Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

OpenAIRE

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

Talking Math, Blogging Math

OpenAIRE

Mathews, Linda Marie

2009-01-01

Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

On planarity of compact, locally connected, metric spaces

DEFF Research Database (Denmark)

Richter, R. Bruce; Rooney, Brendan; Thomassen, Carsten

2011-01-01

Independently, Claytor [Ann. Math. 35 (1934), 809–835] and Thomassen [Combinatorica 24 (2004), 699–718] proved that a 2-connected, compact, locally connected metric space is homeomorphic to a subset of the sphere if and only if it does not contain K 5 or K 3;3. The “thumbtack space” consisting of...

Female teachers' math anxiety affects girls' math achievement.

Science.gov (United States)

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

Science.gov (United States)

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Directory of Open Access Journals (Sweden)

Ian M Lyons

Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

A fixed point theorem for uniformly locally contractive mappings in a C-chainable cone rectangular metric space

Directory of Open Access Journals (Sweden)

Bessem Samet

2011-09-01

Full Text Available Recently, Azam, Arshad and Beg [ Banach contraction principle on cone rectangular metric spaces, Appl. Anal. Discrete Math. 2009] introduced the notion of cone rectangular metric spaces by replacing the triangular inequality of a cone metric space by a rectangular inequality. In this paper, we introduce the notion of c-chainable cone rectangular metric space and we establish a fixed point theorem for uniformly locally contractive mappings in such spaces. An example is given to illustrate our obtained result.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

Science.gov (United States)

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Science.gov (United States)

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Directory of Open Access Journals (Sweden)

Elizabeth A Necka

2015-10-01

Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be

On the number of negative eigenvalues of the Laplacian on a metric graph

International Nuclear Information System (INIS)

Behrndt, Jussi; Luger, Annemarie

2010-01-01

The number of negative eigenvalues of self-adjoint Laplacians on metric graphs is calculated in terms of the boundary conditions and the underlying geometric structure. This extends and complements earlier results by Kostrykin and Schrader (2006 Contemp. Math. 415 201-25).

On the number of negative eigenvalues of the Laplacian on a metric graph

Energy Technology Data Exchange (ETDEWEB)

Behrndt, Jussi [Institut fuer Mathematik, MA 6-4, Technische Universitaet Berlin, Strasse des 17. Juni 136, 10623 Berlin (Germany); Luger, Annemarie, E-mail: behrndt@math.tu-berlin.d, E-mail: luger@maths.lth.s [Center for Mathematical Sciences, Lund Institute of Technology/Lund University, Box 118, SE-221 00 Lund (Sweden)

2010-11-26

The number of negative eigenvalues of self-adjoint Laplacians on metric graphs is calculated in terms of the boundary conditions and the underlying geometric structure. This extends and complements earlier results by Kostrykin and Schrader (2006 Contemp. Math. 415 201-25).

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

Science.gov (United States)

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

Common fixed point theorems for weakly compatible mappings in fuzzy metric spaces

Directory of Open Access Journals (Sweden)

Sunny Chauhan

2013-05-01

Full Text Available The aim of this paper is to prove a common fixed point theorem for a pair of weakly compatible mappings in fuzzy metric space by using the (CLRg property. An example is also furnished which demonstrates the validity of our main result. As an application to our main result, we present a fixed point theorem for two finite families of self mappings in fuzzy metric space by using the notion of pairwise commuting. Our results improve the results of Sedghi, Shobe and Aliouche [A common fixed point theorem for weakly compatible mappings in fuzzy metric spaces, Gen. Math. 18(3 (2010, 3-12 MR2735558].

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

Science.gov (United States)

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Common fixed point theorems for fuzzy mappings in metric space under φ-contraction condition

International Nuclear Information System (INIS)

Abu-Donia, H.M.

2007-01-01

Some common fixed point theorems for multi-valued mappings under φ-contraction condition have been studied by Rashwan [Rashwan RA, Ahmed MA. Fixed points for φ-contraction type multivalued mappings. J Indian Acad Math 1995;17(2):194-204]. Butnariu [Butnariu D. Fixed point for fuzzy mapping. Fuzzy Sets Syst 1982;7:191-207] and Helipern [Hilpern S. Fuzzy mapping and fixed point theorem. J Math Anal Appl 1981;83:566-9] also, discussed some fixed point theorems for fuzzy mappings in the category of metric spaces. In this paper, we discussed some common fixed point theorems for fuzzy mappings in metric space under φ-contraction condition. Our investigation are related to the fuzzy form of Hausdorff metric which is a basic tool for computing Hausdorff dimensions. These dimensions help in understanding ε ∞ -space [El-Naschie MS. On the unification of the fundamental forces and complex time in the ε ∞ -space. Chaos, Solitons and Fractals 2000;11:1149-62] and are used in high energy physics [El-Naschie MS. Wild topology hyperbolic geometry and fusion algebra of high energy particle physics. Chaos, Solitons and Fractals 2002;13:1935-45

Common fixed point theorems for fuzzy mappings in metric space under {phi}-contraction condition

Energy Technology Data Exchange (ETDEWEB)

Abu-Donia, H.M. [Department of Mathematics, Faculty of Science, Zagazig University, Zagazig (Egypt)

2007-10-15

Some common fixed point theorems for multi-valued mappings under {phi}-contraction condition have been studied by Rashwan [Rashwan RA, Ahmed MA. Fixed points for {phi}-contraction type multivalued mappings. J Indian Acad Math 1995;17(2):194-204]. Butnariu [Butnariu D. Fixed point for fuzzy mapping. Fuzzy Sets Syst 1982;7:191-207] and Helipern [Hilpern S. Fuzzy mapping and fixed point theorem. J Math Anal Appl 1981;83:566-9] also, discussed some fixed point theorems for fuzzy mappings in the category of metric spaces. In this paper, we discussed some common fixed point theorems for fuzzy mappings in metric space under {phi}-contraction condition. Our investigation are related to the fuzzy form of Hausdorff metric which is a basic tool for computing Hausdorff dimensions. These dimensions help in understanding {epsilon} {sup {infinity}}-space [El-Naschie MS. On the unification of the fundamental forces and complex time in the {epsilon} {sup {infinity}}-space. Chaos, Solitons and Fractals 2000;11:1149-62] and are used in high energy physics [El-Naschie MS. Wild topology hyperbolic geometry and fusion algebra of high energy particle physics. Chaos, Solitons and Fractals 2002;13:1935-45].

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

Science.gov (United States)

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

College Math Assessment: SAT Scores vs. College Math Placement Scores

Science.gov (United States)

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Taking Math Anxiety out of Math Instruction

Science.gov (United States)

Shields, Darla J.

2007-01-01

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

Science.gov (United States)

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

OpenAIRE

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individual...

The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

NARCIS (Netherlands)

Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

Math in Action. Hands-On, Minds-On Math.

Science.gov (United States)

Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

1998-01-01

Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Motivation and Math Anxiety for Ability Grouped College Math Students

Science.gov (United States)

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

When approximate number acuity predicts math performance: The moderating role of math anxiety

Science.gov (United States)

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Science.gov (United States)

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Directory of Open Access Journals (Sweden)

Emily J Braham

Full Text Available Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Measurement of math beliefs and their associations with math behaviors in college students.

Science.gov (United States)

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

OpenAIRE

Susan Sonnenschein; Claudia Galindo; Shari R. Metzger; Joy A. Thompson; Hui Chih Huang; Heather Lewis

2012-01-01

This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, ...

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

Science.gov (United States)

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

OpenAIRE

Krystle O'Leary; Cheryll L. Fitzpatrick; Darcy Hallett

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through...

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Science.gov (United States)

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

Science.gov (United States)

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Math Anxiety Is Related to Some, but Not All, Experiences with Math

Directory of Open Access Journals (Sweden)

Krystle O'Leary

2017-12-01

Full Text Available Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Evaluating structural pattern recognition for handwritten math via primitive label graphs

Science.gov (United States)

Zanibbi, Richard; Mouchère, Harold; Viard-Gaudin, Christian

2013-01-01

Currently, structural pattern recognizer evaluations compare graphs of detected structure to target structures (i.e. ground truth) using recognition rates, recall and precision for object segmentation, classification and relationships. In document recognition, these target objects (e.g. symbols) are frequently comprised of multiple primitives (e.g. connected components, or strokes for online handwritten data), but current metrics do not characterize errors at the primitive level, from which object-level structure is obtained. Primitive label graphs are directed graphs defined over primitives and primitive pairs. We define new metrics obtained by Hamming distances over label graphs, which allow classification, segmentation and parsing errors to be characterized separately, or using a single measure. Recall and precision for detected objects may also be computed directly from label graphs. We illustrate the new metrics by comparing a new primitive-level evaluation to the symbol-level evaluation performed for the CROHME 2012 handwritten math recognition competition. A Python-based set of utilities for evaluating, visualizing and translating label graphs is publicly available.

Modern maths

CERN Multimedia

Thom,R

1974-01-01

Le Prof. R. Thom expose ses vues sur l'enseignement des mathématiques modernes et des mathémathiques de toujours. Il est un grand mathématicien et était professeur à Strasbourg; maintenant il est professeur de hautes études scientifiques et était invité par le Prof. Piaget à Genève

Maths in Prison

Directory of Open Access Journals (Sweden)

Catherine Patricia Byrne

2015-08-01

Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Directory of Open Access Journals (Sweden)

Lital Daches Cohen

2017-11-01

Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Advanced Drilling through Diagnostics-White-Drilling

International Nuclear Information System (INIS)

FINGER, JOHN T.; GLOWKA, DAVID ANTHONY; LIVESAY, BILLY JOE; MANSURE, ARTHUR J.; PRAIRIE, MICHAEL R.

1999-01-01

A high-speed data link that would provide dramatically faster communication from downhole instruments to the surface and back again has the potential to revolutionize deep drilling for geothermal resources through Diagnostics-While-Drilling (DWD). Many aspects of the drilling process would significantly improve if downhole and surface data were acquired and processed in real-time at the surface, and used to guide the drilling operation. Such a closed-loop, driller-in-the-loop DWD system, would complete the loop between information and control, and greatly improve the performance of drilling systems. The main focus of this program is to demonstrate the value of real-time data for improving drilling. While high-rate transfer of down-hole data to the surface has been accomplished before, insufficient emphasis has been placed on utilization of the data to tune the drilling process to demonstrate the true merit of the concept. Consequently, there has been a lack of incentive on the part of industry to develop a simple, low-cost, effective high-speed data link. Demonstration of the benefits of DWD based on a high-speed data link will convince the drilling industry and stimulate the flow of private resources into the development of an economical high-speed data link for geothermal drilling applications. Such a downhole communication system would then make possible the development of surface data acquisition and expert systems that would greatly enhance drilling operations. Further, it would foster the development of downhole equipment that could be controlled from the surface to improve hole trajectory and drilling performance. Real-time data that would benefit drilling performance include: bit accelerations for use in controlling bit bounce and improving rock penetration rates and bit life; downhole fluid pressures for use in the management of drilling hydraulics and improved diagnosis of lost circulation and gas kicks; hole trajectory for use in reducing directional

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

OpenAIRE

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

Optimizing drilling performance using a selected drilling fluid

Science.gov (United States)

Judzis, Arnis [Salt Lake City, UT; Black, Alan D [Coral Springs, FL; Green, Sidney J [Salt Lake City, UT; Robertson, Homer A [West Jordan, UT; Bland, Ronald G [Houston, TX; Curry, David Alexander [The Woodlands, TX; Ledgerwood, III, Leroy W.

2011-04-19

To improve drilling performance, a drilling fluid is selected based on one or more criteria and to have at least one target characteristic. Drilling equipment is used to drill a wellbore, and the selected drilling fluid is provided into the wellbore during drilling with the drilling equipment. The at least one target characteristic of the drilling fluid includes an ability of the drilling fluid to penetrate into formation cuttings during drilling to weaken the formation cuttings.

Well drilling by rotary percussive drill above ground

International Nuclear Information System (INIS)

Sabatier, G.

1987-01-01

Originally, the Well Drilling Section of Cogema used only the diamond core drilling technique. The appearance of independent rotation for compressed air rock drills has led to the use and to the development of this drilling system, as a drill core is not indispensable, when the material of the search is radioactive. During the last few years, hydraulic drills have replaced the compressed air drills and have resulted in a very marked improvement: - of the penetration rates; - of the depth achieved. The Well Drilling Section of Cogema has to drill about 400 km per year with rock drills above ground and holds also the record for depth achieved with this technique, i.e. 400 m in granite. In France, the costs of these types of drilling are for the same depth of the order of one-quarter of the core drilling and half of the drilling with a down-the-hole drill. Cogema has greatly developed the types of well logging which now permits the extension of this type of drilling to the search for other materials than uranium [fr

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

Maths in Prison

OpenAIRE

Catherine Patricia Byrne

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a ...

Maths in Prison

OpenAIRE

Byrne, Catherine; Carr, Michael

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a p...

Study for increasing micro-drill reliability by vibrating drilling

International Nuclear Information System (INIS)

Yang Zhaojun; Li Wei; Chen Yanhong; Wang Lijiang

1998-01-01

A study for increasing micro-drill reliability by vibrating drilling is described. Under the experimental conditions of this study it is observed, from reliability testing and the fitting of a life-distribution function, that the lives of micro-drills under ordinary drilling follow the log-normal distribution and the lives of micro-drills under vibrating drilling follow the Weibull distribution. Calculations for reliability analysis show that vibrating drilling can increase the lives of micro-drills and correspondingly reduce the scatter of drill lives. Therefore, vibrating drilling increases the reliability of micro-drills

The 4M comPany: Make Mine Metric Marvels. Third Grade Student Booklet.

Science.gov (United States)

Hawaii State Dept. of Education, Honolulu.

This student activity manual for elementary students is designed to teach several metric units. Included are activities related to length (meter), volume (liter), mass (grams), and temperature (celsius). Activities include a variety of drill sheets interspersed with other activities. Cartoons are used extensively to appeal to student interests.…

Advanced Math Equals Career Readiness. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

Science.gov (United States)

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

The Effectiveness of Using STAR Math to Improve PSSA Math Scores

Science.gov (United States)

Holub, Sherry L.

2017-01-01

This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

Science.gov (United States)

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

Science.gov (United States)

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

Directory of Open Access Journals (Sweden)

Brenda RJ Jansen

2016-04-01

Full Text Available This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations. Data from a Dutch nation-wide research on math among adults (N = 521 were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.

Math and Gender: Is Math a Route to a High-Powered Career?

DEFF Research Database (Denmark)

Joensen, Juanna Schrøter; Nielsen, Helena Skyt

There is a large gender gap in advanced math coursework in high school that many believe exists because girls are discouraged from taking math courses. In this paper, we exploit an institutional change that reduced the costs of acquiring advanced high school math to determine if access is, in fact......, the mechanism - in particular for girls at the top of the math ability distribution. By estimating marginal treatment effects of acquiring advanced math qualifications, we document substantial beneficial wage effects from encouraging even more females to opt for these qualifications. Our analysis suggests...... that the beneficial effect comes from accelerating graduation and attracting females to high-paid or traditionally male-dominated career tracks and to CEO positions. Our results may be reconciled with experimental and empirical evidence suggesting there is a pool of unexploited math talent among high ability girls...

Conformal changes of metrics and the initial-value problem of general relativity

International Nuclear Information System (INIS)

Mielke, E.W.

1977-01-01

Conformal techniques are reviewed with respect to applications to the initial-value problem of general relativity. Invariant transverse traceless decompositions of tensors, one of its main tools, are related to representations of the group of 'conformeomorphisms' acting on the space of all Riemannian metrics on M. Conformal vector fields, a kernel in the decomposition, are analyzed on compact manifolds with constant scalar curvature. The realization of arbitrary functions as scalar curvature of conformally equivalent metrics, a generalization of Yamabe's (Osaka Math. J.; 12:12 (1960)) conjecture, is applied to the Hamiltonian constraint and to the issue of positive energy of gravitational fields. Various approaches to the solution of the initial-value equations produced by altering the scaling behaviour of the second fundamental form are compared. (author)

Principals in Partnership with Math Coaches

Science.gov (United States)

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

Counseling the Math Anxious

Science.gov (United States)

Tobias, Sheila; Donady, Bonnie

1977-01-01

Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

GRE math tests

CERN Document Server

Kolby, Jeff

2014-01-01

Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

Science.gov (United States)

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

2010-01-01

Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

Intensities of drilling predation of molluscan assemblages in intertidal and subtidal soft substrates in the Persian (Arabian) Gulf

Science.gov (United States)

Handler, Sabine M.; Albano, Paolo G.; Bentlage, Rudolf; Drummond, Hannah; García-Ramos, Diego A.; Zuschin, Martin

2016-04-01

Intensities of drilling predation of molluscan assemblages in intertidal and subtidal soft substrates in the Persian (Arabian) Gulf Sabine Maria Handler1, Paolo G. Albano1, Rudolf Bentlage2, Hannah Drummond2, D.A. García-Ramos1, Martin Zuschin1 1 Department of Paleontology, University of Vienna, Austria 2 St. Lawrence University, Canton, New York 13617, USA Trace fossils left by predators in the skeleton of their prey are arguably one of the most powerful sources of direct data on predator-prey interactions available in the fossil record. Drill holes, especially those attributed to naticid and muricid gastropods, are unambiguous marks of predation and allow discriminating between successful and unsuccessful predation attempts (complete and incomplete holes, respectively). Latitude and water depth influence drilling frequency. We inspected death assemblages of an intertidal flat and of two subtidal (water depth between 6 and 20 m) sandy sites in the Persian (Arabian) Gulf, off the coast of the United Arab Emirates, to determine the patterns of predation on shelled molluscs along the depth gradient. The study is based on ~7,000 and ~60,000 shells from the intertidal and subtidal, respectively. Drilling Frequency (DF, the number of drilled individuals), Incomplete Drilling Frequency (IDF, number of incomplete drill holes), and Prey Effectiveness (ratio between the number of incomplete drill holes and the total number of drilling attempts) were used as metrics of drilling intensity. We observed major differences between the intertidal and subtidal study areas. Drilling frequencies were generally remarkably low and intertidal flats showed a much lower drilling frequency than the subtidal (1.4% and 6.7%, respectively). In the subtidal, we observed significant differences of drilling intensity among bivalve species and between the two sites. However, predation metrics did not correlate with environmental factors such as substrate type and depth, nor with species life

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Science.gov (United States)

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Directory of Open Access Journals (Sweden)

Sara A Hart

Full Text Available There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

Science.gov (United States)

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

NARCIS (Netherlands)

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,

Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

Science.gov (United States)

Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.

2011-01-01

This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…

Advanced Math: Closing the Equity Gap. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

Science.gov (United States)

Soni, Akanksha; Kumari, Santha

2017-01-01

The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

Math Safari.

Science.gov (United States)

Nelson, Vaunda; Stanko, Anne

1992-01-01

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

Attentional Bias in Math Anxiety

Directory of Open Access Journals (Sweden)

Orly eRubinsten

2015-10-01

Full Text Available Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety as well (i.e., a persistent negative reaction to math. Twenty seven participants (14 with high levels of math anxiety and 13 with low levels of math anxiety were presented with a novel computerized numerical version of the well established dot probe task. One of 6 types of prime stimuli, either math related or typically neutral, were presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks. Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in math anxiety. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words. These findings suggest that attentional bias is linked to unduly intense math anxiety symptoms.

