoder Design for Secure mmWave MIMO Communications
Authors: Kabalci Yasin , Ali Muhammad
Published: August 2020

Key challenges of emerging mobile communication systems are to provide higher data rates, diverse device connectivity, low latency, higher system capacity, and low energy consumption. The communication systems exploiting the millimeter-wave (mmWave) band are realized to resolve thereof inevitable issues. However, security is considered as one of the challenging issues in mmWave communication in addition to unavoidable problems (e.g., propagation loss, penetration loss, and fading). This study aims to construct efficient secure hybrid precoder with low-resolution phase shifters that can protect legitimate information from eavesdropping by employing coordinated analog precoder and combiner algorithms and improve the secrecy rate. Moreover, in order to further enhance the secrecy rate, hybrid precoder are obtained using an efficient channel. This work compares its results with the recent approach reported in the literature, which indicates that our proposed model outperforms at high signal-to-noise ratio (SNR) values, while our model provides similar performance at low SNR values. Simulation studies also confirm the effectiveness of the proposed hybrid precoder to achieve maximum secrecy rate.
Internal Investigations
Authors: Wilkens Robert
Published: August 2020

This work offers a comprehensive and legally sound overall concept for internal investigations under German law. Due to its plain and comprehensible language, the enormous quantity of material it evaluates and the depth of the legal examination it conducts, the book will be of great value to anyone dealing with this controversial topic—either in practice or academically.

Using numerous practical examples, the author answers questions such as the admissibility of internal investigations and the obligation to conduct them. He examines the legal limits of the most relevant investigative measures on the basis of all possible regulations, taking into account all conceivable modalities. Finally, he shows what may or must be done with the results of an investigation, in particular with regard to their disclosure, seizure and criminal procedural usability.
Franz von Liszt und seine Gegner
Authors: Struck-Berghäuser Anna Theresa
Published: August 2020

Im sogenannten „Schulenstreit“ zwischen der „modernen“ Strafrechtsschule um Franz v. Liszt und der „klassischen“ Strafrechtsschule um Karl Binding und Karl v. Birkmeyer standen im späten 19. und frühen 20. Jahrhundert vor allem Zweck und Funktion der Strafe im Vordergrund. Aber auch über jene Frage hinaus gab es zwischen den drei bedeutenden Strafrechtlern teilweise geradezu polemische Auseinandersetzungen in Bezug auf wichtige sanktionenrechtliche und strafvollzugsrechtliche Fragestellungen. Ziel der vorliegenden Arbeit ist es, diese Bereiche und ihre heutige strafrechtliche Relevanz und gesetzliche Verankerung zu untersuchen. Neben dem Zweck der Strafe werden das Institut der kurzen Freiheitsstrafe, die Unterscheidung von Strafen sowie sichernden und bessernden Maßregeln, die Strafaussetzung zur Bewährung, die Behandlung sogenannter „unverbesserlicher“ und vermindert zurechnungsfähiger Straftäter, das Jugendstrafrecht und die Verhängung unbestimmter Strafurteile in den Blick genommen.
Familie erzählen
Authors: Brückner Benjamin
Published: August 2020

Nur wenige Wissensgegenstände haben im 19. Jahrhundert eine ähnliche Auseinandersetzung erfahren wie die biologische Vererbung. Dabei ist Vererbung nicht nur ein zentrales Konzept innerhalb der Evolutionsbiologie, der Psychiatrie, der sozialen Hygiene und der historischen Hilfswissenschaft der Genealogie, sondern sie steht auch am Anfang eines modernen Begriffs der Familie und einer modernen Form des familialen Erzählens. Anhand der Analyse von Primärquellen aus den genannten Disziplinen und zahlreicher literarischer Texte – von Theodor Storm bis Thomas Mann – will diese Arbeit zeigen, dass die Geschichte der bürgerlichen Familie auf intrikate Weise mit dem naturwissenschaftlichen Wissen über Vererbung verschränkt ist und dass dieses Wissen Geburtshelfer für eine genuin bürgerliche Familiengeschichtsschreibung gewesen ist.
Editorial Comment
Authors: Johnson David C.
Published: August 2020

