272 results
Search Results
2. Using Big Data to Predict Student Dropouts: Technology Affordances for Research
- Author
-
International Association for Development of the Information Society (IADIS), Niemi, David, and Gitin, Elena
- Abstract
An underlying theme of this paper is that it can be easier and more efficient to conduct valid and effective research studies in online environments than in traditional classrooms. Taking advantage of the "big data" available in an online university, we conducted a study in which a massive online database was used to predict student successes and failures. We found that a pattern of declining performance over time is a good predictor of the likelihood of dropping out, and that having dependents or being married or in the military reduces the risk of dropping out. The risk of dropping out was higher for older students, females, and students with previous college education or transfer credits. These results provide a foundation for testing interventions to help students who are at risk and will also help to inform the development of a "research pipeline" that will enable rapid experimental studies of new tools and strategies. (Contains 1 table.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)," see ED542606.]
- Published
- 2012
3. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
-
International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
4. [Proceedings of the] International Conference on Educational Data Mining (EDM) (3rd, Pittsburgh, PA, July 11-13, 2010)
- Author
-
International Working Group on Educational Data Mining, Baker, Ryan S. J. d., Merceron, Agathe, and Pavlik, Philip I.
- Abstract
The Third International Conference on Data Mining (EDM 2010) was held in Pittsburgh, PA, USA. It follows the second conference at the University of Cordoba, Spain, on July 1-3, 2009 and the first edition of the conference held in Montreal in 2008, and a series of workshops within the AAAI, AIED, EC-TEL, ICALT, ITS, and UM conferences. EDM 2011 will be held in Eindhoven, Netherlands. EDM brings together researchers from computer science, education, psychology, psychometrics, and statistics to analyze large data sets to answer educational research questions. The increase in instrumented educational software and databases of student test scores, has created large repositories of data reflecting how students learn. The EDM conference focuses on computational approaches for analyzing the data to address important educational questions. The broad collection of research disciplines ensures cross fertilization of ideas, with the central questions of educational research serving as a unifying focus. This publication presents the following papers: (1) Effort-based Tutoring: An Empirical Approach to Intelligent Tutoring (Ivon Arroyo, Hasmik Mehranian and Beverly P. Woolf); (2) An Analysis of the Differences in the Frequency of Students' Disengagement in Urban, Rural, and Suburban High Schools (Ryan S.J.d. Baker and Sujith M. Gowda); (3) On the Faithfulness of Simulated Student Performance Data (Michel C. Desmarais and Ildiko Pelczer); (4) Mining Bodily Patterns of Affective Experience during Learning (Sidney D'Mello and Art Graesser); (5) Can We Get Better Assessment From A Tutoring System Compared to Traditional Paper Testing? Can We Have Our Cake (Better Assessment) and Eat It too (Student Learning During the Test)? (Mingyu Feng and Neil Heffernan); (6) Using Neural Imaging and Cognitive Modeling to Infer Mental States while Using an Intelligent Tutoring System (Jon M. Fincham, John R. Anderson, Shawn Betts and Jennifer Ferris); (7) Using multiple Dirichlet distributions to improve parameter plausibility (Yue Gong, Joseph E. Beck and Neil T. Heffernan); (8) Examining Learner Control in a Structured Inquiry Cycle Using Process Mining (Larry Howard, Julie Johnson and Carin Neitzel); (9) Analysis of Productive Learning Behaviors in a Structured Inquiry Cycle Using Hidden Markov Models (Hogyeong Jeong, Gautam Biswas, Julie Johnson and Larry Howard); (10) Data Mining for Generating Hints in a Python Tutor (Anna Katrina Dominguez, Kalina Yacef and James R. Curran); (11) Off Topic Conversation in Expert Tutoring: Waste of Time or Learning Opportunity (Blair Lehman, Whitney Cade and Andrew Olney); (12) Sentiment Analysis in Student Experiences of Learning (Sunghwan Mac Kim and Rafael A. Calvo); (13) Online Curriculum Planning Behavior of Teachers (Keith E. Maull, Manuel Gerardo Saldivar and Tamara Sumner); (14) A Data Model to Ease Analysis and Mining of Educational Data (Andre Kruger, Agathe Merceron and Benjamin Wolf); (15) Identifying Students' Inquiry Planning Using Machine Learning (Orlando Montalvo, Ryan S.J.d. Baker, Michael A. Sao Pedro, Adam Nakama and Janice D. Gobert); (16) Skill Set Profile Clustering: The Empty K-Means Algorithm with Automatic Specification of Starting Cluster Centers (Rebecca Nugent, Nema Dean and Elizabeth Ayers); (17) Navigating the parameter space of Bayesian Knowledge Tracing models: Visualizations of the convergence of the Expectation Maximization algorithm (Zachary Pardos and Neil Heffernan); (18) Mining Rare Association Rules from e-Learning Data (Cristobal Romero, Jose Raul Romero, Jose Maria Luna and Sebastian Ventura); (19) Using Text Replay Tagging to Produce Detectors of Systematic Experimentation Behavior Patterns (Michael Sao Pedro, Ryan S.J.d. Baker, Orlando Montalvo, Adam Nakama and Janice D. Gobert); (20) Identifying High-Level Student Behavior Using Sequence-based Motif Discovery (David H. Shanabrook, David G. Cooper, Beverly Park Woolf and Ivon Arroyo); (21) Unsupervised Discovery of Student Strategies (Benjamin Shih, Kenneth R. Koedinger and Richard Scheines); (22) Assessing Reviewer's Performance Based on Mining Problem Localization in Peer-Review Data (Wenting Xiong, Diane Litman and Christian Schunn); (23) Using Numeric Optimization To Refine Semantic User Model Integration Of Adaptive Educational Systems (Michael Yudelson, Peter Brusilovsky, Antonija Mitrovic and Moffat Mathews); (24) An Annotations Approach to Peer Tutoring (John Champaign and Robin Cohen); (25) Using Educational Data Mining Methods to Study the Impact of Virtual Classroom in E-Learning (Mohammad Hassan Falakmasir and Jafar Habibi); (26) Mining Students' Interaction Data from a System that Support Learning by Reflection (Rajibussalim); (27) Process Mining to Support Students' Collaborative Writing (Vilaythong Southavilay, Kalina Yacef and Rafael A. Callvo); (28) Automatic Rating of User-Generated Math Solutions (Turadg Aleahmad, Vincent Aleven and Robert Kraut); (29) Tracking Students' Inquiry Paths through Student Transition Analysis (Matt Bachmann, Janice Gobert and Joseph Beck); (30) DISCUSS: Enabling Detailed Characterization of Tutorial Interactions Through Dialogue Annotation (Lee Becker, Wayne H. Ward and Sarel vanVuuren); (31) Data Mining of both Right and Wrong Answers from a Mathematics and a Science M/C Test given Collectively to 11,228 Students from India [1] in years 4, 6 and 8 (James Bernauer and Jay Powell); (32) Mining information from tutor data to improve pedagogical content knowledge (Suchismita Srinivas, Muntaquim Bagadia and Anupriya Gupta); (33) Clustering Student Learning Activity Data (Haiyun Bian); (34) Analyzing Learning Styles using Behavioral Indicators in Web based Learning Environments (Nabila Bousbia, Jean-Marc Labat, Amar Balla and Issam Rebai); (35) Using Topic Models to Bridge Coding Schemes of Differing Granularity (Whitney L. Cade and Andrew Olney); (36) A Distillation Approach to Refining Learning Objects (John Champaign and Robin Cohen); (37) A Preliminary Investigation of Hierarchical Hidden Markov Models for Tutorial Planning (Kristy Elizabeth Boyer, Robert Phillips, Eun Young Ha, Michael D. Wallis, Mladen A. Vouk, and James C. Lester); (38) Higher Contributions Correlate with Higher Learning Gains (Carol Forsyth, Heather Butler, Arthur C. Graesser, Diane Halpern); (39) Pinpointing Learning Moments; A finer grain P(J) model (Adam Goldstein, Ryan S.J.d. Baker and Neil T. Heffernan); (40) Predicting Task Completion from Rich but Scarce Data (Jose P. Gonzalez-Brenes and Jack Mostow); (41) Hierarchical Structures of Content Items in LMS (Sharon Hardof-Jaffe, Arnon Hershkovitz, Ronit Azran and Rafi Nachmias); (42) Is Students' Activity in LMS Persistent? (Arnon Hershkovitz and Rafi Nachmias); (43) EDM Visualization Tool: Watching Students Learn (Matthew M. Johnson and Tiffany Barnes); (44) Inferring the Differential Student Model in a Probabilistic Domain Using Abduction inference in Bayesian networks (Nabila Khodeir, Nayer Wanas, Nevin Darwish and Nadia Hegazy); (45) Using LiMS (the Learner Interaction Monitoring System) to Track Online Learner Engagement and Evaluate Course Design (Leah P. Macfadyen and Peter Sorenson); (46) Observing Online Curriculum Planning Behavior of Teachers (Keith E. Maull, Manuel Gerardo Saldivar and Tamara Sumner); (47) When Data Exploration and Data Mining meet while Analysing Usage Data of a Course (Andre Kruger, Agathe Merceron and Benjamin Wolf); (48) AutoJoin: Generalizing an Example into an EDM query (Jack Mostow and Bao Hong (Lucas) Tan); (49) Conceptualizing Procedural Knowledge Targeted at Students with Different Skill Levels (Martin Mozina, Matej Guid, Aleksander Sadikov, Vida Groznik, Jana Krivec, and Ivan Bratko); (50) Data Reduction Methods Applied to Understanding Complex Learning Hypotheses (Philip I. Pavlik Jr.); (51) Analysis of a causal modeling approach: a case study with an educational intervention (Dovan Rai and Joseph E. Beck); (52) Peer Production of Online Learning Resources: A Social Network Analysis (Beijie Xu and Mimi M. Recker); (53) Class Association Rules Mining from Students' Test Data (Cristobal Romero, Sebastian Ventura, Ekaterina Vasilyeva and Mykola Pechenizkiy); (54) Modeling Learning Trajectories with Epistemic Network Analysis: A Simulation-based Investigation of a Novel Analytic Method for Epistemic Games (Andre A. Rupp, Shauna J. Sweet and Younyoung Choi); (55) Multiple Test Forms Construction based on Bees Algorithm (Pokpong Songmuang and Maomi Ueno); (56) Can Order of Access to Learning Resources Predict Success? (Hema Soundranayagam and Kalina Yacef); (57) A Data Driven Approach to the Discovery of Better Cognitive Models (Kenneth R. Koedinger and John C. Stamper); (58) Using a Bayesian Knowledge Base for Hint Selection on Domain Specific Problems (John C. Stamper, Tiffany Barnes and Marvin Croy); (59) A Review of Student Churn in the Light of Theories on Business Relationships (Jaan Ubi and Innar Liiv); (60) Towards EDM Framework for Personalization of Information Services in RPM Systems (Ekaterina Vasilyeva, Mykola Pechenizkiy, Aleksandra Tesanovic, Evgeny Knutov, Sicco Verwer and Paul De Bra); (61) A Case Study: Data Mining Applied to Student Enrollment (Cesar Vialardi, Jorge Chue, Alfredo Barrientos, Daniel Victoria, Jhonny Estrella, Juan Pablo Peche and Alvaro Ortigosa); (62) Representing Student Performance with Partial Credit (Yutao Wang, Neil T. Heffernan and Joseph E. Beck); (63) Where in the World? Demographic Patterns in Access Data (Mimi M. Recker, Beijie Xu, Sherry Hsi, and Christine Garrard); and (64) Pundit: Intelligent Recommender of Courses (Ankit Ranka, Faisal Anwar, Hui Soo Chae). Individual papers contain tables, figures, footnotes and references
- Published
- 2010
5. A Fair Game? The Case of Rock, Paper, Scissors.
- Author
-
Nelson, Cheryl and Williams, Nicole
- Subjects
- *
EDUCATION , *MATHEMATICS , *PROBABILITY theory , *MIDDLE school teachers , *MIDDLE school students - Abstract
The article presents three activities that promote probabilistic thinking with middle school students in the U.S. Activity 1 uses experimental probability as students play the game of rock, paper, and scissors. In activity 2, a table and a tree diagram help students understand the theoretical probability behind the game. Activity 3 allows three people to play the game. The results of these activities can give teachers valuable insight into adapting these activities to fit their classroom needs.
- Published
- 2008
6. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1
- Author
-
International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
- Abstract
The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.)
- Published
- 2007
7. Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio
- Author
-
Lesseig, Kristin
- Abstract
Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally.
- Published
- 2016
8. Mathematics as Thinking. A Response to 'Democracy and School Math'
- Author
-
Allen, Kasi C.
- Abstract
Math education in the United States remains resistant to systemic change, and our country pays the price. Stemhagen's article "Democracy and School Math" further confirms this trend. Despite repeated calls for reform, decades of research on how people learn, millions of dollars invested in teacher professional development, and years of politicized debate, the math wars rage on--between those who believe students have the capacity to construct their own mathematical ideas and others who insist mastery of the traditional canon must come first. Meanwhile, algebra failure among secondary students remains rampant and elementary education majors report the greatest rates of math anxiety of any college major. Adults and children alike joke about being terrible at math, seemingly unaware of the extent to which this innumeracy serves as a barrier to full participation in democracy as well as to the realization of their individual goals, hopes, and dreams. In the math education community itself, there is little discussion of the unique role mathematics can play in preparing students for democracy. In this short paper, I offer a more detailed conceptualization of democratic mathematics education and discuss the role of constructivism in bringing these ideas to fruition. I suggest that a shift in the power dynamic that characterizes most mathematics classrooms will be a key component in moving beyond the gridlock.
- Published
- 2011
9. Learning Progressions: Tools for Assessment and Instruction for All Learners. Technical Report #1307
- Author
-
University of Oregon, Behavioral Research and Teaching (BRT), Sáez, Leilani, Lai, Cheng-Fei, and Tindal, Gerald
- Abstract
Conceptually, learning progressions hold promise for improving assessment and instruction by precisely outlining what students know and don't know at particular stages of knowledge and skill development. Based upon a synthesis of the literature, a rationale for the use of learning progressions maps to clarify how learning progresses in English language arts and mathematics is provided. How these maps can characterize learning for students, including those with significant disabilities and intellectual gifts, is discussed. In addition, large-scale learning progressions projects undertaken in Australia, New Zealand, and the United States are described. We conclude the paper with a discussion about specific ways in which the application of learning progression maps can enhance current assessment and instruction practices for supporting the learning of "all" students.