MetricForensics: A Multi-Level Approach for Mining Volatile Graphs

Energy Technology Data Exchange (ETDEWEB)

Henderson, Keith [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Eliassi-Rad, Tina [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Faloutsos, Christos [Carnegie Mellon Univ., Pittsburgh, PA (United States); Akoglu, Leman [Carnegie Mellon Univ., Pittsburgh, PA (United States); Li, Lei [Carnegie Mellon Univ., Pittsburgh, PA (United States); Maruhashi, Koji [Fujitsu Laboratories Ltd., Kanagawa (Japan); Prakash, B. Aditya [Carnegie Mellon Univ., Pittsburgh, PA (United States); Tong, H [Carnegie Mellon Univ., Pittsburgh, PA (United States)

2010-02-08

Advances in data collection and storage capacity have made it increasingly possible to collect highly volatile graph data for analysis. Existing graph analysis techniques are not appropriate for such data, especially in cases where streaming or near-real-time results are required. An example that has drawn significant research interest is the cyber-security domain, where internet communication traces are collected and real-time discovery of events, behaviors, patterns and anomalies is desired. We propose MetricForensics, a scalable framework for analysis of volatile graphs. MetricForensics combines a multi-level “drill down" approach, a collection of user-selected graph metrics and a collection of analysis techniques. At each successive level, more sophisticated metrics are computed and the graph is viewed at a finer temporal resolution. In this way, MetricForensics scales to highly volatile graphs by only allocating resources for computationally expensive analysis when an interesting event is discovered at a coarser resolution first. We test MetricForensics on three real-world graphs: an enterprise IP trace, a trace of legitimate and malicious network traffic from a research institution, and the MIT Reality Mining proximity sensor data. Our largest graph has »3M vertices and »32M edges, spanning 4:5 days. The results demonstrate the scalability and capability of MetricForensics in analyzing volatile graphs; and highlight four novel phenomena in such graphs: elbows, broken correlations, prolonged spikes, and strange stars.

Math Performance as a Function of Math Anxiety and Arousal Performance Theory

Science.gov (United States)

Farnsworth, Donald M., Jr.

2009-01-01

While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…

Math Stuff

CERN Document Server

Pappas, Theoni

2002-01-01

Whether it's stuff in your kitchen or garden, stuff that powers your car or your body, stuff that helps you work, communicate or play, or stuff that you've never heard of you can bet that mathematics is there. MATH STUFF brings it all in the open in the Pappas style. Not many people think of mathematics as fascinating, exciting and invaluable. Yet Pappas writes about math ideas in such a way that conveys its often overlooked fascination, excitement, and worth. MATH STUFF deals with 38 topics in an non-threatening way that piques our curiosities. Open the book at random, and learn about such to

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

Automatic real time drilling support on Ekofisk utilizing eDrilling

Energy Technology Data Exchange (ETDEWEB)

Rommetveit, Rolv; Bjorkevoll, Knut S.; Halsey, George W.; Kluge, Roald; Molde, Dag Ove; Odegard, Sven Inge [SINTEF Petroleum Research, Trondheim (Norway); Herbert, Mike [HITEC Products Drilling, Stavanger (Norway); ConocoPhillips Norge, Stavanger (Norway)

2008-07-01

eDrilling is a new and innovative system for real time drilling simulation, 3D visualization and control from a remote drilling expert centre. The concept uses all available real time drilling data (surface and downhole) in combination with real time modelling to monitor and optimize the drilling process. This information is used to visualize the wellbore in 3D in real time. eDrilling has been implemented in an Onshore Drilling Center in Norway. The system is composed of the following elements, some of which are unique and ground-breaking: an advanced and fast Integrated Drilling Simulator which is capable to model the different drilling sub-processes dynamically, and also the interaction between these sub-processes in real time; automatic quality check and corrections of drilling data; making them suitable for processing by computer models; real time supervision methodology for the drilling process using time based drilling data as well as drilling models / the integrated drilling simulator; methodology for diagnosis of the drilling state and conditions. This is obtained from comparing model predictions with measured data. Advisory technology for more optimal drilling. A Virtual Wellbore, with advanced visualization of the downhole process. Dat low and computer infrastructure. e-Drilling has been implemented in an Onshore Drilling Center on Ekofisk in Norway. The system is being used on drilling operations, and experiences from its use are presented. The supervision and diagnosis functionalities have been useful in particular, as the system has given early warnings on ECD and friction related problems. This paper will present the eDrilling system as well as experiences from its use. (author)

The Effects of Math Anxiety

Science.gov (United States)

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

Early Math Interest and the Development of Math Skills

Science.gov (United States)

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

Math

CERN Document Server

Robertson, William C

2006-01-01

Flummoxed by formulas? Queasy about equations? Perturbed by pi? Now you can stop cursing over calculus and start cackling over Math, the newest volume in Bill Robertson's accurate but amusing Stop Faking It! best sellers. As Robertson sees it, too many people view mathematics as a set of rules to be followed, procedures to memorize, and theorems to apply. This book focuses on the reasoning behind the rules, from math basics all the way up to a brief introduction to calculus.

New drilling optimization technologies make drilling more efficient

Energy Technology Data Exchange (ETDEWEB)

Chen, D.C.-K. [Halliburton Energy Services, Calgary, AB (Canada). Sperry Division

2004-07-01

Several new technologies have been adopted by the upstream petroleum industry in the past two decades in order to optimize drilling operations and improve drilling efficiency. Since financial returns from an oil and gas investment strongly depend on drilling costs, it is important to reduce non-productive time due to stuck pipes, lost circulation, hole cleaning and well bore stability problems. The most notable new technologies are the use of computer-based instrumentation and data acquisition systems, integrated rig site systems and networks, and Measurement-While-Drilling and Logging-While-Drilling (MWD/LWD) systems. Drilling optimization should include solutions for drillstring integrity, hydraulics management and wellbore integrity. New drilling optimization methods emphasize information management and real-time decision making. A recent study for drilling in shallow water in the Gulf of Mexico demonstrates that trouble time accounts for 25 per cent of rig time. This translates to about $1.5 MM U.S. per well. A reduction in trouble time could result in significant cost savings for the industry. This paper presents a case study on vibration prevention to demonstrate how the drilling industry has benefited from new technologies. 13 refs., 10 figs.

Geologic report on the Sand Wash Drilling Project, Moffat and Routt Counties, Colorado

Energy Technology Data Exchange (ETDEWEB)

Carter, T.E.; Wayland, T.E.

1981-09-01

The Sand Wash Basin Drilling Project comprises twenty-seven (27) drill holes located in Moffat and Routt Counties, northwest Colorado, having an aggregate depth of 26,107.5 feet (7957.6 m). The holes penetrate the Browns Park Formation of Miocene age, which is a tuffaceous continental sandstone deposited in fluvial, eolian, and lacustrine environments. Partly based on project drilling results, uranium potential resource estimates for this formation in the $50/lb U/sub 3/O/sub 8/ forward-cost category have been increased by 34,476 tons U/sub 3/O/sub 8/ (35,036 metric tons). Three areas between Maybell and Craig, Colorado, considered favorable for uranium occurrences were verified as favorable by project drilling, and a fourth favorable area northwest of Maybell has been expanded. In addition, project drilling results indicate two new favorable areas, one north and northwest and one south of Steamboat Springs, Colorado. Anomalous radioactivity was detected in drill holes in all six study areas of the project. The most important factor in concentrating significant amounts of uranium in the target formation appears to be the availability of gaseous or liquid hydrocarbons and/or hydrogen sulfide gas as reductants. Where subjacent formations supply these reductants to the Browns Park Formation, project drilling encountered 0.05 percent to 0.01 percent uranium concentrations. Potential, though unproven, sources of these reductants are believed to underlie parts of all six project study areas.

Geologic report on the Sand Wash Drilling Project, Moffat and Routt Counties, Colorado

International Nuclear Information System (INIS)

Carter, T.E.; Wayland, T.E.

1981-09-01

The Sand Wash Basin Drilling Project comprises twenty-seven (27) drill holes located in Moffat and Routt Counties, northwest Colorado, having an aggregate depth of 26,107.5 feet (7957.6 m). The holes penetrate the Browns Park Formation of Miocene age, which is a tuffaceous continental sandstone deposited in fluvial, eolian, and lacustrine environments. Partly based on project drilling results, uranium potential resource estimates for this formation in the $50/lb U 3 O 8 forward-cost category have been increased by 34,476 tons U 3 O 8 (35,036 metric tons). Three areas between Maybell and Craig, Colorado, considered favorable for uranium occurrences were verified as favorable by project drilling, and a fourth favorable area northwest of Maybell has been expanded. In addition, project drilling results indicate two new favorable areas, one north and northwest and one south of Steamboat Springs, Colorado. Anomalous radioactivity was detected in drill holes in all six study areas of the project. The most important factor in concentrating significant amounts of uranium in the target formation appears to be the availability of gaseous or liquid hydrocarbons and/or hydrogen sulfide gas as reductants. Where subjacent formations supply these reductants to the Browns Park Formation, project drilling encountered 0.05 percent to 0.01 percent uranium concentrations. Potential, though unproven, sources of these reductants are believed to underlie parts of all six project study areas

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

Science.gov (United States)

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Casing drilling

Energy Technology Data Exchange (ETDEWEB)

Heenan, D. [Tesco Corp., Calgary, AB (Canada)

2003-07-01

This paper reviewed the experience that Tesco has gained by drilling several wells using only casings as the drill stem. Tesco has manufactured a mobile and compact hydraulic drilling rig called the Casing Drilling {sup TM} system. The system could be very effective and efficient for exploration and development of coalbed methane (CBM) reserves which typically require extensive coring. Continuous coring while drilling ahead, along wire line retrieval, can offer time savings and quick core recovery of large diameter core which is typically required for exploration core desorption tests. The proposed system may also have the potential to core or drill typically tight gas sands or underbalanced wells with air or foam. This would reduce drilling fluid damage while simultaneously finding gas. Compared to conventional drill pipes, Casing Drilling {sup TM} could also be effective with water production from shallow sands because of the smaller annual clearance which requires less air volumes to lift any produced water. 9 figs.

Understand electrical and electronics maths

CERN Document Server

Bishop, Owen

1993-01-01

Understand Electrical and Electronics Maths covers elementary maths and the aspects of electronics. The book discusses basic maths including quotients, algebraic fractions, logarithms, types of equations and balancing of equations. The text also describes the main features and functions of graphs and the solutions to simpler types of electronics problems. The book then tackles the applications of polar coordinates in electronics, limits, differentiation and integration, and the applications of maths of rates of change in electronics. The activities of an electronic circuit; techniques of math

Flight Software Math Library

Science.gov (United States)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Short-cut math

CERN Document Server

Kelly, Gerard W

1984-01-01

Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

Solving America's Math Problem

Science.gov (United States)

Vigdor, Jacob

2013-01-01

Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

Teaching Math Their Way.

Science.gov (United States)

Tankersley, Karen

1993-01-01

Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and…

Nurses' maths: researching a practical approach.

Science.gov (United States)

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Interrelationships Among Several Variables Reflecting Quantitative Thinking in Elementary School Children with Particular Emphasis upon Those Measures Involving Metric and Decimal Skills

Science.gov (United States)

Selman, Delon; And Others

1976-01-01

The relationships among measures of quantitative thinking in first through fifth grade children assigned either to an experimental math program emphasizing tactile, manipulative, or individual activity in learning metric and decimal concepts, or to a control group, were examined. Tables are presented and conclusions discussed. (Author/JKS)

Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

Science.gov (United States)

Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago

2017-01-01

Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

Science.gov (United States)

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Importance of drill string assembly swivel in horizontal drilling

Directory of Open Access Journals (Sweden)

Edmund Tasak

2006-10-01

Full Text Available A part of the drill string – the swivel (rotational connector – accomplishes an important task in the horizontal drilling. Its malfunctioning makes it impossible to draw in ( install large diameter and length pipelines. The causes of the connector break-down during the horizontal drilling are investigated in the paper. The drilling has been made for twenty inches gas pipeline installation during reaming operations. A trouble was encountered making good work conditions of a system consisting of the drilling machine drill string reamer swivel tube shield of Cardan joint and the gas pipeline 500 m long. In this case, the swivel brokes down and the planned operation was not finished. The assessment of improper drilling conditions, selection of operation system components, and drilling parameters and the insufficient technological supervising have created an excessive risk of failure. A proper application of technical analysis would considerably decrease the hazard of failure which cause large costs, delays and decrease of confidence to the drilling contractor and pipeline installation.

Drilling comparison in "warm ice" and drill design comparison

DEFF Research Database (Denmark)

Augustin, L.; Motoyama, H.; Wilhelms, F.

2007-01-01

For the deep ice-core drilling community, the 2005/06 Antarctic season was an exciting and fruitful one. In three different Antarctic locations, Dome Fuji, EPICA DML and Vostok, deep drillings approached bedrock (the ice-water interface in the case of Vostok), emulating what had previously been...... achieved at NorthGRIP, Greenland, (summer 2003 and 2004) and at EPICA Dome C2, Antarctica (season 2004/05). For the first time in ice-core drilling history, three different types of drill (KEMS, JARE and EPICA) simultaneously reached the depth of 'warm ice' under high pressure. After excellent progress...... at each site, the drilling rate dropped and the drilling teams had to deal with refrozen ice on cutters and drill heads. Drills have different limits and perform differently. In this comparative study, we examine depth, pressure, temperature, pump flow and cutting speed. Finally, we compare a few...

Does flexible tunnel drilling affect the femoral tunnel angle measurement after anterior cruciate ligament reconstruction?

Science.gov (United States)

Muller, Bart; Hofbauer, Marcus; Atte, Akere; van Dijk, C Niek; Fu, Freddie H

2015-12-01

To quantify the mean difference in femoral tunnel angle (FTA) as measured on knee radiographs between rigid and flexible tunnel drilling after anatomic anterior cruciate ligament (ACL) reconstruction. Fifty consecutive patients that underwent primary anatomic ACL reconstruction with a single femoral tunnel drilled with a flexible reamer were included in this study. The control group was comprised of 50 patients all of who underwent primary anatomic ACL reconstruction with a single femoral tunnel drilled with a rigid reamer. All femoral tunnels were drilled through a medial portal to ensure anatomic tunnel placement. The FTA was determined from post-operative anterior-to-posterior (AP) radiographs by two independent observers. A 5° difference between the two mean FTA was considered clinically significant. The average FTA, when drilled with a rigid reamer, was 42.0° ± 7.2°. Drilling with a flexible reamer resulted in a mean FTA of 44.7° ± 7.0°. The mean difference of 2.7° was not statistically significant. The intraclass correlation coefficient for inter-tester reliability was 0.895. The FTA can be reliably determined from post-operative AP radiographs and provides a useful and reproducible metric for characterizing femoral tunnel position after both rigid and flexible femoral tunnel drilling. This has implications for post-operative evaluation and preoperative treatment planning for ACL revision surgery. IV.

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

Science.gov (United States)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

Three brief assessments of math achievement.

Science.gov (United States)

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

Development of vertical drilling apparatus (Terra-Drill); Entwicklung eines Vertikal-Bohrgeraets (Terra-Drill) - Schlussbericht

Energy Technology Data Exchange (ETDEWEB)

Jenne, D.

2009-05-15

This well-illustrated final report for the Swiss Federal Office of Energy (SFOE) reports on the development of a vertical drilling apparatus named Terra-Drill. The various stages of the development of the apparatus, which is based on earlier designs, is discussed. New norms issued in Germany for the size of boreholes for buried vertical heat-exchangers and the appropriate linings to be used are discussed. The new Terra Drill 4407 V drilling apparatus and its testing are discussed. The drill is quoted as being particularly suitable for cramped locations. Technical details are presented and a comprehensive collection of photographs is included. Various preliminary reports and development documentation are included.

Dr Math at your service

CSIR Research Space (South Africa)

Butgereit, L

2012-10-01

Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

GRE math workbook

CERN Document Server

Madore, Blair

2015-01-01

Reflective of the current GRE, this third edition includes a description of the General Math Exam explaining structure, questions types, and scoring, strategies for problem solving, two full-length math sample sections structured to reflect the actual exam, answers thoroughly explained, and more.

Drilling bits for deep drilling and process for their manufacture

Energy Technology Data Exchange (ETDEWEB)

Rhode, H.; Juergens, R.; Feenstra, R.; Busking, B.E.

1978-11-30

The invention concerns a drilling head or a drilling bit for use in deep drilling in underground formations and particularly concerns a drilling bit with a drilling bit body, which has a shank and a hollow space, which is connected with a duct extending through the shank. The drilling bit body has several separate cutting elements for removing material from the floor of a borehole and hydraulic devices for cooling and/or cleaning the cutting elements are provided.

Mathematics anxiety: separating the math from the anxiety.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?

OpenAIRE

Jeffrey J. Green; Courtenay C. Stone; Abera Zegeye; Thomas A. Charles

2007-01-01

We use a binary probit model to assess the impact of several changes in math prerequisites on student performance in an undergraduate business statistics course. While the initial prerequisites did not necessarily provide students with the necessary math skills, our study, the first to examine the effect of math prerequisite changes, shows that these changes were deleterious to student performance. Our results helped convince the College of Business to change the math prerequisite again begin...

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

Science.gov (United States)

Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michèle M. M.

2009-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

NARCIS (Netherlands)

Jansen, B.R.J.; Schmitz, E.A.; van der Maas, H.L.J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence

Addressing Math Anxiety in the Classroom

Science.gov (United States)

Finlayson, Maureen

2014-01-01

In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

Fatigue of Range 3 Drill Pipe Fatigue des tiges de forage de gamme 3

Directory of Open Access Journals (Sweden)

Lubinski A.

2006-11-01

Full Text Available Past work on permissible hole curvature ta avoid drill pipe fatigue was bosed upon the assumption that drill pipe does not contact the wall of the hale between tool joints. In the present paper this assumption is removed, and the pipe may either be in contact or in no contact with the hale, whichever is actually the case. Both mothemotics and results in form of grophs are presented and, discussed. The findings of this palper apply mainly to Range 3 drill pipe, but in the case of 3 I/2 in (88.9 mm drill pipe, application is useful even for Range 2. Usage and field results with Range 3 drill pipe are reported. Les travaux déjà effectués sur la courbure admissible dans les trous de forage (« dag legs » pour éviter la fatigue des tiges de forage sont basés sur l'hypothèse que celles-ci ne rentrent pas en contact avec la paroi entre deux raccords de tige. Dans cet article on écarte une telle hypothèse : la tige peut être ou non en contact avec la paroi. Les équations mathématiques et les résultats sous forme graphique sont présentés et discutés. Ils s'appliquent principalement aux tiges de gamme 3 mais sont aussi utiles à celles de gamme 2 et de diamètre égal à 3 I/2 pouces (88,9 mm. On indique l'utilisation et les résultats sur chantier pour les tiges de gamme 3.