The primary purpose of the NCTM is to improve educational practice in school mathematics. Since the ultimate aim of research in mathematics education is also to improve practice, the Council historically has had an interest in research and communicating the results and implications of research to the membership. Traditionally this has been done through the official journals of the Council, the Arithmetic Teacher and the Mathematics Teacher. One of the problems associated with publishing research manuscripts in these journals has been the difficulty encountered in attempting to include sufficient information for the critical “research reader” to make decisions regarding the procedures used and the appropriateness of the conclusions reported. The primary emphasis in reporting research has been summarizing and discussing implications of the research for the classroom teacher. The publication of the JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION will provide a means for more systematic and comprehensive reporting of research. It is anticipated that when appropriate, a summary, or “implications for instruction” article based on the research reported in the JOURNAL will be submitted for publication in the Arithmetic Teacher or the Mathematics Teacher.
Research in Mathematics Education: The Role of Theory and of Aptitude-Treatment-Interaction
Authors: Becker Jerry P.
Published: August 2020

This paper seeks to focus attention on the current ferment in mathematics education and on the need for more research in mathematics education. In particular, special attention is placed on the need for a theory of mathematics learning and teaching. Emphasis is also placed on the contributions of empirical research and, in particular, that of Aptitude-Treatment-Interaction research, to building an organized body of knowledge about mathematics education. The author concludes the paper with some remarks about training researchers.
The Effects of Two Semesters of Secondary School Calculus on Students' First and Second Quarter Calculus Grades at the University of Utah
Authors: Robinson William Baker
Published: August 2020

The incidence of the teaching of calculus in the secondary school and participation in the Advanced Placement Program in Mathematics has been increasing. The number of students taking the Advanced Placement Examination in Mathematics increased in the United States from 386 in 1956 to 10,675 in 1967 (CEEB, 1956, L967) and in Utah from l in 1962 to 101 in 1967 (Utah State Board of Education, 1967).
Differential Performance of First-Grade Children When Solving Arithmetic Addition Problems
Authors: Steffe Leslie P.
Published: August 2020

Authors of mathematical curricula use set theory as a basis for the natural numbers and their operations. There are, however, different substantive approaches to constructing a program based on the use of sets, among which is the intuitive set approach. In this approach, sometimes called the environmental approach, children usually first learn to observe, construct, and describe collections of objects in their environment.
The Relationship Between a Seventh-Grade Pupil's Academic Self-Concept and Achievement in Mathematics
Authors: Bachman Alfred Morry
Published: August 2020

The relationship between mathematics self-concept and mathematics achievement was investigated with a sample of 404 seventh-grade students in the Portland, Oregon, Public Schools. Correlations were obtained using the Pearson product-moment coefficient, for several measures of self-concept of ability and mathematics achievement.

A significant relationship was found between self-concept of ability in mathematics and mathematics achievement. For the specific self-concept measures used, mathematics self-concept was found to be the best predictor of mathematics achievement.

The results suggest needed research on the question whether there is a cause-and-effect relationship between a student's self-concept of his ability to do mathematics and his achievement. In particular, will a change in self-concept (higher) result in a corresponding change in achievement?
Processes, Conceptual Knowledge, and Mathematical Problem-Solving Ability
Authors: Webb Norman L.
Published: August 2020

Forty high school students taking second-year algebra were interviewed individually while solving the eight problems in the Problem-Solving Inventory. Protocols were recorded on audio tape and coded at a later date. Data collected prior to the interviews included measures of mathematics achievement, verbal ability, field-independence, spatial ability, and reasoning abilities. Data from the interviews included frequencies of problem-solving processes and scores on the inventory. Principal component analyses were used to reduce the number of variables in each category. The Mathematics Achievement (conceptual knowledge) component accounted for 50% of the variance in the total scores on the inventory using a regression analysis. The heuristic strategy components, a subset of the process components, accounted for an additional 13% of the variance.
Information Transfer in Solving Problems
Authors: Kulm Gerald , Days Harold
Published: August 2020

