The Effects of Project‐Based Learning on Students' Academic Achievement,Attitude, and Retention of Knowledge: The Subject of “Electricity in Our Lives”

The aim of this study is to analyze the effects of project‐based learning on students' academic achievement, attitude, and retention of knowledge in relation to the subject of “Electricity in Our Lives” in a fourth‐grade science course. The study was conducted in a quasi‐experimental design as a “pre‐test, post‐test with control group.” In the experimental group, the unit was taught through the project‐based learning method. The measuring tools were administered to both groups before and after the applications. To perfectly analyze the “process” of the method, seven different learning assessment “forms” were administered to the students. The findings of the forms indicated that the students learn to construct their own learning and to evaluate changes in their own behavior through the application of the method. The application of different methods between both groups had a statistically significant effect in terms of academic achievement, (F(1,112) = 46.78, p = .000) and of retention of knowledge (F(1,112) = 35.24, p = .000). However, there were no statistically significant effects from being in different groups for the attitudes of students (F(1,112) = .99, p = .321). For the students, being in the project‐based learning groups resulted in better academic achievement and retention of knowledge than being in the traditional teaching group.     

Enhancing language-responsive meaning-making processes as an epistemic catalyst for developing multiplicative reasoning in young children

Multiplicative reasoning involves the ability to coordinate bundled units on a more abstract level (“unitizing”; Lamon, 1994). As it is considered a “cutoff point” for students’ future mathematical learning, teachers must provide equitable access to mathematical conceptual understanding for all students on all mathematical achievement levels. The study presented in this paper investigates to what extent a preventive and a language-responsive instructional approach can have an effect on the outcome of students on different mathematical achievement levels. Three German second grade teachers introduced multiplication to students (n = 66, aged 7–8 years) in their classes using meaning-related phrases (e.g., “6 times 4 means 6 fours”), while teachers in the control group (n = 58) did not focus on using these phrases. Analyses of both a multiplication posttest and a follow-up test showed significant differences between the intervention and control groups on all achievement levels for both conceptual and procedural items.     

On perfectly homogeneous bases inF-spaces

It is proved that in anF-space with a basis (χ _n ) _n ^{= 1/∞} , (χ _n ) _n ^{= 1/∞} is equivalent to the unit-vectors basis ofc ₀,l _p (p>0), or (s) if and only if (χ _n ) _n ^{= 1/∞} is equivalent to each of itsɛ-normalized block basic sequences for eachɛ>0. This result is an extension of a theorem of M. Zippin.     

The injectivity of Frobenius acting on cohomology and local cohomology modules

LetR be a two-dimensional normal graded ring over a field of characteristicp>0. We want to describe the tight closure of (O) in the local cohomology moduleH _R+ ² (R) using the graded module structure ofH _R+ ² (R). For this purpose we explore the condition that the Frobenius mapF: [H _R+ ² (R)]_n→[H _R+ ² (R)]_pninduced on graded pieces ofH _R+ ² (R) is injective. This problem is treated geometrically as follows: There exists an ample fractional divisorD onX=Proj (R) such thatR=R (X, D)= ⊕ _n≥0H⁰(X O _X (n D)). Then the above map is identified with the induced Frobenius on the cohomology groups Our interest is the casen<0, and in this case, a generalization of Tango's method for integral divisors enables us to show thatF _n is injective ifp is greater than a certain bound given explicitly byX andnD. This result is useful to studyF-rationality ofR. The notion ofF-rational rings in characteristicp>0 is defined via tight closure and is expected to characterize rational singularities. We ask if a modulop reduction of a rational signularity in characteristic 0 isF-rational forp≫0. Our result answers to this question affirmatively and also sheds light to behavior ofF-rationality in smallp.     

The Primitive Idempotents of a Cyclic Group Algebra

Explicit expressions are obtained for the 2n + 1 primitive idempotents in FG, the semisimple group algebra of the cyclic group G of order pⁿ (p an odd prime, n ≥ 1) over the finite field F of prime power order q, when q has order φ(pⁿ)/2 modulo pⁿ.AMS Mathematical Subject Classification (2000): 20C05, 94B05, 12E20, 16S34.     

Groups of typeF a,b,−c

For integersa, b andc, the groupF ^a,b,−c is defined to be the group 〈R, S : R ²=RS ^aRS^bRS^−c=1〉. In this paper we identify certain subgroups of the group of affine linear transformations of finite fields of orderp ⁿ (for certainp andn) as groups of typeF ^a,b,−c for certain (not unique) choices ofa, b andc.     