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

Science.gov (United States)

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

Contractive type non-self mappings on metric spaces of hyperbolic type

Science.gov (United States)

Ciric, Ljubomir B.

2006-05-01

Let (X,d) be a metric space of hyperbolic type and K a nonempty closed subset of X. In this paper we study a class of mappings from K into X (not necessarily self-mappings on K), which are defined by the contractive condition (2.1) below, and a class of pairs of mappings from K into X which satisfy the condition (2.28) below. We present fixed point and common fixed point theorems which are generalizations of the corresponding fixed point theorems of Ciric [L.B. Ciric, Quasi-contraction non-self mappings on Banach spaces, Bull. Acad. Serbe Sci. Arts 23 (1998) 25-31; L.B. Ciric, J.S. Ume, M.S. Khan, H.K.T. Pathak, On some non-self mappings, Math. Nachr. 251 (2003) 28-33], Rhoades [B.E. Rhoades, A fixed point theorem for some non-self mappings, Math. Japon. 23 (1978) 457-459] and many other authors. Some examples are presented to show that our results are genuine generalizations of known results from this area.

Helping Students Get Past Math Anxiety

Science.gov (United States)

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Group Activities for Math Enthusiasts

Science.gov (United States)

Holdener, J.; Milnikel, R.

2016-01-01

In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

Science.gov (United States)

Bennett, Angela Stephens

2010-01-01

One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

All Students Need Advanced Mathematics. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

CASING DRILLING TECHNOLOGY

Directory of Open Access Journals (Sweden)

Nediljka Gaurina-Međimurec

2005-12-01

Full Text Available Casing drilling is an alternative option to conventional drilling and uses standard oilfield casing instead of drillstring. This technology is one of the greatest developments in drilling operations. Casing drilling involves drilling and casing a well simultaneously. In casing driling process, downhole tools can be retrieved, through the casing on wire-line, meaning tool recovery or replacement of tools can take minutes versus hours under conventional methods. This process employs wireline-retrievable tools and a drill-lock assembly, permitting bit and BHA changes, coring, electrical logging and even directional or horizontal drilling. Once the casing point is reached, the casing is cemented in place without tripping pipe.

HIGH-POWER TURBODRILL AND DRILL BIT FOR DRILLING WITH COILED TUBING

Energy Technology Data Exchange (ETDEWEB)

Robert Radtke; David Glowka; Man Mohan Rai; David Conroy; Tim Beaton; Rocky Seale; Joseph Hanna; Smith Neyrfor; Homer Robertson

2008-03-31

Commercial introduction of Microhole Technology to the gas and oil drilling industry requires an effective downhole drive mechanism which operates efficiently at relatively high RPM and low bit weight for delivering efficient power to the special high RPM drill bit for ensuring both high penetration rate and long bit life. This project entails developing and testing a more efficient 2-7/8 in. diameter Turbodrill and a novel 4-1/8 in. diameter drill bit for drilling with coiled tubing. The high-power Turbodrill were developed to deliver efficient power, and the more durable drill bit employed high-temperature cutters that can more effectively drill hard and abrasive rock. This project teams Schlumberger Smith Neyrfor and Smith Bits, and NASA AMES Research Center with Technology International, Inc (TII), to deliver a downhole, hydraulically-driven power unit, matched with a custom drill bit designed to drill 4-1/8 in. boreholes with a purpose-built coiled tubing rig. The U.S. Department of Energy National Energy Technology Laboratory has funded Technology International Inc. Houston, Texas to develop a higher power Turbodrill and drill bit for use in drilling with a coiled tubing unit. This project entails developing and testing an effective downhole drive mechanism and a novel drill bit for drilling 'microholes' with coiled tubing. The new higher power Turbodrill is shorter, delivers power more efficiently, operates at relatively high revolutions per minute, and requires low weight on bit. The more durable thermally stable diamond drill bit employs high-temperature TSP (thermally stable) diamond cutters that can more effectively drill hard and abrasive rock. Expectations are that widespread adoption of microhole technology could spawn a wave of 'infill development' drilling of wells spaced between existing wells, which could tap potentially billions of barrels of bypassed oil at shallow depths in mature producing areas. At the same time, microhole

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

Science.gov (United States)

Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

2017-01-01

Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

Drilling unit

Energy Technology Data Exchange (ETDEWEB)

Umanchik, N P; Demin, A V; Khrustalev, N N; Linnik, G N; Lovchev, S V; Rozin, M M; Sidorov, R V; Sokolov, S I; Tsaregradskiy, Yu P

1981-01-01

A drilling unit is proposed which includes a hydraulic lifter, hydraulic multiple-cylinder pump with valve distribution and sectional drilling pump with separators of the working and flushing fluid. In order to reduce metal consumption and the overall dimensions of the drilling unit, the working cavity of each cylinder of the hydraulic multiple-cylinder pump is equipped with suction and injection valves and is hydraulically connected to the working cavity by one of the sections of the drilling pump.

The role of expressive writing in math anxiety.

Science.gov (United States)

Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

Science.gov (United States)

Henslee, Amber M.; Klein, Brandi A.

2017-01-01

The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…

Math and Movement: Practical Ways to Incorporate Math into Physical Education

Science.gov (United States)

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Engaging Math-Avoidant College Students

Directory of Open Access Journals (Sweden)

M. Paul Latiolais

2009-07-01

Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.

Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

Encouraging Competence in Basic Mathematics in Hydrology using The Math You Need

Science.gov (United States)

Fredrick, K. C.

2011-12-01

California University of Pennsylvania has experienced significant growth in interest of its Earth Science programs over the last few years. With the burgeoning shale gas exploration and drilling, along with continued environmental problems, students and parents recognize the potential for jobs in the region in the Geosciences. With this increase in student interest has come an increase in the number of majors including a greater number of first-year students entering the major right from high school. Hydrology, is an important course within the Earth Science department curriculum. It is required by all Geology, Meteorology, and Earth and Space Science Education majors. It also serves majors from the Biology program, but is not required. This mix of students based on major expectations, grade level, and background leads to a varied distribution of math competencies. Many students enter unprepared for the rigors of a physics-based Hydrology course. The pre-requisites for the course are Introduction to Geology, a mostly non-quantitative survey course, and College Algebra. However, some students are more confident in their math skills because they have completed some level of Calculus. Regardless of the students' perceived abilities, nearly all struggle early on in the course because they have never used math within the context of Hydrology (or Science for that matter) , including continuity, conservation, and fluid dynamics. In order to make sure students have the basic skills to understand the science, it has been necessary to dedicate significant class time to such topics as Unit Conversions, Scientific Notation, Significant Figures, and basic Graphing. The Math You Need (TMYN) is an online tool, which requires students to complete instructor-selected questions to assess student competence in fundamental math topics. Using Geology as the context for the questions in the database, TMYN is ideal for introductory-level courses, but can also be effective as a review

Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.

Science.gov (United States)

Pizzie, Rachel G; Kraemer, David J M

2017-11-01

Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals. Copyright © 2017 Elsevier Inc. All rights reserved.

The neurodevelopmental basis of math anxiety.

Science.gov (United States)

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

More math into Latex

CERN Document Server

Grätzer, George

2007-01-01

For close to two decades, Math into Latex has been the standard introduction and complete reference for writing articles and books containing mathematical formulas. In this fourth edition, the reader is provided with important updates on articles and books. An important new topic is discussed: transparencies (computer projections). Key features of More Math into Latex, 4th edition: Installation instructions for PC and Mac users; An example-based, visual approach and a gentle introduction with the Short Course; A detailed exposition of multiline math formulas with a Visual Guide; A unified appr

String Math 2017

CERN Document Server

The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

A new drilling method-Earthworm-like vibration drilling.

Science.gov (United States)

Wang, Peng; Ni, Hongjian; Wang, Ruihe

2018-01-01

The load transfer difficulty caused by borehole wall friction severely limits the penetration rate and extended-reach limit of complex structural wells. A new friction reduction technology termed "earthworm-like drilling" is proposed in this paper to improve the load transfer of complex structural wells. A mathematical model based on a "soft-string" model is developed and solved. The results show that earthworm-like drilling is more effective than single-point vibration drilling. The amplitude and frequency of the pulse pressure and the installation position of the shakers have a substantial impact on friction reduction and load transfer. An optimization model based on the projection gradient method is developed and used to optimize the position of three shakers in a horizontal well. The results verify the feasibility and advantages of earthworm-like drilling, and establish a solid theoretical foundation for its application in oil field drilling.

Basic Maths Practice Problems For Dummies

CERN Document Server

Beveridge, Colin

2012-01-01

Fun, friendly coaching and all the practice you need to tackle maths problems with confidence and ease In his popular Basic Maths For Dummies, professional maths tutor Colin Beveridge proved that he could turn anyone - even the most maths-phobic person - into a natural-born number cruncher. In this book he supplies more of his unique brand of maths-made- easy coaching, plus 2,000 practice problems to help you master what you learn. Whether you're prepping for a numeracy test or an employability exam, thinking of returning to school, or you'd just like to be one of those know-it-alls who says

Attentional bias in math anxiety.

Science.gov (United States)

Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly

2015-01-01

Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms.

Drilling reorganizes

Science.gov (United States)

Richman, Barbara T.

As the first in a proposed series of steps that would move scientific ocean drilling from its own niche within the National Science Foundation's (NSF) Directorate for Astronomical, Atmospheric, Earth, and Ocean Sciences (AAEO) into the agency's Division of Ocean Sciences, Grant Gross, division director, has been appointed acting director of the Office of Scientific Ocean Drilling (OSOD). Gross will retain the directorship of the division, which also is part of AAEO. Allen M. Shinn, Jr., OSOD director for nearly 2 years, has been reassigned effective July 10 to a position in NSF's Office of Planning and Resource Management.The move aims to tie drilling operations more closely to the science with which it is associated, Gross said. This first step is an organizational response to the current leaning toward using a commercial drilling vessel as the drilling platform, he said. Before the market for such commercial drill ships opened (Eos, February 22, 1983, p . 73), other ship options for scientific ocean drilling included refurbishing the aging Glomar Challenger or renovating, at great expense, the Glomar Explorer. A possible next step in the reorganization is to make OSOD the third section within the Ocean Sciences Division. Currently, the division is divided into the Oceanographic Facilities and Support Section and the Ocean Sciences Research Section.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: insights from the Polish adaptation

Directory of Open Access Journals (Sweden)

Krzysztof eCipora

2015-11-01

Full Text Available Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS, known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations.We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857 was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.The current study shows transcultural validity of math anxiety assessment with the AMAS.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

Science.gov (United States)

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

Science.gov (United States)

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

NARCIS (Netherlands)

Erturan, S; Jansen, B.

2015-01-01

GGender differences in children’s emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages

Effects of a Short Drilling Implant Protocol on Osteotomy Site Temperature and Drill Torque.

Science.gov (United States)

Mihali, Sorin G; Canjau, Silvana; Cernescu, Anghel; Bortun, Cristina M; Wang, Hom-Lay; Bratu, Emanuel

2018-02-01

To establish a protocol for reducing the drilling sequence during implant site preparation based on temperature and insertion torque. The traditional conventional drilling sequence (used several drills with 0.6-mm increment each time) was compared with the proposed short drilling protocol (only used 2 drills: initial and final drill). One hundred drilling osteotomies were performed in bovine and porcine bones. Sets of 2 osteotomy sites were created in 5 bone densities using 2 types of drilling protocols. Thermographic pictures were captured throughout all drilling procedures and analyzed using ThermaCAM Researcher Professional 2.10. Torque values were determined during drilling by measuring electrical input and drill speed. There were statistically significant differences in bone temperature between the conventional and short drilling protocols during implant site preparation (analysis of variance P = 0.0008). However, there were no significant differences between the 2 types of drilling protocols for both implant diameters. Implant site preparation time was significantly reduced when using the short drilling protocol compared with the conventional drilling protocol (P drilling protocol proposed herein may represent a safe approach for implant site preparation.

A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

Science.gov (United States)

Rodriguez Flecha, Samuel

The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students

Barron's SAT math workbook

CERN Document Server

Leff MS, Lawrence S

2016-01-01

This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

Surgical drill system and surgical drill bit to be used therein

NARCIS (Netherlands)

Margallo Balbas, E.; Wieringa, P.A.; French, P.J.; Lee, R.A.; Breedveld, P.

2007-01-01

Surgical drill system comprising a mechanical drill bit and means for imaging the vicinity of the drill bit tip, said means comprising: at least one optical fiber having a distal end and a proximal end, said distal end being located adjacent said drill bit tip, an optical processing unit, said

SAT math prep course

CERN Document Server

Kolby, Jeff

2011-01-01

Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a 700+ score, this is the book!

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

Science.gov (United States)

Kulkin, Margaret

2016-01-01

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

Science.gov (United States)

Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

Enhancing Mathematical Communication for Virtual Math Teams

Science.gov (United States)

Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong

2010-01-01

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…

Math-Gender Stereotypes in Elementary School Children

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…

Slow drilling speeds for single-drill implant bed preparation. Experimental in vitro study.

Science.gov (United States)

Delgado-Ruiz, R A; Velasco Ortega, E; Romanos, G E; Gerhke, S; Newen, I; Calvo-Guirado, J L

2018-01-01

To evaluate the real-time bone temperature changes during the preparation of the implant bed with a single-drill protocol with different drill designs and different slow drilling speeds in artificial type IV bone. For this experimental in vitro study, 600 implant bed preparations were performed in 10 bovine bone disks using three test slow drilling speeds (50/150/300 rpm) and a control drilling speed (1200 rpm). The temperature at crestal and apical areas and time variations produced during drilling with three different drill designs with similar diameter and length but different geometry were recorded with real-life thermographic analysis. Statistical analysis was performed by two-way analysis of variance. Multiple comparisons of temperatures and time with the different drill designs and speeds were performed with the Tukey's test. T Max values for the control drilling speed with all the drill designs (D1 + 1200; D2 + 1200; D3 + 1200) were higher compared to those for the controls for 11 ± 1.32 °C (p drilling at 50 rpm resulted in the lowest temperature increment (22.11 ± 0.8 °C) compared to the other slow drilling speeds of 150 (24.752 ± 1.1 °C) and 300 rpm (25.977 ± 1.2 °C) (p drilling speeds compared to that for the control drilling speed. Slow drilling speeds required significantly more time to finish the preparation of the implant bed shown as follows: 50 rpm > 150 rpm > 300 rpm > control (p drill protocol with slow drilling speeds (50, 150, and 300 rpm) without irrigation in type IV bone increases the temperature at the coronal and apical levels but is below the critical threshold of 47 °C. The drill design in single-drill protocols using slow speeds (50, 150, and 300 rpm) does not have an influence on the thermal variations. The time to accomplish the implant bed preparation with a single-drill protocol in type IV bone is influenced by the drilling speed and not by the drill design. As the speed decreases, then

An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

Science.gov (United States)

Erturan, Selin; Jansen, Brenda

2015-01-01

Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…

Reduced abrasion drilling fluid

NARCIS (Netherlands)

2010-01-01

A reduced abrasion drilling fluid system and method of drilling a borehole by circulating the reduced abrasion drilling fluid through the borehole is disclosed. The reduced abrasion drilling fluid comprises a drilling fluid, a first additive and a weighting agent, wherein the weighting agent has a

Reduced abrasion drilling fluid

NARCIS (Netherlands)

2012-01-01

A reduced abrasion drilling fluid system and method of drilling a borehole by circulating the reduced abrasion drilling fluid through the borehole is disclosed. The reduced abrasion drilling fluid comprises a drilling fluid, a first additive and a weighting agent, wherein the weighting agent has a

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michele M. M.

2006-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

La maison des mathématiques

CERN Document Server

Villani, Cédric; Moncorgé, Vincent

2014-01-01

Comment travaillent les mathématiciens ? C'est peut-être en se promenant dans les couloirs de la première des " maisons des mathématiques " de France, l'institut Henri Poincaré, que l'on trouvera quelques réponses. Le mathématicien Cédric Villani et le physicien Jean-Philippe Uzan nous invitent à découvrir cette discipline et ses acteurs. Au fil des pages on suit, à travers de superbes images signées du photographe Vincent Moncorgé, la façon dont se fabrique cette science qui reste souvent mystérieuse. Toutes les dimensions, scientifique, esthétique et poétique, des mathématiques sont convoquées grâce à des regards croisés : la diversité des inspirations des chercheurs, la source de leur créativité, l'imaginaire littéraire et artistique des mathématiques, la drôle de tribu des mathématiciens. Un voyage au cœur de cette " auberge espagnole " des mathématiques, campus " à la française " accueillant des centaines de chercheurs du monde entier, devenu un lieu d'émulation et d'éc...

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

Science.gov (United States)

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

Science.gov (United States)

Powell, Torence J.

2017-01-01

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

Visibility-Based Goal Oriented Metrics and Application to Navigation and Path Planning Problems

Science.gov (United States)

2017-12-14

Oriented Metrics and Application to Navigation and Path Planning Problems Report Term: 0-Other Email : ytsai@math.utexas.edu Distribution Statement: 1...error bounds that we have obtained. Report Date: 06-Dec-2017 INVESTIGATOR(S): Phone Number: 5122327757 Principal: Y Name: Yen-Hsi Tsai Email ...w1 w2 ◆ and ~z = ✓ z1 z2 ◆ . Then we can write D0 h (PN (xi,j)) = Rp (R+⌘)2+h2 + 1 2h (µ2w1 µ2z1) 0 µ2w2µ3z2 2h 0 ! . It follows that the non

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

Science.gov (United States)

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

Activity plan: Directional drilling and environmental measurements while drilling

International Nuclear Information System (INIS)

Myers, D.A.

1998-01-01

This activity plan describes the testing of directional drilling combined with environmental measurements while drilling at two Hanford Site locations. A cold test is to be conducted at the 105A Mock Tank Leak Facility in the 200 East Area. A hot test is proposed to be run at the 216-B-8 tile field north of the 241-B Tank Farm in 200 East Area. Criteria to judge the success, partial success or failure of various aspects of the test are included. The TWRS program is assessing the potential for use of directional drilling because of an identified need to interrogate the vadose zone beneath the single-shell tanks. Because every precaution must be taken to assure that investigation activities do not violate the integrity of the tanks, control of the drill bit and ability to follow a predetermined drill path are of utmost importance and are being tested

Case drilling - an innovative approach to reducing drilling costs

Energy Technology Data Exchange (ETDEWEB)

Madell, G.; Tessari, R. M. [Tesco Corp., Calgary, AB (Canada); Warren, T. [Tesco Drilling Technology, Calgary, AB (Canada)

1999-11-01

Casing drilling is introduced as a new drilling technique that uses standard oil field casing to simultaneously drill and case the well. The technology includes both rig and downhole equipment, customized to function effectively as an integrated drilling system. This paper describes the testing program designed to identify and overcome technical challenges. Although not fully optimized, it appears that the system is functional. Test results indicate the need for improvements in the pump down cement float equipment and the tools and procedures for drilling up the cement plugs. The pump down latch and retrieval system also needs to be further developed and tested for high angle directional applications. Cost savings in the range of 10 to 15 per cent are expected for trouble-free wells. By eliminating the cost of unscheduled events encountered in troublesome wells, cost savings may reach as high as 30 per cent. 3 refs., 7 figs.