- Published
- 2013
10. Pre-Service Secondary Mathematics Teachers Making Sense of Definitions of Functions
- Author
-
Chesler, Joshua
- Abstract
Definitions play an essential role in mathematics. As such, mathematics teachers and students need to flexibly and productively interact with mathematical definitions in the classroom. However, there has been little research about mathematics teachers' understanding of definitions. At an even more basic level, there is little clarity about what teachers must know about mathematical definitions in order to support the development of mathematically proficient students. This paper reports on a qualitative study of pre-service secondary mathematics teachers choosing, using, evaluating, and interpreting definitions. In an undergraduate capstone course for mathematics majors, these future teachers were assigned three tasks which required them to (1) choose and apply definitions of functions, (2) evaluate the equivalence of definitions of functions, and (3) interpret and critique a secondary school textbook's definition of a specific type of function. Their performances indicated that many of these pre-service mathematics teachers had deficiencies reasoning with and about mathematical definitions. The implications of these deficiencies are discussed and suggestions for teacher educators are proposed. (Contains 3 tables and 1 figure.)
- Published
- 2012
11. How to Motivate US Students to Pursue STEM (Science, Technology, Engineering and Mathematics) Careers
- Author
-
Hossain, Md. Mokter and G. Robinson, Michael
- Abstract
STEM (science, technology, engineering and mathematics) has been a powerful engine of prosperity in the US since World War II. Currently, American students' performances and enthusiasm in STEM education are inadequate for the US to maintain its leadership in STEM professions unless the government takes more actions to motivate a new generation of US students towards STEM careers. Despite of coherent actions taken by the government and various institutions, the US cannot ensure the production of a sufficient number of experts in STEM fields to meet its national and global needs. The current situation is that the US is largely dependent on the foreign-born STEM workforce. This paper starts with a deeper look at the participation rate of American students in STEM careers and the basis of career choices by the US students. The discussion is driven by barriers and misconceptions about STEM education. It concludes with recommendations for how to motivate more US students to pursue STEM careers. (Contains 1 figure.)
- Published
- 2012
12. Is the US Plan to Improve Its Current Situation in Science, Mathematics, and Technology Achievable?
- Author
-
Hossain, Md. Mokter and Robinson, Michael
- Abstract
Despite being the inventing country of the Internet, the US is not satisfied with its current state in Internet speed and broadband adoption. Although, more students, teachers and researchers in the US use Internet than any other country in the world, it is not satisfactory for the US educators and legislators to maintain US competitiveness in the achievement of science, mathematics and technology. Another alarming situation is that the mean scores in science and mathematics of US, students are lower than expected. Even with coherent action taken by the government and various institutions, the US cannot produce a sufficient number of experts in science, mathematics and technology fields to meet national and global needs. These situations are not satisfactory for educators and legislators to reach US education goals. To improve this situation, President Obama's government has taken several action plans. This paper presents a closer look at US science, mathematics and technology education as well as the President's plan to improve the situation. Conclusions are made regarding whether the US plan is too ambitious as well as whether the vision is comprehensive enough but still possible to execute. (Contains 1 table.)
- Published
- 2011
13. Improve Girls' and Women's Opportunities in Science, Technology, Engineering, and Math
- Author
-
American Association of University Women
- Abstract
In the last 50 years, more than half of America's sustained economic growth was created by the five percent of the workforce who create, manage, and maintain the processes and products of innovation: engineers, scientists, and advanced-degree technologists. America's science, technology, and math workforce is aging while jobs requiring specialized training are growing at five times the rate of other occupations. The supply of new workers in these fields is struggling to keep up with demand, and women remain severely underrepresented. Women make up half of the population and are a largely untapped resource that could prove essential in maintaining the technological competitiveness of the United States. This paper offers suggestions on how this country can begin to close the gender divide in science, technology, engineering, and math. (Contains 50 endnotes.)
- Published
- 2010
14. Preparation, Endorsement, and Employment of Mathematics Specialists
- Author
-
Cicmanec, Karen B. Mauck
- Abstract
For over 30 years, educators have recommended that mathematics specialists be placed in schools to provide teachers with the resources they need to assist their students. To assess whether these recommendations have been realized, a survey was used to gather data from large school districts, the 50 states, and District of Columbia. The outcome of the survey, administered in 2007/2008, suggest that few mathematics specialists are currently working at the school level in many of our large school districts and that few states offer certification or endorsement as a mathematics specialist. While the data offer a partial view of a) the numbers of mathematics specialists practicing in large urban cities and b) the numbers of states certificating or endorsing mathematics specialists, it appears that the perceived potential to strengthen the link between research and practice with school-based mathematics specialists remains unmet. Additional research is needed to learn more about the preparation, endorsement, and employment of mathematics specialists and the belief that mathematics specialists are needed to support students' mathematics achievement. (Contains 2 figures.)
- Published
- 2008
15. An Introduction to the Computerized Adaptive Testing
- Author
-
Tian, Jian-quan, Miao, Dan-min, Zhu, Xia, and Gong, Jing-jing
- Abstract
Computerized adaptive testing (CAT) has unsurpassable advantages over traditional testing. It has become the mainstream in large scale examinations in modern society. This paper gives a brief introduction to CAT including differences between traditional testing and CAT, the principles of CAT, psychometric theory and computer algorithms of CAT, the advantages and cautions of CAT. In the end, the development of CAT in China is reviewed. (Contains 1 figure and 1 table.)
- Published
- 2007
16. Preservice Elementary Teachers Use Drawings and Make Sets of Materials to Explain Multiplication and Division by Fractions
- Author
-
Rule, Audrey C. and Hallagan, Jean E.
- Abstract
Background: Multiplication and division by fractions are among the most troublesome concepts in the elementary mathematics curriculum. Recent studies have shown that preservice elementary teachers in the United States do not have deep understandings of these concepts. Effective ways to improve preservice teachers' conceptual understanding of these concepts need to be identified. Purpose: The purpose of the study was threefold: 1) to investigate the effectiveness of two activities in helping preservice teachers develop deeper understandings of multiplication and division by fractions; 2) to identify typical errors preservice teachers make and identify difficulties they encounter while learning these concepts; and 3) to provide examples of drawings and hands-on materials that effectively model multiplication and division by fractions for others to use in learning and teaching. Setting: Preservice teachers from three mathematics methods classes of college students majoring in elementary education at a mid-sized college in central New York State during the spring semester of 2006. Study Sample: Forty-two white preservice elementary teachers enrolled in a mathematics methods course. The experimental group consisted of 18 females and 3 males; the control group consisted of 16 females and 5 males. Intervention: The study was a pretest - intervention - posttest design with control and experimental groups. Because lower-performing students tended to volunteer for the extra-credit activity (the intervention for the experimental group), blindly matched groups were formed on pretest scores. Both control group and experimental group participated in composing story problems with drawings to illustrate multiplication and division by fractions. The experimental group completed the additional activity of making hands-on materials with accompanying story problems to model multiplication and division by fractions. Research Design: Quasi-experimental; Control or Comparison Condition: Both the control group and the experimental group consisted of preservice teachers from several sections of the same instructor's undergraduate mathematics methods courses and were matched on pretest scores. Both groups completed the homework assignment in which they used drawings to illustrate multiplication and division by fractions. The instructor did not present lessons on these concepts to the classes until after the posttest had been completed so that the effects of these activities would not be confounded. The experimental group completed the additional activity of making hands-on materials to model these concepts. The study examined the increase in preservice teachers' conceptual understanding of multiplication and division by fractions through the two activities. Data Collection and Analysis: Both control and experimental groups were assessed with identical pretest/ posttest instruments constructed by the investigators to determine both procedural knowledge of solving equations involving multiplication and division by fractions and conceptual knowledge of writing equations for story problems and using drawings to illustrate concepts. Posttest scores, student work on the assessments, drawing assignment, and hands-on materials were examined along with student comments on a survey that asked what subjects learned from participating in the intervention activity. Findings: The two activities improved preservice teachers' understandings of these concepts as revealed by the change in scores from pretest to posttest (50.8% on pretest to 67.5% and 71.4%). Those who completed both assignments scored somewhat higher (71.4% compared to 67.5%) than those who only completed the drawing assignment, but this difference was not statistically significant. Preservice teachers reported that their understandings of these concepts improved through the activities. Conclusion: The two activities increased student understandings of multiplication and division by fractions. Although students improved through the activities, many students' understandings were still incomplete. More than two focused activities are needed to ensure deeper understanding of concepts. Preservice teachers need concrete experiences with these concepts in their mathematics classes as well as in mathematics education coursework. Citation: Rule, A. C., & Hallagan, J., editors. (2006). Preservice elementary teachers use drawings and make sets of materials to explain multiplication and division by fractions. (Contains 6 tables.)
