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5. The Struggle for Algebra

Author

Ellerton, Nerida, Clements, M. A. Ken, Ellerton, Nerida F., Series Editor, Clements, M.A. (Ken), Series Editor, Ellerton, Nerida, and Clements, M. A. (Ken)

Published
2022
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10. The Scope of This Book

Author

Ellerton, Nerida, Clements, M. A. (Ken), Ellerton, Nerida F., Series Editor, Clements, M.A. (Ken), Series Editor, Ellerton, Nerida, and Clements, M. A. (Ken)

Published
2022
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12. The Argument from Matriculation Used by Proprietors of Victorian Secondary Schools around 1900

Author

Mathematics Education Research Group of Australasia, Clements, M. A., and Ellerton, Nerida F.

Abstract

In this paper, we analyse data from the University of Melbourne's Matriculation examinations around 1900. The analyses reveal that many schools cleverly developed and applied strategies so that their Matriculation results would appear to be more impressive than they really were. After "excellent" results had been achieved, the schools advertised their Matriculation "successes" in ways which suggested that the schools' "outstanding" results derived from high-class teaching. In this paper, we argue that these tactics generated artificially high "standards", and that throughout the twentieth century there was a tendency to try to maintain those standards.

Published
2017

13. Historical Perspectives on the Purposes of School Algebra

Author

Mathematics Education Research Group of Australasia, Ellerton, Nerida F., Kanbir, Sinan, and Clements, M. A.

Abstract

In this paper, we identify, from historical vantage points, the following six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalised arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modelling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. We conclude with brief commentary on the question whether school algebra is a unidimensional field of study.

Published
2017

14. Low-Dose Anti-Thymocyte Globulin (ATG) Preserves β-Cell Function and Improves HbA1c in New-Onset Type 1 Diabetes

Author

Haller, Michael J, Schatz, Desmond A, Skyler, Jay S, Krischer, Jeffrey P, Bundy, Brian N, Miller, Jessica L, Atkinson, Mark A, Becker, Dorothy J, Baidal, David, DiMeglio, Linda A, Gitelman, Stephen E, Goland, Robin, Gottlieb, Peter A, Herold, Kevan C, Marks, Jennifer B, Moran, Antoinette, Rodriguez, Henry, Russell, William, Wilson, Darrell M, Greenbaum, Carla J, Greenbaum, C, Atkinson, M, Baidal, D, Battaglia, M, Becker, D, Bingley, P, Bosi, E, Buckner, J, Clements, M, Colman, P, DiMeglio, L, Evans-Molina, C, Gitelman, S, Goland, R, Gottlieb, P, Herold, K, Knip, M, Krischer, J, Lernmark, A, Moore, W, Moran, A, Muir, A, Palmer, J, Peakman, M, Philipson, L, Raskin, P, Redondo, M, Rodriguez, H, Russell, W, Spain, L, Schatz, DA, Sosenko, J, Wherrett, D, Wilson, D, Winter, W, Ziegler, A, Anderson, M, Antinozzi, P, Benoist, C, Blum, J, Bourcier, K, Chase, P, Clare-Salzler, M, Clynes, R, Cowie, C, Eisenbarth, G, Fathman, CG, Grave, G, Harrison, L, Hering, B, Insel, R, Jordan, S, Kaufman, F, Kay, T, Kenyon, N, Klines, R, Lachin, J, Leschek, E, Mahon, J, Marks, JB, Monzavi, R, Nanto-Salonen, K, Nepom, G, Orban, T, Parkman, R, Pescovitz, M, Peyman, J, Pugliese, A, Ridge, J, Roep, B, Roncarolo, M, Savage, P, Simell, O, Sherwin, R, Siegelman, M, Skyler, JS, Steck, A, Thomas, J, Trucco, M, and Wagner, J

Subjects
Pediatric, Diabetes, Clinical Trials and Supportive Activities, Clinical Research, 6.1 Pharmaceuticals, Evaluation of treatments and therapeutic interventions, Metabolic and endocrine, Adolescent, Adult, Antilymphocyte Serum, C-Peptide, Child, Cytoprotection, Diabetes Mellitus, Type 1, Dose-Response Relationship, Drug, Double-Blind Method, Drug Therapy, Combination, Female, Glycated Hemoglobin, Granulocyte Colony-Stimulating Factor, Humans, Insulin-Secreting Cells, Male, Pilot Projects, Polyethylene Glycols, Recombinant Proteins, Young Adult, Type 1 Diabetes TrialNet ATG-GCSF Study Group
Abstract

ObjectiveA pilot study suggested that combination therapy with low-dose anti-thymocyte globulin (ATG) and pegylated granulocyte colony-stimulating factor (GCSF) preserves C-peptide in established type 1 diabetes (T1D) (duration 4 months to 2 years). We hypothesized that 1) low-dose ATG/GCSF or 2) low-dose ATG alone would slow the decline of β-cell function in patients with new-onset T1D (duration

