bluuebunny/crossref_metadata_2025 huggingface dataset:
Las exigencias ambientales de la última reforma de la Política Agraria Común (2014-2020) de la Unión Europea: conflictos, desequilibrios e incongruencias
Authors: Segrelles Serrano José Antonio
Published: December 2020

Durante el desarrollo de la aplicación de la Política Agraria Común (PAC) de la Unión Europea (UE) y sus sucesivas reformas se percibe un progresivo cambio de paradigma que va desde los enfoques netamente productivos a otros presididos por una preocupación ambiental, sostenible y multifuncional de los espacios rurales. Es en la última reforma de la PAC, que estará en vigor en el periodo 2014-2020, donde se apuesta de manera clara por una actividad agropecuaria respetuosa con el ambiente y el clima, si bien surgen conflictos y desequilibrios entre la búsqueda de una agricultura competitiva y comercial y la defensa de los bienes públicos asociados a ella. El objetivo principal estriba en poner de relieve las contradicciones, conflictos, incongruencias y desequilibrios que alberga la última reforma de la PAC por lo que respecta a sus nuevas exigencias ambientales. La PAC reformada no ha tenido en cuenta las particularidades agropecuarias y forestales de las diferentes zonas agropecuarias de la UE, motivo por el que se ocasionan antagonismos, injusticias y desequilibrios territoriales, agrarios y socioeconómicos entre los países miembros. Los países más afectados son los mediterráneos, especialmente España.
La música en el Real Palacio y en la Real Capilla: ceremonias solemnes y veladas íntimas en la Corte durante la Restauración borbónica
Authors: García Álvarez de la Villa Beatriz
Published: December 2020

Durante la Restauración borbónica, las ceremonias solemnes sirvieron para proyectar una imagen de la monarquía identificada con la nación y con el catolicismo. La música ayudó a estos fines, ocupando un lugar privilegiado en las ceremonias tanto festivas como religiosas de la Corte española, en actos públicos y privados que tuvieron lugar en la Real Capilla y en los salones del Palacio Real. Si bien perviven tendencias estilísticas anteriores representadas en el gusto de la aristocracia por la ópera italiana, asistimos a un impulso de las prácticas musicales dentro del espíritu de renovación de la época, con presencia del repertorio de autores nacionales. La música aparece vinculada a la labor de mecenazgo ejercida por el rey Alfonso XII, la reina consorte María Cristina y la infanta Isabel, bajo el consejo del conde de Morphy. Gracias a la documentación conservada en el Archivo General de Palacio y a las noticias de la prensa histórica, nos aproximamos a los diferentes ámbitos en que se desarrolla la música en Palacio y señalamos sus diferentes aspectos ceremoniales. De esta manera, pretendemos llamar la atención sobre un campo poco estudiado y suscitar el interés hacia cuestiones que precisarán de un mayor estudio y desarrollo.
Los conceptos “diatónico”, “cromático” y “enarmónico” a lo largo de la historia
Authors: García Pérez Amaya S.
Published: December 2020

Las palabras de origen griego “diatónico”, “cromático” y “enarmónico” han suscitado varias controversias a lo largo de la historia de la música, ya que sus significados no han sido siempre claros ni compartidos por todos aquellos que las usaban. En este artículo se plantea una revisión histórica de los conceptos tras estas palabras a partir de las fuentes de teoría musical que han llegado hasta nuestros días, partiendo de los usos actuales de los términos y analizando los diferentes significados que estos han tenido en distintos momentos históricos. Así mismo, se reflexiona sobre la necesidad que tenemos los musicólogos de recurrir al análisis histórico de los términos técnicos que utilizamos, tanto para consensuar significados actuales, como para poder abordar con garantías el estudio de las fuentes textuales históricas en las que esos términos son utilizados.
Paul Not Already Justified? The Text of Philippians 3:12 in the Major Greek-Latin Bilingual Codices of the Pauline Letters
Authors: Giffin Ryan Kristopher
Published: December 2020

