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Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

The article presents three activities that promote probabilistic thinking with middle school students in the U.S. Activity 1 uses experimental probability as students play the game of rock, paper, and scissors. In activity 2, a table and a tree diagram help students understand the theoretical probability behind the game. Activity 3 allows three people to play the game. The results of these activities can give teachers valuable insight into adapting these activities to fit their classroom needs.

Background: Teachers often rely on the use of open‐ended questions to assess students' conceptual understanding of assigned content. Particularly in the context of mathematics; teachers use these types of questions to gain insight into the processes and strategies adopted by students in solving mathematical problems beyond what is possible through more close‐ended problem types. While these types of problems are valuable to teachers, the variation in student responses to these questions makes it difficult, and time‐consuming, to evaluate and provide directed feedback. It is a well‐studied concept that feedback, both in terms of a numeric score but more importantly in the form of teacher‐authored comments, can help guide students as to how to improve, leading to increased learning. It is for this reason that teachers need better support not only for assessing students' work but also in providing meaningful and directed feedback to students. Objectives: In this paper, we seek to develop, evaluate, and examine machine learning models that support automated open response assessment and feedback. Methods: We build upon the prior research in the automatic assessment of student responses to open‐ended problems and introduce a novel approach that leverages student log data combined with machine learning and natural language processing methods. Utilizing sentence‐level semantic representations of student responses to open‐ended questions, we propose a collaborative filtering‐based approach to both predict student scores as well as recommend appropriate feedback messages for teachers to send to their students. Results and Conclusion: We find that our method outperforms previously published benchmarks across three different metrics for the task of predicting student performance. Through an error analysis, we identify several areas where future works may be able to improve upon our approach. Lay Description: What is already known about this topic: Open‐ended questions are used by teachers in the domain of mathematics to assess their students understanding but automated support for these types of questions are limited in online learning platforms. Recent advancements in areas of machine learning and natural language processing have led to promising results in a range of domains and applications. What this paper adds: Emulating how teachers identify similar student answers can be used to build tools that support teachers in assessing and providing feedback to student open‐ended work. Implications for practice: Developing better automated supports can increase the amount of direct feedback students receive to guide their learning. [ABSTRACT FROM AUTHOR]

Background: Providing students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of incorrect worked examples alone or in combination with correct examples remains unclear. Objectives: We aim to address whether studying incorrect examples alone or in combination with correct examples can support the reduction of students' fraction misconceptions, operationalized as errors made with high confidence. Methods: After incorrectly solving a sampling problem, 130 students in 4th through 11th grade in the U.S. were randomly assigned to a condition in an online problem set focused on fraction equivalence. Students studied either single‐type worked examples (i.e., correct or incorrect; n = 49) or combination‐type worked examples (correct and incorrect; n = 41) or engaged in a problem‐solving control (n = 50). Results: Studying a combination of correct and incorrect worked examples was as effective as the problem‐solving control with feedback at improving fraction equivalence knowledge and reducing the rate of high‐confidence errors. Students in both the combination condition and the problem‐solving with feedback condition outperformed those who studied either correct or incorrect worked examples alone. Conclusions: Results support the inclusion of a combination of correct and incorrect worked examples when teaching students with low prior content knowledge. Studying a combination of example types within an online tutor helps to reduce misconceptions about fractions, a topic students commonly struggle with. A problem‐solving task with corrective feedback worked equally well. Lay Description: What is already known about this topic: Studying worked examples of mathematical solutions improves student learning.Incorrect examples, either alone or in combination with correct examples, are particularly effective for improving learning for students with low prior knowledge in the target content.Comparing correct and incorrect examples is also effective at improving problem‐solving but this effect may be specific to those with high prior knowledge.Still unknown are the impacts of these different combinations of examples on misconceptions in particular. What this paper adds: We show that studying a combination of correct and incorrect examples reduces math misconceptions.Problem‐solving with corrective feedback within an online tutor also has this effect. Implications for practice and/or policy: Using a combination of example types will help reduce students' misconceptions about fractions. [ABSTRACT FROM AUTHOR]

Background: The sudden growth in online instruction due to COVID‐19 restrictions has given renewed urgency to questions about remote learning that have remained unresolved. Web‐based assessment software provides instructors an array of options for varying testing parameters, but the pedagogical impacts of some of these variations has yet to be examined. Objectives: The current study examines whether question order affects student performance on online college math assessments. Drawing on the literature of testing and math anxiety, we hypothesized that difficult questions near the beginning of an assessment would have a destructive effect on student confidence, which would in turn have a deleterious effect on their performance. Methods: We employed an observational 'big data' methodology, analysing 23,468 final exams completed by students in 10 different courses over eight semesters at a Math Emporium in a large technical university in the eastern United States. Students were freshmen and sophomores enrolled in non‐engineering math courses. We regressed the final score on the difficulty level of the first and second questions, controlling for several other factors. Results and Conclusions: We found that several factors—day of the week, amount of time before the deadline, number of minutes spent on the exam—have more of an impact on score than question order. This pattern was consistent across sexes. Takeaways: Our findings contradict some previous studies, which have found that difficult early questions degrade student performance, and that this affect is more pronounced in females. This work enriches our understanding of how students respond to online assessment. Lay Description: What is already known about this topic: Previous studies have had mixed results about the effect of question difficulty ordering on student performance.Furthermore, few studies have examined this issue for computer assessments. What this paper adds: We employ a novel methodology with a uniquely large data set.Our findings indicate that difficulty ordering has no effect on student performance. Implications for practice: Math instructors can use the random ordering feature of computer assessment generating tools because question order does not affect performance. [ABSTRACT FROM AUTHOR]