The study investigated the transfer between problems having related structures. Problems were related to the Hens and Rabbits (algebraic) and the Missionaries and Cannibals (puzzle) problems in four ways: equivalent, similar, special case, and generalization. The results indicated that transfer occurred for both the algebraic and puzzle problems, and significant transfer resulted when the generalization was solved first. Solving an equivalent problem was effective for the puzzle but not the algebraic problem, whereas the opposite was true for solving a similar problem. Solution of related problems helps subjects to focus on relevant strategies, but distantly related structures or different contexts appear to interfere with transfer in solving some problems.
Using Games to Retrain Skills with Basic Multiplication Facts
Authors: Bright George W. , Monague Wheeler Margariete , Harvey John G.
Published: August 2020

The primary research question was, “Can a game be used to retrain skills with basic multiplication facts?” The games used were MULTIG and DIVTIG. The studies were conducted in 1976 and 1977. The treatment period was the first 10 instructional days of each school year. In 1976 the pretest and posttest were 20-item power tests of multiplication basic facts. In 1977, the pretests and posttests were 20-item power tests and 100-item speed tests. Subjects were 14 and 10 intact classes of fourth, fifth, and sixth graders in 1976 and 1977, respectively. The games were effective in retraining skills (p<.025 in 1976, p<.001 in 1977). Pretesting had no effect. The retraining effects were not altered by the use of different games.
Hand-Held Calculators and the Learning of Trigonometric Ratios
Authors: Szetela Walter
Published: August 2020

Specially designed materials were used for teaching trigonometric ratios to 131 grade 9 and 10 students randomly assigned to groups using calculator-based instruction (CBI) and groups not using calculators (NUC). The period of instruction and testing was 18 school days with 13 meetings for each of 8 groups. Students built their own short trigonometric tables using measurements of specially constructed right triangles. On a quiz one week before the final achievement test, the CBI groups scored significantly higher than the NUC groups (p<.02). There were no significant differences on the final achievement test or on attitude toward learning ratios.
Problem Structure, Cognitive Level, and Problem-Solving Performance
Authors: Days Harold C. , Kulm Gerald , Wheatley Grayson H.
Published: August 2020

Problem-solving processes used by concrete- and formal-operational eighth-grade pupils were investigated through the use of individual interviews. The problems selected had either a simple or complex structure. A mathematical model of a problem was used as the basis for defining it as having a simple or complex structure. Analysis of the protocols obtained in the interviews revealed that formal-operational pupils used a larger variety of processes than concrete-operational pupils, and that both groups used a larger variety of processes on the complex structure problems than on the simple structure problems. Finally, problem structure had a larger effect on problem difficulty in the formal group than in the concrete group.
Brief Reports: Artistic Motion Cues, Number of Pictures, and First-Grade Children's Interpretation of Mathematics Textbook Pictures
Authors: Campbell Patricia F.
Published: August 2020

One method that primary mathematics textbooks currently use to communicate mathematical concepts to children is dynamic drawings in conjunction with written numeral statements. These dynamic illustrations may be either single pictures or sequences of pictures with motion portrayed by use of postural cues (e.g., picturing legs of the characters in a state of nonequilibrium) or conventional cues (e.g., using lines, vibration marks, or clouds of dust about the characters). In a previous study, Campbell (1978) noted that initially viewing and interpreting sequences provided first-grade students with a learning experience that significantly affected their interpretation of single pictures; however, the overall analysis concerning the effect of the number of pictures yielded differing results.
The Symbols and Grammatical Structures of Mathematical English and the Reading Comprehension of College Students
Authors: Watkins Ann E.
Published: August 2020

The language used in mathematics textbooks is a distinctive form of ordinary English (OE). The principal characteristic of mathematical English (ME) is its terseness; that is, the least possible number of words is used to develop each idea. To accomplish this, we repeatedly use stylized syntactic forms such as “if and only if.” As an additional device for compacting information, ME uses many special symbols.
Some Ideas about Research Methodologies in Mathematics Education
Authors: Lester Frank K. , Kerr Donald R.
Published: August 2020