Four Greek-Latin bilingual manuscripts of the Pauline Letters attest to a fascinating reading at Phil 3:12 known as the justification clause. Scholars have labeled the reading “intriguing,” “very interesting,” “striking,” and “astounding” since it has Paul declaring he has not already been justified (or made/found righteous). Most scholars have rejected the reading as part of the earliest text of Philippians due to its absence from an overwhelming majority of witnesses and (alleged) departure from Paul’s understanding of justification. However, numerous scholars have recognized unconscious alteration due to homoioteleuton or homoioarcton as at least possible here, and no scholar has issued a direct argument against it. A close analysis of the Greek readings in the four Greek-Latin bilingual codices demonstrates how such an alteration could have easily taken place. This article provides that analysis, revealing that all four codices exhibit an abundance of shared orthographic and lexical data in this portion of the verse when the clause is present, and all four attest to a different form of the reading. The variety of forms are best explained as unintentional alterations, thus lending credibility to the explanation that the clause was omitted early in the tradition. When considered alongside the clause’s remarkably early attestation in P46 and Irenaeus, and its internal coherence with other Pauline references to final justification at the last judgment, the argument should provide some caution against hastily dismissing this intriguing reading.
Does the Spirit Have a Story? A Narrative Theology of the Holy Spirit
Authors: Thornhill A. Chadwick
Published: December 2020

Narrative theology has brought a renewed focus to the nature of the Christian faith as a storied one. A helpful way to understand the unity of the biblical texts is through seeing an overarching metanarrative to the Bible. While this has been applied to various dimensions of Christian theology, it seems little narrative attention yet has been given to the Holy Spirit. This article will offer an initial construction of a narrative pneumatology through the application of narrative theology. The essay will examine the major movements of the Spirit of God through the Christian Scriptures to construct a narrative of the Spirit that can aid in understanding both the doctrine of pneumatology as well as the biblical story as a whole. After a discussion of narrative theology and other interpretive and methodological considerations, the article will offer the following narrative framework: (1) Spirit Vivifies Creation, (2) Spirit Departs Humanity, (3) Spirit Empowers Israel, (4) Spirit Departs Israel, (5) Spirit Returns through Messiah, (6) Spirit Revivifies Creation. The contribution will conclude with possible implications of such an approach for pneumatology as well as other avenues needing further research.
Policy Coherence and Mandate Overlaps as Sources of Major Challenges in Public Sector Management in Nigeria
Authors: Ihebuzor Noel , Lawrence Damiete O. , Lawrence Anthony Wakwe
Published: December 2020

Policies are management instruments that organizations employ to ensure their stakeholders and others understand their guiding principles. This paper examined the importance and impacts of policy coherence, mandate overlaps and policy management towards achieving policy effectiveness. The authors examined some extant development policies in Nigeria for policy coherence and assessed some agencies that implement these policies for mandate overlaps and mandate clarity/exclusiveness. To reduce policy incoherence and mandate overlaps, the paper recommended that policy makers should consult widely to understand all the issues involved and use multi-sector teams to ensure the development of effective policies that are robust in nature. Finally, it canvassed that policies be reviewed or evaluated from time to time to strengthen identified areas of weaknesses and enhance their effectiveness.
IDENTIDADE DE PROFESSORES INICIANTES: TRAJETÓRIAS FORMATIVAS À LUZ DE CARTAS NARRATIVAS
Authors: Amaral Bruna , da Costa mariza , Maria Belém Falcão Giovana
Published: December 2020

Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.
DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS
Authors: Lins Damasceno Lorena , Gomes Fontes Bethônico Mariana
Published: December 2020

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.
A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS
Authors: Ramos Toledo Ferreira Priscila , Regina do Nascimento Sambugari Márcia
Published: December 2020

The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resultshighlightsthat continuing education coursesprovided the learning, once that information and communication technologies’ insert wasn’t addressed in initial educationof literacy teachers. However, despite the positive position in front of the programs and courses, some barriers were highlighted, such as: initial education gaps; schedules incompatibility, lackofqualificationfrom teachers. The study also pointed out the necessity of specific training actions that address the specificities of reading and writing teaching, starting from teacher’s needs and problematic situations. It’s possible conclude, therefore, that continuing education can be formed as a space that provides in a collectivity way, the construction of new knowledge as soon as requires a collaboration climate including all the educationalcommunity.
A AFETIVIDADE NAS RELAÇÕES ENTRE PROFESSORAS E COORDENADORA EM UM CENTRO DE EDUCAÇÃO INFANTIL DA CIDADE DE SÃO PAULO
Authors: Paulazini Majela dos Santos Rafaele , de Carvalho Abões Vercelli Ligia
Published: December 2020

