title: Using Scratch to facilitate mathematical thinking

authors: Calder, Nigel Stuart

abstract: This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

text: Using Scratch to facilitate mathematical thinking This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

year: 2018

title: Cyanolichens can have both cyanobacteria and green algae in a common layer as major contributors to photosynthesis

authors: Henskens, Frieda L.

subjects: green algae

abstract: BACKGROUND AND AIMS:
Cyanolichens are usually stated to be bipartite (mycobiont plus cyanobacterial photobiont). Analyses revealed green algal carbohydrates in supposedly cyanobacterial lichens (in the genera Pseudocyphellaria, Sticta and Peltigera). Investigations were carried out to determine if both cyanobacteria and green algae were present in these lichens and, if so, what were their roles.
METHODS:
The types of photobiont present were determined by light and fluorescence microscopy. Small carbohydrates were analysed to detect the presence of green algal metabolites. Thalli were treated with selected strengths of Zn²⁺ solutions that stop cyanobacterial but not green algal photosynthesis. CO₂ exchange was measured before and after treatment to determine the contribution of each photobiont to total thallus photosynthesis. Heterocyst frequencies were determined to clarify whether the cyanobacteria were modified for increased nitrogen fixation (high heterocyst frequencies) or were normal, vegetative cells.
KEY RESULTS:
Several cyanobacterial lichens had green algae present in the photosynthetic layer of the thallus. The presence of the green algal transfer carbohydrate (ribitol) and the incomplete inhibition of thallus photosynthesis upon treatment with Zn²⁺ solutions showed that both photobionts contributed to the photosynthesis of the lichen thallus. Low heterocyst frequencies showed that, despite the presence of adjacent green algae, the cyanobacteria were not altered to increase nitrogen fixation.
CONCLUSIONS:
These cyanobacterial lichens are a tripartite lichen symbiont combination in which the mycobiont has two primarily photosynthetic photobionts, 'co-primary photobionts', a cyanobacterium (dominant) and a green alga. This demonstrates high flexibility in photobiont choice by the mycobiont in the Peltigerales. Overall thallus appearance does not change whether one or two photobionts are present in the cyanobacterial thallus. This suggests that, if there is a photobiont effect on thallus structure, it is not specific to one or the other photobiont.

text: Cyanolichens can have both cyanobacteria and green algae in a common layer as major contributors to photosynthesis BACKGROUND AND AIMS:
Cyanolichens are usually stated to be bipartite (mycobiont plus cyanobacterial photobiont). Analyses revealed green algal carbohydrates in supposedly cyanobacterial lichens (in the genera Pseudocyphellaria, Sticta and Peltigera). Investigations were carried out to determine if both cyanobacteria and green algae were present in these lichens and, if so, what were their roles.
METHODS:
The types of photobiont present were determined by light and fluorescence microscopy. Small carbohydrates were analysed to detect the presence of green algal metabolites. Thalli were treated with selected strengths of Zn²⁺ solutions that stop cyanobacterial but not green algal photosynthesis. CO₂ exchange was measured before and after treatment to determine the contribution of each photobiont to total thallus photosynthesis. Heterocyst frequencies were determined to clarify whether the cyanobacteria were modified for increased nitrogen fixation (high heterocyst frequencies) or were normal, vegetative cells.
KEY RESULTS:
Several cyanobacterial lichens had green algae present in the photosynthetic layer of the thallus. The presence of the green algal transfer carbohydrate (ribitol) and the incomplete inhibition of thallus photosynthesis upon treatment with Zn²⁺ solutions showed that both photobionts contributed to the photosynthesis of the lichen thallus. Low heterocyst frequencies showed that, despite the presence of adjacent green algae, the cyanobacteria were not altered to increase nitrogen fixation.
CONCLUSIONS:
These cyanobacterial lichens are a tripartite lichen symbiont combination in which the mycobiont has two primarily photosynthetic photobionts, 'co-primary photobionts', a cyanobacterium (dominant) and a green alga. This demonstrates high flexibility in photobiont choice by the mycobiont in the Peltigerales. Overall thallus appearance does not change whether one or two photobionts are present in the cyanobacterial thallus. This suggests that, if there is a photobiont effect on thallus structure, it is not specific to one or the other photobiont.

year: 2012

title: Social consequences of Tūhoe migration: Voices from home in Te Urewera

authors: Nikora, Linda Waimarie

subjects: age effects

abstract: A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

text: Social consequences of Tūhoe migration: Voices from home in Te Urewera A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

year: 2008