MAKING LINKS BETWEEN ARITHMETIC AND ALGEBRAIC THINKING

In the Purposeful Algebraic Activity project we have designed and implemented a series of six spreadsheet based tasks for year 7 pupils aimed at developing early algebraic competence. Our data collection and analysis have been designed to collect evidence about specific features of both the spreadsheet environment and of task design, which influence the ways in which pupils engage with the notion of variable. In this paper we present a case study of one pair of pupils using data from the teaching programme and interviews. We use this case study to identify elements of the task design which have influenced the development of the pupils' thinking.     

Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes

The curriculum of teacher education has been described as heterogeneous across countries and influenced by the context in which it is implemented. The present study investigates this potential heterogeneity by conducting latent class analysis of opportunities to learn mathematics, mathematics pedagogy and general pedagogy in primary teacher education as indicated by future teachers from 15 countries at the end of their training. The aim was to identify curricula profiles based on data from the “Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)”. In each teacher education component, three groups of primary teachers were identified which differed quantitatively and qualitatively. Associations between these profiles and countries revealed broader cultural influences on OTL and thus shared (within a culture) and at the same time distinct (between cultures) visions of what primary teachers should know. Within countries, associations between curricula profiles and teacher education programs pointed to shared (within a program) and at the same time distinct (between programs) visions of what primary teachers should know at the end of their training. The OTL profiles were significantly related to outcomes of primary teacher education in terms of mathematics content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge.     

‘Excellent’ primary mathematics teachers’ espoused and enacted values of effective lessons

This paper reports a study that explored the characteristics of mathematics lessons that were espoused as effective by six ??excellent?? mathematics teachers and how they enacted their values in their classroom practice. In this study, we define espoused values as values that we want other people to believe we hold, and enacted values as values that we actually practice. Qualitative data were collected through video-recorded lesson observations (3 lessons for each teacher) and in-depth interviews with teachers after each observation. At the end of the project, stimulated-recall focus group interviews were used to allow teachers to define the meaning of an effective mathematics lesson as well as to recall and reflect on a 10-min edited video clip of one of their teaching lessons. The findings showed that these teachers shared five common characteristics of effective mathematics lessons: achieving teaching objectives; pupils?? cognitive development; affective achievement of pupils; focus on low-attaining pupils; and active participation of pupils in mathematics activities. These values were espoused explicitly as well as enacted in the lessons observed.     

Opportunities for the use of computer algebra systems in middle secondary mathematics in England and Wales

This paper presents and discusses a number of ways in which mathematical attainment targets specified for pupils aged 11–16 in the revised National Curriculum can be achieved when teachers deploy computer algebra systems.     

THE IMPACT OF THE NATIONAL NUMERACY STRATEGY IN YEAR 4 (I): ATTAINMENTAND LEARNING

The Nuffield Year 4 project set out to examine selected aspects of the impact of the National Numeracy Strategy (NNS) in primary schools by using comparable data collected from 35 schools in 1997/98 and 2001/02 as part of the Leverhulme Numeracy Research Programme. In this first paper we report on changes in attainment using a specially designed test of numeracy administered in October and June. While numeracy attainment rose during the period of the introduction of the NNS, the effect was small and it varied in relation to different aspects of the curriculum. The results of low attainers fell on average, as did results in over a third of schools. The amount of progress made over Year 4 was similar in 2001/02 and in 1997/98. Reasons for these changes are explored.     

How to connect school mathematics with students' out-of-school knowledge

In this paper we present an explorative study for which special cultural artifacts have been used, i.e. supermarket receipts, to try to construct with 9-year old pupils (fourth class of primary school) a new mathematical knowledge, i.e. the algorithm for multiplication of decimal numbers. Furthermore also estimation and approximation processes have been introduced, procedures that are not commonly used in ordinary teaching activity. In our study the receipts, through some modifications, have become more explicitly tools of mediation and integration between in and out-of school knowledge, so they can be utilized to create new mathematical goals, thus becoming real mathematizing tools and constituting a didactic interface between in and out-of-school mathematics. In agreement with ethnomathematical perspective we deem that it is a task for the teacher to know, in order to be able to profitably take account of the teaching, the life experienced by the pupil. Future mathematics teachers should be prepared a) to see mathematics incorporated into real world, b) to investigate mathematical ideas and practices of their pupils, and c) to look for ways to incorporate into the curriculum elements belonging to the sociocultural environment of the pupils, as a starting point for mathematical activities in the classroom. In this way the motivation, interest and curiosity of the pupils will be increased and the attitude towards mathematics of both pupils and teachers will be changed.     