The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinatorat a Child Education Center? The objectiveof this paperwas to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulocity. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consistedof observation in the CEC premises and semi-structured interviews with the teachers and thecoordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination isa support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.
FORMAÇÃO CONTINUADA EM UMA ESCOLA MUNICIPAL DE CAMPO GRANDE-MS (2017-2019): UM ESPAÇO DE APRENDIZAGEM COLETIVA
Authors: Florencio da Silva Cardoso Patricia , Augusta da Silva Iara , da Silva Rubinho Vanessa
Published: December 2020

The article aims to discuss the continuing education of teachers, based on the observation of actions developed by a Municipal School of Campo Grande-MS, in the period from 2017 to 2019. The study addresses issues related to the continuing education of teachers, emphasizes the importance of ensuring a time/school space for reflections aimed at deepening the theoretical-philosophical and methodological conceptions underlying the Political Pedagogical Project. The importance of the school space as a locus of teacher training is emphasized, in order for them to acquire greater awareness of their actions, expand their level of reflection and analysis, and thus contribute to the improvement of pedagogical praxis. It is, therefore, a descriptive observation research, with a qualitative approach, whose objective was to highlight the importance of continuing education promoted in a school of the municipal network of Campo Grande-MS. The methodology included consultation and analysis of school documentary sources and legal standards. As theoretical contribution, authors such as Alves (2005, 2006, 2008), Nóvoa (2012), Magalhães and Azevedo (2015), who generally consider continuing education as fundamental in the process of buildingteacher knowledge, with a view to improving pedagogical work. It was evidenced that the school in reference follows the fundamental principle of collective work, considering that it seeks to involve pedagogical coordination, school management and the group of teachers, with the purpose of promoting the expansion of the knowledge of its teachers
Impact of Sewage Sludge Leaching on Soil Constituents and Quality
Authors: Zerrouqi Zahra , Reda Tazi Mohammed , Chafi Abdelhafid , Zerrouqi Abdessamad
Published: December 2020

Activated sludge treatment plants generate large quantities of sludge each year, thereby posing a serious environmental problem. This study aims to experimentally assess the effect of rainwater on the leaching of sludge components. In this context, a percolation test was set up, and composed of PVC cylinders into which the solid substrate was introduced. Five modalities of the solid substrate were used: a sludge modality, a soil modality and three modalities with increasing percentage of sludge (1%, 5% and 25%) in the soil. The percolation water is collected during the rainy months in bottles placed below each column. Solid substrate samples were taken before the test and after one year. The physicochemical analysis of the percolation water showed an increase in the electrical conductivity, BOD5, COD, nitrogen compounds and phosphate compounds which were proportional to the percentage of sludge. The pH of the sewage sludge leachates varies from 7.61 to 7.98. Zinc and copper were the most mobilized metals. A year following the installation of the percolation test, electrical conductivity, total phosphorus (TP) and orthophosphate (PO4) contents decreased for the solid substrates using the five modalities. Furthermore, ammonium (NH4) and nitrates (NO3) levels decreased in soil mixed with 1 to 25% of sludge due to their leaching by rainwater. Collectively, these data show that the leachates through the soil mixed with sludge are stable and loaded with NO3, a plant nutrient that can contaminate the groundwater as well as the surface waters inducing their eutrophication. Furthermore, addition of sludge to the soil improves the levels of carbon, total nitrogen, TP and PO4 in the soil and thereby soil fertility. The addition of sludge, however, is not without soil contamination with heavy metals. Such soil contamination would cause pollution of surface and ground water. Reaching certain severity, it should call for the adoption of prompt measures for the protection of environment and human health.
„Es ist ein Schritt in die Unabhängigkeit“ - Die Bedeutung eines Voluntourismusprojekts für ein indigenes Dorf in Ecuador .
Authors: Schien Stefanie
Published: December 2020

