Effectively coaching middle school teachers: A case for teacher and student learning

In this paper we report findings from a two-year, large-scale research project that describes the work of middle school mathematics specialists (also referred to as mathematics coaches or instructional coaches) who served in 10 school districts. We use mixed methods to describe how mathematics specialists spent their time supporting teachers and how these supports contributed to meaningful changes that teachers made in their instructional practices. We also report results that correlate student achievement scores with whether or not teachers were highly engaged with the mathematics specialists. We coordinate these quantitative results with findings from several case studies to illustrate the qualitatively different ways that mathematics specialists supported teachers’ ongoing work with their students. We also account for why some teachers participated more fully than others. Importantly, because mathematics specialists’ work was situated in different school settings with different demands, resources and administrative supports, these constraints and affordances contributed in part to how they could effectively support teachers’ work with their students.     

我国超声波疗法实验研究和临床应用的近期进展

本文通过对第四届全国超声治疗学术会议（１９９７年１０月１７－２１日于南京）论文的综合介绍,显示我国超声波疗法在实验研究与临床应用方面所取得的成就。     

Using a lab wiki for longevity and knowledge transfer in undergraduate research

Continuity in research group collective knowledge is critical for running a successful research program, but in an undergraduate research lab, this can be particularly challenging. A wiki site dedicated to the research laboratory, a lab wiki, can bridge gaps in student-to-student knowledge transfer and contribute to the longevity of a research program. A lab wiki is an organized, easily accessible, collaborative resource that can contain tutorials, group-specific directions, links to resources, and guides to writing papers or proposals. The wiki language is easy for students to pick up and contributes to their participation in preserving group knowledge. This tutorial introduces the concept of a lab wiki, the advantages of it, example content, and practical implementation advice.     

LINKING HOME AND SCHOOL MATHEMATICS: THE HOME SCHOOL KNOWLEDGE EXCHANGE PROJECT

In this paper, we report some initial findings from the numeracy strand of the Home School Knowledge Exchange Project, which is part of the ESRC Teaching and Learning Research Programme. The overall aim of the project is to develop, implement and evaluate the impact of new methods of exchanging knowledge between home and school. The project has three strands, one of which focuses on enhancing numeracy at Key Stage 2. In this strand we are working with the teachers, children and parents of four primary schools, two in Bristol and two in Cardiff. The paper describes the knowledge exchange activities developed within this strand, and reports some initial findings and issues for further exploration. The nature of home mathematics, and its relationship to school mathematics, is discussed, and this is illustrated through the case study of a girl called Nadia. The paper concludes by discussing issues arising from implementing methods of knowledge exchange.     

Transforming the mathematical practices of learners and teachers through digital technology*

ABSTRACT

This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital tool-use that distinguish their differing potential are presented: (1) dynamic and graphical tools; (2) tools that outsource processing power; (3) tools that offer new representational infrastructures for mathematics; (4) tools that help to bridge the gap between school mathematics and the students’ world; (5) tools that exploit high-bandwidth connectivity to support mathematics learning; and (6) tools that offer intelligent support for the teacher when their students engage in exploratory learning with digital technologies. Following exemplification of each category, the article ends with some reflections on the progress of research in this area and identifies some remaining challenges.     

Isotopic characterization as a screening tool in authentication of organic produce commercially available in western North America

The use of nitrogen stable isotopes to discriminate between conventionally and organically grown crops has been further developed in this study. Soil and irrigation water from different regions, as well as nitrogen fertilizers used, have been examined in detail to determine their effects on nitrogen isotope composition of spinach, lettuce, broccoli and tomatoes. Over 1000 samples of various types of organically and conventionally grown produce of known origin, along with the samples of nitrogen fertilizers used for their growth, have been analysed in order to assemble the datasets of crop/fertilizer correlations. The results demonstrate that the developed approach can be used as a valuable component in the verification of agricultural practices for more than 25 different types of commercially grown green produce, either organic or conventional. Over a period of two years, various organic and non-organic greens, from different stores in Seattle (WA, USA) and Victoria (BC, Canada), were collected and analysed using this methodology with the objective of determining any pattern of misrepresentation.     

我国制造业背景下质量管理活动的量表开发研究

质量管理的测度是质量管理实证研究的基础,但我国在此领域还处于起步阶段。以重庆市制造业企业为样本,采用基于偏最小二乘法的证实性因子分析方法,对我国制造业企业的质量管理活动进行了实证度量。结论显示,我国制造业企业质量管理活动包含六个方面的主要内容:企业高层的支持、员工的参与、供应商关系、重视客户、产品设计和流程管理。研究给出了具体的我国质量管理活动的测度量表。     

Should proof be minimal? Ms T's evaluation of secondary school students’ proofs

Calls for reform in mathematics education around the world state that proofs should be part of school mathematics at all levels. Turning these calls into a reality falls on teachers’ shoulders. This paper focuses on one secondary school teacher's reactions to students’ suggested proofs and justifications in elementary number theory. To determine whether the justifications are acceptable, the teacher used not only her SMK regarding mathematical aspects, but also her PCK about what a student giving this justification might know or not know. A discussion of the findings is followed by some questions that arise.