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This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a "curiosity-inquiry cycle" and become most active in a classroom that exhibits a culture of asking questions.

We have developed simple data-mining algorithms to assess the consistency and the randomness of student responses to problems consisting of multiple true or false statements. In this paper we describe the algorithms and use them to analyze data from introductory physics courses. We investigate statements that emerge as outliers because the class has a preference for the incorrect answer and also those that emerge as outliers because the students are randomly changing their responses. These outliers are found to include several statements that are known in the literature to expose student misconceptions. Combining this fact with comments made by students and results of complementary assessments provides evidence that the tendency of a group of students to change their answer to a true or false statement or to remain consistent can serve as indicators of whether the class has understood the relevant concept. Our algorithms enable teachers to employ problems of the type described as a tool to identify specific aspects of a course that require improvement. They also enable researchers to employ such problems in experiments designed to probe aspects of students' thought processes and behavior. Additionally, our results demonstrate that at least one category of research-inspired problems (ranking tasks) can be adapted to the linked true or false format and productively used as an assessment tool in an online setting. (Contains 1 table and 13 figures.)

Shape Up Under 5 (SUU5) was a two-year early childhood obesity prevention pilot study in Somerville, Massachusetts (2015–2017) designed to test a novel conceptual framework called Stakeholder-driven Community Diffusion. For whole-of-community interventions, this framework posits that diffusion of stakeholders’ knowledge about and engagement with childhood obesity prevention efforts through their social networks will improve the implementation of health-promoting policy and practice changes intended to reduce obesity risk. SUU5 used systems science methods (agent-based modeling, group model building, social network analysis) to design, facilitate, and evaluate the work of 16 multisector stakeholders (‘the Committee’). In this paper, we describe the design and methods of SUU5 using the conceptual framework: the approach to data collection, and methods and rationale for study inputs, activities and evaluation, which together may further our understanding of the hypothesized processes within Stakeholder-driven Community Diffusion. We also present a generalizable conceptual framework for addressing childhood obesity and similar complex public health issues through whole-of-community interventions. [ABSTRACT FROM AUTHOR]

Incarcerated people remain a priority group in efforts to control and reverse the HIV epidemic. Following release, social instability and reengagement in key transmission risk behaviors increase the risk of secondary transmission of HIV. Targeted programs have been developed to facilitate reengagement in care on reentry. Evaluation of the impact of these initiatives requires a systematic, confidential, framework for assessment of linkage to care for persons released from corrections. By linking HIV viral load surveillance data to corrections release data, the time to the first laboratory monitoring service in the community as well as the virologic status can be assessed. Using this method, we linked release data for sentenced individuals released from Massachusetts state correctional facilities in 2012 to HIV surveillance data from the Massachusetts HIV/AIDS Surveillance Program (MHASP) for the years 2012–2013. We identified 41 individuals with HIV released in 2012. Ninety-one percent had identified virologic assessments post release, 41% within 30 days. Thirty-three percent did not have a viral load assessed for more than 90 days and 31% had detectable virus at the time of their initial assessment. Persons with longer incarcerations (> 180 days) were more likely to have suppressed viral load at the time of follow-up (p = 0.05). This work demonstrates the important value of HIV laboratory surveillance data and correctional release data as a tool to assess linkage to care following release from corrections. We encourage jurisdictions to explore utilizing similar methodology to evaluate the effectiveness of the linkage to HIV care after release from incarceration. [ABSTRACT FROM AUTHOR]

We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an e-text, simple checkpoint problems and homework. We show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated with students reading a large fraction of the e-text, and (b) When homework sets are arranged by increasing (instructor-estimated) difficulty, we found strong correlations between difficulty and time to solution, but weak correlations with percent correct. Modifications to the second offering of the course resulted in higher retention. These modifications included targeting physics teachers and posting materials well in advance. We define retention as certificates earned relative to participants who make a significant effort on the second assignment. Retention measured this way varied between 44% and 72%, being highest in the course aimed at teachers. We show that there is significant learning among MOOC participants. Applying item response theory to common homework problems showed that the MOOC participants had significantly higher ability than students in a Massachusetts Institute of Technology course and that they maintained this advantage over the duration of the MOOC. [ABSTRACT FROM AUTHOR]