Wie verändert Voluntourismus das Leben in lokalen Gemeinschaften? Welche Erwartungen und Ziele verbinden die Gastgebenden mit ihrer Teilnahme? Inwiefern werden diese eingelöst? Dieser Artikel nähert sich den genannten Fragestellungen anhand eines ethnographischen Fallbeispiels aus einem Shuar-Dorf in Ecuador und stellt dabei die Sichtweisen der indigenen Gemeinschaft in den Vordergrund. Das Tourismusprojekt im Fallbeispiel wurde von der Dorfgemeinschaft selbst initiiert und wird von ihr betrieben. Im Kontext von Voluntourismus bedeutet dies einen selten verzeichneten hohen Grad an Selbstbestimmtheit der Gastgebenden. Mit einem ethnologischen Interesse an der Selbstwahrnehmung der Shuar werden anhand dieses Sonderfalls die Ziele und die Bewertung von Voluntourismus durch die gastgebende Gemeinschaft in den Fokus gestellt. Darin wird ein Verständnis der eigenen Handlungsmacht der Gastgebenden ersichtlich, das bislang im Diskurs um Voluntourismus vernachlässigt wurde.
Will Autonomous Vehicles Eliminate a Right to Drive?
Authors: Kranak Joseph ,   Philosophy Documentation Center
Published: December 2020

In the future, autonomous vehicles are predicted to be much safer than current vehicles and affordable enough for all vehicle owners. At such a point, should we still allow people to manually drive non-autonomous vehicles? Can we say people who want to drive have a right to drive? In this paper, we first attempt a deontological justification of a right to drive, by trying to derive the right from more uncontroversial rights, like the right to freedom of movement, but fail. Looking at the right on consequentialist grounds, both in terms of paternalistic justifications of denying the right and the externalities caused by manual driving, we are able to justify a right to drive. However, the externalities caused by manual driving (especially the risks imposed on non-drivers and the property damage) are enough to limit this right to drive to non-public roads.
Love is Independent of Moral Responsibility
Authors: Kershnar Stephen ,   Philosophy Documentation Center
Published: December 2020

A concern that accompanies the recognition that people are not morally responsible is how this affects our relationships. In particular, there is concern as to whether the absence of these things eliminates or lessens love. Love is relevant on some of the most plausible theories of well-being. In particular, it might be thought to cause pleasure and fulfill desires and thus bring about well-being on hedonist and desire-fulfillment theories of well-being. It might also be included on the objective list of things that make someone’s life go better independent of pleasure and desire-fulfillment. In this article, I argue for the Intense Pro-Attitude Theory, specifically, that love is a disjunctive combination of intense affective, cognitive, intentional, and valuational pro-attitudes that focus on something’s well-being. If this account is correct, then love is empirically and conceptually independent of moral responsibility. Hence, love is independent of moral responsibility.
Philosophical Counseling for Counselors
Authors: Matz Lou ,   National Philosophical Counseling Association
Published: December 2020

One promising form of philosophical practice is to conduct workshops on philosophical counseling for counselors. Since licensed professionals, such as Marriage and Family Counselors and Licensed Clinical Social Workers sometimes confront situations that raise philosophical issues and usually have a philosophical perspective that informs their practice, they could profit from a workshop on philosophical counseling; the workshop also qualifies for continuing education units (CEUs) that are typically required to renew their licenses. This paper describes the principal purposes of a workshop for counselors, the structure of two such workshops, and suggestions for improvement of future workshops.
Secrets and Pastoral Counseling
Authors: Dobrin Arthur ,   National Philosophical Counseling Association
Published: December 2020

It is more difficult for clergy to personally cope with confidentiality than any other profession because of the complex relationships found within congregational settings and the blurred boundaries between clergy as counselors and clergy as leaders of congregations. This leads to difficult negotiations regarding confidentiality and openness between clergy and other congregants. It is especially difficult for married clergy who otherwise value candor in their spousal relationship. Guidelines for clergy regarding confidentiality include the presumption of confidentiality, the sharing of information with colleagues only for purposes of furthering the counseling and for professional enhancement. Clergy need to educate the congregation regarding clergy codes of conduct.
Rationality, Emotion, and Belief Revision
Authors: Angelett William ,   National Philosophical Counseling Association
Published: December 2020

Sarah Waller proposes that cognitive therapists and philosophical counselors ought to consider the feelings of the client of paramount importance in belief system change rather than the rationality of the belief system. I offer an alternative strategy of counseling that reinstates the place of rational belief revision while still respecting the importance of emotions. Waller claims that, because of the problem of under-determination, the counseling goal of rational belief revision can be trumped by the goal of improved client affect. I suggest that, if we consider a different ontology for the domain of counseling—one whose objects are dialogues (the goal of counseling becomes greater information of dialogues), we can accommodate a place for emotions in rational belief revision. I then note some limitations of the new proposal and the possibility of incommensurability in the comparison of our different views.
Challenges to an Emerging Profession
Authors: Zinaich Samuel ,   National Philosophical Counseling Association
Published: December 2020