Mathematics Learning Support (MLS) has been widely available in Higher Education Institutions in the United States (US) for decades. However, until recently, there has been little research that considered the extent of provision. In this paper, we present the results of a survey of MLS with responses from 268 institutions across the US, which indicate that such support is well established across responding institutions. To place these results in context, we compare them to other recent international surveys of provision. We discuss what these findings mean and the collaborative opportunities that are available for US and international practitioners and researchers in this area. [ABSTRACT FROM AUTHOR]

Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]

Background: Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives: The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods: Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions: In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways: An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction. Lay Description: What is already known?: Ongoing debates on the impact of the pandemic on students' learning shape decisions regarding future reliance on the online medium for instruction. What this paper adds: The extant literature is mixed concerning performance in the face‐to‐face and online mediums, including particular domains of knowledge critical to STEM learning.This study focused on physics learning in an understudied population of STEM students who were unaccustomed to online instruction.Performance was higher online than face‐to‐face, but gender differences emerged. Implications for practice: Lessons learned focused on the flexibility of online learning and on the need to develop materials to enhance learning in males enrolled in face‐to‐face or hybrid/blended classes. [ABSTRACT FROM AUTHOR]

Sexual scientists typically default to appraising the reliability of their self-report measures by calculating one or more α coefficients. Despite the prolific use of α, few researchers understand how to situate and make sense of α within the psychometric theories used to develop the measures used in their research (e.g., latent variable theory) and many unknowingly violate the assumptions of α. In this paper, we describe the disconnect between α and latent variable theory and the subsequent restrictive assumptions α makes. Simultaneously, we introduce an alternative metric of reliability—omega (ɷ)—that is compatible with latent variable theory. Subsequently, we provide a tutorial to walk readers through didactic examples on how to calculate ɷ metrics of reliability using the getOmega() function—a simple open-source function we created to automate the estimation of ɷ. We then introduce the Measurement of Sexuality and Intimacy Constructs (MoSaIC) project to provide insight into the state of reliability in sexuality science. We do this through contrasting α and ɷ estimates of reliability across seven sexuality measures, selected based on their emerging and pre-existing relevance and influence in the field of sexuality, in both a queer (LGBTQ+) sample (n = 545) and a United States' representative sample (n = 548). We finish our paper with pragmatic suggestions for editors, reviewers, and authors. By more deeply understanding one's options of reliability metrics, sexual scientists may carefully consider how they present and assess their measures' reliability, and ultimately help improve our science's replicability. [ABSTRACT FROM AUTHOR]

For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school‐based MS research; and (c) orientations of school‐based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p‐12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to include these new categories, as well as contextual descriptions and working definitions to support future research in more accurately and robustly capturing the ways in which MSs are investigated and reported on in research. [ABSTRACT FROM AUTHOR]

Objectives: A large body of research exists on families and their impact on children's developmental outcomes. Fewer studies examine family processes within different family structures and their impact on adolescents. This study extends prior work by evaluating associations between family structure (two biological parents, single-parent—mother only, and blended families with a step parent), family functioning (communication, cohesion and flexibility) and adolescents' logic and reasoning skills and math performance. Methods: A convenience sample of 269 African American adolescents was recruited from a university-based summer enrichment program. The sample was mostly female (63%), with a mean age of 16.34 years. Data were derived from the baseline assessment during which participants completed the Family Adaptability and Cohesion Evaluation Scales (FACES IV), a computer-administered test of cognitive skills, and a paper-based math performance test. Results: Families with different structures varied in their family functioning (Wilks' ʌ = 0.942, F(6, 496) = 2.486, p = 0.022, η2 = 0.835). Families differed on the dimensions of cohesion (F(2, 250) = 5.80, p = 0.003, η2 = 0.044), flexibility (F(2, 250) = 5.48, p = 0.005, η2 = 0.042) and communication (F(2, 250) = 5.80, p = 0.003, η2 = 0.047). Different dimensions of family functioning significantly predicted both logic and reasoning skills (F(7, 244) = 2.14, p = 0.040, R2 = 0.06) and math outcomes (F(7, 142) = 3.16, p = 0.004, R2 = 0.14). Conclusions: Families with different household structures differ in their functioning, including in their levels of cohesion, flexibility and communication. Family functioning is more important than family structure in predicting African American adolescents' reasoning skills and math performance. [ABSTRACT FROM AUTHOR]

Prophylactic interventions such as vaccine allocation are some of the most effective public health policy planning tools. The supply of vaccines, however, is limited and an important challenge is to optimally allocate the vaccines to minimize epidemic impact. This resource allocation question (which we refer to as VID) has multiple dimensions: when, where, to whom, etc. Most of the existing literature in this topic deals with the latter (to whom), proposing policies that prioritize individuals by age and disease risk. However, since seasonal influenza spread has a typical spatial trend, and due to the temporal constraints enforced by the availability schedule, the when and where problems become equally, if not more, relevant. In this paper, we study the VID problem in the context of seasonal influenza spread in the United States. We develop a national scale metapopulation model for influenza that integrates both short and long distance human mobility, along with realistic data on vaccine uptake. We also design GA, a greedy algorithm for allocating the vaccine supply at the state level under temporal constraints and show that such a strategy improves over the current baseline of pro-rata allocation, and the improvement is more pronounced for higher vaccine efficacy and moderate flu season intensity. Further, the resulting strategy resembles a ring vaccination applied spatiallyacross the US. [ABSTRACT FROM AUTHOR]