There is growing interest among educational researchers in general, and mathematics education researchers in particular, in methodological issues. This interest is due in part to the influence of Piaget and Krutetskii who eschewed strictly controlled laboratory methods in their investigations in favor of less carefully controlled case studies, careful observations in natural settings, and other nonexperimental techniques. Also, there has been a slow shift in emphasis from using quantitative methods to using qualitative techniques to complement, supplement, or even replace quantitative ones. This trend is evidenced by the urging of authorities like Bronfenbrenner (1976) and Shulman (1970), the recent research on problem-solving processes by Kantowski (1977), and the problem-solving working groups of the Georgia Center for the Study of Learning and Teaching Mathematics (Hatfield, Note I). Considerable controversy surrounds this shift in emphasis (see “Letters to the Editor” in the March, May 1977 and May, November 1978 issues of this journal). We wish to discuss this shift toward using nonexperimental paradigms in mathematics education research with the hope of promoting much needed dialogue.
Critiques: Critique of the Thornton Study
Authors: Cifarelli Victor V. , Wheatley Grayson H.
Published: August 2020

Most mathematics educators agree on the importance of formal thinking strategies. Brownell (1935) regards such strategies as essential components underlying a meaningful program of instruction. Still, questions exist as to when such strategies should be introduced.
Research on Mathematics Education Reported in 1978
Authors: Suydam Marilyn N. , Weaver J. F.
Published: August 2020

This ninth annual listing of research on mathematics education published in JRME uses the same format as was used last year. The research is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts), with grade or age indicated for each reference. An index of general topics is appended to help readers locate studies of particular interest. Journals searched are also listed.
Variables Affecting Word Problem Difficulty in Elementary School Mathematics
Authors: Caldwell Janet H. , Goldin Gerald A.
Published: August 2020

The relative difficulties of abstract factual (AF), abstract hypothetical (AH), concrete factual (CF), and concrete hypothetical (CH) word problems are compared. Data were analyzed for 399 children in grades 4-6, using a multifactorial analysis of variance with repeated measures on two experimental factors. Grade level, sex, order of testing, and performance on a computational skills test were also examined. Concrete problems were significantly easier than abstract (p < .01); hypothetical problems were significantly easier than factual (p < .01), a finding due entirely to the fact that AH problems were significantly easier than AF. Details regarding interactions are reported, and some implications discussed.
A Forum for Researchers: Formal Thinking Strategies: A Prerequisite for Learning Basic Facts?
Authors: Cifarelli Victor V. , Wheatley Grayson H.
Published: August 2020

Recent investigations by Thornton (1978) and Rathmell (1978) have argued for teaching of thinking strategies in the learning of basic facts. To fully understand the problem of basic fact instruction and how thinking strategies relate to such instruction, the following questions must be carefully examined: (a) Are thinking strategies indeed necessary for learning basic facts? and (b) Will formal instruction in thinking strategies attain the goals they are designed to achieve?
A Forum for Researchers: A Reply to “Formal Thinking Strategies: A Prerequisite for learning Basic Facts?”
Authors: Rathmell Edward C.
Published: August 2020

Cifarelli and Wheatley have raised two questions about using thinking strategies to help children learn basic facts. The purpose of this response is to examine their arguments.
Computational Requirements of Standardized Word Problem Tests
Authors: Knifong J. Dan
Published: August 2020

The computational difficulty of the word problem sections of eight standardized achievement tests was analyzed with respect to the variety of computational procedure and the number of digits per whole number computation. The current tests were then compared with the old 1958 Metropolitan test used in previous studies by Knifong and Holtan. The analysis suggests some difference between the old test and the current tests. It also reveals considerable variation among the current tests in terms of computational procedure and difficulty.
Communication of Mathematical Structure and Its Relationship to Achievement
Authors: Branca Nicholas A.
Published: August 2020

The communication of a mathematical structure from curriculum developers to five teachers and then to six classes of high school students (n=109) was investigated. The content structure of the instructional material and the cognitive structure of the curriculum developers, teachers, and students were examined using Johnson's hierarchical clustering (HICLUS) program. A high degree of correspondence among the cognitive structure of the curriculum developers, the content structure, and the teachers' cognitive structures and between the cognitive structure of a class and that of its particular teacher was indicated. The material was effective, and clear distinctions of cognitive structure existed between high- and low-achievement student groups
Individual Differences and Formal Operational Performance of College Students
Authors: Adi Helen , Pulos Stephen
Published: August 2020