- Published
- 2006
17. Consolidating One Novel Structure whilst Constructing Two More
- Author
-
Williams, Gaye
- Abstract
This study reports the cognitive processing of a Year 8 female student (Kerri) during a test, and during her subsequent homework as she consolidated as part of abstracting; a topic of recent research interest. This case adds to the body of knowledge about how constructing and consolidating can occur simultaneously. The analysis captured the complexity of the cognitive processing, and their intertwined nature. Data was captured through lesson video, and post-lesson, video-stimulated reconstructive student interviews. It was found that Kerri's constructing and consolidating included characteristics previously identified by others, and an additional feature. Her constructing included "branching" (Kidron & Dreyfus, 2004, p. 159); but unlike the case cited, one of these branches related to a new goal. (Contains 1 note and 2 figures.) [For complete proceedings, see ED496851.]
- Published
- 2005
18. Goal Sketches in Fraction Learning
- Author
-
Sophian, Catherine and Madrid, Samara
- Abstract
To examine how conceptual knowledge about fraction magnitudes changes as students' learning progresses, 5th and 7th-grade students were asked to solve fraction magnitude problems that entailed finding a fraction between two given fractions and then to evaluate solutions for similar problems that were modeled for them. When the given fractions share a common denominator or numerator, a simple strategy is to keep the common value and choose an intermediate value for the other component. 5th graders used this strategy on both common-numerator and common-denominator problems, and judged it "very smart" when it was modeled. 7th graders typically converted common numerator fractions to a common denominator and often judged the strategy of picking an intermediate denominator "not smart." (Contains 2 figures.) [For complete proceedings, see ED500860.]
- Published
- 2003
19. An Investigation on the Generalizability of Performance-Based Assessment in Mathematics.
- Author
-
Suzuki, Kyoko and Harnisch, Delwyn L.
- Abstract
This study examined the generalizability and dependability of a performance-based assessment in algebra. Four forms of a five-item test were constructed using different subsets of eight items based on attributes from task analysis. Subjects included 142 "algebra 2" students from 2 high schools in the Midwestern United States and 148 11th graders from 1 school in Japan. Students' responses were scored using a holistic scoring rubric from 0 to 4. Analyses of generalizability and dependability revealed that the four forms achieved moderate levels of generalizability, although they varied by school. Analyses of data from subsets of the items on the forms suggested that acceptable levels of generalizability could be achieved by using items if items were well chosen. The choice of subsets of the items did not affect the validity of the content coverage of the test. One U.S. school and one Japanese school showed more similarity than between two U.S. schools. Four appendixes contain a list of mathematics attributes, sample test items, a scoring guide, and a scoring example. (Contains 16 tables, 1 figure, and 18 references.) (Author/SLD)
- Published
- 1996
20. Review of Sex, Drugs and Body Counts: The Politics of Numbers in Global Crime and Conflict, edited by Peter Andreas and Kelly M. Greenhill.
- Author
-
Montgomery, Aaron G.
- Subjects
SEX (Biology) ,DRUGS ,MATHEMATICS ,CRIME - Abstract
The ten scholarly papers in Sex, Drugs and Body Counts explore the generation and propagation of numbers that drive policy decisions in the U.S. government regarding human trafficking, drug trade, and armed conflict (including the war on terror). Each of these papers, written by different authors, provides an illuminating insight into how some of the numbers we hear or read in the news are derived. While the general message of the papers tends to be depressing, namely that the numbers driving U.S. policy vary from being slightly suspect to clearly fabricated, the book does provide positive examples of how accurate numbers can be obtained and how the numbers that are being used can be interpreted. As a teaching resource, the book provides instructors an opportunity to deepen their understanding of how quantitative data are used in U.S. policy, allowing them to explore these issues in class. Individual papers from the book could be used in a general education course (either in mathematics or in a field related to the topics) as a way to introduce students to reading quantitatively dense material. In a course more focused on the topics of the book and with a more quantitatively literate audience, the entire book could probably be assigned as reading. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
21. Mathematics teachers’ use of textbooks for instructional decision-making in lesson study.
- Author
-
Thobela, Nomvuyo M., Sekao, Rantopo David, and Ogbonnaya, Ugorji I.
- Subjects
MATHEMATICS ,TEXTBOOKS ,DECISION making ,TEACHERS - Abstract
This paper draws from a broad study that explored mathematics teachers’ engagement with textbooks within the Lesson Study context. In the current paper, we report on teachers’ use of mathematics textbook activities to inform their instructional decisions during collaborative lesson planning of numeric and geometric patterns. The study took place within the Lesson Study (LS) context – a teacher development practice that emphasises, inter alia, collaborative lesson planning. Data was collected by observing teachers during collaborative lesson planning and through interviews. Data analysis was informed by the Mathematics Knowledge for Teaching (MKT) framework and Modes of teacher engagement with the textbook. Findings suggest that teachers’ instructional decisions are mainly stimulated by the textbooks, teachers use textbook activities with fidelity, and they seldom adapt the activities drawn from the textbooks. However, where adaptation occurs teachers do it superficially. We contend that the capacity to conduct in-depth interrogation of the text is a derivative of mathematics subject matter knowledge (SMK) as well as pedagogical content knowledge (PCK). Therefore, the widespread adoption of text without interrogation could be indicative of the lack of requisite content knowledge and pedagogical skills. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
22. An Investigation of Relationships between Students' Mathematical Problem-Posing Abilities and Their Mathematical Content Knowledge
- Author
-
Van Harpen, Xianwei Y. and Presmeg, Norma C.
- Abstract
The importance of students' problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students' mathematical content knowledge could be highly related to creativity in mathematics, too. This paper reports on a study that investigated USA and Chinese high school students' mathematical content knowledge, their abilities in mathematical problem posing, and the relationships between students' mathematical content knowledge and their problem-posing abilities in mathematics.
