Search

Team-based learning (TBL) is a proven teaching technique that has been employed in many disciplines and may improve performance of lower-performing students. However, much of the TBL literature involves graduate students in the health professions. The purpose of this study was to determine whether students in an undergraduate, introductory nutrition course instructed using TBL would have improved academic performance compared to students instructed in the same course taught using lecture plus other interactive learning strategies (Lecture+). There was no difference in academic outcomes between TBL and Lecture + students. While all students gave positive course evaluations, and the instructor enjoyed both methods of instruction, there were no differences in outcomes.

This study applies the Mathematics Acquisition Framework (MAF) (Bossé, Ringler, Bayaga, Fountain, & Young, 2018) to investigate fifth- through seventh-grade students' comprehension of fractions and decimals and examines how students build understanding of mathematical principles and concepts regarding fractions and decimals. Based on case studies and discourse analysis, the results revealed students in different stages of the MAF with some students employing informal/social language in their mathematical communication and others using formal/academic language. Additionally, mathematically erroneous student communication was more positively interpreted through the lens of the MAF, which interpreted student errors, misunderstandings, and miscommunications as natural components to learning.

In the context of an analytical geometry, this study considers the mathematical understanding and activity of seven students analyzed simultaneously through two knowledge frameworks: (1) the Van Hiele levels (Van Hiele, 1986, 1999) and register and domain knowledge (Hibert, 1988); and (2) three action frameworks: the SOLO taxonomy (Biggs, 1999; Biggs & Collis, 1982); syntactic and semantic elaborations (Kaput, 1987a, 1987b, 1989); and isomorphic, transcendent, and mixed connections (Adu-Gyamfi, Bossé, & Lynch-Davis, 2019). Along with producing a fuller analysis of student work and communication, the study found that for only the students with the lowest and highest scores regarding either their understanding or actions on the analytic geometry task might there be a predictive association between knowledge and action levels. For other students, a predictive association could not be determined. This may mean that the level of understanding a student possesses regarding a particular mathematical concept may not parallel the level of actions they use when working with an associated task.

While one branch of literature is replete with investigations of problem solving and another branch frequently investigates student use of dynamic mathematics environments (DMEs), most of the studies in both of these fields consider whether or not students can solve problems. Far fewer number of studies consider the cognitive processes associated during either problem-solving experiences or DME use and only a handful of studies consider cognitive processes associated with problem solving when working in a DME. This paper reports a novel approach to investigating, defining, and categorizing the cognitive processes used by students in mathematical problem-solving while working in a DME with examples found in student work. Using this approach, problem-solving is found to be nonlinear, iterative, and idiosyncratic. Insights gained by this analysis have both theoretical and practical applications in mathematics education.

Previous research has investigated the representational translation practices of high school students, high school teachers, and college preservice teachers in various mathematical contexts including linear functions. Findings from qualitative research has frequently led to new notions about participant work and understanding. Many quantitative research has investigated the degree to which some in these populations correctly perform these translations. However, it seems that only infrequently have empirical research investigated findings from qualitative studies and vice versa, and findings regarding one population are rarely compared with findings of another population. This study (a) empirically explores the frequency of success of preservice teachers (N = 80) regarding representational translations in the context of linear functions, (b) quantifies results from previous qualitative, literature-based research regarding high school students and teachers, and (c) quantitatively compares the results. This study demonstrates that some mathematical representational translations are more difficult than others.

This paper describes the genesis and purpose of our geometry methods course, focusing on a geometry-teaching technology we created using NVIDIA[R] Chameleon demonstration. This article presents examples from a sequence of lessons centered about a 3D computer graphics demonstration of the chameleon and its geometry. In addition, we present data addressing the tools' effectiveness at helping preservice teachers learning geometric concepts, as well as changing preservice teachers' perceptions and attitudes about geometry. (Contains 2 tables and 4 figures.)

Mongia, Radhika. Indian Migration and Empire: A Colonial Genealogy of the Modern State. Durham and London: Duke University Press, 2018. xi + 230 pages. Softcover, $24.95. Migration remains a controversial [...]

To investigate what factors are associated with food insecurity (FI) among freshman students and identify potential solutions. 73 freshman students. Cross-sectional, Internet survey-based study. Fisher's Exact tests examined factors associated with food security (FS); Cohen's Kappa assessed the agreement between FI scores and self-assessment; thematic analysis used Nvivo 12. FI was 54.2% among the diverse students (65% non-white). Factors associated with FS included mother with a college degree (p =.018); father employed full-time (p <.001); identifying one's family financial situation as better than others (p = <.001); not obtaining personal student loans (p = 0.022). Students with FI tended to overestimate their FS status. Suggested solutions for FI included: improved finances, improved food accessibility, improved cooking skills. Future interventions should target freshmen who obtain personal student loans or have parents with less than a college degree or unstable employment status. (148) [ABSTRACT FROM AUTHOR]

Inequities in dietary intake among Americans of lower SES, black race or Hispanic ethnicity, and those with disabilities affect nutritional health. Multi-level, health behaviour theory-based interventions may improve nutrition more than single interventions. Head Start to Healthy Lifestyles (HSHL) is a SNAP-Ed project using social ecological model (SEM) to promote healthy lifestyles among 460 Head Start families. Children improved fruit eaten (P=0.035). Parents increased MyPlate use for meal planning (P=0.001). Another theory-based YouTube intervention for 15 parents of children with obesity and autism improved self-efficacy (P=0.05) and nutrition knowledge (P=0.046). Theory-driven, multi-level interventions may help families make lasting lifestyle changes. [ABSTRACT FROM AUTHOR]

Assessment and instruction are interwoven in mathematically rich formative assessment tasks, so employing these tasks in the classrooms is an exciting and time-efficient opportunity. To provide a window into how these tasks work in the classroom, this article analyzes summaries of student work on such a task and considers several students' solution strategies to exhibit the usefulness of these tasks in assessment, learning, and teaching in the classroom. This article also provides some guidance on implementing these tasks in the classroom.

Teachers and students commonly use various concrete representations during mathematical instruction. These representations can be utilized to help students understand mathematical concepts and processes, increase flexibility of thinking, facilitate problem solving, and reduce anxiety while doing mathematics. Unfortunately, the manner in which some instructionally employ representations potentially leaves students confounded and mathematical ideas unlearned. From the perspective of representational determinism, this paper explores the appropriate uses and misuses of concrete representations in respect to integer operations.

Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop conceptual understanding. Herein, we integrate Boolean algebra, the functionalities of a dynamic mathematical environment, and different mathematical topics to demonstrate investigations associated with dynamic Boolean mathematics.