In a recent paper Engle et al. (Commun Math Phys 354:231–246, 2017) showed that there is a unique state on the reduced holonomy–flux ∗ -algebra of homogeneous isotropic loop quantum cosmology, that is invariant under residual diffeomorphims. This result has been claimed to be true both for the Ashtekar–Bojowald–Lewandowski framework and for that introduced by the present author. Unfortunately, the uniqueness proof relies on an incorrect argument which spoils the second case. In our short note, we are going to patch this issue, this way keeping the nice uniqueness result in both cases. Moreover, we will even extend the underlying operator algebraic statements as this might help later for studying higher-dimensional models. [ABSTRACT FROM AUTHOR]

• We examine the relationship between teacher meanings and conventions. • Teachers often do not dissociate conventions from logico-mathematical operations. • We provide implications for teaching in relation to conventions of graphing. In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals' meanings for graphs and related topics. Specifically, we draw on data from pre-service (PST) and in-service (IST) teachers to characterize such relationships. We use PSTs' responses during clinical interviews to illustrate three themes: (a) some PSTs' responses implied practices we perceive to be conventions of U.S. school mathematics were instead inherent aspects of PSTs' meanings; (b) some PSTs' responses implied they understood certain practices in U.S. school mathematics as customary choices not necessary to represent particular mathematical ideas; and (c) some PSTs' responses exhibited what we or they perceived to be contradictory actions and claims. We then compare our PST findings to data collected with ISTs. [ABSTRACT FROM AUTHOR]

The ability to produce timely and accurate flu forecasts in the United States can significantly impact public health. Augmenting forecasts with internet data has shown promise for improving forecast accuracy and timeliness in controlled settings, but results in practice are less convincing, as models augmented with internet data have not consistently outperformed models without internet data. In this paper, we perform a controlled experiment, taking into account data backfill, to improve clarity on the benefits and limitations of augmenting an already good flu forecasting model with internet-based nowcasts. Our results show that a good flu forecasting model can benefit from the augmentation of internet-based nowcasts in practice for all considered public health-relevant forecasting targets. The degree of forecast improvement due to nowcasting, however, is uneven across forecasting targets, with short-term forecasting targets seeing the largest improvements and seasonal targets such as the peak timing and intensity seeing relatively marginal improvements. The uneven forecasting improvements across targets hold even when “perfect” nowcasts are used. These findings suggest that further improvements to flu forecasting, particularly seasonal targets, will need to derive from other, non-nowcasting approaches. [ABSTRACT FROM AUTHOR]

The number of students who leave U.S. schools mathematically underprepared has prompted widespread concern. Low achieving students, many of whom have been turned off mathematics, are often placed in low tracks and given remedial, skills-oriented work. This study examines a different approach wherein heterogeneous groups of students were given responsibility and agency and asked to engage in a range of mathematical practices collaboratively. The teaching intervention, which was introduced in the first paper, took place as part of a summer class on algebra, and it gave students the opportunity to participate with mathematics in changed ways. This paper will report evidence that the vast majority responded with increased engagement, achievement, and enjoyment. The students chose collaboration and agency as critical to their improved relationships with mathematics. [ABSTRACT FROM AUTHOR]

Objectives: As gentrification continues in New York City as well as other urban areas, residents of lower socioeconomic status maybe at higher risk for residential displacement. Yet, there have been few quantitative assessments of the health impacts of displacement. The objective of this paper is to assess the association between displacement and healthcare access and mental health among the original residents of gentrifying neighborhoods in New York City. Methods: We used 2 data sources: 1) 2005–2014 American Community Surveys to identify gentrifying neighborhoods in New York City, and 2) 2006–2014 Statewide Planning and Research Cooperative System. Our cohort included 12,882 residents of gentrifying neighborhoods in 2006 who had records of emergency department visits or hospitalization at least once every 2 years in 2006–2014. Rates of emergency department visits and hospitalizations post-baseline were compared between residents who were displaced and those who remained. Results: During 2006–2014, 23% were displaced. Compared with those who remained, displaced residents were more likely to make emergency department visits and experience hospitalizations, mainly due to mental health (Rate Ratio = 1.8, 95% confidence interval = 1.5, 2.2), after controlling for baseline demographics, health status, healthcare utilization, residential movement, and the neighborhood of residence in 2006. Conclusions: These findings suggest negative impacts of displacement on healthcare access and mental health, particularly among adults living in urban areas and with a history of frequent emergency department visits or hospitalizations. [ABSTRACT FROM AUTHOR]

Constraints arise naturally in many scientific experiments/studies such as in, epidemiology, biology, toxicology, etc. and often researchers ignore such information when analyzing their data and use standard methods such as the analysis of variance (ANOVA). Such methods may not only result in a loss of power and efficiency in costs of experimentation but also may result poor interpretation of the data. In this paper we discuss constrained statistical inference in the context of linear mixed effects models that arise naturally in many applications, such as in repeated measurements designs, familial studies and others. We introduce a novel methodology that is broadly applicable for a variety of constraints on the parameters. Since in many applications sample sizes are small and/or the data are not necessarily normally distributed and furthermore error variances need not be homoscedastic (i.e. heterogeneity in the data) we use an empirical best linear unbiased predictor (EBLUP) type residual based bootstrap methodology for deriving critical values of the proposed test. Our simulation studies suggest that the proposed procedure maintains the desired nominal Type I error while competing well with other tests in terms of power. We illustrate the proposed methodology by re-analyzing a clinical trial data on blood mercury level. The methodology introduced in this paper can be easily extended to other settings such as nonlinear and generalized regression models. [ABSTRACT FROM AUTHOR]