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. [ABSTRACT FROM AUTHOR]

Background: Metabolic therapy using ketogenic diets (KD) is emerging as an alternative or complementary approach to the current standard of care for brain cancer management. This therapeutic strategy targets the aerobic fermentation of glucose (Warburg effect), which is the common metabolic malady of most cancers including brain tumors. The KD targets tumor energy metabolism by lowering blood glucose and elevating blood ketones (β-hydroxybutyrate). Brain tumor cells, unlike normal brain cells, cannot use ketone bodies effectively for energy when glucose becomes limiting. Although plasma levels of glucose and ketone bodies have been used separately to predict the therapeutic success of metabolic therapy, daily glucose levels can fluctuate widely in brain cancer patients. This can create difficulty in linking changes in blood glucose and ketones to efficacy of metabolic therapy. Methods: A program was developed (Glucose Ketone Index Calculator, GKIC) that tracks the ratio of blood glucose to ketones as a single value. We have termed this ratio the Glucose Ketone Index (GKI). Results: The GKIC was used to compute the GKI for data published on blood glucose and ketone levels in humans and mice with brain tumors. The results showed a clear relationship between the GKI and therapeutic efficacy using ketogenic diets and calorie restriction. Conclusions: The GKIC is a simple tool that can help monitor the efficacy of metabolic therapy in preclinical animal models and in clinical trials for malignant brain cancer and possibly other cancers that express aerobic fermentation. [ABSTRACT FROM AUTHOR]

Many have proposed that the acquisition of the cardinal principle ( CP) is a result of the discovery of the numerical significance of the order of the number words in the count list. However, this need not be the case. Indeed, the CP does not state anything about the numerical significance of the order of the number words. It only states that the last word of a correct count denotes the numerosity of the counted set. Here, we test whether the acquisition of the CP involves the discovery of the later-greater principle - that is, that the order of the number words corresponds to the relative size of the numerosities they denote. Specifically, we tested knowledge of verbal numerical comparisons (e.g., Is 'ten' more than 'six'?) in children who had recently learned the CP. We find that these children can compare number words between 'six' and 'ten' only if they have mapped them onto non-verbal representations of numerosity. We suggest that this means that the acquisition of the CP does not involve the discovery of the correspondence between the order of the number words and the relative size of the numerosities they denote. [ABSTRACT FROM AUTHOR]

We examine whether barely failing one or more state-mandated high school exit examinations in Massachusetts affects the probability that students enroll in college. We extend the exit examination literature in two ways. First, we explore longer term effects of failing these tests. We find that barely failing an exit examination, for students on the margin of passing, reduces the probability of college attendance several years after the test. Second, we explore potential interactions that arise because students must pass exit examinations in both mathematics and English language arts in order to graduate from high school. We adopt a variety of regression-discontinuity approaches to address situations where multiple variables assign individuals to a range of treatments; some of these approaches enable us to examine whether the effect of barely failing one examination depends on student performance on the other. We document the range of causal effects estimated by each approach. We argue that each approach presents opportunities and limitations for making causal inferences in such situations and that the choice of approach should match the question of interest. [ABSTRACT FROM AUTHOR]

Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. [ABSTRACT FROM PUBLISHER]

The article investigates the teaching of mathematics from the primary through university levels at the Boston College in Chestnut Hill, Massachusetts in 1953. The author cites the results of the study that was conducted by Stanley J. Bezuszka, S.J., the chairman of the Mathematics Department at Boston College, and Faculty of the Department with the students in the College of Arts and Sciences and the School of Education. Results showed that familiar course content in mathematics, as yet unquestioned methodology, and standard mechanical techniques, have been dismissed and revised. They also found that classroom teaching and commercial textbooks had not meet with the increasing demands of a changing society.