In this essay, I address the question of whether a clear-cut division of labor can be maintained between what a philosophical counselor attempts to accomplish in a counseling context and what a formally trained psychologist endeavors to bring about in the same context. The defense of this outlook proceeds by maintaining a bifurcated analysis between the philosophical problem implied by the client’s predicament and the cause of the client’s problem. Thus, the job of a philosophical counseling, so to speak, is to focus on the former, and the responsibility of a psychologist is to concentrate on the latter. Certainly, the intuition behind affirming this viewpoint has the tide of victory set in its favor. However, I strongly suspect that its apparent strength rests upon a confusion of what would qualify as an accurate philosophical statement implied by the client’s problem. In fact, I argue that any philosophical statement that correctly expresses the psychological predicament of the client is going to be related to what caused the client’s problem in the first place. Thus, I conclude that because of this link, a philosophical counselor cannot avoid psychologizing, to some extent, the predicaments of a client while practicing philosophical counseling.
Assessing the Promise of Philosophical Counseling
Authors: Tuedio James A. ,   National Philosophical Counseling Association
Published: December 2020

When philosophers cultivate a professional interest in philosophical practice as a form of counseling therapy, the implicit bias of their practice is likely to emulate the “helping profession” model of client engagement. The effort seems noble enough, but emulating the model of the helping professions might actually be incommensurate with the philos­pher’s calling. The philosophical temperament emulates a less constraining but more aggressive model of intervention than we find operating in the professional domain of therapeutic counseling practices. While the philosophical temperament resolves to question and analyze its subject-matter without the encumbrances of social constraint or the promise of utility, it employs methods of philosophical questioning and analysis decidedly more agonistic than can be motivated under the auspices of the “helping profession” model of therapeutic intervention. The philosophical temperament is a challenging temperament, a probing, testing, exploring, engaging temperament whose only vested commitment is to further inquiry. After setting up this distinction between philosophical practice and the helping professions I pose some thoughts regarding the philosophical encounter within a counseling situation, with emphasis on the challenge of translating back and forth between the client’s subject matter and the philosopher’s frame of reference. In the course of negoti­ating these challenges, the philosophical temperament encounters two divergent paths we must learn to travel with equal facility: we must make room for beneficial critique in philosophical counseling while motivating effective critical perspective within the client’s own world-view. The challenge is to see such a philosophical encounter as a place of translation, in which the counselor’s philosophical temperament is exposed to the alterity of the client’s domain of experience without losing its critical facility. In this way, the philosophical encounter is exercised in a movement between worlds, as an interweaving dance of translation and innovation characteristic of a “place” of mutual engagement. The resulting tension in these dialogical encounters is a direct consequence of the philosophical intervention in a client’s personal life. The philosopher’s challenge is to negotiate carefully between two domains of translation (between the cognitive-emotive domain of lived-experience and the philosophical domain of conceptual thinking, reflective inquiry and critical analysis), and to establish connections between these domains to facilitate philosophical encounters in a space of shared listening.
The Cartesian Doxastic Argument For Free Will
Authors: Kissel Andrew ,   Philosophy Documentation Center
Published: December 2020

This paper raises objections to what I call the Cartesian Doxastic Argument for free will: the argument that it is probably true that we are free on the grounds that there is already widespread intuitive belief in that claim. Richard Swinburne provides the best extant defense of the argument, using his principle of credulity (PoC), which holds that beliefs are probably true merely on the believer’s evidence that they believe it. I argue that the PoC is either too liberal, justifying intuitively unjustified beliefs, or else is inapplicable in practice. I then show that attempts to reformulate the principle to avoid liberality render it too weak to support the Cartesian Doxastic Argument. These failures suggest that any version of the argument that relies on similar principles is likely to fail.
Editorial: Hail and Farewell
Authors: Price Jack
Published: December 2020