The social functions of urbanized areas are highly dependent on and supported by the convenient access to public transportation systems, particularly for the less privileged populations who have restrained auto ownership. To accurately evaluate the public transit accessibility, it is critical to capture the spatiotemporal variation of transit services. This can be achieved by measuring the shortest paths or minimum travel time between origin-destination (OD) pairs at each time-of-day (e.g. every minute). In recent years, General Transit Feed Specification (GTFS) data has been gaining popularity for between-station travel time estimation due to its interoperability in spatiotemporal analytics. Many software packages, such as ArcGIS, have developed toolbox to enable the travel time estimation with GTFS. They perform reasonably well in calculating travel time between OD pairs for a specific time-of-day (e.g. 8:00 AM), yet can become computational inefficient and unpractical with the increase of data dimensions (e.g. all times-of-day and large network). In this paper, we introduce a new algorithm that is computationally elegant and mathematically efficient to address this issue. An open-source toolbox written in C++ is developed to implement the algorithm. We implemented the algorithm on City of St. George’s transit network to showcase the accessibility analysis enabled by the toolbox. The experimental evidence shows significant reduction on computational time. The proposed algorithm and toolbox presented is easily transferable to other transit networks to allow transit agencies and researchers perform high resolution transit performance analysis. [ABSTRACT FROM AUTHOR]

Background: Zika virus transmission dynamics in urban environments follow a complex spatiotemporal pattern that appears unpredictable and barely related to high mosquito density areas. In this context, human activity patterns likely have a major role in Zika transmission dynamics. This paper examines the effect of host variability in the amount of time spent outdoors on Zika epidemiology in an urban environment. Methodology/Principal findings: First, we performed a survey on time spent outdoors by residents of Miami-Dade County, Florida. Second, we analyzed both the survey and previously published national data on outdoors time in the U.S. to provide estimates of the distribution of the time spent outdoors. Third, we performed a computational modeling evaluation of Zika transmission dynamics, based on the time spent outdoors by each person. Our analysis reveals a strong heterogeneity of the host population in terms of time spent outdoors–data are well captured by skewed gamma distributions. Our model-based evaluation shows that in a heterogeneous population, Zika would cause a lower number of infections than in a more homogenous host population (up to 4-fold differences), but, at the same time, the epidemic would spread much faster. We estimated that in highly heterogeneous host populations the timing of the implementation of vector control measures is the major factor for limiting the number of Zika infections. Conclusions/Significance: Our findings highlight the need of considering host variability in exposure time for managing mosquito-borne infections and call for the revision of the triggers for vector control strategies, which should integrate mosquito density data and human outdoor activity patterns in specific areas. [ABSTRACT FROM AUTHOR]

This paper forecasts the 2016 canine Anaplasma spp. seroprevalence in the United States from eight climate, geographic and societal factors. The forecast’s construction and an assessment of its performance are described. The forecast is based on a spatial-temporal conditional autoregressive model fitted to over 11 million Anaplasma spp. seroprevalence test results for dogs conducted in the 48 contiguous United States during 2011–2015. The forecast uses county-level data on eight predictive factors, including annual temperature, precipitation, relative humidity, county elevation, forestation coverage, surface water coverage, population density and median household income. Non-static factors are extrapolated into the forthcoming year with various statistical methods. The fitted model and factor extrapolations are used to estimate next year’s regional prevalence. The correlation between the observed and model-estimated county-by-county Anaplasma spp. seroprevalence for the five-year period 2011–2015 is 0.902, demonstrating reasonable model accuracy. The weighted correlation (accounting for different sample sizes) between 2015 observed and forecasted county-by-county Anaplasma spp. seroprevalence is 0.987, exhibiting that the proposed approach can be used to accurately forecast Anaplasma spp. seroprevalence. The forecast presented herein can a priori alert veterinarians to areas expected to see Anaplasma spp. seroprevalence beyond the accepted endemic range. The proposed methods may prove useful for forecasting other diseases. [ABSTRACT FROM AUTHOR]

Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians. [ABSTRACT FROM PUBLISHER]

In this paper, we extend some usual techniques of classification resulting from a large-scale data-mining and network approach. This new technology, which in particular is designed to be suitable to big data, is used to construct an open consolidated database from raw data on 4 million patents taken from the US patent office from 1976 onward. To build the pattern network, not only do we look at each patent title, but we also examine their full abstract and extract the relevant keywords accordingly. We refer to this classification as semantic approach in contrast with the more common technological approach which consists in taking the topology when considering US Patent office technological classes. Moreover, we document that both approaches have highly different topological measures and strong statistical evidence that they feature a different model. This suggests that our method is a useful tool to extract endogenous information. [ABSTRACT FROM AUTHOR]

This paper introduces a bibliometric, citation network-based method for assessing the social validation of novel research, and applies this method to the development of high-throughput toxicology research at the US Environmental Protection Agency. Social validation refers to the acceptance of novel research methods by a relevant scientific community; it is formally independent of the technical validation of methods, and is frequently studied in history, philosophy, and social studies of science using qualitative methods. The quantitative methods introduced here find that high-throughput toxicology methods are spread throughout a large and well-connected research community, which suggests high social validation. Further assessment of social validation involving mixed qualitative and quantitative methods are discussed in the conclusion. [ABSTRACT FROM AUTHOR]