Algorithms for finding optimum trees: Description,use and evaluation

This work is devoted to the problem of finding an optimum spanning tree in an undirected graph. Both min-sum and min-max trees are sought. The five algorithms considered are among the most well-known proposed in the literature. They are described in sect. 1 as thoroughly as possible, using a simplified Pascal language; all min-sum algorithms are derived from a unique prototype formulation. In sect. 2, the algorithms are implemented in PFORT to enhance their portability and ad hoc data structures are utilized in order to obtain subroutines as efficient as possible. Finally, in sect. 3, the programs are evaluated, comparing their performances in handling several classes of randomly generated graphs. Various observations are reported, and some indications for choosing the most suitable algorithm in each case are provided.Sponsored by the CNR finalized project on Informatics (subproject P1, task SOFMAT), Italy.     

Imputation of Mixed Data With Multilevel Singular Value Decomposition

Statistical analysis of large datasets offers new opportunities to better understand underlying processes. Yet, data accumulation often implies relaxing acquisition procedures or compounding diverse sources. As a consequence, datasets often contain mixed data, that is, both quantitative and qualitative, and many missing values. Furthermore, aggregated data present a natural multilevel structure, where individuals or samples are nested within different sites, such as countries or hospitals. Imputation of multilevel data has therefore drawn some attention recently, but current solutions are not designed to handle mixed data, and suffer from important drawbacks, such as their computational cost. In this article, we propose a single imputation method for multilevel data, which can be used to complete either quantitative, categorical, or mixed data. The method is based on multilevel singular value decomposition (SVD), which consists in decomposing the variability of the data into two components, the between and within groups variability, and performing an SVD on both parts. We show on a simulation study that in comparison to competitors, the method has the advantages of handling datasets of various size, and being computationally faster. Furthermore, it is the first so far to handle mixed data. We apply the method to impute a medical dataset resulting from the aggregation of several hospitals datasets. This application falls in the framework of a larger project on Trauma patients. To overcome obstacles associated to the aggregation of medical data, we turn to distributed computation. The method is implemented in the R package missMDA. Supplementary materials for this article are available online.     

Improving Science Teaching for All Students

An inservice program designed to enhance the knowledge and skills of elementary school teachers with respect to science content, effective teaching strategies, and gender equity was implemented as a semester-long course. During the course, teachers explored new science content in chemistry and physics and then collaboratively developed lesson plans from it based on hands-on, discovery-centered learning, enmeshed in strategies that could maximize female student interest and participation in science. Teachers tried out their lessons between course sessions in their own classrooms and then collaboratively reflected on their progress and problems in subsequent sessions. Program results were positive for both teachers and students. Teachers reported significant increases in both their level of knowledge of and their confidence in teaching chemistry and physics concepts, as well as in their knowledge of strategies for addressing gender inequities. Project students' attitudes, particularly those of the girls, improved for some dimensions, remained stable for others, and declined for one; the girls also increased their level of active participation in science activities. Overall, the project seems to have had a positive impact on science teaching content and pedagogy, and on student (especially girls') interest and active participation in science.     

Pupils learning algebra with DERIVE

This article deals with the use of computer algebra systems in mathematics secondary education. First, we present the global framework of a research project carried out in France with pupils of grades 9 to 12, from 1993 through 1995. Then we focus on a specific part of this project concerning two grade 9 classes of different mathematical ability taught by the same teacher. We briefly present the aims and organisation of DERIVE's use in the two classes, before embarking with more details on a specific topic: systems of linear equations. Finally, we present the data provided by the pupils' answers to a questionnaire taken at the end of the academic year; we use them for investigating pupils' assumptions about DERIVE's potential for mathematics learning, and compare these representations with those emerging from the entire population.     

Equivalence-free exhaustive generation of matroid representations

In this paper we present an algorithm for the problem of exhaustive equivalence-free generation of 3-connected matroids which are represented by a matrix over some finite (partial) field, and which contain a given minor. The nature of this problem is exponential, and it appears to be much harder than, say, isomorph-free generation of graphs. Still, our algorithm is very suitable for practical use, and it has been successfully implemented in our matroid computing package MACEK [http://www.mcs.vuw.ac.nz/research/macek, 2001-05].     