Activity plan: Directional drilling and environmental measurements while drilling

Energy Technology Data Exchange (ETDEWEB)

Myers, D.A.

1998-07-16

This activity plan describes the testing of directional drilling combined with environmental measurements while drilling at two Hanford Site locations. A cold test is to be conducted at the 105A Mock Tank Leak Facility in the 200 East Area. A hot test is proposed to be run at the 216-B-8 tile field north of the 241-B Tank Farm in 200 East Area. Criteria to judge the success, partial success or failure of various aspects of the test are included. The TWRS program is assessing the potential for use of directional drilling because of an identified need to interrogate the vadose zone beneath the single-shell tanks. Because every precaution must be taken to assure that investigation activities do not violate the integrity of the tanks, control of the drill bit and ability to follow a predetermined drill path are of utmost importance and are being tested.

Environmental Measurement-While-Drilling System and Horizontal Directional Drilling Technology Demonstration, Hanford Site

International Nuclear Information System (INIS)

Williams, C.V.; Lockwood, G.J.; Normann, R.A.; Myers, D.A.; Gardner, M.G.; Williamson, T.; Huffman, J.

1999-01-01

The Environmental Measurement-While-Drilling (EMWD) system and Horizontal Directional Drilling (HDD) were successfully demonstrated at the Mock Tank Leak Simulation Site and the Drilling Technology Test Site, Hanford, Washington. The use of directional drilling offers an alternative to vertical drilling site characterization. Directional drilling can develop a borehole under a structure, such as a waste tank, from an angled entry and leveling off to horizontal at the desired depth. The EMWD system represents an innovative blend of new and existing technology that provides the capability of producing real-time environmental and drill bit data during drilling operations. The technology demonstration consisted of the development of one borehole under a mock waste tank at a depth of approximately minus8 m (minus27 ft.), following a predetermined drill path, tracking the drill path to within a radius of approximately1.5 m (5 ft.), and monitoring for zones of radiological activity using the EMWD system. The purpose of the second borehole was to demonstrate the capability of drilling to a depth of ∼ -21 m (-70 ft.), the depth needed to obtain access under the Hanford waste tanks, and continue drilling horizontally. This report presents information on the HDD and EMWD technologies, demonstration design, results of the demonstrations, and lessons learned

Les grands problèmes mathématiques ils orientent l'avenir des maths

CERN Document Server

2012-01-01

Les mathématiques ont leurs sept merveilles ! Il s’agit des sept problèmes du millénaire, mis à prix à un million de dollars chacun par l’Institut Clay de mathématiques en 2000. Mais l’intelligence des mathématiciens est aussi mise à l’épreuve par bien d’autres problèmes, tels ceux de Hilbert. Découvrez dans ce numéro comment ces énigmes orientent l’avenir de la discipline ouvrant la voie à de nouvelles connaissances fondamentales.

Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12

CERN Document Server

Muschla, Judith A; Muschla, Erin

2013-01-01

A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices-and now organized by the Common Core State Standards-this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edit

The Swedish Deep Drilling Program - an emerging scientific drilling program and new infrastructure.

Science.gov (United States)

Lorenz, Henning; Juhlin, Christopher

2010-05-01

Scientific drilling projects imply numerous aspects that are difficult to handle for individual research groups. Therefore, about three years ago a joint effort was launched in the Swedish geoscientific community to establish a national program for scientific drilling, the Swedish Deep Drilling Program (SDDP). Soon afterwards, several working groups established drilling proposals with Nordic and, also, international participation. With this serious interest in scientific drilling SDDP was able to successfully promote the Swedish membership in ICDP which commenced in 2008. Two SDDP projects achieved workshop grants from the International Continental Scientific Drilling Program (ICDP) in 2009. In the same year the Swedish Research Council decided to support an application for a truck-mounted drill rig - a big success for the SDDP working group. Scientific Drilling infrastructure: SDDP envisages a mobile platform that is capable of core drilling to at least 2500 m depth. The procurement will be made during 2010 and first operations are planned for 2011. This drill rig is primarily intended for use in the SDDP drilling projects, but will be rented out to other scientific drilling projects or even commercial enterprises in the remaining time to cover maintenance and future upgrade costs. SDDP's drill rig will be unique in Europe and complementary to the deep drilling InnovaRig of the GFZ German Research Centre for Geosciences. Until now, drilling to 2000 - 3000 m implied the use of a full-sized drill rig like the InnovaRig or the mobilization of a core drill rig from another continent. This gap will now be filled by Sweden's upcoming scientific drilling infrastructure. Drilling projects and proposals: Presently, SDDP serves six projects: "Collisional Orogeny in the Scandinavian Caledonides" (COSC; ICDP workshop spring 2010), the "Postglacial Fault Drilling Project" (PFDP; ICDP workshop autumn 2010), a "Deep Rock Laboratory" (DRL), "Palaeoproterozoic Mineralized Volcanic

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Science.gov (United States)

Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L

2011-08-01

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved

Drilling cost analysis

International Nuclear Information System (INIS)

Anand, A.B.

1992-01-01

Drilling assumes greater importance in present day uranium exploration which emphasizes to explore more areas on the basis of conceptual model than merely on surface anomalies. But drilling is as costly as it is important and consumes a major share (50% to 60%) of the exploration budget. As such the cost of drilling has great bearing on the exploration strategy as well as on the overall cost of the project. Therefore, understanding the cost analysis is very much important when planning or intensifying an exploration programme. This not only helps in controlling the current operations but also in planning the budgetary provisions for future operations. Also, if the work is entrusted to a private party, knowledge of in-house cost analysis helps in fixing the rates of drilling in different formations and areas to be drilled. Under this topic, various factors that contribute to the cost of drilling per meter as well as ways to minimize the drilling cost for better economic evaluation of mineral deposits are discussed. (author)

An Annotated Math Lab Inventory.

Science.gov (United States)

Schussheim, Joan Yares

1980-01-01

A listing of mathematics laboratory material is organized as follows: learning kits, tape programs, manipulative learning materials, publications, math games, math lab library, and an alphabetized listing of publishers and/or companies offering materials. (MP)

Culture and math.

Science.gov (United States)

Tcheang, Lili

2014-01-01

Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

Science.gov (United States)

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Neural correlates of math anxiety - an overview and implications.

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Enhancing Mathematical Communication for Virtual Math Teams

Directory of Open Access Journals (Sweden)

Gerry Stahl

2010-06-01

Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies the online math discourse that takes place during sessions of virtual math teams working on open-ended problem-solving tasks. In particular, it investigates methods of group cognition that are employed by teams in this setting. The VMT environment currently integrates social networking, synchronous text chat, a shared whiteboard for drawing, web browsers and an asynchronous wiki for exchanging findings within the larger community. A simple version of MathML is supported in the whiteboard, chat and wiki for displaying mathematical expressions. The VMT Project is currently integrating the dynamic mathematics application, GeoGebra, into its collaboration environment. This will create a multi-user version of GeoGebra, which can be used in concert with the chat, web browsers, curricular topics and wiki repository.

Robotic Planetary Drill Tests

Science.gov (United States)

Glass, Brian J.; Thompson, S.; Paulsen, G.

2010-01-01

Several proposed or planned planetary science missions to Mars and other Solar System bodies over the next decade require subsurface access by drilling. This paper discusses the problems of remote robotic drilling, an automation and control architecture based loosely on observed human behaviors in drilling on Earth, and an overview of robotic drilling field test results using this architecture since 2005. Both rotary-drag and rotary-percussive drills are targeted. A hybrid diagnostic approach incorporates heuristics, model-based reasoning and vibration monitoring with neural nets. Ongoing work leads to flight-ready drilling software.

Drilling trends in the nineties

International Nuclear Information System (INIS)

1993-01-01

At a conference on various aspects of well drilling in the 1990s, papers were presented on drilling waste management, well completion and workovers, drilling fluids, drilling rig equipment and design, drilling mechanics, drill stem testing and materials, cementing, business management, health and safety, environmental issues, and directional drilling technology. Separate abstracts have been prepared for 46 papers from this conference

Scientific Drilling with the Sea Floor Drill Rig MeBo

Directory of Open Access Journals (Sweden)

Gerold Wefer

2007-09-01

Full Text Available In March 2007 the sea floor drill rig MeBo (short for “Meeresboden-Bohrgerät”, ‘sea floor drill rig’ in German returned from a 17-day scientific cruise with the new German research vessel Maria S. Merian. Four sites between 350 m and 1700 m water depth were sampled at the continental slope off Morocco by push coring and rotary drilling. Up to 41.5-m-long sediment cores were recovered from Miocene, Pliocene, and Pleistocene marls. MeBo bridges the gapbetween conventional sampling methods from standard multipurpose research vessels (gravity corer, piston corer, dredges and drill ships. Most bigger research vessels will be able to support deployment of the MeBo. Since the drill system can be easily transported within 20-ft containers, worldwide operation from vessels of opportunity is possible. With the MeBo a new system is available for marine geosciences that allows the recovery of high quality samples from soft sediments and hard rock from the deep sea withoutrelying on the services of expensive drilling vessels.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Science.gov (United States)

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

Drilling contract issues

International Nuclear Information System (INIS)

Davison, G.B.; Worden, D.R.; Borbridge, G.K.D.

1997-01-01

Some selected issues which are facing both operators and contractors in drilling for oil and gas, such as the allocation of risk by contract and by statute and the implementation of new technologies, were discussed. There are three varieties of written drilling contracts used in Canada: (1) day work and meterage contracts, (2) master drilling agreements, and (3) contracts that are used in construction projects that do not specifically relate to drilling. Issues relevant to the contractual allocation of risk, to implementing new drilling technologies, to reconciling contract and statute liability, and the formation of strategic alliances for mutual benefit, and the factors contributing to the success of such alliances were explored. 12 refs

Phylogeny of the TRAF/MATH domain.

Science.gov (United States)

Zapata, Juan M; Martínez-García, Vanesa; Lefebvre, Sophie

2007-01-01

The TNF-receptor associated factor (TRAF) domain (TD), also known as the meprin and TRAF-C homology (MATH) domain is a fold of seven anti-parallel p-helices that participates in protein-protein interactions. This fold is broadly represented among eukaryotes, where it is found associated with a discrete set of protein-domains. Virtually all protein families encompassing a TRAF/MATH domain seem to be involved in the regulation of protein processing and ubiquitination, strongly suggesting a parallel evolution of the TRAF/MATH domain and certain proteolysis pathways in eukaryotes. The restricted number of living organisms for which we have information of their genetic and protein make-up limits the scope and analysis of the MATH domain in evolution. However, the available information allows us to get a glimpse on the origins, distribution and evolution of the TRAF/MATH domain, which will be overviewed in this chapter.

South African drilling

International Nuclear Information System (INIS)

Anon.

1984-01-01

According to the president of the South African Drilling Association, the drilling industry is meeting head-on the challenges created by the worldwide recession. The paper is a synopsis of several of the papers presented at the SADA symposium and a look at several mining-related drilling projects in South Africa. These papers include grouting techniques, the use of impregnated bits in hard rock drilling, tunnel boring for mines, surveying improvement methods and the use of explosives to increase groundwater yield

Selected stratigraphic data for drill holes located in Frenchman Flat, Nevada Test Site. Rev. 1

International Nuclear Information System (INIS)

Drellack, S.L. Jr.

1997-02-01

Stratigraphic data are presented in tabular form for 72 holes drilled in Frenchman Flat, Nevada Test Site, between 1950 and 1993. Three pairs of data presentations are included for each hole: depth to formation tops, formation thicknesses, and formation elevations are presented in both field (English) and metric units. Also included for each hole, where available, are various construction data (hole depth, hole diameter, surface location coordinates) and certain information of hydrogeologic significance (depth to water level, top of zeolitization). The event name is given for holes associated with a particular nuclear test. An extensive set of footnotes is included, which indicates data sources and provides other information. The body of the report describes the stratigraphic setting of Frenchman Flat, gives drill-hole naming conventions and database terminology, and provides other background and reference material

Math Tracks: What Pace in Math Is Best for the Middle School Child?

Science.gov (United States)

Morrison, Michelle

2011-01-01

Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

Science.gov (United States)

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

A new drilling method—Earthworm-like vibration drilling

Science.gov (United States)

Wang, Peng; Wang, Ruihe

2018-01-01

The load transfer difficulty caused by borehole wall friction severely limits the penetration rate and extended-reach limit of complex structural wells. A new friction reduction technology termed “earthworm-like drilling” is proposed in this paper to improve the load transfer of complex structural wells. A mathematical model based on a “soft-string” model is developed and solved. The results show that earthworm-like drilling is more effective than single-point vibration drilling. The amplitude and frequency of the pulse pressure and the installation position of the shakers have a substantial impact on friction reduction and load transfer. An optimization model based on the projection gradient method is developed and used to optimize the position of three shakers in a horizontal well. The results verify the feasibility and advantages of earthworm-like drilling, and establish a solid theoretical foundation for its application in oil field drilling. PMID:29641615

New optimized drill pipe size for deep-water, extended reach and ultra-deep drilling

Energy Technology Data Exchange (ETDEWEB)

Jellison, Michael J.; Delgado, Ivanni [Grant Prideco, Inc., Hoston, TX (United States); Falcao, Jose Luiz; Sato, Ademar Takashi [PETROBRAS, Rio de Janeiro, RJ (Brazil); Moura, Carlos Amsler [Comercial Perfuradora Delba Baiana Ltda., Rio de Janeiro, RJ (Brazil)

2004-07-01

A new drill pipe size, 5-7/8 in. OD, represents enabling technology for Extended Reach Drilling (ERD), deep water and other deep well applications. Most world-class ERD and deep water wells have traditionally been drilled with 5-1/2 in. drill pipe or a combination of 6-5/8 in. and 5-1/2 in. drill pipe. The hydraulic performance of 5-1/2 in. drill pipe can be a major limitation in substantial ERD and deep water wells resulting in poor cuttings removal, slower penetration rates, diminished control over well trajectory and more tendency for drill pipe sticking. The 5-7/8 in. drill pipe provides a significant improvement in hydraulic efficiency compared to 5-1/2 in. drill pipe and does not suffer from the disadvantages associated with use of 6-5/8 in. drill pipe. It represents a drill pipe assembly that is optimized dimensionally and on a performance basis for casing and bit programs that are commonly used for ERD, deep water and ultra-deep wells. The paper discusses the engineering philosophy behind 5-7/8 in. drill pipe, the design challenges associated with development of the product and reviews the features and capabilities of the second-generation double-shoulder connection. The paper provides drilling case history information on significant projects where the pipe has been used and details results achieved with the pipe. (author)

The Hans Tausen drill

DEFF Research Database (Denmark)

Johnsen, Sigfus Johann; Dahl-Jensen, Dorthe; Steffensen, Jørgen Peder

2007-01-01

In the mid-1990s, excellent results from the GRIP and GISP2 deep drilling projects in Greenland opened up funding for continued ice-coring efforts in Antarctica (EPICA) and Greenland (NorthGRIP). The Glaciology Group of the Niels Bohr Institute, University of Copenhagen, was assigned the task...... of providing drilling capability for these projects, as it had done for the GRIP project. The group decided to further simplify existing deep drill designs for better reliability and ease of handling. The drill design decided upon was successfully tested on Hans Tausen Ice Cap, Peary Land, Greenland, in 1995....... The 5.0 m long Hans Tausen (HT) drill was a prototype for the ~11 m long EPICA and NorthGRIP versions of the drill which were mechanically identical to the HT drill except for a much longer core barrel and chips chamber. These drills could deliver up to 4 m long ice cores after some design improvements...

Math at home adds up to achievement in school.

Science.gov (United States)

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability

NARCIS (Netherlands)

Jansen, B.R.J.; Lange, E.; van der Molen, M.J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this

Drilling contracts and incentives

International Nuclear Information System (INIS)

Osmundsen, Petter; Sorenes, Terje; Toft, Anders

2008-01-01

Shortages of rigs and personnel have encouraged discussion of designing incentive contracts in the drilling sector. However, for the drilling contracts, there are not a large variety of contract types in use. This article describes and analyses incentives for drilling contractors. These are directly represented by the compensation formats utilised in the present and in the consecutive drilling contracts. Indirectly, incentives are also provided by the evaluation criteria that oil companies use for awarding drilling assignments. Changes in contract format pose a number of relevant questions relating to resource management, and the article takes an in-depth look at some of these. Do evaluation criteria for awarding drilling assignments encourage the development of new technology and solutions? How will a stronger focus on drilling efficiency influence reservoir utilisation?

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Directory of Open Access Journals (Sweden)

Zhan Shi

Full Text Available Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

Science.gov (United States)

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

Students as Math Level Designers

DEFF Research Database (Denmark)

Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

Science.gov (United States)

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2016-01-01

To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

Cognitive consistency and math-gender stereotypes in Singaporean children.

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Study on drilling induced delamination of woven kenaf fiber reinforced epoxy composite using carbide drills

Science.gov (United States)

Suhaily, M.; Hassan, C. H. Che; Jaharah, A. G.; Azmi, H.; Afifah, M. A.; Khairusshima, M. K. Nor

2018-04-01

In this research study, it presents the influences of drilling parameters on the delamination factor during the drilling of woven kenaf fiber reinforced epoxy composite laminates when using the carbide drill bits. The purpose of this study is to investigate the influence of drilling parameters such as cutting speed, feed rate and drill sizes on the delamination produced when drilling woven kenaf reinforced epoxy composite using the non-coated carbide drill bits. The damage generated on the woven kenaf reinforced epoxy composite laminates were observed both at the entrance and exit surface during the drilling operation. The experiments were conducted according to the Box Behnken experimental designs. The results indicated that the drill diameter has a significant influence on the delamination when drilling the woven kenaf fiber reinforced epoxy composites.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

Science.gov (United States)

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

Science.gov (United States)

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

Drilling Performance of Rock Drill by High-Pressure Water Jet under Different Configuration Modes

Directory of Open Access Journals (Sweden)

Songyong Liu

2017-01-01

Full Text Available In the rock drilling progress, the resistant force results in tools failure and the low drilling efficiency; thus, it is necessary to reduce the tools failure and enhance the drilling efficiency. In this paper, different configuration modes of drilling performance assisted with water jet are explored based on the mechanism and experiment analysis of rock drilling assisted with water jet. Moreover, the rotary sealing device with high pressure is designed to achieve the axial and rotation movement simultaneously as well as good sealing effect under high-pressure water jet. The results indicate that the NDB and NFB have better effects on drilling performance compared with that of NSB. Moreover, the high-pressure water jet is helpful not only to reduce the drill rod deflection, but also to reduce the probability of drill rod bending and improve the drill rod service life.

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

Science.gov (United States)

Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

2017-01-01

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California

Science.gov (United States)

Wendt, Staci; Rice, John; Nakamoto, Jonathan

2014-01-01

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

Science.gov (United States)

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

Drilling technologies in hydrogeological survey

OpenAIRE

Vorlíček, Petr

2014-01-01

This work deals with the drilling technologies used in hydrogeology. The main aim of the work is to explore types of drilling technologies used at hydrogeological drilling wells and modern technologies that could potentially be used in the future. The work also summarizes a historical development of drilling techniques, a drilling process procedure, information obtained from boreholes and the most common types of drilling fluids.