Quasirecognition by prime graph of F4(q) where q?=?2n?>?2

The prime graph of a finite group G is denoted by Γ(G). In this paper as the main result, we show that if G is a finite group such that Γ(G) = Γ(F ₄(q)), where q = 2 ⁿ  > 2, then G has a unique nonabelian composition factor isomorphic to F ₄(q). We also show that if G is a finite group satisfying |G| = |F ₄(q)| and Γ(G) = Γ(F ₄(q)), where q = 2 ⁿ  > 2, then G @ F₄(q){G \cong F_4(q)}. As a consequence of our result we give a new proof for a conjecture of Shi and Bi for F ₄(q) where q = 2 ⁿ  > 2.     

Estimates for Hyperbolic Equations of Space Dimension 3

We discuss the problem of boundedness fromL^p(Rⁿ) toL^p′(Rⁿ) (1/p+1/p′=1, 1?p?2) of operators of the typeM=F⁻¹e^i?(ξ)a(ξ) F, which is related to the study of hyperbolic equations with constant coefficients. The boundedness is dependent on a geometrical property ofΣ=?⁻¹(1), and its dependence has been exactly determined in the casesn=2, 1?p?2 andn?3,p=1, 2 (M. Sugimoto,Math. Z.215(1994), 519–531;222(1996), 521–531). This paper is devoted to the unsolved case 1<p<2, and a strange phenomenon is exhibited in the simplest casen=3.     

Exploring the Responses of Underrepresented Students in Science to an Elementary Classroom Outreach Program

This paper describes a subset of results from a large‐scale two‐year independent evaluation study conducted with the Scientists in School (SiS) outreach program and two large school boards in Ontario, Canada. Specifically, it explores the responses of elementary students (n= 811) from typically underrepresented groups in science (English language learners [ELL], girls, and students at low‐achieving schools) to the SiS outreach program. It explores responses related to enjoyment, interest, perceptions of role modeling, and future career choice in science. Compared to other students, findings suggest that girls and students from low‐achieving schools found the program more enjoyable and reported that it provided positive science role models. Students at schools with high ELL populations also reported higher levels of enjoyment and reported that the program helped get them excited about science.     

The Effect of a Horseshoe Crab Citizen Science Program on Middle School Student Science Performance and STEM Career Motivation

The purpose of the present quasi‐experimental study was to examine the impact of a horseshoe crab citizen science program on student achievement and science, technology, engineering, and mathematics (STEM) career motivation with 86 (n = 86) eighth‐grade students. The treatment group conducted fieldwork with naturalists and collected data for a professional biologist studying horseshoe crab speciation and a mock survey. The comparison group studied curriculum related to horseshoe crabs in the science classroom. A series of measures related to self‐efficacy, interest, outcome expectations, choice goals, and content knowledge were given to participants before and after the intervention. It was hypothesized that students would report higher motivational beliefs regarding science and show higher levels of achievement following the intervention than the comparison group. Support was shown for most of the hypotheses. In addition, path analyses indicated that students' motivational beliefs influence content knowledge and outcome expectations, which in turn affect their career goals. These results have implications for incorporating authentic fieldwork within a formal school structure as an effective method for promoting student achievement and STEM career motivation.     

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

This article investigates the attitude toward mathematics among the students enrolled in the Foundation Year Programme at Nazarbayev University. The study is conducted quantitatively and an inventory developed by Tapia and Marsh II is adopted in this research. The inventory consists of 40 statements on the five-point Likert scale. Gender, specialization and final high school score in mathematics are collected. The number of valid returned questionnaires is 108. There are 55 males, 53 females, 73 Mathematical-Physics (MP), 22 Biology-Chemistry (BC) and 13 International Relations-Economics (IRE) students. Generally, they have a positive attitude toward mathematics, with the score mean and standard deviation are 3.999 and 0.531 out of five, respectively. We confirm a hypothesis on a positive correlation between previous high achievement in mathematics and favorable attitude toward it. The correlation value is r = 0.300, its effect size is medium and it is extremely significant (p-value = 0.0008 < 0.001). There is no significant difference between male and female students in terms of their attitude toward mathematics (t = 0.6804, p-value = 002489 > 0.05). There is a very significant difference between students who specialize in IRE and MP in terms of their attitude toward mathematics (F(2, 105) = 5.6848, p-value = 0.0045 < 0.01).     

On self-orthogonal group ring codes

We obtain structural results about group ring codes over F[G], where F is a finite field of characteristic p > 0 and the Sylow p-subgroup of the Abelian group G is cyclic. As a special case, we characterize cyclic codes over finite fields in the case the length of the code is divisible by the characteristic of the field. By the same approach we study cyclic codes of length m over the ring R = F _q [u], u ^r  = 0 with r  > 0, gcd(m, q) = 1. Finally, we give a construction of quasi-cyclic codes over finite fields.      