Formal thought appears to be related to success in mathematics at the early college level (Carpenter, in press). However, several studies have indicated that high percentages of college students fail to manifest formal operational performance on the appropriate tasks (e.g., Adi, 1978; Chiapetta, 1976; Lawson, Nordland, & DeVito, 1975). To provide a possible explanation for such a failure, the relationship between formal operational performance and specific individual difference traits of college students was investigated.
Predictors of Effective Teaching in Junior High Mathematics Classrooms
Authors: Evertson Carolyn M. , Emmer Edmund T. , Brophy Jere E.
Published: August 2020

The observed behaviors of three highly effective and six less effective junior high school mathematics teachers were compared. A number of differences were obtained in the areas of time use, interaction styles, management, and personal characteristics. Relationships between these results and other process-product research are noted.
Sex Differences in First-Year Algebra
Authors: Swafford Jane O.
Published: August 2020

The study investigated sex-related differences among first-year algebra students with respect to achievement, attitude, and consumer problem-solving skills. The subjects were 329 females and 294 males enrolled in first-year algebra courses in 17 schools across the country. In the fall, no sex-related differences were evident in arithmetic computational skill or attitude about the usefulness and enjoyment of mathematics. Males showed a slight advantage on consumer items. In the spring, no sex-related differences in algebra achievement were found; a decline in attitude was observed for both groups; and the differences on consumer exercises became more pronounced.
Advanced Placement Oriented Calculus for High School Students
Authors: Mezynski Karen , Stanley Julian C.
Published: August 2020

A supplementary calculus course was conducted to give highly able students the opportunity to learn the equivalent of two semesters of college calculus while still in high school. Two different student populations were sampled; the average age of the members of Class I was 14.9 years, whereas for members of Class II it was 16.7 years. Class I members had more previous exposure to fast-paced mathematics instruction than had members of Class II. Both classes took the College Board's AP Calculus Examination, Level BC, at the end of the course. The results of the AP examination indicated that most students learned college-level calculus well. Considerations for the establishment of similar programs are discussed.
Sex Differences in High School Students' Causal Attributions of Performance in Mathematics
Authors: Wolleat Patricia L. , Pedro Joan Daniels , Becker Ann DeVaney , Fennema Elizabeth
Published: August 2020

The theory of causal attribution was applied to the problem of mathematics avoidance or the under-enrollment of females in nonrequired high school mathematics courses. It was hypothesized that sex differences in attributions of performance in mathematics would parallel previously documented sex differences in attributions in other achievement areas. Twelve hundred and twenty-four high school females (N=647) and males (N=577) took the Mathematics Attribution Scale and a test of mathematics achievement. As predicted, males and females differed in the strength of various attributions used to explain successful and unsuccessful performance in mathematics. Further, it was determined that sex and achievement in mathematics contribute separately to the variance in attribution patterns.
Manipulative versus Symbolic Approaches to Teaching Logical Connectives in Junior High School: An Aptitude × Treatment Interaction Study
Authors: Threadgill-Sowder Judith A. , Juilfs Patricia A.
Published: August 2020

The purpose of the present study was to investigate the interaction of mathematical achievement with manipulative and symbolic approaches to teaching logical connectives to seventh-grade students. The 147 participants were randomly assigned to a manipulative treatment, a symbolic treatment, and a control treatment. The manipulative and symbolic treatments were designed to be parallel in format, and instruction on logical connectives was given by videotape. An analysis of variance revealed significant differences (p<.01) between the main treatments and control treatment, but not between the manipulative and symbolic treatments. Mathematical achievement was found to interact disordinally with the two main treatments, p<.05. Low-achieving students benefited more from the manipulative approach, whereas high-achieving students found the symbolic approach to be more effective.
Interaction of General Reasoning Ability and Processing Strategies in Geometry Instruction
Authors: Durapau V. J. , Ray Carry L.
Published: August 2020

The relationship between certain aptitudes (general reasoning ability and gestalt and analytic strategies of processing spatial tasks) and instructional treatments in point and line symmetry in the plane was studied. A transformational treatment used the isometries of the plane, and a nontransformational treatment used the concepts of distance and perpendicularity in a static sense to teach the concept of symmetry. A 34-item achievement test was constructed to measure learning and transfer for 132 secondary school geometry students. Three significant (p<.02) aptitude × treatment interactions were found. As predicted by theoretical considerations, students with high general reasoning scores and those with high gestalt processing scores profited more from the transformational treatment. Contrary to theory, students with high analytic processing scores profited more from the transformational treatment.
An Attentional Model for the Conceptual Construction of Units and Number
Authors: Von Glasersfeld Ernst
Published: August 2020

