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Since 1997, two curriculum reforms have changed and shaped Ontario mathematics education. The first reform was influenced by absolutist philosophy, and the second was heavily inspired by constructivist philosophy. The effects of these philosophies on Ontario mathematics education did not produce students with comparable mathematical knowledge as their national or international counterparts. Since 2005, the students have drifted from learning basic mathematics to a self-discovery of mathematics which led them to the falling scores in the provincial assessments. Teachers' knowledge of mathematics has also become of concern. A significant number of Ontario teachers lack a background in mathematics and this lack impacts student learning in Ontario. An assessment of the math content knowledge of the teacher candidates and adding more professional development days within the in-service teachers' schedule are recommended to improve Ontario students' achievement in mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Science, Mathematics & Technology Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Floating Catchment Area (FCA) methods are a popular tool to investigate accessibility to public facilities, in particular health care services. FCA approaches are attractive because, unlike other accessibility measures, they take into account the potential for congestion of facilities. This is done by 1) considering the population within the catchment area of a facility to calculate a variable that measures level of service, and then 2) aggregating the level of service by population centers subject to catchment area constraints. In this paper we discuss an effect of FCA approaches, an artifact that we term demand and level of service inflation. These artifacts are present in previous implementations of FCA methods. We argue that inflation makes interpretation of estimates of accessibility difficult, which has possible deleterious consequences for decision making. Next, we propose a simple and intuitive approach to proportionally allocate demandand and level of service in FCA calculations. The approach is based on a standardization of the impedance matrix, similar to approaches popular in the spatial statistics and econometrics literature. The result is a more intiuitive measure of accessibility that 1) provides a local version of the provider-to-population ratio; and 2) preserves the level of demand and the level of supply in a system. We illustrate the relevant issues with some examples, and then empirically by means of a case study of accessibility to family physicians in the Hamilton Census Metropolitan Area (CMA), in Ontario, Canada. Results indicate that demand and supply inflation/deflation affect the interpretation of accessibility analysis using existing FCA methods, and that the proposed adjustment can lead to more intuitive results. [ABSTRACT FROM AUTHOR]

Quigley derived his hybrid price model to improve the precision of predicted prices of sold homes by statistically merging data of resold homes in a repeat sales model with that of once-sold homes in a single sales hedonic price model. The literature has few applications of the hybrid model aside from those by Quigley and his collaborators. Two reasons for this underuse may be its computational intensiveness and its marginal empirical improvement in comparison with two other models. This paper first demystifies this computational intensiveness by calibrating models in Microsoft Excel with transferable procedures into other software. It second evaluates the hybrid price model’s empirical improvement as a reason for its underuse by predicting prices of 2,559 sold and resold homes observed in two inner-city neighbourhoods in Windsor, Ontario, during a 30-year period. The results as hypothesized are its lower standard errors of regression coefficients and higher simple R-squared than those of a single sales hedonic price model. Moreover, the hybrid model’s predictions have higher correlations than those of the single sales model with not only in-sample observed prices or changes in prices but also out-of-sample ones. The conclusion speculates in plans for future research about reasons for two models’ similar or dissimilar regression coefficients and standard errors predicting correspondingly similar or dissimilar sale prices of homes through time. [ABSTRACT FROM AUTHOR]

The RE4MUL8 Project involved the creation of an online/mobile resource for Intermediate Division (Grade 7 and 8) teachers of mathematics. This resource showcases video documentaries of seven key mathematics topic lessons (fractions, integers, proportional reasoning, composite shapes and solids, solving equations, and, patterning and algebraic thinking), as delivered by seven teachers in Ontario, Canada who were nominated by their respective District School Boards as being, or becoming, highly effective practitioners in the area of reform-based mathematics education. As part of a qualitative case study research design, these teachers, often along with their math coordinators, were then interviewed following the lesson, and shared reflections on the lesson itself and, more generally, on their ongoing journey towards reform-based mathematics teaching. This paper reports on three major themes that emerged from these discussions, namely, problem-based learning, the reality and necessity of ‘messy time’ transition to reform-based pedagogy, and, balancing instructional planning and practices. [ABSTRACT FROM PUBLISHER]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inspired by Brent Davis' conceptualization of listening and conversation in his book Teaching Mathematics: Toward a Sound Alternative, we propose how we as a mathematics education community may move forward by continuing in the conversation that emerged from COVID. We encourage all involved to listen rather than assume a discussion-oriented stance. Using an enactivist lens, we look at the pandemic learning space, give an overview of the education conversation that emerged in Ontario, and offer a way to rethink Mathematics Education within the frame of a conversation. We believe that if mathematics education is to engage learners in a meaningful way, sustaining the progress made in mathematics education, all stakeholders should embrace the changing context of our network within the environment and interact through listening. [ABSTRACT FROM AUTHOR]