Background/Context: The theoretical framework of the paper comes from research on problem solving, considered by many to be the essence of mathematics; research on the importance of oral language in learning mathematics; and on the importance of the teacher as the primary instrument of learning mathematics for most students. As a nation, we are not doing well enough in teaching our students mathematics, and need to look to new perspectives about why this is happening. Purpose: This paper looks at a promising tool for enabling students who are not skilled readers to approach problem solving tasks. But in sharing its usefulness with teachers in professional development, the instrument uncovered specific and serious gaps in teacher content knowledge. Group discussion, using the protocol helped to clarify some of those gaps. Setting: All three problem-probing sessions occurred during professional development activities for New York City Public School mathematics teacher leaders. The facilitator was Academic Director of a New Visions for Public Schools' Middle School Mathematics Standards project, (MS)2, funded by. NSF. The sessions were part of a variety of ongoing professional development activities, and occurred during the third year of a five year study. Therefore, the 12 to 20 participants of each session, though different from each other, all knew the facilitator. Research Design: The research design was qualitative. Teachers were presented with a written problem and directed not to solve it. The discourse that followed flowed of its own accord, with participants speaking as they thought and responded to the facilitator and/or the other participants. Records of speakers' words were transcribed in one case hand, and in two other cases by audio tapes. The discourse was then analyzed by the researcher from two perspectives: what mathematical misconceptions mere revealed and how the talk helped to clarify them. Conclusions/recommendations: From preliminary, explorations, the protocol seems an accessible and effective instrument for decoding and analyzing mathematics word problems by teachers who were not able to approach such tasks before. Also suggested was its potential value as an assessment instrument for teachers' content knowledge. Further study is needed to determine what kinds of in-class supports teachers need to internalize the process and use this instrument on a regular basis with their students. Background/Context: A of the literature demonstrates that schools are frequently called upon to improve, by developing high levels of teacher collaboration. At the same time, there a paucity of research investigating the extent to which teachers' collaborative school improvement practices are related to student achievement. Purpose: The purpose of study to was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement. Setting: The data for this study were drawn from students and teachers in a large urban school district located in the midwestern United States. Population: The population for this study came from the elementary schools in one large midwestern school district. Survey data were drawn from a sample of 47 elementary schools with 452 teachers and 2,536 fourth-grade students. Research Design: Hierarchical linear modeling (HLM) was the primary analytic method. Survey data were collected approximately 2 months before students took the mandatory state assessments, which provided the scale scores that served as dependent variables in this research. HLM accounted for the nested nature of the data (students nested in schools).… [ABSTRACT FROM AUTHOR]

Though national standards emphasize the importance of connections between math and science, few empirical studies exist to support the notion that student achievement increases from such integration. This paper examines an eighth-grade science class that integrated mathematics into science through the use of technology. In a setting of action research, the effects of such integration were examined. This paper reports that integrating mathematics into the science class positively affected students' achievement in their math class and describes the circumstances under which the integration occurred. [ABSTRACT FROM AUTHOR]

How did post-socialist transition and a parallel shift in international labor division restructure regional innovation systems in Central and Eastern Europe? This question is increasingly important, because current EU innovation policy is combined with regional development in Smart Specialization Strategies; however, spatial trends of innovation in Central and Eastern Europe are not fully understood which might lead to less than perfectly efficient policy. In this paper we describe the spatial dynamics of inventor activity in the Czech Republic, Hungary, Poland and Slovakia between 1981 and 2010 –a period that covers both the late socialist era and the post-socialist transition. Cleaning and analyzing the publicly available data from the United States Patent and Trademark Office we illustrate that Central and Eastern European patents made in international co-operations with partners outside the region receive more citations than those Central and Eastern European patents that lack international co-operation. Furthermore, the technological portfolio of the former patents has become increasingly independent from the technological portfolio of the latter class. A town-level analysis of the applicant-inventor ties reveals that inventors have started to work for foreign assignees in those towns where no innovation activity had been recorded before. However, the positive effect does not last long and patenting seems to be only periodic in the majority of these towns. Therefore, innovation policy in Central and Eastern European countries, as well as in other less developed regions, shall foster synergies between international and domestic collaborations in order to decrease regional disparities in patenting. [ABSTRACT FROM AUTHOR]

Background: Policies designed to restrict marketing, access to, and public use of electronic cigarettes (e-cigarettes) are increasingly under debate in various jurisdictions in the US. Little is known about public perceptions of these policies and factors that predict their support or opposition. Methods: Using a sample of US adults from Amazon Mechanical Turk in May 2015, this paper identifies beliefs about the benefits and costs of regulating e-cigarettes and identifies which of these beliefs predict support for e-cigarette restricting policies. Results: A higher proportion of respondents agreed with 8 different reasons to regulate e-cigarettes (48.5% to 83.3% agreement) versus 7 reasons not to regulate e-cigarettes (11.5% to 18.9%). The majority of participants agreed with 7 out of 8 reasons for regulation. When all reasons to regulate or not were included in a final multivariable model, beliefs about protecting people from secondhand vapor and protecting youth from trying e-cigarettes significantly predicted stronger support for e-cigarette restricting policies, whereas concern about government intrusion into individual choices was associated with reduced support. Discussion: This research identifies key beliefs that may underlie public support or opposition to policies designed to regulate the marketing and use of e-cigarettes. Advocates on both sides of the issue may find this research valuable in developing strategic campaigns related to the issue. Implications: Specific beliefs of potential benefits and costs of e-cigarette regulation (protecting youth, preventing exposure to secondhand vapor, and government intrusion into individual choices) may be effectively deployed by policy makers or health advocates in communicating with the public. [ABSTRACT FROM AUTHOR]