A theoretical model is proposed that explicates the generation of conceptual structures from unitary sensory objects to abstract constructs that satisfy the criteria generally stipulated for concepts of “number”: independence from sensory properties, unity of composites consisting of units, and potential numerosity. The model is based on the assumption that attention operates not as a steady state but as a pulselike phenomenon that can, but need not, be focused on sensory signals in the central nervous system. Such a view of attention is compatible with recent findings in the neurophysiology of perception and provides, in conjunction with Piaget's postulate of empirical and reflective abstraction, a novel approach to the analysis of concepts that seem indispensable for the development of numerical operations.
A Forum for Researchers: A Method of Analyzing Tests Using the Teacher's Predictions
Authors: Zehavi Nurit , Bruckheimer Maxim
Published: August 2020

The teacher can be involved in an evaluation procedure if account is taken of the teacher's judgement of cognitive level and prediction of difficulty of the test items. This data can be correlated with the students' performance to reveal diagnostic information not usually available by “;classical” methods.
Cognitive Development and Learning Linear Measurement
Authors: Hiebert James
Published: August 2020

This study examined whether Piagetian logical reasoning abilities and/or an information-processing capacity are needed to learn basic measurement concepts. First-grade children, equated for prior knowledge of measurement but differing in developmental status, were instructed individually on linear measurement. Results showed that the Piagetian reasoning abilities of length conservation and transitivity were required to learn some measurement concepts but not others. It appears that the effects of these cognitive abilities are task specific and, in this sense, are not useful as general measures of learning readiness. Information-processing capacity, as measured by backward digit span, had no detectable effect on learning success.
College Students' Comprehension of Conjunction and Disjunction
Authors: Vest Floyd
Published: August 2020

A test of conjunction and disjunction was constructed and given to 115 nonscience college students to determine the level of comprehension and to determine if invalid inference patterns are followed by nonnegligible proportions of the students. On several of the subtests, performance was below the chance level, and nonnegligible proportions of the students consistently followed identified invalid inference patterns.
Research On Mathematics Education Reported In 1980
Authors: Suydam Marilyn N. , Weaver J. F.
Published: August 2020

This is the 11th annual listing of research on mathematics education to appear in JRME. It is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts). Grade or age is indicated for each reference, and an index of general topics is included to help readers locate studies of particular interest.
Conceptual Issues in the Teaching and Learning of Fractions
Authors: Peck Donald M. , Jencks Stan Ley M.
Published: August 2020

The authors summarize findings from hundreds of interviews with children about fractions by reporting a typical study involving 20 randomly selected sixth graders. Initial activities in 45-minute interviews showed that nearly all children were capable of conceptualizing. When questioned about fractions, the same students lacked the conceptual understanding necessary to make sense of them. Typically, students appeared to sift through rules that were almost meaningless to them to find one that might work, but couldn't tell if they had selected the right one. The study suggests a need to shift emphasis from rules for the operations to unveiling conceptual bases for fractions.
Calculator Algorithms for Fractions with Community College Students
Authors: Hector Judith H. , Frandsen Henry
Published: August 2020

Three different methods of teaching fraction computation were compared using community college student scores on measures of fraction computation, fraction understanding, and attitude toward mathematics. One method used conventional algorithms; the second, a control for the effect of using a calculator, used conventional algorithms and calculators; the third used calculator-based algorithms. Differences between methods on the three dependent variables were not statistically significant. Pretest to posttest differences were significant for all groups, with fraction computation scores making the largest contribution to the increase in scores.
Achievement and Participation of Women in Mathematics: Results of Two National Surveys
Authors: Armstrong Jane M.
Published: August 2020