Design and Exploitation Problems of Drill String in Directional Drilling

Directory of Open Access Journals (Sweden)

Bednarz Stanislaw

2004-09-01

Full Text Available Drill string design for directional drilling requires accounting for a number of factors. First, types and expected values of loads should be determined. Then, elements of the drill string should be so selected as to enable realization of the plan at specified loads. Some of additional factors, e. g. purchase, exploitation cost, geological conditions in the bore-hole, washing of the bore-hole, stability, trajectory, rig parameters, accuracy of gauges, pumps parameters remain in conflict. Drill pipes are made of rolled pipes, upset and welded with tool joints to 9,5 m long; the shorter ones can be made of hot forged rods. Exploitation requirements, being a result of practical experience supported by theoretical and laboratory analyses should be a part of syllabuses of technical staff educational programs. Apart from designing the string, it is also vital to lower the risk of a drilling failure. The significance of these aspects seems to be unquestionable.

Diagnostic System of Drill Condition in Laminated Chipboard Drilling Process

Directory of Open Access Journals (Sweden)

Swiderski Bartosz

2017-01-01

Full Text Available The paper presents an on-line automatic system for recognition of the drill condition in a laminated chipboard drilling process. Two states of the drill are considered: the sharp enough (still able to drill holes acceptable for processing quality and worn out (excessive drill wear, not satisfactory from the quality point of view of the process. The automatic system requires defining the diagnostic features, which are used as the input attributes to the classifier. The features have been generated from 5 registered signals: feed force, cutting torque, noise, vibration and acoustic emission. The statistical parameters defined on the basis of the auto regression model of these signals have been used as the diagnostic features. The sequential step-wise feature selection is applied for choosing the most discriminative set of features. The final step of recognition is done by support vector machine classifier working in leave one out mode. The results of numerical experiments have confirmed good quality of the proposed diagnostic system.

Horizontal drilling under Lake Erie

Energy Technology Data Exchange (ETDEWEB)

Meller, R.

2001-07-01

Drilling oil wells under Lake Erie calls for horizontal drilling wells to be drilled from shore out into the pay-zone under the lake. The nature and characteristics of horizontal wells as compared to vertical wells are explored. Considerations that have to be taken into account in drilling horizontal wells are explained (the degree of curvature, drilling fluid quality, geosteering in the pay-zone, steering instrumentation, measurements while drilling (MWD), logging while drilling (LWD)). The concept and reasons for extended reach wells are outlined, along with characteristic features of multilateral wells.

Saxon Math. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2017

2017-01-01

"Saxon Math" is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of "Saxon Math"'s…

Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria

Science.gov (United States)

Zakariya, Yusuf F.

2016-01-01

In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…

Alteration in the IRDP drill hole compared with other drill holes in Iceland

Science.gov (United States)

Kristmannsdóttir, Hrefna

1982-08-01

The overall alteration pattern in the drill hole at Reydarfjördur is very similar to alteration patterns observed in Icelandic geothermal areas and in low-grade metamorphosed basalts in deep crustal sections elsewhere in Iceland. However more detail is obtained by the study of the IRDP drill core than by study of drill cuttings sampled in previous drill holes in Iceland. A comparatively high fossil thermal gradient is obtained at Reydarfjördur by a combination of mineral stability data and the observed occurence of secondary minerals. This high gradient is consistent with the measured dike dilation at the drill site and the location of the drill site adjacent to a central volcano.

Math Education at a Crossroads

DEFF Research Database (Denmark)

Markvorsen, Steen

With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...

From Mxit to Dr Math

CSIR Research Space (South Africa)

Botha, Adèle

2013-02-01

Full Text Available In 2007, Laurie Butgereit, a researcher at the CSIR Meraka Institute, started to use Mxit as a communication channel to tutor her son in mathematics. Her son and a number of his friends logged in, and Dr Math was born. At the inception of Dr Math...

A self propelled drilling system for hard-rock, horizontal and coiled tube drilling

Energy Technology Data Exchange (ETDEWEB)

Biglin, D.; Wassell, M.

1997-12-31

Several advancements are needed to improve the efficiency and reliability of both hard rock drilling and extended reach drilling. This paper will present a Self Propelled Drilling System (SPDS) which can grip the borehole wall in order to provide a stable platform for the application of weight on bit (WOB) and resisting the reactive torque created by the downhole drilling motor, bit and formation interaction. The system will also dampen the damaging effects of drill string vibration. This tool employs two hydraulically activated anchors (front and rear) to grip the borehole wall, and a two-way thrust mandrel to apply both the drilling force to the bit, and a retraction force to pull the drill string into the hole. Forward drilling motion will commence by sequencing the anchor pistons and thrust mandrel to allow the tool to walk in a stepping motion. The SPDS has a microprocessor to control valve timing, sensing and communication functions. An optional Measurement While Drilling (MWD) interface can provide two-way communication of critical operating parameters such as hydraulic pressure and piston location. This information can then be telemetered to the surface, or used downhole to autonomously control system parameters such as anchor and thrust force or damping characteristics.

Math Branding in a Community College Library

Science.gov (United States)

Brantz, Malcolm; Sadowski, Edward B.

2010-01-01

As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…

Neural correlates of math anxiety – an overview and implications

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

Neural correlates of math anxiety – An overview and implications

Directory of Open Access Journals (Sweden)

Christina eArtemenko

2015-09-01

Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i math anxiety elicits emotion- and pain-related activation during and before math activities, (ii that the negative emotional response to math anxiety impairs processing efficiency, and (iii that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Modeling pellet impact drilling process

Science.gov (United States)

Kovalyov, A. V.; Ryabchikov, S. Ya; Isaev, Ye D.; Ulyanova, O. S.

2016-03-01

The paper describes pellet impact drilling which could be used to increase the drilling speed and the rate of penetration when drilling hard rocks. Pellet impact drilling implies rock destruction by metal pellets with high kinetic energy in the immediate vicinity of the earth formation encountered. The pellets are circulated in the bottom hole by a high velocity fluid jet, which is the principle component of the ejector pellet impact drill bit. The experiments conducted has allowed modeling the process of pellet impact drilling, which creates the scientific and methodological basis for engineering design of drilling operations under different geo-technical conditions.

Firefighter Math - a web-based learning tool

Science.gov (United States)

Dan Jimenez

2010-01-01

Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

Numbers and other math ideas come alive

CERN Document Server

Pappas, Theoni

2012-01-01

Most people don't think about numbers, or take them for granted. For the average person numbers are looked upon as cold, clinical, inanimate objects. Math ideas are viewed as something to get a job done or a problem solved. Get ready for a big surprise with Numbers and Other Math Ideas Come Alive. Pappas explores mathematical ideas by looking behind the scenes of what numbers, points, lines, and other concepts are saying and thinking. In each story, properties and characteristics of math ideas are entertainingly uncovered and explained through the dialogues and actions of its math

How Math Anxiety Relates to Number–Space Associations

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570

How math anxiety relates to number-space associations

Directory of Open Access Journals (Sweden)

Carrie Georges

2016-09-01

Full Text Available Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioural evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

How Math Anxiety Relates to Number-Space Associations.

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

Science.gov (United States)

Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

2013-01-01

In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

"Math Anxiety" Explored in Studies

Science.gov (United States)

Sparks, Sarah D.

2011-01-01

Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…

Drilling a better pair : new technologies in SAGD directional drilling

Energy Technology Data Exchange (ETDEWEB)

Zimmer, C.; Richter, D. [Statoil Canada Ltd., Calgary, AB (Canada); Person, J.; Tilley, J.; Bittar, M. [Halliburton Energy Services, Calgary, AB (Canada)

2010-07-01

The Leismer Demonstration Project (LDP) is the first of 8 proposed major steam assisted gravity drainage (SAGD) projects for Statoil's Kai Kos Dehseh (KKD) asset in the Athabasca oil sands deposit. The bitumen resources are expected to produce approximately 2.2 billion barrels of oil over approximately 35 years with a peak production of 220,000 bbl/day. To date, 23 well pairs have been drilled on 4 drilling pads. The precise placement of well pairs is among the most important factors in a successful SAGD drilling program. The producer well must be placed in relation to the reservoir boundaries. It must also be accurately twinned with the injector well. A strong focus on technological innovation is needed in order to deliver on these high expectations in unconsolidated formations, such as the McMurray oil sands. Lateral SAGD pairs are often drilled with conventional steerable mud motors and logging-while-drilling (LWD) resistivity measurements, but this combination imposes certain limitations in terms of wellbore quality and placement. Several industry firsts were successfully implemented at the Statoil LDP, including a combination of the newest and most cutting-edge directional, measurement, and LWD technology. The keystone of these industry firsts was the use of a soft formation modified, point-the-bit rotary steerable system (RSS), used on 20 horizontal wells. The RRS was combined with an ultra deep azimuthal resistivity sensor to provide precise geosteering along the bottom bed boundary in the producer wells, resulting in improved reservoir capture and reservoir characterization. This paper described the new drilling system and its impact on the progressive future of directional drilling in SAGD. 8 refs., 1 tab., 22 figs.

A Motivational Technique for Business Math

Science.gov (United States)

Voelker, Pamela

1977-01-01

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

What Math Teachers Need Most

Science.gov (United States)

Nelson, Barbara Scott; Sassi, Annette

2007-01-01

The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

Math Fact Strategies Research Project

Science.gov (United States)

Boso, Annie

2011-01-01

An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

Methods to ensure optimal off-bottom and drill bit distance under pellet impact drilling

Science.gov (United States)

Kovalyov, A. V.; Isaev, Ye D.; Vagapov, A. R.; Urnish, V. V.; Ulyanova, O. S.

2016-09-01

The paper describes pellet impact drilling which could be used to increase the drilling speed and the rate of penetration when drilling hard rock for various purposes. Pellet impact drilling implies rock destruction by metal pellets with high kinetic energy in the immediate vicinity of the earth formation encountered. The pellets are circulated in the bottom hole by a high velocity fluid jet, which is the principle component of the ejector pellet impact drill bit. The paper presents the survey of methods ensuring an optimal off-bottom and a drill bit distance. The analysis of methods shows that the issue is topical and requires further research.

Developing Mathematical Resilience of Prospective Math Teachers

Science.gov (United States)

Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

Ultrasonically assisted drilling of rocks

Science.gov (United States)

Mikhailova, N. V.; Onawumi, P. Y.; Roy, A.; Silberschmidt, V. V.

2018-05-01

Conventional drilling of rocks can generate significant damage in the drilled material; a material layer is often split off a back surface of a sample during drilling, negatively affecting its strength. To improve finish quality, ultrasonically assisted drilling (UAD) was employed in two rocks - sandstone and marble. Damage areas in both materials were reduced in UAD when compared to conventional drilling. Reductions in a thrust force and a torque reduction were observed only for UAD in marble; ultrasonic assistance in sandstone drilling did not result in improvements in this regard.

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

Science.gov (United States)

Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

How to Make the Most of Math Manipulatives.

Science.gov (United States)

Burns, Marilyn

1996-01-01

A discussion of how to use math manipulatives to teach elementary students focuses on essential program elements: what math manipulatives are and why they are used, common questions about math manipulatives, how one teacher introduced the geoboard into the classroom, and pattern block activities. (SM)

Math Learning Begins at Home

Science.gov (United States)

Eason, Sarah H.; Levine, Susan C.

2017-01-01

Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

Basic math and pre-algebra practice problems for dummies

CERN Document Server

Zegarelli, Mark

2013-01-01

1001 Basic Math & Pre- Algebra Practice Problems For  Dummies   Practice makes perfect-and helps deepen your understanding of basic math and pre-algebra 1001 Basic Math & Pre-Algebra Practice Problems For Dummies, with free access to online practice problems, takes you beyond the instruction and guidance offered in Basic Math & Pre-Algebra For Dummies, giving you 1,001 opportunities to practice solving problems from the major topics in your math course. You begin with some basic arithmetic practice, move on to fractions, decimals, and per

Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

Quantifying performance on an outdoor agility drill using foot-mounted inertial measurement units.

Directory of Open Access Journals (Sweden)

Antonia M Zaferiou

Full Text Available Running agility is required for many sports and other physical tasks that demand rapid changes in body direction. Quantifying agility skill remains a challenge because measuring rapid changes of direction and quantifying agility skill from those measurements are difficult to do in ways that replicate real task/game play situations. The objectives of this study were to define and to measure agility performance for a (five-cone agility drill used within a military obstacle course using data harvested from two foot-mounted inertial measurement units (IMUs. Thirty-two recreational athletes ran an agility drill while wearing two IMUs secured to the tops of their athletic shoes. The recorded acceleration and angular rates yield estimates of the trajectories, velocities and accelerations of both feet as well as an estimate of the horizontal velocity of the body mass center. Four agility performance metrics were proposed and studied including: 1 agility drill time, 2 horizontal body speed, 3 foot trajectory turning radius, and 4 tangential body acceleration. Additionally, the average horizontal ground reaction during each footfall was estimated. We hypothesized that shorter agility drill performance time would be observed with small turning radii and large tangential acceleration ranges and body speeds. Kruskal-Wallis and mean rank post-hoc statistical analyses revealed that shorter agility drill performance times were observed with smaller turning radii and larger tangential acceleration ranges and body speeds, as hypothesized. Moreover, measurements revealed the strategies that distinguish high versus low performers. Relative to low performers, high performers used sharper turns, larger changes in body speed (larger tangential acceleration ranges, and shorter duration footfalls that generated larger horizontal ground reactions during the turn phases. Overall, this study advances the use of foot-mounted IMUs to quantify agility performance in

Review of casing while drilling technology

Directory of Open Access Journals (Sweden)

Pavković Bojan

2016-01-01

Full Text Available Conventional drilling methods have been plagued with huge operational and financial challenges, such as cost of purchasing, inspecting, handling, transporting the drill equipment and most importantly, tripping in-and-out of the drill string whenever the Bottom Hole Assembly (BHA needs a replacement, needs of wiper trip or when total depth is reached. The tripping in-and-out of the drill string not only contributes to Non Productive Time (NPT but also leads to well control difficulties including wellbore instability and lost circulation. All this has led Oil and Gas industry, as well as any other engineering industry, to seek for new ways and methods in order to reduce these problems. Thanks to the advances in technical solutions and constant improvements of conventional drilling methods, a new drilling method - casing while drilling has been developed. Casing Drilling encompasses the process of simultaneously drilling and casing a well, using the active casing and thus optimizes the production. This paper presents a review of casing while drilling method (CwD and its practical usage in drilling wells. The comparison of conventional drilling method and casing while drilling is also presented. The CwD method achieves significantly better results than conventional drilling method.

Primary maths anyone can feed skittles to sharks

CERN Document Server

Tiley-Nunn, Nick

2014-01-01

Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that ‘maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.

Training the approximate number system improves math proficiency.

Science.gov (United States)

Park, Joonkoo; Brannon, Elizabeth M

2013-10-01

Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.

Deep drilling KLX 02. Drilling and documentation of a 1700 m deep borehole at Laxemar, Sweden

Energy Technology Data Exchange (ETDEWEB)

Andersson, O [VBB VIAK AB, Malmoe (Sweden)

1994-08-01

In this report the preparation and execution of the deep core drilling KLX 02 is described. The hole was drilled with the wireline methods, NQ dimension (diameter 76 mm), to a final depth of 1700.5 m. Prior to core drilling a diameter 215 mm pilot hole was pre drilled to 200 m with controlled hammer drilling (DTH). In this hole casing and air-lift equipment was installed with the aim to support the circulation of drilling fluid. During core drilling there was a measurement of major drilling parameters and drilling fluid in and out of hole. As a fluid tracer uranine was used. Each 300 m of core drilling air-lift pump tests were performed. After completion a flow-meter log was run to finalize the project phase. It can be concluded that both the pre drilling and core drilling methods used proved to be successful. No severe technical problem occurred. However, potential risks have been pointed at in the report. The air-lift system functioned only partly and has to be modified for further use. Also the technique for monitoring of drilling parameters needs improvement as does the method for air-lift pump tests with packer. The organisation model for planning and realization functioned satisfactory and can be recommended for similar future projects. 9 refs, numerous tabs and figs.

Deep drilling KLX 02. Drilling and documentation of a 1700 m deep borehole at Laxemar, Sweden

International Nuclear Information System (INIS)

Andersson, O.

1994-08-01

In this report the preparation and execution of the deep core drilling KLX 02 is described. The hole was drilled with the wireline methods, NQ dimension (diameter 76 mm), to a final depth of 1700.5 m. Prior to core drilling a diameter 215 mm pilot hole was pre drilled to 200 m with controlled hammer drilling (DTH). In this hole casing and air-lift equipment was installed with the aim to support the circulation of drilling fluid. During core drilling there was a measurement of major drilling parameters and drilling fluid in and out of hole. As a fluid tracer uranine was used. Each 300 m of core drilling air-lift pump tests were performed. After completion a flow-meter log was run to finalize the project phase. It can be concluded that both the pre drilling and core drilling methods used proved to be successful. No severe technical problem occurred. However, potential risks have been pointed at in the report. The air-lift system functioned only partly and has to be modified for further use. Also the technique for monitoring of drilling parameters needs improvement as does the method for air-lift pump tests with packer. The organisation model for planning and realization functioned satisfactory and can be recommended for similar future projects. 9 refs, numerous tabs and figs

Drilling subsurface wellbores with cutting structures

Science.gov (United States)

Mansure, Arthur James; Guimerans, Rosalvina Ramona

2010-11-30

A system for forming a wellbore includes a drill tubular. A drill bit is coupled to the drill tubular. One or more cutting structures are coupled to the drill tubular above the drill bit. The cutting structures remove at least a portion of formation that extends into the wellbore formed by the drill bit.

Specific Cognitive Predictors of Early Math Problem Solving

Science.gov (United States)

Decker, Scott L.; Roberts, Alycia M.

2015-01-01

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

To drill or not to drill? An econometric analysis of US public opinion

International Nuclear Information System (INIS)

Mukherjee, Deep; Rahman, Mohammad Arshad

2016-01-01

Offshore drilling in the United States (US) has been the subject of public and political discourse due to multiple reasons which include economic impact, energy security, and environmental hazard. Consequently, several polls have been conducted over time to gauge public attitude towards offshore drilling. Nevertheless, the economic literature on this issue is sparse. This paper contributes to the literature and analyzes support for offshore drilling based on demographic, economic, social, belief, and shock (e.g. spill) factors. The data is taken from ten nationwide surveys conducted before, during and after the British Petroleum (BP) oil spill and analyzed within the framework of discrete choice model. The results from an ordinal probit model demonstrate that age, annual household income, affiliation to Republican Party, and residence in oil-rich states positively affect the probability of strong support and reduce the probability of strong opposition for offshore drilling. In contrast, the female gender, higher education, association to Democratic Party, and environmental concern affect opinion in opposite direction. Marginal effects show that belief about environmental consequences of drilling has the highest impact on opinion. Binary probit model also yields a similar result and suggests that BP oil disaster resulted in a transient decrease in support for offshore drilling. - Highlights: •US public opinion on offshore drilling is analyzed based on ten national polls. •Ordinal and binary probit models are utilized to identify the underlying factors that shape public opinion. •Belief about environmental cost of drilling and educational attainment have the highest negative impact on opinion. •Age, income, affiliation to Republican party and oil-rich states positively affect support for drilling. •BP oil spill resulted in a transient decrease in support for offshore drilling.