Measurement Instruction in the Context of Scientific Investigations With Diverse Student Populations

The purpose of this study was to investigate the impact of a hands‐on science curriculum, which integrates mathematics and supports English language development, on third‐grade students' mathematics achievement—specifically the measurement subscale of the statewide assessment. The data drew from a larger five‐year research and development project consisting of reform‐based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third‐grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third‐grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups.     

On the divisor function of sets with even partition functions

Summary For P∈ F₂[z] with P(0)=1 and deg(P)≧ 1, let A =A(P) be the unique subset of N (cf. [9]) such that Σ_n≧0 p(A,n)zⁿ ≡ P(z) mod 2, where p(A,n) is the number of partitions of n with parts in A. To determine the elements of the set A, it is important to consider the sequence σ(A,n) = Σ _{d|n, d∈A} d, namely, the periodicity of the sequences (σ(A,2^kn) mod 2^k+1)_n≧1 for all k ≧ 0 which was proved in [3]. In this paper, the values of such sequences will be given in terms of orbits. Moreover, a formula to σ(A,2^kn) mod 2^k+1 will be established, from which it will be shown that the weight σ(A₁,2^kz_i) mod 2^k+1 on the orbit <InlineEquation ID=IE"1"><EquationSource Format="TEX"><![CDATA[<InlineEquation ID=IE"2"><EquationSource Format="TEX"><![CDATA[$]]></EquationSource></InlineEquation>]]></EquationSource></InlineEquation>z_i$ is moved on some other orbit z_j when A₁ is replaced by A₂ with A₁= A(P₁) and A₂= A(P₂) P₁ and P₂ being irreducible in F₂[z] of the same odd order.     

Costruzione di una soluzione fondamentale per operatori differenziali ( p n )-ipoellittici,p=1, …, n

Riassunto è costruita una soluzione fondamentale per un operatore differenziale ( _p ⁿ )-ipoellittico,p=1, …,n, con coefficienti costanti. Tale soluzione fondamentale soddisfa a condizioni di Gevrey nei due semi-spazi {x _n <0}, {x _n >0}.

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Summary A constructive procedure of a fundamental solution to a linear ( _p ⁿ )-hypoelliptic,p=1, …,n, differential operator inR ⁿ with constant coefficients is exhibited. Such a fundamental solution satisfies Gevrey conditions in the two half-spaces {x _n >0}, {x _n <0}.

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Lavoro eseguito nell’ambito dell’attività del Gruppo Nazionale per l’Analisi Funzionale e le sue Applicazioni.     

On Behavior of Solvable Ideals of Lie Algebras Under Outer Derivations

Let L be a finite dimensional Lie algebra over a field F. It is well known that the solvable radical S(L) of the algebra L is a characteristic ideal of L if char F = 0, and there are counterexamples to this statement in case char F = p > 0. We prove that the sum S(L) of all solvable ideals of a Lie algebra L (not necessarily finite dimensional) is a characteristic ideal of L in the following cases: 1) char F = 0; 2) S(L) is solvable and its derived length is less than log₂ p.     

Nuclei of normal rational curves

Ak-nucleus of a normal rational curve inPG(n, F) is the intersection over allk-dimensional osculating subspaces of the curve (k {–1,0,...,n– 1}). It is well known that for characteristic zero all nuclei are empty. In case of characteristicp}>0 and #Fn the number of non-zero digits in the representation ofn + 1 in basep equals the number of distinct nuclei. An explicit formula for the dimensions ofk-nuclei is given for #F=Fk + 1.Research supported by the Austrian National Science Fund (FWF), project P-12353-MAT.     

The Effects of Representations,Constructivist Approaches,and Engagement on Middle School Students' Algebraic Procedure and Conceptual Understanding

This study examined the effects of types of representations, constructivist teaching approaches, and student engagement on middle school algebra students' procedural knowledge and conceptual understanding. Data gathered from 16 video lessons and algebra pretest/posttests were used to run three multilevel structural equation models. Symbolic representations (p < .02), shared meanings (p < .05), and meaningful feedback (p < .10) significantly increased procedural and conceptual understanding. Enactive representations significantly increased procedural knowledge (p < .05). There was also a significant relationship between the two types of learning at the within level (p < .01) and between level (p < .05).     

Visualizing parametric solution sets

We characterize the boundary ∂Σ ^p of the solution set Σ ^p of a parametric linear system A(p)x=b(p) where the elements of the n×n matrix and the right-hand side vector depend on a number of parameters p varying within interval bounds. The characterization of ∂Σ ^p is by means of pieces of parametric hypersurfaces, the latter represented by their coordinate functions depending on corresponding subsets of n-1 parameters. The presented approach has a direct application for efficient visualization of parametric solution sets by utilizing some plotting functions supported by Mathematica and Maple. Electronic supplementary material The online version of this article (doi: ) contains supplementary material, which is available to authorized users. AMS subject classification (2000) 15A06, 65G99, 65S05, 68U05