Data from two national surveys were analyzed to determine the extent of sex differences in mathematics achievement and participation and the effect of participation and spatial visualization ability on achievement. Results from the National Assessment of Educational Progress second mathematics assessment and the Women in Mathematics survey are reported for 13-year-olds, 17-year-olds, and high school seniors. Results indicate that (a) sex differences in participation favoring males exist for some higher level mathematics courses, (b) by the end of high school males outperform females on mathematical applications, and (c) sex differences in achievement on mathematical applications persist even when mathematics participation is controlled.
Student Performance, Individual Differences, and Modes of Representation
Authors: Khoury Helen Adi , Behr Merlyn
Published: August 2020

After instruction on the standard algorithm for addition, which employed the manipulative aid of counting sticks, the 96 subjects, all prospective elementary school teachers, were given retention tests in the three representational modes. With mixed mode retention test scores as the dependent variable, regressed stepwise on the independent variables of symbolic and pictorial mode retention test scores and on field dependence/independence and spatial visualization scores, it was found that the symbolic mode retention test scores entered first and accounted for 68.63% of the variability in the dependent variable. A significant interaction effect (p<.02p<.02) of spatial visualization by retention test mode was obtained.
Brief Reports: Nongraded Instruction, Mathematics Ability, and Mathematics Achievement in Elementary Schools
Authors: Rudisill E. Murray , Yarborough Betty H. , Johnson Roger A.
Published: August 2020

This study was designed to determine the relative effectiveness of a nongraded approach to elementary mathematics instruction and a traditional graded approach by comparing an experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction.
Cognitive Development and Children's Solutions to Verbal Arithmetic Problems
Authors: Hiebert James , Carpenter Thomas P. , Moser James M.
Published: August 2020

This study investigated the relationships between first-grade children's performance on Piagetian logical reasoning tasks and an information processing task, and the processes they used to solve verbal addition and subtraction problems. The problems varied systematically in semantic structure, number size, and the availability of objects to aid the solution process. Statistically significant differences in arithmetic performance between the developmental groups were found for some of the cognitive variables. The information processing variable was the cognitive ability most consistently related to accuracy of solution and use of advanced solution strategies. However, none of the cognitive abilities was required to solve the arithmetic problems or to use a given solution strategy. This calls into question the use of these cognitive tasks as readiness variables for arithmetic instruction.
Reviews
Authors: Moser, James M.
Published: August 2020

The Psychology of Mathematics for Instruction is a text that should be in the professional library of every mathematics educator and researcher. The text does accomplish the purpose of its authors, that is, “to give shape and direction to an emerging branch of study concerned with how expert thought in mathematics proceeds, how that expertise develops, and how instruction can enhance the process of mathematics learning” (p. v). Throughout the development of the text, the authors present mathematics instruction as being dependent on the structure of mathematics and the human being's capacities to pursue intellectual activity.
The Importance of Spatial Visualization and Cognitive Development for Geometry Learning in Preservice Elementary Teachers
Authors: Battista Michael T. , Wheatley Grayson H. , Talsma Gary
Published: August 2020

The relative importance of spatial visualization ability and cognitive development for achievement in a geometry course for preservice elementary teachers was investigated. Both factors correlated significantly with achievement, but in an analysis of variance, only the main effect due to cognitive development was significant. There was no interaction between the factors. The effect of the semester-long geometry course on students' spatial ability was also investigated. It was found that the students' spatial visualization ability was significantly greater at the end of the geometry course than at the beginning.
Reviews
Authors: Behr Merlyn
Published: August 2020

The papers presented in this monograph represent work derived from the Number and Measurement and Rational Number working groups of the Georgia Center for the Study of Learning and Teaching of Mathematics. The writers seek to bring psychology and mathematics to bear in understanding a child's ideas of number and measure. Their concern is not with developmental psychology per se but with how one can describe the mathematical thinking of cbjldren and in particular the mathematical thinking of the individual child.
Editorial
Authors: Kilpatrick Jeremy
Published: August 2020