This month we must say farewell to an old friend. After forty–one volumes, the Arithmetic Teacher (AT) will no longer be appearing. In its place we welcome volume 1, number 1 of Teaching Children Mathematics (TCM), a vibrant new journal having a different focus from the Arithmetic Teacher. Targeting the mathematics education of a younger age group—prekindergarten through sixth grade—the new journal boasts a renewed and invigorated general outlook and style and several new departments to serve its intended readership. This metamorphosis required a new name.
How Old Do You Want to Be?
Authors: Goldberg Kenneth P.
Published: December 2020

Students represent their names in different numerical bases to appear older or younger than their real age in base ten.
Problem Solving: Dealing With Data in The Elementary School
Authors: Bohan Harry , Irby Beverly , Vogel Dolly
Published: December 2020

Standard 11 of the K-4 recommendations of the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics and Standard 10 of the grades 5-8 portion of this document suggest that students be given opportunities to—
Communicating in the Languge of Mathematics
Authors: Buschmon Larry
Published: December 2020

As the classroom mathematics curriculum expands to encompass the entire range of skills included in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), the process by which a student arrives at the answer to a problem becomes as important as the answer itself.
The Importance of Informal Language in Representing Mathematical Ideas
Authors: Cramer Kothleen , Karnowski Lee
Published: December 2020

Mathematics as Problem Solving, Mathematics as Communication. Mathematics as Reasoning, and Mathematical Connections—these four Standards, which open the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), can be considered the pedagogical standards.
Investigations: Math Makes the News
Authors: Lamphere Patricia
Published: December 2020

The “Investigations” department is designed for teachers who wish to give students new insights into familiar topics in grades 3-6. It includes both directed and open-ended activities.
Listening to Reflections: A Classroom Study
Authors: Owen Lisa B.
Published: December 2020

How often do we, as teachers, listen to what students are saying about mathematics? Listening to students solve problems can render insight into the diverse mathematical backgrounds from which they come. Listening reveals when, where, and how students make connections and helps us recognize their general understandings and misunderstandings.
Tech Time: Ramona and the Fruit Flies: An Interdisciplinary Approach
Authors: Mason Marguerite , Lloyd April K.
Published: December 2020

Why does Ramona's teacher ask her students to keep jars of fruit flies? Third graders are always curious about Mrs. Whaley's assignment after reading Ramona Quimby, Age Eight (Cleary 1981).
Links to Literature: Threading Mathematics into Social Studies
Authors: Smith Jacquelin
Published: December 2020

The shared element of the patchwork quilt is the common thread that binds important social studies concepts and contextual mathematics in this month's integrated learning experiences based on quality children's literature. The featured literary selections naturally focus the reader's attention on the literature's historical and cultural aspects; however, the mathematics subtly embedded in the story lines should be actively investigated. The activities arising from these books encourage young children not only to appreciate diverse cultural heritages but also to develop an awareness for ways in which mathematics has played an important role throughout history.
Math by the Month: Baseball
Authors: Raulerson Tammy , Bentley Lea
Published: December 2020

These activities are designed to speak directly to students, giving them open-ended questions intended to engage their intellect through their interests. Students are encouraged to work on the activities individually, in pairs, or in small groups. No answers are given for the questions so that students are encouraged to look to themselves as the mathematical authority, thereby developing the confidence and critical-thinking skills necessary to validate their thinking.
Links to Literature: Assessment and Geraldine's Blanket
Authors: Jaberg Patricia
Published: December 2020

A pig named Geraldine receives a special blanket from her Aunt Bessie at birth. As she grows older, the blanket needs mending and patching, and her parents worry about Geraldine's attachment to the blanket.
Using Math Pen-Pal Letters to Promote Mathematical Communication
Authors: Crespo Sandra M.
Published: December 2020

An interactive letter-writing exchange between students provides a rich context for increasing and improving their mathematical communication.
Multiplication Games: How We Made and Used Them
Authors: Kamii Constance , Anderson Catherine
Published: December 2020

Several multiplication games that were used to develop third graders' fluency with multiplication facts.
News from the Net: Exploring Mathematics with Math Cats
Authors: Hughes Kim
Published: December 2020

The Web site at www.mathcats.com offers playful explorations of mathematical ideas that will pique students' interest. When they click on the welcoming cat, students are taken to a menu with a variety of options for students from the primary through middle-school levels. They will find mathematics crafts, an art gallery, writing contests, and an attic full of mathematics definitions and trivia. The most powerful part of the Web site, however, is the interactive applets that help students explore mathematics in a way that develops understanding.
Metaphors as a Vehicle for Exploring Preservice Teachers' Perceptions of Mathematics
Authors: Wolodko Brenda L. , Willson Katherine J. , Johnson Richard E.
Published: December 2020