The goal of this paper is to estimate peer influence in video gaming time among adolescents. Using a nationally representative sample of the U.S. school-aged adolescents in 2009–2010, we estimate a structural model that accounts for the potential biases in the estimate of the peer effect. Our peer group is exogenously assigned and includes one year older adolescents in the same school grade as the respondent. The peer measure is based on peers’ own reports of video gaming time. We find that an additional one hour of playing video games per week by older grade-mates results in .47 hours increase in video gaming time by male responders. We do not find significant peer effect among female responders. Effective policies aimed at influencing the time that adolescents spend video gaming should take these findings into account. [ABSTRACT FROM AUTHOR]

The spatial distribution of income shapes the structure and organisation of cities and its understanding has broad societal implications. Despite an abundant literature, many issues remain unclear. In particular, all definitions of segregation are implicitely tied to a single indicator, usually rely on an ambiguous definition of income classes, without any consensus on how to define neighbourhoods and to deal with the polycentric organization of large cities. In this paper, we address all these questions within a unique conceptual framework. We avoid the challenge of providing a direct definition of segregation and instead start from a definition of what segregation is not. This naturally leads to the measure of representation that is able to identify locations where categories are over- or underrepresented. From there, we provide a new measure of exposure that discriminates between situations where categories co-locate or repel one another. We then use this feature to provide an unambiguous, parameter-free method to find meaningful breaks in the income distribution, thus defining classes. Applied to the 2014 American Community Survey, we find 3 emerging classes—low, middle and higher income—out of the original 16 income categories. The higher-income households are proportionally more present in larger cities, while lower-income households are not, invalidating the idea of an increased social polarisation. Finally, using the density—and not the distance to a center which is meaningless in polycentric cities—we find that the richer class is overrepresented in high density zones, especially for larger cities. This suggests that density is a relevant factor for understanding the income structure of cities and might explain some of the differences observed between US and European cities. [ABSTRACT FROM AUTHOR]

The “fetal origins” hypothesis suggests that fetal conditions not only affect birth characteristics such as birth weight and gestational age, but also have lifelong health implications. Despite widespread interest in this hypothesis, few methodological advances have been proposed to improve the measurement and modeling of fetal conditions. A Statistics in Medicine paper by Bollen, Noble, and Adair examined favorable fetal growth conditions (FFGC) as a latent variable. Their study of Filipino children from Cebu provided evidence consistent with treating FFGC as a latent variable that largely mediates the effects of mother’s characteristics on birth weight, birth length, and gestational age. This innovative method may have widespread utility, but only if the model applies equally well across diverse settings. Our study assesses whether the FFGC model of Cebu replicates and generalizes to a very different population of children from North Carolina (N = 705) and Pennsylvania (N = 494). Using a series of structural equation models, we find that key features of the Cebu analysis replicate and generalize while we also highlight differences between these studies. Our results support treating fetal conditions as a latent variable when researchers test the fetal origins hypothesis. In addition to contributing to the substantive literature on measuring fetal conditions, we also discuss the meaning and challenges involved in replicating prior research. [ABSTRACT FROM AUTHOR]

HIV incidence estimates are used to monitor HIV-1 infection in the United States. Use of laboratory biomarkers that distinguish recent from longstanding infection to quantify HIV incidence rely on having accurate knowledge of the average time that individuals spend in a transient state of recent infection between seroconversion and reaching a specified biomarker cutoff value. This paper describes five estimation procedures from two general statistical approaches, a survival time approach and an approach that fits binomial models of the probability of being classified as recently infected, as a function of time since seroconversion. We compare these procedures for estimating the mean duration of recent infection (MDRI) for two biomarkers used by the U.S. National HIV Surveillance System for determination of HIV incidence, the Aware BED EIA HIV-1 incidence test (BED) and the avidity-based, modified Bio-Rad HIV-1/HIV-2 plus O ELISA (BRAI) assay. Collectively, 953 specimens from 220 HIV-1 subtype B seroconverters, taken from 5 cohorts, were tested with a biomarker assay. Estimates of MDRI using the non-parametric survival approach were 198.4 days (SD 13.0) for BED and 239.6 days (SD 13.9) for BRAI using cutoff values of 0.8 normalized optical density and 30%, respectively. The probability of remaining in the recent state as a function of time since seroconversion, based upon this revised statistical approach, can be applied in the calculation of annual incidence in the United States. [ABSTRACT FROM AUTHOR]

This paper examines the relationship of the policies and practices employed by 3 high school reform models – Early College High Schools, Redesigned High Schools, and High Schools That Work – with student success in college preparatory mathematics courses by the end of the 10th grade. Data on policies and practices collected through a survey of school principals in North Carolina are combined with administrative data on student course-taking and performance. The examined policies include course-taking requirements, rigorous instruction, academic support, personalization, and relevance. Results show that implementation of these policies varies across models and that higher levels of implementation of combinations of these policies are associated with improved outcomes. [ABSTRACT FROM PUBLISHER]

In this paper we analyse drawings made by students from the U.S. and Finland when asked to draw their mathematics class. This activity was given to students from 8 classes (n= 131, 9–10 years old) in Finland and 5 classes (n= 94, 8–9 years old) in the U.S. Two separate analyses were conducted: an a priori coding of all drawings and an in-depth analysis of 3 drawings from each country. The coding of drawings focused on students' conceptions about communication and teaching in mathematics. The in-depth analyses captured additional aspects of the class. The results show that the U.S. students have greater self-confidence with respect to knowing/learning mathematics than their Finnish counterparts. In addition, U.S. comments during class were more related to the lesson (teaching), and their teachers gave more feedback. However, little meaningful differences in the overall communication patterns in the Finnish and U.S. classrooms were found. [ABSTRACT FROM PUBLISHER]