- Published
- 2013
- Full Text
- View/download PDF
23. Fundamental Fraction Knowledge of Preservice Elementary Teachers: A Cross-National Study in the United States and Taiwan
- Author
-
Luo, Fenqjen, Lo, Jane-Jane, and Leu, Yuh-Chyn
- Abstract
The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States (N = 89) and Taiwan (N = 85). To this end, we examined and compared their performance on an instrument including 15 multiple-choice test items. The items were categorized into four different types of fundamental fraction constructs, including part-whole relationship, quotient, equivalence, and meanings of operations. Each item was embedded in the area, linear, or set model except for the items constructed out of the meaning of operations. Several items were featured with a pictorial illustration. Quantitative analysis showed that U.S. preservice teachers were significantly outperformed by their Taiwanese counterparts overall. The difference between the two groups was statistically significant on 12 of 15 items. Findings suggest that preservice elementary teachers from both countries need to be better prepared in their understanding of the meaning of fraction multiplication or division operations. Findings also suggest that U.S. preservice elementary teachers need to be more knowledgeable in dealing with fraction problems embedded in a linear model. Further research is suggested to study the issues raised from the findings. (Contains 9 tables.)
- Published
- 2011
- Full Text
- View/download PDF
24. Tracing the trajectory of mathematics teaching across two contrasting educational jurisdictions: A comparison of historical and contemporary influences.
- Author
-
Shaw, Stuart, Rushton, Nicky, and Majewska, Dominika
- Subjects
HISTORY of mathematics ,MATHEMATICS ,JURISDICTION ,MATHEMATICS education - Abstract
This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21
st century learner. [ABSTRACT FROM AUTHOR]- Published
- 2022
25. Can editors save peer review from peer reviewers?
- Author
-
D’Andrea, Rafael and O’Dwyer, James P.
- Subjects
PROFESSIONAL peer review ,JOB performance ,EDITORS ,PUBLISHING ,STANDARDS - Abstract
Peer review is the gold standard for scientific communication, but its ability to guarantee the quality of published research remains difficult to verify. Recent modeling studies suggest that peer review is sensitive to reviewer misbehavior, and it has been claimed that referees who sabotage work they perceive as competition may severely undermine the quality of publications. Here we examine which aspects of suboptimal reviewing practices most strongly impact quality, and test different mitigating strategies that editors may employ to counter them. We find that the biggest hazard to the quality of published literature is not selfish rejection of high-quality manuscripts but indifferent acceptance of low-quality ones. Bypassing or blacklisting bad reviewers and consulting additional reviewers to settle disagreements can reduce but not eliminate the impact. The other editorial strategies we tested do not significantly improve quality, but pairing manuscripts to reviewers unlikely to selfishly reject them and allowing revision of rejected manuscripts minimize rejection of above-average manuscripts. In its current form, peer review offers few incentives for impartial reviewing efforts. Editors can help, but structural changes are more likely to have a stronger impact. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
26. Bibliometrics for Social Validation.
- Author
-
Hicks, Daniel J.
- Subjects
BIBLIOMETRICS ,ENVIRONMENTAL protection ,SOCIAL sciences ,MEDICAL sciences ,QUALITATIVE research - Abstract
This paper introduces a bibliometric, citation network-based method for assessing the social validation of novel research, and applies this method to the development of high-throughput toxicology research at the US Environmental Protection Agency. Social validation refers to the acceptance of novel research methods by a relevant scientific community; it is formally independent of the technical validation of methods, and is frequently studied in history, philosophy, and social studies of science using qualitative methods. The quantitative methods introduced here find that high-throughput toxicology methods are spread throughout a large and well-connected research community, which suggests high social validation. Further assessment of social validation involving mixed qualitative and quantitative methods are discussed in the conclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
27. Weird Science: Further Thoughts on the STEM Educational Challenge
- Author
-
Halfond, Jay A.
- Abstract
The author notes that the sciences are now something one must latch onto early and successfully as a teenager, and endure against all odds. This pivotal point requires maturity and even myopia--delayed gratification and voluntary dorkiness--traits not common in the young. As a nation, Americans are losing their hegemony in the sciences. In just the past decade, China quintupled its number of doctorates in engineering and the sciences, Korea and Taiwan doubled theirs, but the U.S. stayed stable. As individuals, Americans operate more and more contraptions, but understand them less and less. While there is no single solution to the problems of the STEM pipeline--where scientific interest is squelched over time and newcomers are barred from entry--the author offers a few thoughts.
- Published
- 2010
28. PRESIDENT'S REPORT TO THE MEMBERSHIP.
- Subjects
OPERATIONS research ,MANAGEMENT science ,INDUSTRIAL engineering ,INDUSTRIAL management ,MEMBERSHIP in associations, institutions, etc. ,AWARDS ,MATHEMATICS - Abstract
The article presents the report of the president of the Operations Research Society of America (ORSA) in the U.S. to the membership. He outlines the problems and activities of the society including the amendment to eliminate associate membership, affiliation with the division of mathematics of the national research council, commemorative plaque for the Lanchester prize, consideration of employment of full-time staff member, quality of presentations at ORSA meetings, plans for an international conference on operations research and management sciences and participation in management of the society by members from industry.
- Published
- 1956
29. Trends in mathematics specialist literature: Analyzing research spanning four decades.
- Author
-
Baker, Courtney K., Saclarides, Evthokia Stephanie, Harbour, Kristin E., Hjalmarson, Margret A., Livers, Stefanie D., and Edwards, Katherine Comey
- Subjects
MATHEMATICS education ,SCHOOL districts ,PROFESSIONAL education ,TEACHERS ,MATHEMATICS - Abstract
For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school‐based MS research; and (c) orientations of school‐based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p‐12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to include these new categories, as well as contextual descriptions and working definitions to support future research in more accurately and robustly capturing the ways in which MSs are investigated and reported on in research. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
30. Even a good influenza forecasting model can benefit from internet-based nowcasts, but those benefits are limited.
- Author
-
Osthus, Dave, Daughton, Ashlynn R., and Priedhorsky, Reid
- Subjects
INFLUENZA ,RESPIRATORY infections ,PUBLIC health ,MATHEMATICAL models of forecasting - Abstract
The ability to produce timely and accurate flu forecasts in the United States can significantly impact public health. Augmenting forecasts with internet data has shown promise for improving forecast accuracy and timeliness in controlled settings, but results in practice are less convincing, as models augmented with internet data have not consistently outperformed models without internet data. In this paper, we perform a controlled experiment, taking into account data backfill, to improve clarity on the benefits and limitations of augmenting an already good flu forecasting model with internet-based nowcasts. Our results show that a good flu forecasting model can benefit from the augmentation of internet-based nowcasts in practice for all considered public health-relevant forecasting targets. The degree of forecast improvement due to nowcasting, however, is uneven across forecasting targets, with short-term forecasting targets seeing the largest improvements and seasonal targets such as the peak timing and intensity seeing relatively marginal improvements. The uneven forecasting improvements across targets hold even when “perfect” nowcasts are used. These findings suggest that further improvements to flu forecasting, particularly seasonal targets, will need to derive from other, non-nowcasting approaches. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
31. Linear Mixed Effects Models under Inequality Constraints with Applications.
- Author
-
Farnan, Laura, Ivanova, Anastasia, and Peddada, Shyamal D.