An approach used in a mathematics methods course in which preservice teachers were asked to create visual metaphors of themselves as mathematics learners and teachers.
Links to Literature: Mathematical Adventures with Harry Potter
Authors: Wagner Meaghan M. , Lachance Andrea
Published: December 2020

The current popularity of the Harry Potter books (Rowling 1998, 1999a, 1999b, 2000, 2003) gives teachers a new and unique opportunity to integrate literature with mathematics. Often, books that are connected to mathematical explorations are picture books, which teachers can read easily in one sitting to a group of children. The books in the Harry Potter series are chapter books, which teachers must read to students over a period of several weeks. Despite the time investment, however, the appeal of the Harry Potter books to readers of all ages makes them ripe for a connection to mathematics.
Building the Mathematics and Literature Connection through Children's Responses
Authors: Shih Jeffrey C. , Giorgis Cyndi
Published: December 2020

The Connections Standard in Principles and Standards for School Mathematics makes the significant observation that “the opportunity for students to experience mathematics in a context is important” (NCTM 2000, p. 66). Literature provides such a contextual base by embedding the meaning of the mathematics in situations to which children can relate. In this regard, the use of literature in the elementary mathematics curriculum has steadily increased over the past few years. The publication of books that specifically feature mathematics, as well as a deeper understanding by teachers of how to integrate literature and mathematics topics, has aided this increase. This article builds on the premise that educators want children to recognize and respond to the mathematics that may be evident or embedded in literature.
Math by the Month: March to Math
Authors: Larkin Kevin , Perez Kaethe , Webb Darcy
Published: December 2020

The “Math by the Month” activities are designed to engage students to think like mathematicians. The activities allow for students to work individually or in small groups, or they may be used as problems of the week. No solutions are suggested so that students will look to themselves for mathematical justification and authority, thereby developing confidence to validate their work.
Assessment and Accountability Strategies for Inquiry-Style Discussions
Authors: Beto Rachel A.
Published: December 2020

Teachers at my school recently watched a video of a model inquiry lesson, in which the instructor gathered her fifteen students on a rug to discuss fractions and share drawings and ideas. My neighbor whispered, “Sure, it's easy when you have just fifteen kids. Forget it! I've got thirty!” How does a teacher with a large class facilitate a mathematical discussion that produces important ideas, engages all students, and includes assessment? It may sound impossible, but many strategies can make inquiry-style discussions accessible to all teachers.
Math by the Month: Electing a President
Authors: Marsh Julia , Loesing Jenine , Soucie Marilyn
Published: December 2020

The “Math by the Month” activities are designed to engage students to think like mathematicians. Students may work on the activities individually or in small groups, or they may be used with the whole class as problems of the week. No solutions are suggested so that students will look to themselves for mathematical justification, thereby developing the confidence to validate their work. This month's activities are focused on the upcoming presidential election. Students will explore measurement, graphing, data collection, predictions, number sense, and operations. Providing time to discuss each problem will give students the opportunity to exchange ideas about their findings and allow them to clarify their thinking and verify their reasoning
Differentiation for Special Needs Learners
Authors: Lovin Lou , Kyger Maggie , Allsopp David
Published: December 2020

With the advent of legislation such as the current Individuals with Disabilities Education Act (IDEA), the inclusion of students with disabilities in schools has steadily increased. More recently, the level of language and cultural diversity represented in public schools has also increased. Consequently, today's classrooms include students with a wide range of learning needs. For example, Carlos has a language-based learning problem, Ben struggles with attention problems, Maria's weak reading skills interfere with her learning in all areas, and Jason has superior cognitive ability but great difficulty with mathematics. Classrooms rich in diversity most decidedly do exist—classrooms that give all students opportunities to learn about differences and abilities and about how to celebrate individuality while building communities. They can be wonderful learning environments for our children.
Connecting to Develop Computational Fluency with Fractions
Authors: Mack Nancy K.
Published: December 2020