In 2008-09, the Elementary Teachers' Federation of Ontario (ETFO) sponsored a professional learning initiative entitled, Teachers Learning Together: The Math Journey. The context for teachers was one of team-based, collaborative action research (CAR) dealing with a mathematics topic of their own choosing. University researcher teams in provincial regions were also enlisted to facilitate the CAR activities and to conduct case study research and reporting. Each teacher team designated a Lead Teacher (LT) for the duration of the project. This paper highlights the case study research findings pertaining to perceptions of role and responsibility of the LTs, and focuses on four emergent roles, namely that of manager, motivator, model, and mediator. Lead Teachers are shown to be essential to the collaborative action research process. Notwithstanding, recommendations regarding the actual LT designation, and a clearer communication of LT role and responsibility are also made. [ABSTRACT FROM AUTHOR]

Objectives: We aimed to explore whether mortality data are consistent with the view that aging is accelerated for people with a history of incarceration compared to the general population, using data on mortality rates and life expectancy for persons in Ontario, Canada. Methods: We obtained data from the Ontario Ministry of Community Safety and Correctional Services on all adults admitted to provincial correctional facilities in Ontario in 2000, and linked these data with death records from provincial vital statistics between January 1, 2000 and December 31, 2012. We used life table methods to calculate mortality rates and life expectancies for this cohort by sex and 5-year age group. We similarly generated population comparison rates using publicly available data for the general population of Ontario in 2006 as the midpoint of the follow up period. We compared these mortality indices between the 2000 Ontario prison cohort and the general population by age group and sex. Results: The difference in all-cause mortality rates between the 2000 Ontario prison cohort and the general population was greatest for younger adults, with the prison cohort experiencing rates of death that would be expected for persons at least 15 years older at ages 20 to 44 for men and ages 20 to 59 for women. Life expectancy in the 2000 Ontario prison cohort was most similar to life expectancy of persons five years older in the general population at age intervals 20 to 45 in men and 20 to 30 in women. Conclusions: For most of adulthood, life expectancy and mortality rates are worse for adults with a history of incarceration than for the general population in Ontario, Canada. However, the association between mortality and incarceration status is modified by age, with the greatest relative burden of mortality experienced by younger persons with a history of incarceration and modified by sex, with worse relative mortality in women. Future research should explore the association between incarceration status and markers of aging including mortality, morbidity and physical appearance. [ABSTRACT FROM AUTHOR]

Background: Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. Aims: To examine the processing function of working memory in children with low language (LL) by employing tasks imposing increasing processing loads with constant storage demands individually adjusted based on each participant's short-term memory capacity. Methods & Procedures: School-age groups with LL ( n = 17) and typical language with either average ( n = 28) or above-average nonverbal intelligence ( n = 15) completed complex working memory-span tasks varying processing load while keeping storage demands constant, varying storage demands while keeping processing load constant, simple storage-span tasks, and measures of language and nonverbal intelligence. Teachers completed questionnaires about cognition and learning. Outcomes & Results: Significantly lower scores were found for the LL than either matched group on storage-based tasks, but no group differences were found on the tasks varying processing load. Teachers' ratings of oral expression and mathematics abilities discriminated those who did or did not complete the most challenging cognitive tasks. Conclusions & Implications: The results implicate a deficit in the phonological storage but not in the central executive component of working memory for children with LL. Teacher ratings may reveal personality traits related to perseverance of effort in cognitive research. [ABSTRACT FROM AUTHOR]