- Subjects
LINEAR statistical models ,EQUALITY ,ENVIRONMENTAL health research ,STATISTICS ,ANALYSIS of variance ,BIOMETRY - Abstract
Constraints arise naturally in many scientific experiments/studies such as in, epidemiology, biology, toxicology, etc. and often researchers ignore such information when analyzing their data and use standard methods such as the analysis of variance (ANOVA). Such methods may not only result in a loss of power and efficiency in costs of experimentation but also may result poor interpretation of the data. In this paper we discuss constrained statistical inference in the context of linear mixed effects models that arise naturally in many applications, such as in repeated measurements designs, familial studies and others. We introduce a novel methodology that is broadly applicable for a variety of constraints on the parameters. Since in many applications sample sizes are small and/or the data are not necessarily normally distributed and furthermore error variances need not be homoscedastic (i.e. heterogeneity in the data) we use an empirical best linear unbiased predictor (EBLUP) type residual based bootstrap methodology for deriving critical values of the proposed test. Our simulation studies suggest that the proposed procedure maintains the desired nominal Type I error while competing well with other tests in terms of power. We illustrate the proposed methodology by re-analyzing a clinical trial data on blood mercury level. The methodology introduced in this paper can be easily extended to other settings such as nonlinear and generalized regression models. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
32. The Role of Recurrence Plots in Characterizing the Output-Unemployment Relationship: An Analysis.
- Author
-
Caraiani, Petre and Haven, Emmanuel
- Subjects
MACROECONOMICS ,UNEMPLOYMENT statistics ,OPERATIONS research ,ECONOMIC models ,QUANTITATIVE research ,STATISTICS - Abstract
We analyse the output-unemployment relationship using an approach based on cross-recurrence plots and quantitative recurrence analysis. We use post-war period quarterly U.S. data. The results obtained show the emergence of a complex and interesting relationship. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
33. Mathematics turned inside out: the intensive faculty versus the extensive faculty.
- Author
-
Grcar, Joseph F.
- Subjects
RESEARCH universities & colleges ,UNIVERSITY faculty ,COLLEGE curriculum ,MATHEMATICAL research ,HIGHER education & state ,MATHEMATICS education (Higher) - Abstract
Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this 'extensive' faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mathematics, and of philosophical and sociological studies of mathematics that are limited to mathematics departments alone. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
34. General News and Notes.
- Subjects
COMMUNICATION ,NATIONAL security ,SOFTWARE engineering ,FORUMS ,MATHEMATICS - Abstract
This article presents news items related to the field of communication sciences as of June 1984. Harvard University has joined Stanford University, the California Institute of Technology, and MIT in notifying the Department of Defense that The U.S. Department of Defense funding for research projects will no longer be accepted if the Pentagon insists on reviewing reports of the research results. A recent Pentagon proposal requests submission of such reports for review at least 90 days prior to publication. The proposal would restrict public access to reports containing material judged sensitive to the national defense. In another development, the Rocky Mountain Institute of Software Engineering has organized a set of tutorials to be presented in Aspen, Colorado, on July 16 to 31, 1984. The tutorial program is organized into two parts: software engineering in general and software engineering environments. A Workshop on Computing Resources in the Mathematical Sciences was recently sponsored by the National Science Foundation's Division of Mathematical Sciences.
- Published
- 1984
35. Optimizing spatial allocation of seasonal influenza vaccine under temporal constraints.
- Author
-
Venkatramanan, Srinivasan, Chen, Jiangzhuo, Fadikar, Arindam, Gupta, Sandeep, Higdon, Dave, Lewis, Bryan, Marathe, Madhav, Mortveit, Henning, and Vullikanti, Anil
- Subjects
SEASONAL influenza ,INFLUENZA vaccines ,FLU vaccine efficacy ,HEALTH policy - Abstract
Prophylactic interventions such as vaccine allocation are some of the most effective public health policy planning tools. The supply of vaccines, however, is limited and an important challenge is to optimally allocate the vaccines to minimize epidemic impact. This resource allocation question (which we refer to as VID) has multiple dimensions: when, where, to whom, etc. Most of the existing literature in this topic deals with the latter (to whom), proposing policies that prioritize individuals by age and disease risk. However, since seasonal influenza spread has a typical spatial trend, and due to the temporal constraints enforced by the availability schedule, the when and where problems become equally, if not more, relevant. In this paper, we study the VID problem in the context of seasonal influenza spread in the United States. We develop a national scale metapopulation model for influenza that integrates both short and long distance human mobility, along with realistic data on vaccine uptake. We also design GA, a greedy algorithm for allocating the vaccine supply at the state level under temporal constraints and show that such a strategy improves over the current baseline of pro-rata allocation, and the improvement is more pronounced for higher vaccine efficacy and moderate flu season intensity. Further, the resulting strategy resembles a ring vaccination applied spatiallyacross the US. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
36. Theory of Professional Competence in Teaching of Mathematics: Development and Explication through Cross-cultural Examination of Teaching Practices in India and the United States.
- Author
-
Ahuja, Renu
- Subjects
CAREER development ,MATHEMATICS teachers ,PERFORMANCE ,MATHEMATICS - Abstract
This paper describes the theory of professional competence in teaching of mathematics developed through a cross-cultural examination of teaching practices of mathematics teachers recommended as competent by their principals in two selected high-achieving high schools of India and the United States. A detailed study of teacher cases from both of the research settings yielded a rich conceptualization of the relationship between teachers' professional knowledge base and professional competence in the teaching of mathematics. The substantive theory explains the processes of both the development and the display of professional competence and enables predictions of the ways teachers would most likely utilize to meet the performance expectations of their work environments. The study makes a unique contribution to the field of teacher education and views professional competence as a dynamic interplay of various components of teachers' professional knowledge base activated in actual teaching situations in the context of the classroom, school, and wider social culture. [ABSTRACT FROM AUTHOR]
- Published
- 2019
37. Impact of residential displacement on healthcare access and mental health among original residents of gentrifying neighborhoods in New York City.
- Author
-
Lim, Sungwoo, Chan, Pui Ying, Walters, Sarah, Culp, Gretchen, Huynh, Mary, and Gould, L. Hannah
- Subjects
MENTAL health ,INVOLUNTARY relocation ,MEDICAL care ,HEALTH & social status ,HOSPITAL care - Abstract
Objectives: As gentrification continues in New York City as well as other urban areas, residents of lower socioeconomic status maybe at higher risk for residential displacement. Yet, there have been few quantitative assessments of the health impacts of displacement. The objective of this paper is to assess the association between displacement and healthcare access and mental health among the original residents of gentrifying neighborhoods in New York City. Methods: We used 2 data sources: 1) 2005–2014 American Community Surveys to identify gentrifying neighborhoods in New York City, and 2) 2006–2014 Statewide Planning and Research Cooperative System. Our cohort included 12,882 residents of gentrifying neighborhoods in 2006 who had records of emergency department visits or hospitalization at least once every 2 years in 2006–2014. Rates of emergency department visits and hospitalizations post-baseline were compared between residents who were displaced and those who remained. Results: During 2006–2014, 23% were displaced. Compared with those who remained, displaced residents were more likely to make emergency department visits and experience hospitalizations, mainly due to mental health (Rate Ratio = 1.8, 95% confidence interval = 1.5, 2.2), after controlling for baseline demographics, health status, healthcare utilization, residential movement, and the neighborhood of residence in 2006. Conclusions: These findings suggest negative impacts of displacement on healthcare access and mental health, particularly among adults living in urban areas and with a history of frequent emergency department visits or hospitalizations. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