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Science.gov (United States)

Bahr, Peter Riley

2013-01-01

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

Percussive Augmenter of Rotary Drills for Operating as a Rotary-Hammer Drill

Science.gov (United States)

Aldrich, Jack Barron (Inventor); Bar-Cohen, Yoseph (Inventor); Sherrit, Stewart (Inventor); Badescu, Mircea (Inventor); Bao, Xiaoqi (Inventor); Scott, James Samson (Inventor)

2014-01-01

A percussive augmenter bit includes a connection shaft for mounting the bit onto a rotary drill. In a first modality, an actuator percussively drives the bit, and an electric slip-ring provides power to the actuator while being rotated by the drill. Hammering action from the actuator and rotation from the drill are applied directly to material being drilled. In a second modality, a percussive augmenter includes an actuator that operates as a hammering mechanism that drives a free mass into the bit creating stress pulses that fracture material that is in contact with the bit.

Math word problems for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Covers percentages, probability, proportions, and moreGet a grip on all types of word problems by applying them to real lifeAre you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level of problem. From learning math lingo and performing operations to calculating formulas and writing equations, you''ll get all the skills you need to succeed!Discover how to: * Translate word problems into plain English* Brush up on basic math skills* Plug in the right operation or formula* Tackle algebraic and geometric problems* Check your answers to see if they work

In-process and post-process measurements of drill wear for control of the drilling process

Science.gov (United States)

Liu, Tien-I.; Liu, George; Gao, Zhiyu

2011-12-01

Optical inspection was used in this research for the post-process measurements of drill wear. A precision toolmakers" microscope was used. Indirect index, cutting force, is used for in-process drill wear measurements. Using in-process measurements to estimate the drill wear for control purpose can decrease the operation cost and enhance the product quality and safety. The challenge is to correlate the in-process cutting force measurements with the post-process optical inspection of drill wear. To find the most important feature, the energy principle was used in this research. It is necessary to select only the cutting force feature which shows the highest sensitivity to drill wear. The best feature selected is the peak of torque in the drilling process. Neuro-fuzzy systems were used for correlation purposes. The Adaptive-Network-Based Fuzzy Inference System (ANFIS) can construct fuzzy rules with membership functions to generate an input-output pair. A 1x6 ANFIS architecture with product of sigmoid membership functions can in-process measure the drill wear with an error as low as 0.15%. This is extremely important for control of the drilling process. Furthermore, the measurement of drill wear was performed under different drilling conditions. This shows that ANFIS has the capability of generalization.

Business math for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Now, it is easier than ever before to understand complex mathematical concepts and formulas and how they relate to real-world business situations. All you have to do it apply the handy information you will find in Business Math For Dummies. Featuring practical practice problems to help you expand your skills, this book covers topics like using percents to calculate increases and decreases, applying basic algebra to solve proportions, and working with basic statistics to analyze raw data. Find solutions for finance and payroll applications, including reading financial statements, calculating wages and commissions, and strategic salary planning. Navigate fractions, decimals, and percents in business and real estate transactions, and take fancy math skills to work. You'll be able to read graphs and tables and apply statistics and data analysis. You'll discover ways you can use math in finance and payroll investments, banking and payroll, goods and services, and business facilities and operations. You'll learn ho...

A Correlation of Community College Math Readiness and Student Success

Science.gov (United States)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p college students' math competencies and degree achievement.

Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report

Science.gov (United States)

Hoang, Hai; Huang, Melrose; Sulcer, Brian; Yesilyurt, Suleyman

2017-01-01

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways…

Inhibition Performance in Children with Math Disabilities

OpenAIRE

Winegar, Kathryn Lileth

2013-01-01

This study examined the inhibition deficit hypothesis in children with math disabilities (MD). Children with and without MD were compared on two inhibition tasks that included the random generation of numbers and letters. The results addressed three hypotheses. Weak support was found for the first hypothesis which stated difficulties related to inhibition are significantly related to math performance. I found partial support for this hypothesis in that inhibition was related to math problem s...

Teachers’ ability in using math learning media

Science.gov (United States)

Masniladevi; Prahmana, R. C. I.; Helsa, Y.; Dalais, M.

2017-12-01

The studies aim to enhance teachers’ knowledge and skill in making math instructional media, develop math instructional media, train and assist the use of instructional media in learning math in the classroom. The method used in the activities adopted the pattern of preventive implementation, planning stage, program implementation, observation and evaluation and reflection. The research results show that the evaluation of teachers’ ability is still in average category. The result required more intensive training.

Active Suppression of Drilling System Vibrations For Deep Drilling

Energy Technology Data Exchange (ETDEWEB)

Raymond, David W.; Blankenship, Douglas A.; Buerger, Stephen; Mesh, Mikhail; Radigan, William Thomas; Su, Jiann-Cherng

2015-10-01

The dynamic stability of deep drillstrings is challenged by an inability to impart controllability with ever-changing conditions introduced by geology, depth, structural dynamic properties and operating conditions. A multi-organizational LDRD project team at Sandia National Laboratories successfully demonstrated advanced technologies for mitigating drillstring vibrations to improve the reliability of drilling systems used for construction of deep, high-value wells. Using computational modeling and dynamic substructuring techniques, the benefit of controllable actuators at discrete locations in the drillstring is determined. Prototype downhole tools were developed and evaluated in laboratory test fixtures simulating the structural dynamic response of a deep drillstring. A laboratory-based drilling applicability demonstration was conducted to demonstrate the benefit available from deployment of an autonomous, downhole tool with self-actuation capabilities in response to the dynamic response of the host drillstring. A concept is presented for a prototype drilling tool based upon the technical advances. The technology described herein is the subject of U.S. Patent Application No. 62219481, entitled "DRILLING SYSTEM VIBRATION SUPPRESSION SYSTEMS AND METHODS", filed September 16, 2015.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

Science.gov (United States)

Gray, Sarah A; Reeve, Robert A

2016-07-01

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

Simple arithmetic: not so simple for highly math anxious individuals.

Science.gov (United States)

Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-12-01

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development

Science.gov (United States)

Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M.

2018-01-01

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…

Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)

Science.gov (United States)

Seeley, Cathy L.

2016-01-01

Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. "Building a Math-Positive Culture" addresses…

Drilling for scientific purpose

Energy Technology Data Exchange (ETDEWEB)

Tanaka, Shoichi

1987-09-01

Drilling for scientific purpose is a process of conducting geophysical exploration at deep underground and drilling for collecting crust samples directly. This is because earth science has advanced to get a good understanding about the top of the crust and has shifted its main interest to the lower layer of the crust in land regions. The on-land drilling plan in Japan has just started, and the planned drilling spots are areas around the Minami River, Hidaka Mts., kinds of the Mesozoic and Cenozoic granite in outside zone, the extension of Japan Sea, Ogasawara Is., Minami-Tori Is., and active volcanos. The paper also outlines the present situation of on-land drilling in the world, focusing on the SG-3rd super-deep well SG-3 on the Kola Peninsula, USSR, Satori SG-1st well SG-1 in Azerbaidzhan S.S.R, V.S.S.R, Sweden's wells, Cyprus' wells, Bayearn well Plan in West Germany, and Salton Sea Scientific Drilling Program in the U.S. At its end, the paper explains the present situation and the future theme of the Japanese drilling technique and points out the necessity of developing equipment, and techniques. (14 figs, 5 tabs, 26 refs)

Neural correlates of math anxiety – an overview and implications

OpenAIRE

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that pr...

Using the Intel Math Kernel Library on Peregrine | High-Performance

Science.gov (United States)

Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier

Teachers and Counselors: Building Math Confidence in Schools

Directory of Open Access Journals (Sweden)

Joseph M. Furner

2017-08-01

Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

Metacognitive awareness and math anxiety in gifted students

Directory of Open Access Journals (Sweden)

Hakan Sarıcam

2015-12-01

Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

Ultrasonic rotary-hammer drill

Science.gov (United States)

Bar-Cohen, Yoseph (Inventor); Badescu, Mircea (Inventor); Sherrit, Stewart (Inventor); Bao, Xiaoqi (Inventor); Kassab, Steve (Inventor)

2010-01-01

A mechanism for drilling or coring by a combination of sonic hammering and rotation. The drill includes a hammering section with a set of preload weights mounted atop a hammering actuator and an axial passage through the hammering section. In addition, a rotary section includes a motor coupled to a drive shaft that traverses the axial passage through the hammering section. A drill bit is coupled to the drive shaft for drilling by a combination of sonic hammering and rotation. The drill bit includes a fluted shaft leading to a distal crown cutter with teeth. The bit penetrates sampled media by repeated hammering action. In addition, the bit is rotated. As it rotates the fluted bit carries powdered cuttings helically upward along the side of the bit to the surface.

Briefing paper for universities on Core Maths

OpenAIRE

Glaister, Paul

2015-01-01

This briefing paper outlines the rationale for and development of the new Core Maths qualifications, the characteristics of Core Maths, and why Core Maths is important for higher education. It is part of a communication to university vice-chancellors from the Department for Business, Innovation and Skills (BIS) comprising this paper and a joint Ministerial letter from Jo Johnson, Minister of State for Universities and Science in BIS, and Nick Gibb, Minister of State for Schools in the Departm...

30 CFR 57.7052 - Drilling positions.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Drilling positions. 57.7052 Section 57.7052... SAFETY AND HEALTH SAFETY AND HEALTH STANDARDS-UNDERGROUND METAL AND NONMETAL MINES Drilling and Rotary Jet Piercing Drilling-Surface and Underground § 57.7052 Drilling positions. Persons shall not drill...

HYDRATE CORE DRILLING TESTS

Energy Technology Data Exchange (ETDEWEB)

John H. Cohen; Thomas E. Williams; Ali G. Kadaster; Bill V. Liddell

2002-11-01

The ''Methane Hydrate Production from Alaskan Permafrost'' project is a three-year endeavor being conducted by Maurer Technology Inc. (MTI), Noble, and Anadarko Petroleum, in partnership with the U.S. DOE National Energy Technology Laboratory (NETL). The project's goal is to build on previous and ongoing R&D in the area of onshore hydrate deposition. The project team plans to design and implement a program to safely and economically drill, core and produce gas from arctic hydrates. The current work scope includes drilling and coring one well on Anadarko leases in FY 2003 during the winter drilling season. A specially built on-site core analysis laboratory will be used to determine some of the physical characteristics of the hydrates and surrounding rock. Prior to going to the field, the project team designed and conducted a controlled series of coring tests for simulating coring of hydrate formations. A variety of equipment and procedures were tested and modified to develop a practical solution for this special application. This Topical Report summarizes these coring tests. A special facility was designed and installed at MTI's Drilling Research Center (DRC) in Houston and used to conduct coring tests. Equipment and procedures were tested by cutting cores from frozen mixtures of sand and water supported by casing and designed to simulate hydrate formations. Tests were conducted with chilled drilling fluids. Tests showed that frozen core can be washed out and reduced in size by the action of the drilling fluid. Washing of the core by the drilling fluid caused a reduction in core diameter, making core recovery very difficult (if not impossible). One successful solution was to drill the last 6 inches of core dry (without fluid circulation). These tests demonstrated that it will be difficult to capture core when drilling in permafrost or hydrates without implementing certain safeguards. Among the coring tests was a simulated hydrate

Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

Science.gov (United States)

Spann, Mary Beth

This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

Sharp metric obstructions for quasi-Einstein metrics

Science.gov (United States)

Case, Jeffrey S.

2013-02-01

Using the tractor calculus to study smooth metric measure spaces, we adapt results of Gover and Nurowski to give sharp metric obstructions to the existence of quasi-Einstein metrics on suitably generic manifolds. We do this by introducing an analogue of the Weyl tractor W to the setting of smooth metric measure spaces. The obstructions we obtain can be realized as tensorial invariants which are polynomial in the Riemann curvature tensor and its divergence. By taking suitable limits of their tensorial forms, we then find obstructions to the existence of static potentials, generalizing to higher dimensions a result of Bartnik and Tod, and to the existence of potentials for gradient Ricci solitons.

30 CFR 56.7052 - Drilling positions.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Drilling positions. 56.7052 Section 56.7052... SAFETY AND HEALTH SAFETY AND HEALTH STANDARDS-SURFACE METAL AND NONMETAL MINES Drilling and Rotary Jet Piercing Drilling § 56.7052 Drilling positions. Persons shall not drill from— (a) Positions which hinder...

Metacognition and Confidence: Comparing Math to Other Academic Subjects

Directory of Open Access Journals (Sweden)

Shanna eErickson

2015-06-01

Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

Childcare Quality and Preschoolers' Math Development

Science.gov (United States)

Choi, Ji Young; Dobbs-Oates, Jennifer

2014-01-01

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

More than Counting: Whole Math Activities for Preschool and Kindergarten.

Science.gov (United States)

Moomaw, Sally; Hieronymus, Brenda

This book presents extensive sampling of a "whole math" curriculum for preschool and kindergarten children ages 3 and older. An introductory chapter is followed by seven curriculum chapters that discuss math manipulatives, collections, grid games, path games, graphing, math and gross-motor play, and the "math suitcase." Each chapter is divided…

Sandia's Geothermal Advanced Drill Rig Instrumentation Assists Critical Oil and Gas Drilling Operation

International Nuclear Information System (INIS)

Staller, George E.; Whitlow, Gary

1999-01-01

On November 23, 1998, an 18,000-foot-deep wild-cat natural gas well being drilled near Bakersfield, CA blew out and caught fire. All attempts to kill this well failed, and the well continues to flow under limited control, producing large volumes of natural gas, salt water, and some oil. The oil and some of the water is being separated and trucked off site, and the remaining gas and water is being burned at the well head. A relief well is being drilled approximately one-quarter mile away in an attempt to intercept the first well. If the relief well is successful, it will be used to cement in and kill the first well. Epoch Wellsite Services, Inc., the mud-logging company for the initial well and the relief well, requested Sandia's rolling float meter (RFM) for these critical drilling operations. The RFM is being used to measure the mud outflow rate and detect kicks while drilling the relief well, which will undoubtedly encounter reservoir conditions similar to those responsible for the blow out. Based on its prior experience with the RFM, Epoch believes that it is the only instrument capable of providing the level of accuracy and response to mudflow needed to quickly detect kicks and minimize the risk of a blowout on this second critical well. In response to the urgent request from industry, Sandia and Epoch technicians installed the RFM on the relief well return line, and completed its initial calibration. The data from the RFM is displayed in real-time for the driller, the companyman, and the toolpusher via Epochs RIGWATCH Drilling Instmmentation System. The RFM has already detected several small kicks while drilling toward the annulus of the blown out well. A conventional paddle meter is located downstream of the RFM to provide redundancy and the opportunity to compare the two meters in an actual drilling operation, The relief well is nearing 14,000 feet deep, targeting an intercept of the first well near 17,600 feet. The relief well is expected to be completed in

Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

Science.gov (United States)

Geist, Eugene

2015-01-01

This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

Supporting English Language Learners in Math Class, Grades 6-8

Science.gov (United States)

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

30 CFR 33.34 - Drilling test.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Drilling test. 33.34 Section 33.34 Mineral... MINING PRODUCTS DUST COLLECTORS FOR USE IN CONNECTION WITH ROCK DRILLING IN COAL MINES Test Requirements § 33.34 Drilling test. (a) A drilling test shall consist of drilling a set of 10 test holes, without...

Economic environmental management of drilling operations

International Nuclear Information System (INIS)

Longwell, H.J.; Akers, T.J.

1992-01-01

This paper presents significant environmental and regulatory initiatives developed by Exxon's New Orleans Drilling Organization. Specifically, the paper will cover drilling waste minimization techniques and disposal options, recycling of drilling waste streams, and environmentally managed drilling location design considerations. The implementation of some of these initiatives at Exxon's Chalkley field land locations have resulted in a fifty percent reduction in drilling location waste management costs. Some of these same initiatives have been successfully applied to Exxon's barge drilling locations. For operations at the environmentally sensitive Mobile Bay, Exxon contracted with a local company and assisted in the development of an economically and environmentally superior drilling waste disposal and treatment system. In summary, it is possible for drilling operators to pro-actively manage escalating environmental and regulatory challenges through the implementation of economic and practical initiatives

Newberry exploratory slimhole: Drilling and testing

Energy Technology Data Exchange (ETDEWEB)

Finger, J.T.; Jacobson, R.D.; Hickox, C.E.

1997-11-01

During July--November, 1995, Sandia National Laboratories, in cooperation with CE Exploration, drilled a 5,360 feet exploratory slimhole (3.895 inch diameter) in the Newberry Known Geothermal Resource Area (KGRA) near Bend, Oregon. This well was part of Sandia`s program to evaluate slimholes as a geothermal exploration tool. During and after drilling the authors performed numerous temperature logs, and at the completion of drilling attempted to perform injection tests. In addition to these measurements, the well`s data set includes: over 4,000 feet of continuous core (with detailed log); daily drilling reports from Sandia and from drilling contractor personnel; daily drilling fluid record; and comparative data from other wells drilled in the Newberry KGRA. This report contains: (1) a narrative account of the drilling and testing, (2) a description of equipment used, (3) a brief geologic description of the formation drilled, (4) a summary and preliminary interpretation of the data, and (5) recommendations for future work.

Five Keys for Teaching Mental Math

Science.gov (United States)

Olsen, James R.

2015-01-01

After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…

Mini-Portfolio on Math and Science.

Science.gov (United States)

Teaching PreK-8, 1996

1996-01-01

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Decreasing Math Anxiety in College Students

Science.gov (United States)

Perry, Andrew B.

2004-01-01

This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

Microgravity Drill and Anchor System

Science.gov (United States)

Parness, Aaron; Frost, Matthew A.; King, Jonathan P.

2013-01-01

This work is a method to drill into a rock surface regardless of the gravitational field or orientation. The required weight-on-bit (WOB) is supplied by a self-contained anchoring mechanism. The system includes a rotary percussive coring drill, forming a complete sampling instrument usable by robot or human. This method of in situ sample acquisition using micro - spine anchoring technology enables several NASA mission concepts not currently possible with existing technology, including sampling from consolidated rock on asteroids, providing a bolt network for astronauts visiting a near-Earth asteroid, and sampling from the ceilings or vertical walls of lava tubes and cliff faces on Mars. One of the most fundamental parameters of drilling is the WOB; essentially, the load applied to the bit that allows it to cut, creating a reaction force normal to the surface. In every drilling application, there is a minimum WOB that must be maintained for the system to function properly. In microgravity (asteroids and comets), even a small WOB could not be supported conventionally by the weight of the robot or astronaut. An anchoring mechanism would be needed to resist the reactions, or the robot or astronaut would push themselves off the surface and into space. The ability of the system to anchor itself to a surface creates potential applications that reach beyond use in low gravity. The use of these anchoring mechanisms as end effectors on climbing robots has the potential of vastly expanding the scope of what is considered accessible terrain. Further, because the drill is supported by its own anchor rather than by a robotic arm, the workspace is not constrained by the reach of such an arm. Yet, if the drill is on a robotic arm, it has the benefit of not reflecting the forces of drilling back to the arm s joints. Combining the drill with the anchoring feet will create a highly mobile, highly stable, and highly reliable system. The drilling system s anchor uses hundreds of

Contextual Factors Related to Math Anxiety in Second-Grade Children

Science.gov (United States)

Jameson, Molly M.