Study Design Reliability and validity study. Objectives To investigate the criterion-related validity and reliability of inter-rectus distance (IRD) measurement using extended field-of-view (FOV) techniques during ultrasound imaging (USI) in parous women. Background Ultrasound imaging is the gold standard for noninvasive IRD measurement in parous women when investigating diastasis recti; however, its use is limited when IRD is large. Extended FOV techniques (panoramic USI or using acoustic standoff pads) allow complete visualization of the linea alba when the IRD is large and conventional imaging is not sufficient; however, the validity of using these techniques has never been investigated. Methods Two-dimensional ultrasound images were acquired at the superior umbilical border from 21 women using conventional USI, panoramic USI, and a standoff pad. Five images were captured using each method. Inter-rectus distance was measured offline. Criterion-related validity was investigated using repeated-measures analyses of variance to test for bias, and linear regression models, Pearson correlation coefficients (r), and intraclass correlation coefficients (ICCs) to assess agreement. Standard error of the measurement for each extended FOV technique was calculated. The between-trial reliability of each technique was determined using ICCs. Results Inter-rectus distance from images acquired using extended FOV techniques did not differ from values acquired using conventional USI (P = .441). Images acquired using extended FOV techniques were highly correlated with those acquired using conventional imaging (r>0.95, P<.0001). The standard error of the measurement of each extended FOV technique was 0.17 to 0.18 cm. The between-trial reliability of all techniques was excellent (ICC3,1>0.90). Conclusion Panoramic USI and acoustic standoff pads are valid methods of increasing FOV to measure IRD. In this study, USI measurements were limited to IRDs of less than or equal to 3 finger widths, based on palpation. [ABSTRACT FROM AUTHOR]

Study Design: Validity study. Objective: To determine the validity of the shortened version of the Disabilities of the Arm, Shoulder and Hand questionnaire (QuickDASH) in comparison to the full DASH in patients undergoing total shoulder arthroplasty (TSA) and rotator cuff repair (RCR). Background: The QuickDASH is a shorter version of the DASH that may reduce respondent burden while retaining similar measurement properties. Methods: One hundred thirty-two patients undergoing TSA or RCR were assessed at baseline and at 3 and 6 months postoperatively. The patients completed the DASH, American Shoulder and Elbow Surgeons Standardized Shoulder Assessment Form self-report section, and the Western Ontario Rotator Cuff index, and were tested to determine their shoulder range of motion and isometric strength. The differences between scores on the DASH and QuickDASH across the scale range were evaluated using the Bland-Altman technique. Item difficulty, correlations with other patient-reported outcome measures, and physical impairments were used to assess validity. Known group validity was assessed by examining differentiation of work status. Responsiveness was assessed through standardized response means. Results: QuickDASH scores were slightly higher than DASH scores, with a mean difference of 1 to 1.3 points for the TSA group and 1 to 3 points for the RCR group tested preoperatively, and at 3 months and 6 months postoperatively, although limits of agreement were wide (ranging from -10 to 13 across all estimates). The QuickDASH items were distributed across the full DASH, when ranked by item difficulty, for both patient groups. The correlation between the QuickDASH and DASH was almost perfect (r>0.92). Correlations between the DASH/QuickDASH and other patient-reported outcome measures ranged from moderate to very large (American Shoulder and Elbow Surgeons Standardized Shoulder Assessment Form self-report section, r = 0.47-0.85; Western Ontario Rotator Cuff index, r = 0.83-0.91), whereas correlations to impairments were small to moderate. Correlation estimates varied by less than 0.07, depending on whether the DASH or QuickDASH was used, suggesting equivalent construct validity. Both the DASH and QuickDASH discriminated between working and nonworking patients, with similar group differences and statistical significance (P<.01). The QuickDASH and DASH showed similar responsiveness between presurgery and 6-month follow-up (standardized response mean, 1.1 following TSA and 0.8 following RCR). Conclusion: When substituting the QuickDASH for the full DASH, similar score estimates, discrimination of clinically relevant subgroups, and responsiveness can be expected across patients following TSA and RCR. [ABSTRACT FROM AUTHOR]

In the present study, we formulated and tested a basic model of the educational success of young people in out-of-home care. We used data from 2007 to 2008 and 2008 to 2009 on a sample of 1106 young people in care in Ontario, Canada. The youths were 12–17 years of age; 56.24% were male and 43.76% female. The indicators of educational success in both years were the youth's average marks and the youth's school performance in reading, math, science and overall, as rated by his or her caregiver. Based on resilience theory and on a model of the influence of maltreatment on educational achievement, our model included four categories of predictors: control variables (youth gender and age and, in the longitudinal analyses, the year 7 value of the year 8 dependent variable), three placement types (foster, kinship care or group homes), three risk factors (previous repetition of a grade in school, a health-related cognitive impairment index and a measure of behavioural difficulties) and three protective factors (caregiver involvement in the youth's school, caregiver educational aspirations for the young person and the youth's total number of internal developmental assets). Cross-sectional and longitudinal hierarchical regression analyses provided mixed support for the proposed model. The youth's gender, level of behavioural difficulties and number of developmental assets, and the caregiver's educational aspirations for the young person, emerged as the most consistent predictors of educational success. The implications and limitations of the findings were discussed. [ABSTRACT FROM AUTHOR]