Atherosclerosis, the leading death in the United State, is a disease in which a plaque builds up inside the arteries. As the plaque continues to grow, the shear force of the blood flow through the decreasing cross section of the lumen increases. This force may eventually cause rupture of the plaque, resulting in the formation of thrombus, and possibly heart attack. It has long been recognized that the formation of a plaque relates to the cholesterol concentration in the blood. For example, individuals with LDL above 190 mg/dL and HDL below 40 mg/dL are at high risk, while individuals with LDL below 100 mg/dL and HDL above 50 mg/dL are at no risk. In this paper, we developed a mathematical model of the formation of a plaque, which includes the following key variables: LDL and HDL, free radicals and oxidized LDL, MMP and TIMP, cytockines: MCP-1, IFN-γ, IL-12 and PDGF, and cells: macrophages, foam cells, T cells and smooth muscle cells. The model is given by a system of partial differential equations with in evolving plaque. Simulations of the model show how the combination of the concentrations of LDL and HDL in the blood determine whether a plaque will grow or disappear. More precisely, we create a map, showing the risk of plaque development for any pair of values (LDL,HDL). [ABSTRACT FROM AUTHOR]

There is general agreement in Australia and beyond that quantitative skills (QS) in science, the ability to use mathematics and statistics in context, are important for science. QS in the life sciences are becoming ever more important as these sciences become more quantitative. Consequently, undergraduates studying the life sciences require better QS than at any time in the past. Ways in which mathematics and science academics are working together to build the QS of their undergraduate science students, together with the mathematics and statistics needed or desired in a science degree, are reported on in this paper. The emphasis is on the life sciences. Forty-eight academics from eleven Australian and two USA universities were interviewed about QS in science. Information is presented on: what QS academics want in their undergraduate science students; who is teaching QS; how mathematics and science departments work together to build QS in science and implications for building the QS of science students. This information leads to suggestions for improvement in QS within a science curriculum. [ABSTRACT FROM PUBLISHER]

The objectives of this paper are to predict life years lost associated with obesity-related diseases (ORDs) for U.S. non-smoking adults, and to examine the relationship between those ORDs and mortality. Data from the National Health Interview Survey, 1997–2000, were used. We employed mixed proportional hazard models to estimate the association between those ORDs and mortality and used simulations to project life years lost associated with the ORDs. We found that obesity-attributable comorbidities are associated with large decreases in life years and increases in mortality rates. The life years lost associated with ORDs is more marked for younger adults than older adults, for blacks than whites, for males than females, and for the more obese than the less obese. Using U.S. non-smoking adults aged 40 to 49 years as an example to illustrate percentage of the life years lost associated with ORDs, we found that the mean life years lost associated with ORDs for U.S. non-smoking black males aged 40 to 49 years with a body mass index above 40 kg/m2 was 5.43 years, which translates to a 7.5% reduction in total life years. White males of the same age range and same degree of obesity lost 5.23 life years on average – a 6.8% reduction in total life years, followed by black females (5.04 years, a 6.5% reduction in life years), and white females (4.7 years, a 5.8% reduction in life years). Overall, ORDs increased chances of dying and lessened life years by 0.2 to 11.7 years depending on gender, race, BMI classification, and age. [ABSTRACT FROM AUTHOR]

The focus of this paper is on detailing the decisions made when we created, implemented and studied a mathematics professional development (PD) program in low-performing, urban schools. Our program held many characteristics espoused by researchers as critical for effectiveness. We begin by reviewing the characteristics of quality PD programs that guided our work. For each, we detail our interpretation and how that interpretation played out in the design and implementation of the PD. We also evaluate our level of success with respect to using that characteristic to positively impact teachers' learning experiences and, where possible, the subsequent learning experiences of their students. We close with suggestions for the development of PD programs. [ABSTRACT FROM AUTHOR]

The American government set new standards mandating States to demonstrate adequate yearly progress for all students with the inception of the No Child Left Behind Act. To be eligible for the more recent Race to the Top funds, states must show, in part, a commitment to "building data systems that measure student growth and success, and inform teachers and principals how to improve instruction" (DOE, 2009, p.2). This sweeping education reform focuses on the need for formative data collection systems. Many states are meeting this challenge by implementing a Responsiveness to Intervention (RtI) model. As such, the demand for effective progress monitoring systems and powerful instructional interventions has never been greater. This paper illustrates how a multi-level assessment system assessment aligns annual normative measures with daily frequency building practice and curriculum-based measurement probes within an RtI framework to drive academic outcomes. [ABSTRACT FROM AUTHOR]

This paper generalizes Benders decomposition to maximize a nonconcave objective function and uses that decomposition to solve an "electric power grid interdiction problem." Under one empirically verified assumption, the solution to this bilevel optimization problem identifies a set of components, limited by cardinality or "interdiction resource," whose destruction maximizes economic losses to customers (and can thereby guide defensive measures). The decomposition subproblem typically incorporates a set of dc optimal power-flow models that cover various states of repair after an attack, along with a load-duration curve. Test problems describe a regional power grid in the United States with approximately 5000 buses, 6000 lines, and 500 generators. Solution time on a 2-GHz personal computer is approximately one hour. [ABSTRACT FROM AUTHOR]

A biography of professor Glenn F. Webb in the U.S. is presented. Webb was born in Cleveland, Ohio. He studied chemical engineering at the Georgia Institute of Technology, however, decided to took up mathematics where he enrolled graduate studies at Emory University. Webb has written several papers related to mathematics, including sine and cosine operators, infinite dimensional systems and mathematical biology.