38. An efficient General Transit Feed Specification (GTFS) enabled algorithm for dynamic transit accessibility analysis.
- Author
-
Fayyaz S., S. Kiavash, Liu, Xiaoyue Cathy, and Zhang, Guohui
- Subjects
METROPOLITAN areas ,PUBLIC transit ,TRAVEL time (Traffic engineering) ,POPULATION density ,POPULATION biology - Abstract
The social functions of urbanized areas are highly dependent on and supported by the convenient access to public transportation systems, particularly for the less privileged populations who have restrained auto ownership. To accurately evaluate the public transit accessibility, it is critical to capture the spatiotemporal variation of transit services. This can be achieved by measuring the shortest paths or minimum travel time between origin-destination (OD) pairs at each time-of-day (e.g. every minute). In recent years, General Transit Feed Specification (GTFS) data has been gaining popularity for between-station travel time estimation due to its interoperability in spatiotemporal analytics. Many software packages, such as ArcGIS, have developed toolbox to enable the travel time estimation with GTFS. They perform reasonably well in calculating travel time between OD pairs for a specific time-of-day (e.g. 8:00 AM), yet can become computational inefficient and unpractical with the increase of data dimensions (e.g. all times-of-day and large network). In this paper, we introduce a new algorithm that is computationally elegant and mathematically efficient to address this issue. An open-source toolbox written in C++ is developed to implement the algorithm. We implemented the algorithm on City of St. George’s transit network to showcase the accessibility analysis enabled by the toolbox. The experimental evidence shows significant reduction on computational time. The proposed algorithm and toolbox presented is easily transferable to other transit networks to allow transit agencies and researchers perform high resolution transit performance analysis. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
39. AN INVESTIGATION OF THE ACTIVITIES OF UNDEGADUATE STUDENT' WORK BY USING STATISTICAL METHODS.
- Author
-
Yanushkevichiene, O., Kriegman, S., and Phillips, N.
- Subjects
UNDERGRADUATES ,EDUCATION research ,MATHEMATICS ,CURRICULUM ,QUANTITATIVE research - Abstract
Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University 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.)
- Published
- 2011
40. THE ESTIMATED EFFECT OF CATHOLIC SCHOOLING ON EDUCATIONAL OUTCOMES USING PROPENSITY SCORE MATCHING.
- Author
-
Nguyen, Anh Ngoc, Taylor, Jim, and Bradley, Steve
- Subjects
CATHOLIC high schools ,EDUCATION ,MATHEMATICS ,STATISTICS ,QUANTITATIVE research ,LONGITUDINAL method ,COLLEGE attendance - Abstract
This paper examines the effect of attending a Catholic high school on educational outcomes. The statistical analysis is based on data obtained from the US National Educational Longitudinal Study. Using propensity score matching methods to control for selection bias, we find that Catholic schooling improves maths test scores, with stronger effects for males than for females, but appears to have little effect (if any) on reading scores. Catholic schooling also raises high school graduation rates and substantially increases the likelihood of enrolment in a 4-year college. Use of the difference-in-difference method suggests that the effect of Catholic schooling on changes in maths scores is more muted, though still statistically significant. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
41. Undergraduate Programs and the Future of Academic Statistics.
- Author
-
Moore, David S.
- Subjects
COLLEGE curriculum ,MATHEMATICS ,STATISTICS ,HIGHER education - Abstract
The following three articles are the results of papers presented and discussed at a symposium entitled "Improving the Workforce of the Future: Opportunities in Undergraduate Education," held August 12-13, 2000, in Indianapolis, IN. This symposium was sponsored by the American Statistical Association through its Undergraduate Statistics Education Initiative. The first article was the keynote address at the symposium. The latter two articles are position papers that were developed in part through discussions among representatives from liberal arts colleges, research universities, industry, and government at a May 1999 meeting at the ASA Headquarters and a subsequent April 2000 workshop in Alexandria, VA. This workshop was partially supported by the National Science Foundation. Other position papers based on symposium discussions are being developed and are scheduled to appear in the Journal of Statistical Education. [ABSTRACT FROM AUTHOR]
- Published
- 2001
- Full Text
- View/download PDF
42. Examining the Effects of a Reformed Junior High School Science Class on Students' Math Achievement.
- Author
-
Judson, Eugene and Sawada, Daiyo
- Subjects
EDUCATIONAL technology ,MATHEMATICS ,SCIENCE - Abstract
Though national standards emphasize the importance of connections between math and science, few empirical studies exist to support the notion that student achievement increases from such integration. This paper examines an eighth-grade science class that integrated mathematics into science through the use of technology. In a setting of action research, the effects of such integration were examined. This paper reports that integrating mathematics into the science class positively affected students' achievement in their math class and describes the circumstances under which the integration occurred. [ABSTRACT FROM AUTHOR]
- Published
- 2000
- Full Text
- View/download PDF
43. Host outdoor exposure variability affects the transmission and spread of Zika virus: Insights for epidemic control.
- Author
-
Ajelli, Marco, Moise, Imelda K., Hutchings, Tricia Caroline S. G., Brown, Scott C., Kumar, Naresh, Johnson, Neil F., and Beier, John C.
- Subjects
ZIKA virus ,ZIKA virus infections ,URBAN ecology (Sociology) ,EPIDEMIOLOGY ,MOSQUITO vectors ,VECTOR control ,VIRAL transmission - Abstract
Background: Zika virus transmission dynamics in urban environments follow a complex spatiotemporal pattern that appears unpredictable and barely related to high mosquito density areas. In this context, human activity patterns likely have a major role in Zika transmission dynamics. This paper examines the effect of host variability in the amount of time spent outdoors on Zika epidemiology in an urban environment. Methodology/Principal findings: First, we performed a survey on time spent outdoors by residents of Miami-Dade County, Florida. Second, we analyzed both the survey and previously published national data on outdoors time in the U.S. to provide estimates of the distribution of the time spent outdoors. Third, we performed a computational modeling evaluation of Zika transmission dynamics, based on the time spent outdoors by each person. Our analysis reveals a strong heterogeneity of the host population in terms of time spent outdoors–data are well captured by skewed gamma distributions. Our model-based evaluation shows that in a heterogeneous population, Zika would cause a lower number of infections than in a more homogenous host population (up to 4-fold differences), but, at the same time, the epidemic would spread much faster. We estimated that in highly heterogeneous host populations the timing of the implementation of vector control measures is the major factor for limiting the number of Zika infections. Conclusions/Significance: Our findings highlight the need of considering host variability in exposure time for managing mosquito-borne infections and call for the revision of the triggers for vector control strategies, which should integrate mosquito density data and human outdoor activity patterns in specific areas. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
44. A Bayesian spatio-temporal model for forecasting Anaplasma species seroprevalence in domestic dogs within the contiguous United States.
- Author
-
Liu, Yan, Watson, Stella C., Gettings, Jenna R., Lund, Robert B., Nordone, Shila K., Yabsley, Michael J., and McMahan, Christopher S.