Published
2018

25. Health Care Professional Experiences and Opinions on Depression and Suicide in People With Diabetes

Author

Majidi, S, Cohen, L, Holt, RIG, Clements, M, O'Neill, S, Renard, E, Tynan, D, Naranjo, D, Messer, LH, Klonoff, DC, Barnard-Kelly, K, Majidi, S, Cohen, L, Holt, RIG, Clements, M, O'Neill, S, Renard, E, Tynan, D, Naranjo, D, Messer, LH, Klonoff, DC, and Barnard-Kelly, K

Abstract

BACKGROUND: While glucometric benchmarking has been used to compare glucose management between institutions, the value of longitudinal intra-institution benchmarking to assess quality improvement changes is not established. METHODS: A prospective six-month observational study (October 2019-March 2020 inclusive) of inpatients with diabetes or newly detected hyperglycemia admitted to eight medical and surgical wards at the Royal Melbourne Hospital. Networked blood glucose (BG) meters were used to collect capillary BG levels. Outcomes were measures of glycemic control assessed by mean and threshold glucometric measures and comparison with published glucometric benchmarks. Intra-institution comparison was over the 2016-2020 period. RESULTS: In all, 620 admissions (588 unique individuals) met the inclusion criteria, contributing 15 164 BG results over 4023 admission-days. Compared with the 2016 cohort from the same institution, there was increased BG testing (3.8 [SD = 2.2) vs 3.3 [SD = 1.7] BG measurements per patient-day, P < .001), lower mean patient-day mean glucose (PDMG; 8.9 mmol/L [SD = 3.2] vs 9.5 mmol/L [SD = 3.3], P < .001), and reduced mean and threshold measures of hyperglycemia (P < .001 for all). Comparison with institutions across the United States revealed lower incidence of mean PDMG >13.9 or >16.7 mmol/L, and reduced hypoglycemia (<3.9, <2.8, and <2.2 mmol/L), when compared with published benchmarks from an earlier period (2009-2014). CONCLUSIONS: Comprehensive digital-based glucometric benchmarking confirmed institutional quality improvement changes were followed by reduced hyperglycemia and hypoglycemia in a five-year comparison. Longitudinal glucometric benchmarking enables evaluation and validation of changes to institutional diabetes care management practices.

Published
2024

26. Quantitative Analyses of Data

Author

Kanbir, Sinan, Clements, M. A. (Ken), Ellerton, Nerida F., Ellerton, Nerida F., Series editor, Clements, M.A. (Ken), Series editor, Kanbir, Sinan, and Clements, M. A. (Ken)

Published
2018
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27. Review of Pertinent Literature

Author

Kanbir, Sinan, Clements, M. A. (Ken), Ellerton, Nerida F., Ellerton, Nerida F., Series editor, Clements, M.A. (Ken), Series editor, Kanbir, Sinan, and Clements, M. A. (Ken)

Published
2018
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29. Research Design and Methodology

Author

Kanbir, Sinan, Clements, M. A. (Ken), Ellerton, Nerida F., Ellerton, Nerida F., Series editor, Clements, M.A. (Ken), Series editor, Kanbir, Sinan, and Clements, M. A. (Ken)

Published
2018
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46. MERGA 2012: Where We've Been, Where We Are, and Where We're Going

Author

Mathematics Education Research Group of Australasia and Clements, M. A.

Abstract

Why have an organisation like MERGA? This question will be addressed from past, present and future perspectives (1976, 2012, and 2025). One focus of the paper will be the need to improve mathematics curricula, and to improve the teaching and learning of mathematics, at all levels. I shall argue that we have not done enough to make sure that MERGA has delivered, is still delivering, and will continue to deliver the goods on such basic curriculum/teaching/learning issues. Part of the difficulty is that we researchers have not reached agreement on what we mean by "improvement". That is as much a political issue as anything else, of course, but the MERGA community needs to do more to make sure that the responsibility for defining what improvement means, and how it is assessed, is not in the wrong hands. A second focus of the paper will be some reflections on what the "A" in MERGA might represent. This Conference is being held in Singapore, and the challenge is for a wider vision of MERGA's role in Asia to be formulated and implemented.

Published
2012

47. Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms

Author

Mathematics Education Research Group of Australasia, Ellerton, Nerida F., Vaiyavutjamai, Pongchawee, and Clements, M. A.

Abstract

Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of "drawing out"--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks.

Published
2012

49. Effects of Classroom Instruction on Students' Understanding of Quadratic Equations

Author

Vaiyavutjamai, Pongchawee and Clements, M. A.

Abstract

Two hundred and thirty-one students in six Grade 9 classes in two government secondary schools located near Chiang Mai, Thailand, attempted to solve the same 18 quadratic equations before and after participating in 11 lessons on quadratic equations. Data from the students' written responses to the equations, together with data in the form of transcripts of 36 interviews with 18 interviewees (a high performer, a medium performer, and a low performer from each of the six classes), were analysed. Using a rubric for assessing students' understanding, the analysis revealed that at the post-teaching stage students improved their performance on quadratic equations and had a better understanding of associated concepts than they had at the pre-teaching stage. However, many were still confused about the concepts of a variable and of a "solution" to a quadratic equation. After the lessons, most students had acquired neither an instrumental nor a relational understanding of the mathematics associated with solving elementary quadratic equations. (Contains 8 tables and 2 figures.)

Published
2006

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