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In our previous study on potentially predatory journal (PPJ) use by undergraduate students, we found that 0.34 % of their journal citations were from PPJ. We could not determine where students found them, or if they knew they used them, and no similar study has been published. In three focus groups we asked twelve students about their research habits, how they choose articles for their papers, and their knowledge about peer review, Open Access (OA), and PPJ. An analysis of their bibliographies showed that none of them used PPJ in their assignments. Using a mixed methods approach and classical content analysis, we found that they search library-linked databases and Google Scholar, use critical thinking skills to choose articles, place importance on peer review, know little about OA and less about PPJ, and expect quality control for information accessed through the library. • Students primarily use library-linked databases or Google Scholar for their academic research • Students use critical thinking skills to determine which results to use, but often lack the time to be thorough • Peer review is a very important concept for them • Students know very little about Open Access and less about potentially predatory journals • Students expect there to be quality control for information accessed through the library [ABSTRACT FROM AUTHOR]

Abstract The Anthropocene offers an opportunity to (re)imagine and enact futures that care for the geological and ecological times and temporal rhythms of kin, and to expand beyond human politics of time. This article engages posthumanism to disrupt anthropocentrism and attune to times as embedded within relations of being together-with nonhumans. In this methodological article, I consider what it might look like to be together-in-time(s) with nonhuman kin and offer some possible practices for attuning to nonhuman times and the co-created times of leisure. From these temporal attunements emerge creative and affectively disruptive (re)presentations of being together-in-times with rocks, chipmunks, a shaggy mane mushroom, and a log in two protected areas in Ontario, Canada. (Re)imagining leisure in the Anthropocene as an ethic of togetherness, this article seeks to care for affective, relational, and embodied practices of being-with, knowing-with, and writing-with kin and kin times, and for flourishing more-than-human futures. [ABSTRACT FROM AUTHOR]

Predatory publishing has risen with the development of open access publishing. This study examines how many potential predatory journals were used by Brandon University students by analyzing their bibliographies. In total, 245 bibliographies including 2,359 citations were analyzed. Of the 1,485 citations to journals in these citations, five were found to cite journals on Beall's List of Predatory Journals and Publishers. The probable sources of these journals in the students' bibliographies were examined. [ABSTRACT FROM AUTHOR]

The article fosuces on the essential mathematics that underpins the use of algorithms. Topics discussed include the grid multiplication and extended multiplication facts is the understanding and use of algorithms; the distributive property directly impacts the setting out of the standard algorithm and it can also be developed through the use of the array; and the base ten property also informs the development of extended number.

The article focuses on use of a written multiplication algorithm and the mathematics. Topics discussed inlcude useful methods for calculation when numbers are too large to mentally calculate quickly or accurately; need to be developed through a thorough understanding of the distributive property; and developing the grid or area representation for multiplication.

The article offers the author's insights on the importance of multiplicative thinking to primary students such as motivation and development of the ability to connect several concepts. Topics mentioned include the advantage of multiplicative thinking to mathematics education, the difference in the level of understanding of various students, and the need to learn the multiplication algorithm.

The article discusses the efforts and studies of three primary school teachers within their professional learning community regarding developing multiplicative thinking in students. Topics discussed include the impact of mathematical concepts taught by the primary school, suggestions for teachers on how to develop an action plan, and the development of mental computation strategies.

Background:Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge. Purpose:This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research. Sources of evidence:Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model. Main argument:It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments. Conclusions:In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. [ABSTRACT FROM PUBLISHER]

The article focuses on importance for students to make informed decisions about computation and need for developing a framework which can be helpful in assisting teachers to help students to make effective computational choices. It states need for teachers to be assisted to interpret the curriculum document. It mentions need for students to make decisions about operations and carrying them out before performing the operation and making sense of the answer.

The article discusses the significance of a combination of conceptual understanding and procedural fluency in developing multiplicative thinkers in the field of mathematics. Multiplicative thinking underpins important mathematical concepts and is characterized by an ability to recognise and solve a range of mathematical problems.

The article focuses on the importance of multiplicative thinking in the mathematical language to help students in making critical transition. It mentions that multiplicative thinking is an important stage in children's mathematical understanding. It mentions that multiplication and division are taught as separate entities in mathematics.

In January 2020, with support from the U.S. Department of Homeland Security (DHS), CDC instituted an enhanced entry risk assessment and management (screening) program for air passengers arriving from certain countries with widespread, sustained transmission of SARS-CoV-2, the virus that causes coronavirus disease 2019 (COVID-19). The objectives of the screening program were to reduce the importation of COVID-19 cases into the United States and slow subsequent spread within states. Screening aimed to identify travelers with COVID-19-like illness or who had a known exposure to a person with COVID-19 and separate them from others. Screening also aimed to inform all screened travelers about self-monitoring and other recommendations to prevent disease spread and obtain their contact information to share with public health authorities in destination states. CDC delegated postarrival management of crew members to airline occupational health programs by issuing joint guidance with the Federal Aviation Administration.* During January 17-September 13, 2020, a total of 766,044 travelers were screened, 298 (0.04%) of whom met criteria for public health assessment; 35 (0.005%) were tested for SARS-CoV-2, and nine (0.001%) had a positive test result. CDC shared contact information with states for approximately 68% of screened travelers because of data collection challenges and some states' opting out of receiving data. The low case detection rate of this resource-intensive program highlighted the need for fundamental change in the U.S. border health strategy. Because SARS-CoV-2 infection and transmission can occur in the absence of symptoms and because the symptoms of COVID-19 are nonspecific, symptom-based screening programs are ineffective for case detection. Since the screening program ended on September 14, 2020, efforts to reduce COVID-19 importation have focused on enhancing communications with travelers to promote recommended preventive measures, reinforcing mechanisms to refer overtly ill travelers to CDC, and enhancing public health response capacity at ports of entry. More efficient collection of contact information for international air passengers before arrival and real-time transfer of data to U.S. health departments would facilitate timely postarrival public health management, including contact tracing, when indicated. Incorporating health attestations, predeparture and postarrival testing, and a period of limited movement after higher-risk travel, might reduce risk for transmission during travel and translocation of SARS-CoV-2 between geographic areas and help guide more individualized postarrival recommendations. [ABSTRACT FROM AUTHOR]