“In fractions, we have one hundred different kinds of rules for solving one hundred different kinds of problems,” declared 11- year-old Benny after solving a variety of problems involving fractions (Erlwanger 1973, p. 10). Do your students share Benny's frustration when they add and subtract fractions? Do they think one procedure is required for solving a problem such as 3/8 + 2/8 and a different procedure is required for a problem such as 1/2 + 1/3? Do they view these procedures as being unrelated to each other? Many of my students have held these views. Consequently, they struggled to become computationally fluent with fractions.
Math by the Month: Math by the Book
Authors: Forrest Kristen , Schnabel Denise , Williams Margaret
Published: December 2020

The “Math by the Month” activities are designed to engage students to think like mathematicians. Students may work on the activities individually or in small groups, or they may be used with the whole class as problems of the week. No solutions are suggested so that students will look to themselves for mathematical justification, thereby developing the confidence to validate their work.
Supporting Teacher Learning: Expanding Teachers' Understanding of Geometric Definition: The Case of the Trapezoid
Authors: Groth Randall E.
Published: December 2020

Research findings show that teachers often need considerable help developing conceptual understanding of geometric definitions (Borasi 1996).
Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning
Authors: Baker Ann , Schirner Kimberly , Hoffman Jo
Published: December 2020

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.
Why Children Have Difficulties Mastering the Basic Number Combinations and How to Help Them
Authors: Baroody Arthur J.
Published: December 2020

How children learn the basic addition and subtraction facts, why many have difficulty mastering these basic skills, and what teachers can do to prevent or overcome these learning difficulties.
Research, Reflection, Practice: Quotient and Measurement Interpretations of Rational Numbers
Authors: Flores Alfinio , Samson Jeffrey , Yanik H. Bahadir
Published: December 2020

Teaching concepts relating to rational numbers is a challenging task for most teachers. National assessments show that many students in the United States have a poor understanding of rational numbers. For example, on the 1996 National Assessment of Education Progress only 50 percent of fourth graders could answer correctly how many fourths make a whole, only 45 percent could identify a diagram illustrating the equivalence of two fractions, only 21 percent could compare fractions, and only 10 percent could show how three figures can be partitioned (Arbaugh et al. 2004, Wearne and Kouba 2000).
Supporting Teacher Learning: Using Nested Lessons in a Methods Class
Authors: Krebs Angela S. , Kaller Eileen L.
Published: December 2020

In recent years, elementary school preservice teachers often have a fieldwork experience before student teaching. However, the quality of these experiences varies greatly (Wilson, Floden, and Ferrini-Mundy 2002). What supports a good fieldwork experience? Certainly we want students to be taught in classrooms in which they are asked to reason, represent, and communicate. At the University of Michigan–Dearborn, we strive to find these sorts of placements—first, by working with districts using reform-based materials and, second, by asking local district leaders to identify exemplary teachers. Moreover, our future teachers have experienced inquiry-based lessons in the mathematics and science courses they take as university students. Even with this careful design, when we observe classrooms in the field we find that future teachers focus on surface aspects rather than on mathematical thinking. This experience concurs with the findings of Moore (2003) and Putnam and Borko (2000), who found that novices focus on management and procedures, not on learning. So we asked ourselves, How do we sharpen the future teachers' focus?
The Roll Out Fractions Game: Comparing Fractions
Authors: Ortiz Enrique
Published: December 2020

This game provides for students' development of the use of models, benchmarks, and equivalent forms to judge the size of fractions in a motivational and flexible way. Teachers will learn to use this game to present fractions in an innovative way.
Mighty Mathematicians: Using Problem Posing and Problem Solving to Develop Mathematical Power
Authors: McGatha Maggie B. , Sheffield Linda J.
Published: December 2020

A year-long professional development institute combined with a summer camp for students. Both were designed to help teachers and students develop their problem-solving and problem-posing abilities. Teachers will learn about effectively posing problems to aid in student problem solving.
Math by the Month: October 2006
Authors: Kristen Forrest , Schnabel Denise , Williams Margaret E.
Published: December 2020

“Math by the Month” activities are designed to engage students to think as mathematicians do. Students may work on the activities individually or in small groups, or the whole class may use these as problems of the week. Because no solutions are suggested, students will look to themselves for mathematical justification, thereby developing the confidence to validate their work.
Problem Solvers: Shoes for a Pen Pal
Authors: Anderson Rick , Bishop Joyce
Published: December 2020

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