Mathematics teaching in French écoles normales primaires, 1830–1848: social and cultural challenges to the training of primary school teachers

In the nineteenth century, the French education system, and teaching itself, was organized according to the social class the pupils came from: primary education was for the working classes, and secondary education was for the wealthier classes. In relation to this ??educational duality?? this paper looks at the mathematics teaching provided in the écoles normales primaires (primary teacher training colleges), which developed in France in the 1830s to train future (male) primary school teachers. What, precisely, was the content of this teaching? How was it organized? In what spirit and for what purpose was it provided? The aim of the paper is to show how these schools participated in the construction of a specifically primary mathematics culture for the education of the children from the lower classes, as distinct from the scholarly culture of secondary education.     

Integrating Science,Mathematics, and Technology in Middle School Technology‐Rich Environments: A Study of Implementation and Change

The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher‐centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2‐year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity.     

Future mathematics teachers’ professional knowledge of elementary mathematics from an advanced standpoint

This paper reports a joint research project by researchers from three countries on an international comparative study that examines the professional knowledge of prospective mathematics teachers in elementary mathematics from an advanced standpoint. For this study, mathematical problems on various topics of elementary mathematical content were developed. Using this instrument, the mathematical knowledge of future teachers from Germany, Hong Kong, China (Hangzhou) and South Korea was measured empirically. The paper presents the design of the study, and also results are discussed. The results show that there are systematic differences among the participating countries; for example, the Korean future teachers outperform their counterparts in other countries. A more detailed analysis of the results suggests that the future teachers often do not seem to be able to link school and university knowledge systematically and cannot achieve the crucial “advanced standpoint” from the teacher training programme.     

Word problems and mathematical understanding

One issue in the ongoing discussion about mathematics education in primary schools is how to improve weaker pupils' mathematical understanding. Two different training programmes for the solution of word problems were developed, each was tested in three classes of second graders, in addition, there were three control classes. One of the programmes focussed on pupils' real-life action-related behaviour, while the other programme was based on abstract and symbolic activities. Results indicate that pupils on lower levels of academic achievement profit most from the programme with abstract and symbolic activities, whereas the progress of the pupils in the action-related programme actually was less effective than the progress of the teaching methods used by teachers in the control classes.     

Digital resources inviting changes in mid-adopting teachers’ practices and orchestrations

Digital resources offer opportunities to improve mathematics teaching and learning, but meanwhile may question teachers’ practices. This process of changing teaching practices is challenging for teachers who are not familiar with digital resources. The issue, therefore, is what teaching practices such so-called ‘mid-adopting’ mathematics teachers develop in their teaching with digital resources, and what skills and knowledge they need for this. To address this question, a theoretical framework including notions of instrumental orchestration and the TPACK model for teachers’ technological pedagogical content knowledge underpins the setting-up of a project with twelve mathematics teachers, novice in the field of integrating technology in teaching. Technology-rich teaching resources are provided, as well as support through face-to-face group meetings and virtual communication. Data include lesson observations and questionnaires. The results include a taxonomy of orchestrations, an inventory of skills and knowledge needed, and an overview of the relationships between them. During the project, teachers do change their orchestrations and acquire skills. On a theoretical level, the articulation of the instrumental orchestration model and the TPACK model seems promising.     

Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils

This case-study, drawing on an unanticipated theme arising from a wider study of ability-grouping in primary mathematics, documents some of the consequences of educational triage in the final year of one primary school. The paper discusses how a process of educational triage, as a response to accountability pressures, is justified by teachers on the basis of shared theories about ability and potential. Attainment gains show that some practices associated with the triaging process work for the school, pushing selected pupils to achieve the Government target for the end of primary school. However, other practices appear to coincide with reduced mathematical gains for the lowest attaining pupils and a widening of the attainment gap. This case-study examines the mechanisms behind this, focusing on resource allocation, and assumptions about learners and their potential. The paper suggests a need to create dissonance, challenging shared assumptions, such as fixed-ability, which currently support triage processes.     

A Bernstein theorem for special Lagrangian graphs

We obtain a Bernstein theorem for special Lagrangian graphs in for arbitrary n only assuming bounded slope but no quantitative restriction. Received: 18 January 2001 / Accepted: 7 June 2001 / Published online: 12 October 2001 The second-named author is grateful to the Max Planck Institute for Mathematics in the Sciences in Leipzig for its hospitality and support and also 973 project in China.     

Global well-posedness for the KP-I equation

We prove the global well-posedness of the KP-I equation in for data of arbitrary size in a suitable Sobolev class. We use a compactness method to get local solutions. We extend the solutions thanks to some conservation laws, an almost conserved quantity and Strichartz estimates. Received: 5 April 2001 / Revised version: 22 October 2001 / Published online: 17 June 2002