- Subjects
ANAPLASMA ,SEROPREVALENCE ,BAYESIAN analysis ,BACTERIA classification ,LABORATORY dogs - Abstract
This paper forecasts the 2016 canine Anaplasma spp. seroprevalence in the United States from eight climate, geographic and societal factors. The forecast’s construction and an assessment of its performance are described. The forecast is based on a spatial-temporal conditional autoregressive model fitted to over 11 million Anaplasma spp. seroprevalence test results for dogs conducted in the 48 contiguous United States during 2011–2015. The forecast uses county-level data on eight predictive factors, including annual temperature, precipitation, relative humidity, county elevation, forestation coverage, surface water coverage, population density and median household income. Non-static factors are extrapolated into the forthcoming year with various statistical methods. The fitted model and factor extrapolations are used to estimate next year’s regional prevalence. The correlation between the observed and model-estimated county-by-county Anaplasma spp. seroprevalence for the five-year period 2011–2015 is 0.902, demonstrating reasonable model accuracy. The weighted correlation (accounting for different sample sizes) between 2015 observed and forecasted county-by-county Anaplasma spp. seroprevalence is 0.987, exhibiting that the proposed approach can be used to accurately forecast Anaplasma spp. seroprevalence. The forecast presented herein can a priori alert veterinarians to areas expected to see Anaplasma spp. seroprevalence beyond the accepted endemic range. The proposed methods may prove useful for forecasting other diseases. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
45. Classifying patents based on their semantic content.
- Author
-
Bergeaud, Antonin, Potiron, Yoann, and Raimbault, Juste
- Subjects
PATENTS ,DATA mining ,BIG data ,SEMANTIC networks (Information theory) ,TECHNOLOGICAL innovations - Abstract
In this paper, we extend some usual techniques of classification resulting from a large-scale data-mining and network approach. This new technology, which in particular is designed to be suitable to big data, is used to construct an open consolidated database from raw data on 4 million patents taken from the US patent office from 1976 onward. To build the pattern network, not only do we look at each patent title, but we also examine their full abstract and extract the relevant keywords accordingly. We refer to this classification as semantic approach in contrast with the more common technological approach which consists in taking the topology when considering US Patent office technological classes. Moreover, we document that both approaches have highly different topological measures and strong statistical evidence that they feature a different model. This suggests that our method is a useful tool to extract endogenous information. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
46. International Collaboration and Spatial Dynamics of US Patenting in Central and Eastern Europe 1981-2010.
- Author
-
Lengyel, Balázs and Leskó, Mariann
- Subjects
TECHNOLOGICAL innovations ,PATENT law ,COOPERATION ,GEOGRAPHICAL location codes - Abstract
How did post-socialist transition and a parallel shift in international labor division restructure regional innovation systems in Central and Eastern Europe? This question is increasingly important, because current EU innovation policy is combined with regional development in Smart Specialization Strategies; however, spatial trends of innovation in Central and Eastern Europe are not fully understood which might lead to less than perfectly efficient policy. In this paper we describe the spatial dynamics of inventor activity in the Czech Republic, Hungary, Poland and Slovakia between 1981 and 2010 –a period that covers both the late socialist era and the post-socialist transition. Cleaning and analyzing the publicly available data from the United States Patent and Trademark Office we illustrate that Central and Eastern European patents made in international co-operations with partners outside the region receive more citations than those Central and Eastern European patents that lack international co-operation. Furthermore, the technological portfolio of the former patents has become increasingly independent from the technological portfolio of the latter class. A town-level analysis of the applicant-inventor ties reveals that inventors have started to work for foreign assignees in those towns where no innovation activity had been recorded before. However, the positive effect does not last long and patenting seems to be only periodic in the majority of these towns. Therefore, innovation policy in Central and Eastern European countries, as well as in other less developed regions, shall foster synergies between international and domestic collaborations in order to decrease regional disparities in patenting. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
47. Field-Based Perspectives on Enacting Alternatives to Ability Grouping in Elementary Mathematics Instruction.
- Author
-
Webel, Corey, Woldruff, Jennifer, Daugherty, Katherine, Dames, Brendan, Lindaman, Leah, and Brown, Jennifer
- Subjects
ABILITY grouping (Education) ,ACTION research in education ,STATE universities & colleges ,GRADUATE education ,PUBLIC universities & colleges ,MATHEMATICS - Abstract
Ability grouping is a common practice in elementary mathematics instruction, but some research suggests that grouping by ability can exacerbate existing inequities, and there is evidence that alternatives to grouping can improve learning experiences for all students. In this paper, we describe an effort to support teachers in using equitable teaching practices that was part of an Elementary Mathematics Specialist (EMS) certification program at a public university in the United States. We employ multiple perspectives in our collaborative action research approach: the first author was the director of the EMS program, the second author was a graduate researcher working to support the program, and the third, fourth, fifth, and sixth authors were all teachers in the program. We start by introducing efforts to address equity from the perspective of program designers, including specific activities used during a Summer Institute to prompt consideration of alternatives to ability grouping. Then we share several experiences of reducing ability grouping from the perspectives of four teachers who were participants in the program, noting successes and challenges. We conclude with implications for research and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2021
48. Population movement and city-suburb redistribution: an analytic framework.
- Author
-
Frey, William H. and Frey, W H
- Subjects
POPULATION research ,AGE distribution ,DEMOGRAPHIC surveys ,EMIGRATION & immigration ,CENSUS ,HUMAN geography ,COMPARATIVE studies ,DEMOGRAPHY ,MATHEMATICAL models ,MATHEMATICS ,RESEARCH methodology ,MEDICAL cooperation ,RESEARCH ,CITY dwellers ,THEORY ,EVALUATION research - Abstract
This paper introduces an analytic framework that can be used to assess the relationships between individual movement differentials and place characteristics, on the one hand, and aggregate mobility levels and city-suburb population change (in size or composition), on the other. Application of this framework using census data for individual metropolitan areas allows the analyst to decompose population changes due to net migration into contributing mobility streams and their component rates which are subject to unique community and individual influences. The paper provides both theoretical and empirical rationale for the framework, illustrates its use with 1970 census data, and discusses its implications for empirical research on city-suburb population redistribution. [ABSTRACT FROM AUTHOR]
- Published
- 1978
- Full Text
- View/download PDF
49. The stable equivalent population, age composition, and Fisher's reproductive value function.
- Author
-
Espenshade, Thomas J., Campbell, Gregory, Espenshade, T J, and Campbell, G
- Subjects
POPULATION ,MATHEMATICS ,AGE ,GROWTH rate ,FAMILIES - Abstract
This paper deals with a further analysis of the stable equivalent population for human populations. It first shows that the arithmetic difference between the size of the stable equivalent population and the actual population captures the total prospective contribution of age composition to the growth of the present population" if fertility and mortality rates are held constant at their current levels. The second part of the paper examined Fisher's reproductive value function and investigates the location of maxima in relation to alternative values of the intrinsic growth rate. One conclusion which follows from this analysis is that, contrary to what has been discovered by others in specific examples, the reproductive value function can possess a global maximum in the first one or two years of life, provided the intrinsic rate of population growth is sufficiently negative. This principle is illustrated by reference to reproductive value functions calculated from the recent experience of U.S. females. [ABSTRACT FROM AUTHOR]
- Published
- 1977
- Full Text
- View/download PDF
50. Estimation of interregional migration streams from place-of-birth-by-residence data.
- Author
-
Rogers, Andrei, Von Rabenau, Burkhard, Rogers, A, and Von Rabenau, B
- Subjects
EMIGRATION & immigration ,CENSUS ,POPULATION ,STATISTICS ,WHITE people ,AGE distribution ,DEMOGRAPHY ,MATHEMATICAL models ,MATHEMATICS ,RESEARCH methodology ,META-analysis ,SEX distribution ,VITAL statistics ,THEORY ,RESIDENTIAL patterns - Abstract
Place-of-birth-by-residence data, tabulated by age and sex for the same areal units in two successive censuses, have been used to estimate intercensal net migration flows. However, a fuller use of the same data permits the estimation of place-to-place flows. This paper describes a method for estimating intercensal migration streams from place-of-birth- by-residence data and illustrates its application with data on the white female native population of the United States. [ABSTRACT FROM AUTHOR]
- Published
- 1971
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.