2014-01-01

As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

Impact of Math Snacks Games on Students' Conceptual Understanding

Science.gov (United States)

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Influence of Drilling Parameters on Torque during Drilling of GFRP Composites Using Response Surface Methodology

Science.gov (United States)

Mohan, N. S.; Kulkarni, S. M.

2018-01-01

Polymer based composites have marked their valuable presence in the area of aerospace, defense and automotive industry. Components made of composite, are assembled to main structure by fastener, which require accurate, precise high quality holes to be drilled. Drilling the hole in composite with accuracy require control over various processes parameters viz., speed, feed, drill bit size and thickens of specimen. TRIAC VMC machining center is used to drill the hole and to relate the cutting and machining parameters on the torque. MINITAB 14 software is used to analyze the collected data. As a function of cutting and specimen parameters this method could be useful for predicting torque parameters. The purpose of this work is to investigate the effect of drilling parameters to get low torque value. Results show that thickness of specimen and drill bit size are significant parameters influencing the torque and spindle speed and feed rate have least influence and overlaid plot indicates a feasible and low region of torque is observed for medium to large sized drill bits for the range of spindle speed selected. Response surface contour plots indicate the sensitivity of the drill size and specimen thickness to the torque.

Control procedure for well drilling operations

Energy Technology Data Exchange (ETDEWEB)

Bourdon, J C

1988-09-09

A control procedure of rotary drilling operations is proposed. It uses the Drill off test. The drill-off test permits to determine the rock drill speed variation as a function of the wright applied on the top of the pipe. We can deduce from that a rock drill wear parameter. The method permits to prevent a rupture and its grave economic consequences.

Multi-state autonomous drilling for lunar exploration

Directory of Open Access Journals (Sweden)

Chen Chongbin

2016-10-01

Full Text Available Due to the lack of information of subsurface lunar regolith stratification which varies along depth, the drilling device may encounter lunar soil and lunar rock randomly in the drilling process. To meet the load safety requirements of unmanned sampling mission under limited orbital resources, the control strategy of autonomous drilling should adapt to the indeterminable lunar environments. Based on the analysis of two types of typical drilling media (i.e., lunar soil and lunar rock, this paper proposes a multi-state control strategy for autonomous lunar drilling. To represent the working circumstances in the lunar subsurface and reduce the complexity of the control algorithm, lunar drilling process was categorized into three drilling states: the interface detection, initiation of drilling parameters for recognition and drilling medium recognition. Support vector machine (SVM and continuous wavelet transform were employed for the online recognition of drilling media and interface, respectively. Finite state machine was utilized to control the transition among different drilling states. To verify the effectiveness of the multi-state control strategy, drilling experiments were implemented with multi-layered drilling media constructed by lunar soil simulant and lunar rock simulant. The results reveal that the multi-state control method is capable of detecting drilling state variation and adjusting drilling parameters timely under vibration interferences. The multi-state control method provides a feasible reference for the control of extraterrestrial autonomous drilling.

Optimum fluid design for drilling and cementing a well drilled with coil tubing technology

Energy Technology Data Exchange (ETDEWEB)

Swendsen, O.; Saasen, A.; Vassoy, B. [Statoil (Norway); Skogen, E.; Mackin, F.; Normann, S. H.

1998-12-31

The strategy, design and drilling fluid and cementing operations in the first two wells drilled with coil tubing technology in the Gullfaks field in the Tampen Spur Area of the Norwegian sector of the North Sea are discussed. The drilling fluid use was a solids-free potassium formate/polymer brine-based fluid with a density of 1,50-1.56 g/cc, with flow properties characterized by very low fluid loss due to high extensional viscosity, a low viscosity at all shear rates, and a low degree of shear-thinning. The low viscous drilling fluid is considered to have been the major contributing factor in achieving excellent hole cleaning, no differential sticking, successful setting of cement kick-off plugs, problem-free running of the liner, and excellent zonal isolation when cementing the liner. These experiences led the authors to conclude that it is possible to formulate a brine-based solids-free drilling fluid with low viscosity and fluid loss properties for most formation pressure regimes, and that such a drilling fluid is well suited to drilling highly deviated slim hole wells where hole cleaning and differential sticking present special challenges. 12 refs., 2 tabs., 3 figs.

Geology and uranium mineralization in Sarana sector, Kalan, West Kalimantan based on drilling data

International Nuclear Information System (INIS)

Sartapa; I Gde Sukadana

2011-01-01

Favourable zone of uranium mineralization in Sarana sector with NE-SW direction are contained in metapelite rock and some in muscovite quartzite. Mineralization of uranium is occurred fill in the fields of parallel fractures with stochasticity by ENE-WSW direction, and moderate to strong inclination to the north. Three points drilling with the depth of 126.6, 174.50, and 150.90 meter has been conducted. This study is aimed to obtain the knowledge of geology, and geometry of sub-surface uranium mineralization. Geologically, research area are consists of metapelite, muscovite quartzite and biotite quartzite with milli metric - centi metric thicknesses. Uranium mineralization are in forms of veins or tabular as uraninite and pitchblende associated with pyrite, chalcopyrite, pyrrhotite, ilmenite and molybdenite. Uranium Mineralization on the surface could be correlated with sub-surface from bore-hole data, with the result that zone of uranium mineralization in lenses or tabular form with sub-vertical dip may be identified. (author)

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

Directory of Open Access Journals (Sweden)

Emily Szkudlarek

2018-05-01

Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

Science.gov (United States)

Szkudlarek, Emily; Brannon, Elizabeth M

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic

Heat generated by dental implant drills during osteotomy-a review: heat generated by dental implant drills.

Science.gov (United States)

Mishra, Sunil Kumar; Chowdhary, Ramesh

2014-06-01

Osseointegration is the more stable situation and results in a high success rate of dental implants. Heat generation during rotary cutting is one of the important factors influencing the development of osseointegration. To assess the various factors related to implant drills responsible for heat generation during osteotomy. To identify suitable literature, an electronic search was performed using Medline and Pubmed database. Articles published in between 1960 to February 2013 were searched. The search is focused on heat generated by dental implant drills during osteotomy. Various factors related to implant drill such effect of number of blades; drill design, drill fatigue, drill speed and force applied during osteotomies which were responsible for heat generation were reviewed. Titles and abstracts were screened, and literature that fulfilled the inclusion criteria was selected for a full-text reading. The initial literature search resulted in 299 articles out of which only 70 articles fulfils the inclusion criteria and were included in this systematic review. Many factors related to implant drill responsible for heat generation were found. Successful preparation of an implant cavity with minimal damage to the surrounding bone depends on the avoidance of excessive temperature generation during surgical drilling. The relationship between heat generated and implant drilling osteotomy is multifactorial in nature and its complexity has not been fully studied. Lack of scientific knowledge regarding this issue still exists. Further studies should be conducted to determine the various factors which generate less heat while osteotomy such as ideal ratio of force and speed in vivo, exact time to replace a drill, ideal drill design, irrigation system, drill-bone contact area.

$\\eta$-metric structures

OpenAIRE

Gaba, Yaé Ulrich

2017-01-01

In this paper, we discuss recent results about generalized metric spaces and fixed point theory. We introduce the notion of $\\eta$-cone metric spaces, give some topological properties and prove some fixed point theorems for contractive type maps on these spaces. In particular we show that theses $\\eta$-cone metric spaces are natural generalizations of both cone metric spaces and metric type spaces.

Technology strategy for cost-effective drilling and intervention; Technology Target Areas; TTA4 - Cost effective drilling and intervention

Energy Technology Data Exchange (ETDEWEB)

2007-07-01

The main goals of the OG21 initiative are to (1) develop new technology and knowledge to increase the value creation of Norwegian oil and gas resources and (2) enhance the export of Norwegian oil and gas technology. The OG21 Cost-effective Drilling and Intervention (CEDI) Technology Target Area (TTA) has identified some key strategic drilling and well intervention needs to help meet the goals of OG21. These key strategic drilling and well intervention needs are based on a review of present and anticipated future offshore-Norway drilling and well intervention conditions and the Norwegian drilling and well intervention industry. A gap analysis has been performed to assess the extent to which current drilling and well intervention research and development and other activities will meet the key strategic needs. Based on the identified strategic drilling and well intervention needs and the current industry res each and development and other activities, the most important technology areas for meeting the OG21 goals are: environment-friendly and low-cost exploration wells; low-cost methods for well intervention/sidetracks; faster and extended-reach drilling; deep water drilling, completion and intervention; offshore automated drilling; subsea and sub-ice drilling; drilling through basalt and tight carbonates; drilling and completion in salt formation. More specific goals for each area: reduce cost of exploration wells by 50%; reduce cost for well intervention/sidetracks by 50%; increase drilling efficiency by 40%; reduce drilling cost in deep water by 40 %; enable offshore automated drilling before 2012; enable automated drilling from seabed in 2020. Particular focus should be placed on developing new technology for low-cost exploration wells to stem the downward trends in the number of exploration wells drilled and the volume of discovered resources. The CEDI TTA has the following additional recommendations: The perceived gaps in addressing the key strategic drilling and

The Influence of Math Anxiety, Math Performance, Worry, and Test Anxiety on the Iowa Gambling Task and Balloon Analogue Risk Task.

Science.gov (United States)

Buelow, Melissa T; Barnhart, Wesley R

2017-01-01

Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed. © The Author(s) 2015.

Tutoring math platform accessible for visually impaired people.

Science.gov (United States)

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Auto-Gopher Deep Drill

Science.gov (United States)

Badescu, Mircea

2014-01-01

Subsurface penetration by coring, drilling or abrading is of great importance for a large number of space and earth applications. An Ultrasonic/Sonic Drill/Corer (USDC) has been in development at JPL's Nondestructive Evaluation and Advanced Actuators (NDEAA) lab as an adaptable tool for many of these applications. The USDC uses a novel drive mechanism to transform the high frequency ultrasonic or sonic vibrations of the tip of a horn into a lower frequency sonic hammering of a drill bit through an intermediate free-flying mass. The USDC device idea has been implemented at various scales from handheld drills to large diameter coring devices. A series of computer programs that model the function and performance of the USDC device were developed and were later integrated into an automated modeling package. The USDC has also evolved from a purely hammering drill to a rotary hammer drill as the design requirements increased form small diameter shallow drilling to large diameter deep coring. A synthesis of the Auto-Gopher development is presented in this paper.

Basic math and pre-algebra for dummies

CERN Document Server

Zegarelli, Mark

2014-01-01

Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals, and percents, you'll build necessary math skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations. Explanations and practical examples that mirror today's teaching methodsRelevant cultural vernacular and referencesStandard For Dummies materials that

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

Science.gov (United States)

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Evacuation drill at CMS

CERN Multimedia

Niels Dupont-Sagorin and Christoph Schaefer

2012-01-01

Training personnel, including evacuation guides and shifters, checking procedures, improving collaboration with the CERN Fire Brigade: the first real-life evacuation drill at CMS took place on Friday 3 February from 12p.m. to 3p.m. in the two caverns located at Point 5 of the LHC.   CERN personnel during the evacuation drill at CMS. Evacuation drills are required by law and have to be organized periodically in all areas of CERN, both above and below ground. The last drill at CMS, which took place in June 2007, revealed some desiderata, most notably the need for a public address system. With this equipment in place, it is now possible to broadcast audio messages from the CMS control room to the underground areas.   The CMS Technical Coordination Team and the GLIMOS have focused particularly on preparing collaborators for emergency situations by providing training and organizing regular safety drills with the HSE Unit and the CERN Fire Brigade. This Friday, the practical traini...

Stakeholder acceptance analysis ResonantSonic drilling

International Nuclear Information System (INIS)

Peterson, T.

1995-12-01

This report presents evaluations, recommendations, and requirements concerning ResonantSonic Drilling (Sonic Drilling), derived from a three-year program of stakeholder involvement. Sonic Drilling is an innovative method to reach contamination in soil and groundwater. The resonant sonic drill rig uses counter-rotating weights to generate energy, which causes the drill pipe to vibrate elastically along its entire length. In the resonant condition, forces of up to 200,000 pounds are transmitted to the drill bit face to create a cutting action. The resonant energy causes subsurface materials to move back into the adjacent formation, permitting the drill pipe to advance. This report is for technology developers and those responsible for making decisions about the use of technology to remediate contamination by volatile organic compounds. Stakeholders' perspectives help those responsible for technology deployment to make good decisions concerning the acceptability and applicability of sonic drilling to the remediation problems they face

Tangible Math

Science.gov (United States)

Scarlatos, Lori L.

2006-01-01

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

What to Do About Canada's Declining Math Scores?

OpenAIRE

Anna Stokke

2015-01-01

The declining performance of Canadian students on international math assessments should worry Canadians and their provincial governments. Strong mathematics knowledge is required for success in the workforce, and early achievement in math is one of the best predictors of later academic success and future career options. Between 2003 and 2012, all but two Canadian provinces showed statistically significant declines in math scores on international exams administered by the Organization for Econ...

Drilling of bone: A comprehensive review

Science.gov (United States)

Pandey, Rupesh Kumar; Panda, S.S.

2013-01-01

Background Bone fracture treatment usually involves restoring of the fractured parts to their initial position and immobilizing them until the healing takes place. Drilling of bone is common to produce hole for screw insertion to fix the fractured parts for immobilization. Orthopaedic drilling during surgical process causes increase in the bone temperature and forces which can cause osteonecrosis reducing the stability and strength of the fixation. Methods A comprehensive review of all the relevant investigations carried on bone drilling is conducted. The experimental method used, results obtained and the conclusions made by the various researchers are described and compared. Result Review suggests that the further improvement in the area of bone drilling is possible. The systematic review identified several consequential factors (drilling parameters and drill specifications) affecting bone drilling on which there no general agreement among investigators or are not adequately evaluated. These factors are highlighted and use of more advanced methods of drilling is accentuated. The use of more precise experimental set up which resembles the actual situation and the development of automated bone drilling system to minimize human error is addressed. Conclusion In this review, an attempt has been made to systematically organize the research investigations conducted on bone drilling. Methods of treatment of bone fracture, studies on the determination of the threshold for thermal osteonecrosis, studies on the parameters influencing bone drilling and methods of the temperature measurement used are reviewed and the future work for the further improvement of bone drilling process is highlighted. PMID:26403771

Math anxiety in second and third graders and its relation to mathematics achievement.

Science.gov (United States)

Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

Influence of drill helical direction on exit damage development in drilling carbon fiber reinforced plastic

Science.gov (United States)

Bai, Y.; Jia, Z. Y.; Wang, F. J.; Fu, R.; Guo, H. B.; Cheng, D.; Zhang, B. Y.

2017-06-01

Drilling is inevitable for CFRP components’ assembling process in the aviation industry. The exit damage frequently occurs and affects the load carrying capacity of components. Consequently, it is of great urgency to enhance drilling exit quality on CFRP components. The article aims to guide the reasonable choice of drill helical direction and effectively reduce exit damage. Exit observation experiments are carried out with left-hand helical, right-hand helical and straight one-shot drill drilling T800S CFRP laminates separately. The development rules of exit damage and delamination factor curves are obtained. Combined with loading conditions and fracture modes of push-out burrs, and thrust force curves, the influence of drill helical direction on exit damage development is derived. It is found that the main fracture modes for left-hand helical, right-hand helical, and straight one-shot drill are mode I, extrusive fracture, mode III respectively. Among them, mode III has the least effect on exit damage development. Meanwhile, the changing rate of thrust force is relative slow for right-hand helical and straight one-shot drill in the thrust force increasing phase of stage II, which is disadvantaged for exit damage development. Therefore, straight one-shot drill’s exit quality is the best.

The role of early language abilities on math skills among Chinese children.

Directory of Open Access Journals (Sweden)

Juan Zhang

Full Text Available The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects and formal math (calculations including addition and subtraction skills, language abilities and nonverbal intelligence.Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills.The current findings indicate 1 Children's language abilities are of strong predictive values for both informal and formal math skills; 2 Language abilities impacts formal math skills partially through the mediation of informal math skills.

Mathematizing: An Emergent Math Curriculum Approach for Young Children

Science.gov (United States)

Rosales, Allen C.

2015-01-01

Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

Heat accumulation during sequential cortical bone drilling.

Science.gov (United States)

Palmisano, Andrew C; Tai, Bruce L; Belmont, Barry; Irwin, Todd A; Shih, Albert; Holmes, James R

2016-03-01

Significant research exists regarding heat production during single-hole bone drilling. No published data exist regarding repetitive sequential drilling. This study elucidates the phenomenon of heat accumulation for sequential drilling with both Kirschner wires (K wires) and standard two-flute twist drills. It was hypothesized that cumulative heat would result in a higher temperature with each subsequent drill pass. Nine holes in a 3 × 3 array were drilled sequentially on moistened cadaveric tibia bone kept at body temperature (about 37 °C). Four thermocouples were placed at the center of four adjacent holes and 2 mm below the surface. A battery-driven hand drill guided by a servo-controlled motion system was used. Six samples were drilled with each tool (2.0 mm K wire and 2.0 and 2.5 mm standard drills). K wire drilling increased temperature from 5 °C at the first hole to 20 °C at holes 6 through 9. A similar trend was found in standard drills with less significant increments. The maximum temperatures of both tools increased from drill sizes was found to be insignificant (P > 0.05). In conclusion, heat accumulated during sequential drilling, with size difference being insignificant. K wire produced more heat than its twist-drill counterparts. This study has demonstrated the heat accumulation phenomenon and its significant effect on temperature. Maximizing the drilling field and reducing the number of drill passes may decrease bone injury. © 2015 Orthopaedic Research Society. Published by Wiley Periodicals, Inc.

Math anxiety in second and third graders and its relation to mathematics achievement

Directory of Open Access Journals (Sweden)

Sarah eWu

2012-06-01

Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

Science.gov (United States)

Blazer, Christie

2011-01-01

Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

Quality in drilling operations

Energy Technology Data Exchange (ETDEWEB)

Duncan, E; Gervais, I [Sedco Forex Jacintoport Facility, Channelview, TX (United States); Le Moign, Y; Pangarkar, S; Stibbs, B [Sedco Forex, Montrouge (France); McMorran, P [Sedco Forex, Pau (France); Nordquist, E [Dubai Petroleum Company, Dubai (United Arab Emirates); Pittman, T [Sedco Forex, Perth (Australia); Schindler, H [Sedco Forex, Dubai (United Arab Emirates); Scott, P [Woodside Offshore Petroleum Pty. Ltd., Perth (Australia)

1997-12-31

Driven by cost and profitability pressures, quality has taken on new meaning and importance in the oil field during the past decade. In drilling operations, new initiatives have led to cooperative team efforts between operators and drilling contractors to enhance quality. In this article examples are given of how one drilling contractor, by adopting a quality culture, is reaping major benefits for its clients as well as its employees. 22 figs., 19 refs.

