Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

This study investigated K‐12 teachers' beliefs and reported teaching practices regarding calculator use in their mathematics instruction. A survey was administered to more than 800 elementary, middle and high school teachers in a large metropolitan area to address the following questions: (a) what are the beliefs and practices of mathematics teachers regarding calculator use? and (b) how do these beliefs and practices differ among teachers in three grade bands? Factor analysis of 20 Likert scale items revealed four factors that accounted for 54% of the variance in the ratings. These factors were named Catalyst Beliefs, Teacher Knowledge, Crutch Beliefs, and Teacher Practices. Compared to elementary teachers, high school teachers were significantly higher in their perception of calculator use as a catalyst in mathematics instruction. However, the higher the grade level of the teacher, the higher the mean score on the perception that calculator use may be a way of getting answers without understanding mathematical processes. The mean scores for teachers in all three grade bands indicated agreement that students can learn mathematics through calculator use and using calculators in instruction will lead to better student understanding and make mathematics more interesting. The survey results shed light on teachers' self reported beliefs, knowledge, and practices in regard to consistency with elements of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) technology principle and the NCTM use of technology position paper (2003). This study extended previous research on teachers' beliefs regarding calculator use in classrooms by examining and comparing the results of teacher surveys across three grade bands.     

Cell docking inside microwells within reversibly sealed microfluidic channels for fabricating multiphenotype cell arrays

We present a soft lithographic method to fabricate multiphenotype cell arrays by capturing cells within an array of reversibly sealed microfluidic channels. The technique uses reversible sealing of elastomeric polydimethylsiloxane (PDMS) molds on surfaces to sequentially deliver various fluids or cells onto specific locations on a substrate. Microwells on the substrate were used to capture and immobilize cells within low shear stress regions inside channels. By using an array of channels it was possible to deposit multiple cell types, such as hepatocytes, fibroblasts, and embryonic stem cells, on the substrates. Upon formation of the cell arrays on the substrate, the PDMS mold could be removed, generating a multiphenotype array of cells. In addition, the orthogonal alignment and subsequent attachment of a secondary array of channels on the patterned substrates could be used to deliver fluids to the patterned cells. The ability to position many cell types on particular regions within a two dimensional substrate could potentially lead to improved high-throughput methods applicable to drug screening and tissue engineering.