Readers of the journal who did not attend General Interest Session No. 243 at the Annual Meeting in Toronto last April missed an extraordinary occasion: Jim Wilson, editor of volumes 8 to 13, was rather thoroughly roasted by his colleagues. Presentations were made by several distinguished scholars (names available on request; all were old enough to know better), including an original analysis of Wilson's epistolary style; an imaginative account, in saga form, of the grizzled editor entering Valhalla; some erudite impressions of encounters between the editor and the Editorial Board; and a plaintive ballad in which the Job-like editor lamented his fate. The spectators were so moved by the dramatic display of scholarship and talent that sessions in the two adjacent rooms were disrupted. Regrettably, no recording was made of the event; it lives on only in the memories of the participants. Dick Shumway recently quoted a British colleague as observing that Americans insult one another as a way of showing special friendship. Ample special friendship for Jim Wilson was shown in Toronto.
A Causal Analysis of Attitude toward Mathematics
Authors: Haladyna Tom , Shaughnessy Joan , Shaughnessy J. Michael
Published: August 2020

A model was hypothesized in which teacher quality, social-psychological classroom climate, and management-organization classroom climate were assumed to affect a class's attitude toward mathematics and, to a lesser extent, its motivation. Path analyses of data from 28 fourth-grade, 34 seventh-grade, and 38 ninth-grade classes were employed to test the validity of the model. Support was moderately positive at Grade 4 and improved substantially at Grades 7 and 9.
Aptitude and Experience Influences on Proportional Reasoning during Adolescence: Focus on Male-Female Differences
Authors: Linn Marcia C. , Pulos Steven
Published: August 2020

This study investigated the role of aptitudes and experience in sex-related differences in proportional reasoning. Subjects were 778 7th, 9th, and 11th graders. Fewer than half the subjects consistently displayed proportional reasoning, with females slightly less successful than males. Sex-related differences in proportional reasoning were not accounted for by various measures of spatial ability, field dependence-independence, or Piagetian formal reasoning. Course experience in mathematics and science did not explain the differences. A single-aptitude explanation for the observed sex differences in proportional reasoning seems unlikely, and many additional influences of experience remain to be investigated.
Critiques: Cognitive Skills and Arithmetic Performance: A Reply to Steffe and Cobb
Authors: Hiebert James , Carpenter Thomas P. , Moser James M.
Published: August 2020

Investigating relationships between major domains of knowledge is a complex task. A number of fundamental questions often accompany such attempts, and our study on the relationship between cognitive skills and arithmetic performance is no exception. Steffe and Cobb (1983) identified some of these questions. This interchange, we hope, will help to clarify the issues and the alternative views.
Review: You Had to Be There
Authors: Wilson James W.
Published: August 2020

There are few professional activities more interesting rhan getting a group of colleagues together and holding a discussion and debate on topics of common interest. Such an event took place in May 1981 when several mathematics educators gathered at Indiana University to discuss issues and directions in research on mathematical problem solving. The conference was apparently so stimulating that the participants felt a book was needed so others could share the fun. I am sorry I missed the conference, because the book is much like my home movies—more entertaining for the producer rhan for anyone who was not present at rhe event.
Editorial
Authors: Reyes Laurie Hart
Published: August 2020

It has been a long time since we provided information to our readers about the number of manuscripts submitted to the journal and the percentage accepted for publication. A count of the manuscripts received each year for the last 5 years indicates a drop from 148 manuscripts in 1978 to 106 in 1982. This represents a decline of about 25% over the 5-year period, with the largest drop from 1979 to 1980, and no drop from 1981 to l982.
Much Ado about Nothing: Preservice Elementary School Teachers' Concept of Zero
Authors: Wheeler Margariete Montague , Feghali Issa
Published: August 2020

Teachers' knowledge of zero was investigated through data collected from 52 preservice elementary school teachers. Group tests and individual interviews reflected cognitive, conceptual, quantitative, and social aspects of knowledge. Results showed that these teachers had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Implications for teacher education and suggestions for future research are discussed.
Determining the Sources of Error in a Translation from Sentence to Equation
Authors: Wollman Warren
Published: August 2020

At least one out of three college students is likely to translate a sentence of the type “There are n times as many x as y” into y = nx, where n is a given number (e.g., 6) and x, y are English words (e.g., students, professors). Possible sources of this reversal error were explored in a series of six studies. The principal sources were haste, failure to think of checking the equation, failure to base the equation on the meaning of the sentence, and use of nonalgebraic symbols. Students could successfully check when prompted. After a 10-minute classroom intervention on the need for basing the equation on sentence meaning and for checking, immediate success was nearly 100%. A discussion suggests ways to ensure lasting effects.