Abstract: This paper presents a graphical procedure for analyzing a trisector – a mechanism used for trisecting an arbitrary acute angle. The trisector employed was a working model designed and built for this purpose. The procedure, when applied to the mechanism at the 60° angle, which has been proven to be not trisectable as well as the 45° angle for benchmarking (since this angle is known to be trisectable), produced results that compared remarkably in both precision and accuracy. For example, in both cases, the trisection angles found were 20.00000°, and 15.00000°, respectively, as determined by The Geometer’s Sketch Pad software. Considering the degree of accuracy of these results (i.e. five decimal places) and the fact that it represents the highest level of precision attainable by the software, it is felt that the achievement is noteworthy, notwithstanding the theoretical proofs of Wantzel, Dudley, and others [Underwood Dudley, A Budget of Trisections, Springer-Verlag, New York, 1987; Clarence E. Hall, The equilateral triangle, Engineering Design Graphics Journal 57 (2) (1993); Howard Eves, An Introduction to The History of Mathematics, sixth ed., Saunders College Publishing, Fort Worth, 1990; Henrich Tietze, Famous Problems of Mathematics, Graylock Press, New York, 1965]. [Copyright &y& Elsevier]

In recent years, US curriculum policy has emphasized standards‐based conceptions of curricula in mathematics and science. This paper explores the data from the Third International Mathematics and Science Study (TIMSS) to argue that the presence of content standards is not sufficient to guarantee curricula that lead to high‐quality instruction and achievement. An examination of the content topics covered in each grade of a group of six of the highest‐achieving TIMSS countries in mathematics and science shows a pattern in which new topics are gradually introduced, are a part of instruction for a few grades, and then often leave the curriculum as separate topics. This contrasts sharply with mapping of topics in the various US national standards in mathematics and science. Topics enter and linger, so that each grade typically devotes instructional attention to many more topics than is typical of the six high‐achieving countries; in addition, each topic stays in the curriculum for more grades than in the high‐achieving countries. An examination of mathematics and science content standards from 21 states and 50 districts in the US shows a pattern more like that of the US national standards than those of the high‐achieving TIMSS countries. While content standards have become integral to US curriculum development and reform, they have yet to reflect the coherence that is typical of countries that achieved significantly better than the US in the TIMSS study. [ABSTRACT FROM AUTHOR]

Abstract: This paper proposes one potential explanation for 100 years of rising population mean IQ in the United States associated with historical changes in access to schooling and educational practice. A neurodevelopmental-schooling hypothesis is forwarded based on evidence of growth in the population''s access to schooling early in the last century and the increasing cognitive demands of mathematical curricula from mid-century onward. The fact that these educational changes have been widespread, affect individuals early in the lifespan, and are uncorrelated with genetic propensity for IQ makes them particularly well suited to produce large environmentally driven gains in intelligence between generations in the face of high heritability for intelligence. Future directions for research that would test the neurodevelopment-schooling hypothesis are described. [Copyright &y& Elsevier]

Let (M,0T″) be a compact strongly pseudo convex CR structure with dimRM=2n-1. Then, in [Michigan Math. J. 50 (2002) 517–549], the construction of the versal family of CR structures is settled. The purpose of this paper is to introduce a canonical Kaehler metric for the parameter space of this versal family if the CR structure admits a normal vector field and a non-vanishing CR n-form with the condition H1(M,OM)=0 and where Z1 is introduced in [Compositio Math. 85 (1993) 57–85]. [Copyright &y& Elsevier]

This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples from this research to illustrate how this framework has helped us understand the process of learning to teach. [ABSTRACT FROM AUTHOR]

The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical theory (V.V. Davydov's mathematics program), and to illustrate the manner in which Davydov's program virtually obliterates the conceptual-procedural division that has fueled the current "math wars". Both constructivism and Davydov's approach emphasize the active character of students' acquisition of mathematical concepts. Constructivists, however, begin the instructional process from the children's pre-existent concepts while Vygotskians reorient it toward acquisition of what vygotsky defined as "scientific" rather than "spontaneous, everyday" concepts. A three-year study of the implementation of Davydov's elementary mathematics program in a school setting in the US found that the American children overcame the initial challenges of the program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of Davydov's program, which constitutes its major value and educational significance. [ABSTRACT FROM AUTHOR]

This article focuses on views of the author, who is the winner of 2003 Olin Palladium Award, on conducting research in the digital era. At the University of Pennsylvania, Philadelphia the author met Srinivasan Subramanian, called Srini for short, who has been his good friend ever since. When there was an equation to solve Srini would look at it, think a minute, and write down the solution. He was the mathematical wizard for students. They spend time for nearly three years, learned a lot from each other, wrote a few papers together, and consoled each other when the going got rough.

Three levels of prevention and intervention in the area of mathematics are addressed: (a) primary prevention focusing on universal design, (b) secondary prevention focusing on adaptations, and (c) tertiary prevention focusing on intensive and explicit contextualization of skills-based instruction. The purpose of this paper is to identify and discuss principles of prevention and intervention in the area of mathematics. First, we identify research-based principles associated with primary prevention. Second, we turn our attention to secondary prevention, with a focus on prereferral intervention. We identify principles that serve to differentiate primary and secondary prevention and specify instructional variables that are promising for use within a secondary prevention mode. Finally, we discuss intervention. We identify principles of effective intervention, which include individually referenced decision making, instructional intensity, and deliberate contextualization of skills-based instruction. [ABSTRACT FROM AUTHOR]

This paper reports selected findings from a study of number sense proficiency of students aged 8 to 14 years in Australia, Sweden, United States, and Taiwan. It comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Some implications for classrooms of the findings are then discussed. [ABSTRACT FROM AUTHOR]