Quality in drilling operations

Energy Technology Data Exchange (ETDEWEB)

Duncan, E.; Gervais, I. [Sedco Forex Jacintoport Facility, Channelview, TX (United States); Le Moign, Y.; Pangarkar, S.; Stibbs, B. [Sedco Forex, Montrouge (France); McMorran, P. [Sedco Forex, Pau (France); Nordquist, E. [Dubai Petroleum Company, Dubai (United Arab Emirates); Pittman, T. [Sedco Forex, Perth (Australia); Schindler, H. [Sedco Forex, Dubai (United Arab Emirates); Scott, P. [Woodside Offshore Petroleum Pty. Ltd., Perth (Australia)

1996-12-31

Driven by cost and profitability pressures, quality has taken on new meaning and importance in the oil field during the past decade. In drilling operations, new initiatives have led to cooperative team efforts between operators and drilling contractors to enhance quality. In this article examples are given of how one drilling contractor, by adopting a quality culture, is reaping major benefits for its clients as well as its employees. 22 figs., 19 refs.

Math Game(s) - an alternative (approach) to teaching math?

NARCIS (Netherlands)

Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

2009-01-01

Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

Drilling history of core hole DB-15

International Nuclear Information System (INIS)

Diediker, L.D.; Ledgerwood, R.K.

1980-09-01

This core hole was drilled to obtain hydrologic and chemical data on the permeable zones of the Saddle Mountains and Wanapum Formations. These data were obtained by testing the zones that were penetrated during drilling. This testing-as-drilled method reduced the potential problems of interflow and water contamination. This report summarizes the drilling and coring operations; geologic logging, hydrologic testing, and geophysical logging activities; and cementing operations of DB-15 during drilling. The successful completion of DB-15 demonstrated that hydrologic testing can be conducted during core drilling operations. More reliable head measurements and uncontaminated representative water samples from isolated permeable zones, which have not been exposed to potential open borehole cross-flow and head equilibration problems, were benefits derived from the testing-as-drilled method. Disadvantages of the technique were a longer time to complete the borehole caused by time required for testing and increased drilling costs due to rig standby time during testing. Extension of the testing-as-drilled method to the drilling of future core holes is recommended. An evaluation should be made of the required hydrologic data and expected borehole stratigraphy before and during drilling to allow uninterrupted drilling in zones of low permeability that can be tested after drilling is complete

A vision for drilling

Energy Technology Data Exchange (ETDEWEB)

Millheim, K. [Montanuniversitaet Leoben (Austria)

1995-12-31

The future of drilling lies in its relationship with the oil and gas industry. This paper examines how the future of drilling is seen from the view point of the exploration manager, the drilling contractor, the drilling engineer and the company president or managing director. The various pressures on the oil and gas industry are examined, such as environmental issues, alternative energy sources, and the price of oil which determines how companies are run. Exploration activity is driven by the price of oil and gas. The development of wells with multiple horizontal wells or multiple horizontal wells with tributaries will reduce the cost of exploration. Companies will rely less and less on reservoir simulation and more on cheap well-bores, multi-lateral well-bores and will exploit oil that could not be exploited before. The cost of exploratory drilling will need to be kept down so that in the future the industry will get better at economically finding fields at the 10 million to 20 million barrel range that would not have been possible before. The future is expected to see drilling contractors tunnelling, making sewerage lines and drilling 10,000 foot wells with purpose built rigs. Franchising will become a feature of the industry as will the use of databases to answer key technical questions. Offshore platforms will be built to be moveable and disposable. The industry is capable of solving problems, meeting challenges and making ideas work, providing much hope for the future. 10 figs., 1 photo.

Deep-Time drilling in the Australian Archean: the Agouron Institute geobiological drilling project. (Invited)

Science.gov (United States)

Buick, R.

2010-12-01

The Agouron Institute has sponsored deep-time drilling across the South African Archean-Proterozoic boundary, investigating the rise of oxygen over an onshore-offshore environmental transect. It is now supporting a drilling program in the Australian Archean of the Pilbara Craton, addressing a similar theme but with the added goal of resolving controversy over the age and origin of hydrocarbon biomarker molecules in ancient kerogenous shales. As these have been claimed to provide evidence for the evolution of oxygenic photosynthesis long before the rise of atmospheric oxygen to persistently high levels during the ~2.3 Ga “Great Oxidation Event”, their syngenesis with their host shales is thus of critical importance for the interpretation of Earth’s early oxygenation history. During the first drilling season, 3 holes were drilled using techniques and equipment to minimize organic geochemical contamination (new drill-string components cleaned before drilling potentially biomarker-bearing rocks, pre-contamination of drilling fluid with a synthetic organic compound of similar geochemical characteristics to biomarkers, sterile cutting and storage of samples immediately upon retrieval from the core-barrel). The initial hole was a blank control for organic geochemistry, drilled into rocks too metamorphosed to retain biomarker molecules. These rocks, cherts, carbonates and pelites of the 3.52 Ga Coucal Formation, Coonterunah Group, have been metamorphosed to upper greenschist facies at temperatures near 500°C and so should have had any ancient soluble hydrocarbons destroyed. However, because they contain both carbonate and organic carbon, these rocks can instead provide isotopic information about the earliest evolution of biological metabolism as they possess residues of both the reactant and product sides of the carbon-fixation reaction. The second hole sampled an on-shore section of carbonates and kerogenous shales in the ~2.65 Ga Carawine Dolomite and Lewin Shale

Membangun Karakter Anak Usia Dini melalui Pembelajaran Math Character

Directory of Open Access Journals (Sweden)

Titin Faridatun Nisa’

2016-09-01

Full Text Available Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran math character untuk membangun karakter Anak Usia Dini (AUD dan kesulitan-kesulitan yang dialami guru dalam penerapan pembelajaran math character. Target penelitian ini adalah terbentuknya karakter anak usia dini melalui pembelajaran math character. Jenis penelitian ini adalah penelitian deskriptif dengan metode penelitian kualitatif. Teknik pengumpulan informasi penelitian ini dengan metode observasi dan wawancara. Analisis data penelitian ini menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran math character dapat membangun delapan belas nilai-nilai karakter AUD. Kesulitan-kesulitan yang dialami guru dalam pembentukan karakter AUD melalui pembelajaran math character meliputi tema yang digunakan termasuk tema baru, siswa belum terbiasa dengan pembelajaran berbasis sentra, usia siswa bervariasi, dan adanya ikut campur wali siswa dalam kegiatan pembelajaran di kelas sehingga siswa menjadi kurang mandiri.

Drilling miniature holes, Part III

Energy Technology Data Exchange (ETDEWEB)

Gillespie, L.K.

1978-07-01

Miniature components for precision electromechanical mechanisms such as switches, timers, and actuators typically require a number of small holes. Because of the precision required, the workpiece materials, and the geometry of the parts, most of these holes must be produced by conventional drilling techniques. The use of such techniques is tedious and often requires considerable trial and error to prevent drill breakage, minimize hole mislocation and variations in hole diameter. This study of eight commercial drill designs revealed that printed circuit board drills produced better locational and size repeatability than did other drills when centerdrilling was not used. Boring holes 1 mm in dia, or less, as a general rule did not improve hole location in brass or stainless steel. Hole locations of patterns of 0.66-mm holes can be maintained within 25.4-..mu..m diametral positional tolerance if setup misalignments can be eliminated. Size tolerances of +- 3.8 ..mu..m can be maintained under some conditions when drilling flat plates. While these levels of precision are possible with existing off-the-shelf drills, they may not be practical in many cases.

Avoiding pollution in scientific ocean drilling

International Nuclear Information System (INIS)

Francis, T.J.G.

1999-01-01

Scientific ocean drilling has been carried out in the world's oceans since the nineteen sixties. From 1968-83 the Deep Sea Drilling Project (DSDP), managed by the Scripps Institution of Oceanography in California under a contract with the US National Science Foundation, employed the drilling vessel Glomar Challenger for this purpose. In January 1985 the Ocean Drilling Program (GDP), operated by Texas A and M University, began operations with the drillship JOIDES Resolution which continue to this day. The principal funding agency remains the US National Science Foundation, but since its inception GDP has been an international program and currently receives financial support from 21 countries. The ODP operates globally and, as with DSDP before it, drills without a riser or blowout preventer in a wide range of geological environments. Water depths at GDP drill sites have ranged from 38 m to 5969 m, but are typically within the range 1000-5000 m. Depths of penetration at GDP drill sites, while generally less than 1000 m, have ranged up to 2111 m below the sea floor. The drilling fluid is seawater, although occasional slugs of mud are circulated to clean or condition the hole. Thus drilling is carried out without well control, i.e. without the ability to control pressures within the well. Because of the absence of well control, it is vital to ensure that the drillship does not drill into an accumulation of oil or gas. Drilling into a charged reservoir and causing oil or gas to escape into the marine environment is recognised as the main pollution hazard in scientific ocean drilling

Math Clock: Perangkat Penunjuk Waktu Kreatif untuk Olahraga Otak

Directory of Open Access Journals (Sweden)

Galuh Boy Hertantyo

2014-11-01

Full Text Available Brain is one of the most vital parts for humans, with the number of brain function that is needed for the body, the brain becomes a very important part of the human body. If there is damage to the brain will certainly cause the performance of the human body will not run properly. Because of that, it’s very important to maintain brain health. There is a way to maintain brain health, for example is by doing brain exercise. Examples of brain exercise is to do simple math calculations or doing brain games like sudoku. Because of that, created a tool that can help the brain to maintain brain exercise. The tool is called math clock. Making math clock tool consists of hardware and software. The hardware consists of RTC as real time data input, ATmega328 as microcontroller and dot matrix 32x16 as a tool to display the output that has been processed by the microcontroller. The software is built using C with Arduino IDE. Math clock will process the data from RTC then processed it, in microcontroller so when output displayed on dot matrix, output will be simple mathematical operation with real time clock data on it. Test results show that, math clock is capable of displaying a simple mathematical calculation operations such as addition, subtraction, multiplication and division. The mathematical operation that display on math clock, appears to be random, so it’s not triggered by same mathematical operation. In math clock the display will change every 20 second, so in 1 minute there are 3 different kinds of mathematical operations. The results of questionnaires of 10 different students, showed 9 out of 10 students said math clock is a tool that easy to use as a clock. Math clock will be alternative for doing brain exercise every day.

Formula for Success: Engaging Families in Early Math Learning

Science.gov (United States)

Global Family Research Project, 2017

2017-01-01

Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

Horizontal Directional Drilling-Length Detection Technology While Drilling Based on Bi-Electro-Magnetic Sensing

Directory of Open Access Journals (Sweden)

Yudan Wang

2017-04-01

Full Text Available The drilling length is an important parameter in the process of horizontal directional drilling (HDD exploration and recovery, but there has been a lack of accurate, automatically obtained statistics regarding this parameter. Herein, a technique for real-time HDD length detection and a management system based on the electromagnetic detection method with a microprocessor and two magnetoresistive sensors employing the software LabVIEW are proposed. The basic principle is to detect the change in the magnetic-field strength near a current coil while the drill stem and drill-stem joint successively pass through the current coil forward or backward. The detection system consists of a hardware subsystem and a software subsystem. The hardware subsystem employs a single-chip microprocessor as the main controller. A current coil is installed in front of the clamping unit, and two magneto resistive sensors are installed on the sides of the coil symmetrically and perpendicular to the direction of movement of the drill pipe. Their responses are used to judge whether the drill-stem joint is passing through the clamping unit; then, the order of their responses is used to judge the movement direction. The software subsystem is composed of a visual software running on the host computer and a software running in the slave microprocessor. The host-computer software processes, displays, and saves the drilling-length data, whereas the slave microprocessor software operates the hardware system. A combined test demonstrated the feasibility of the entire drilling-length detection system.

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

Science.gov (United States)

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

Football to improve math and reading performance

NARCIS (Netherlands)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended

Effects of implant drilling parameters for pilot and twist drills on temperature rise in bone analog and alveolar bones.

Science.gov (United States)

Chen, Yung-Chuan; Hsiao, Chih-Kun; Ciou, Ji-Sih; Tsai, Yi-Jung; Tu, Yuan-Kun

2016-11-01

This study concerns the effects of different drilling parameters of pilot drills and twist drills on the temperature rise of alveolar bones during dental implant procedures. The drilling parameters studied here include the feed rate and rotation speed of the drill. The bone temperature distribution was analyzed through experiments and numerical simulations of the drilling process. In this study, a three dimensional (3D) elasto-plastic dynamic finite element model (DFEM) was proposed to investigate the effects of drilling parameters on the bone temperature rise. In addition, the FE model is validated with drilling experiments on artificial human bones and porcine alveolar bones. The results indicate that 3D DFEM can effectively simulate the bone temperature rise during the drilling process. During the drilling process with pilot drills or twist drills, the maximum bone temperature occurred in the region of the cancellous bones close to the cortical bones. The feed rate was one of the important factors affecting the time when the maximum bone temperature occurred. Our results also demonstrate that the elevation of bone temperature was reduced as the feed rate increased and the drill speed decreased, which also effectively reduced the risk region of osteonecrosis. These findings can serve as a reference for dentists in choosing drilling parameters for dental implant surgeries. Copyright © 2016 IPEM. Published by Elsevier Ltd. All rights reserved.

Insecure attachment is associated with math anxiety in middle childhood.

Science.gov (United States)

Bosmans, Guy; De Smedt, Bert

2015-01-01

Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Insecure attachment is associated with math anxiety in middle childhood

Directory of Open Access Journals (Sweden)

Guy eBosmans

2015-10-01

Full Text Available Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect-regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63 filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Technical Math For Dummies

CERN Document Server

Schoenborn, Barry

2010-01-01

Technical Math For Dummies is your one-stop, hands-on guide to acing the math courses you’ll encounter as you work toward getting your degree, certifacation, or�license in the skilled trades. You’ll get easy-to-follow, plain-English guidance on mathematical formulas and methods that professionals use every day in the automotive, health, construction, licensed trades, maintenance, and other trades. You’ll learn how to apply concepts of algebra, geometry, and trigonometry and their formulas related to occupational areas of study. Plus, you’ll find out how to perform basic arithmetic

District Finds the Right Equation to Improve Math Instruction

Science.gov (United States)

Holmstrom, Annette

2010-01-01

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

Science.gov (United States)

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

Directory of Open Access Journals (Sweden)

Julia Felicitas Dietrich

2015-10-01

Full Text Available Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS, which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The effect of drilling parameters for surface roughness in drilling of AA7075 alloy

Directory of Open Access Journals (Sweden)

Yaşar Nafiz

2017-01-01

Full Text Available AA7075 aluminum alloy has been very popular significantly interest in the production of structural components in automotive and aviation applications due to its high strength, low density, good plasticity and better machinability comparable to many metals. Particularly, final products must have uniformly high quality to ensure essential safety standards in the aircraft industry. The optimization of hole quality which can variable according to tool geometry and drilling parameters is important in spite of high machinability rate of AA7075 alloy. In this study, the effects of drilling parameters on average surface roughness (Ra has been investigated in drilling of AA7075 with tungsten carbide drills. Machining experiments were performed with three different drill point angles and three different levels of cutting parameters (feed rate, cutting speed. The effects of drilling parameters on thrust force has been determined with ANOVA in %95 confidence level. Feed rate was determined as the most important factor on Ra according to ANOVA results. Moreover, it was shown that increasing feed rate leads to increase of Ra while increasing drill point angle leads to decrease of Ra. The optimum surface roughness was obtained with point angle of 130°, cutting speed of 40 m/min and feed rate of 0.1 mm/rev, thereby the validity of optimization was confirmed with Taguchi method.

Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

Science.gov (United States)

Redish, Edward F.; Kuo, Eric

2015-07-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

Symbolic math for computation of radiation shielding

International Nuclear Information System (INIS)

Suman, Vitisha; Datta, D.; Sarkar, P.K.; Kushwaha, H.S.

2010-01-01

Radiation transport calculations for shielding studies in the field of accelerator technology often involve intensive numerical computations. Traditionally, radiation transport equation is solved using finite difference scheme or advanced finite element method with respect to specific initial and boundary conditions suitable for the geometry of the problem. All these computations need CPU intensive computer codes for accurate calculation of scalar and angular fluxes. Computation using symbols of the analytical expression representing the transport equation as objects is an enhanced numerical technique in which the computation is completely algorithm and data oriented. Algorithm on the basis of symbolic math architecture is developed using Symbolic math toolbox of MATLAB software. Present paper describes the symbolic math algorithm and its application as a case study in which shielding calculation of rectangular slab geometry is studied for a line source of specific activity. Study of application of symbolic math in this domain evolves a new paradigm compared to the existing computer code such as DORT. (author)

Representation of numerical magnitude in math-anxious individuals.

Science.gov (United States)

Colomé, Àngels

2018-01-01

Larger distance effects in high math-anxious individuals (HMA) performing comparison tasks have previously been interpreted as indicating less precise magnitude representation in this population. A recent study by Dietrich, Huber, Moeller, and Klein limited the effects of math anxiety to symbolic comparison, in which they found larger distance effects for HMA, despite equivalent size effects. However, the question of whether distance effects in symbolic comparison reflect the properties of the magnitude representation or decisional processes is currently under debate. This study was designed to further explore the relation between math anxiety and magnitude representation through three different tasks. HMA and low math-anxious individuals (LMA) performed a non-symbolic comparison, in which no group differences were found. Furthermore, we did not replicate previous findings in an Arabic digit comparison, in which HMA individuals showed equivalent distance effects to their LMA peers. Lastly, there were no group differences in a counting Stroop task. Altogether, an explanation of math anxiety differences in terms of less precise magnitude representation is not supported.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

Science.gov (United States)

Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Improving Student Achievement in Math and Science

Science.gov (United States)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

3D Model Optimization of Four-Facet Drill for 3D Drilling Simulation

Directory of Open Access Journals (Sweden)

Buranský Ivan

2016-09-01

Full Text Available The article is focused on optimization of four-facet drill for 3D drilling numerical modelling. For optimization, the process of reverse engineering by PowerShape software was used. The design of four-facet drill was created in NumrotoPlus software. The modified 3D model of the drill was used in the numerical analysis of cutting forces. Verification of the accuracy of 3D models for reverse engineering was implemented using the colour deviation maps. The CAD model was in the STEP format. For simulation software, 3D model in the STEP format is ideal. STEP is a solid model. Simulation software automatically splits the 3D model into finite elements. The STEP model was therefore more suitable than the STL model.

Response to intervention in math

CERN Document Server

Riccomini, Paul J

2010-01-01

Boost academic achievement for all students in your mathematics classroom! This timely resource leads the way in applying RTI to mathematics instruction. The authors describe how the three tiers can be implemented in specific math areas and illustrate RTI procedures through case studies. Aligned with the NMAP final report and IES practice guide, this book includes: Intervention strategies for number sense, fractions, problem solving, and more Procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation Essential components to con

Math Problem

Science.gov (United States)

Oguntoyinbo, Lekan

2012-01-01

Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…

Talking Maths

Science.gov (United States)

Murray, Jenny

2006-01-01

Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…

Drilling technology advances on four fronts

Energy Technology Data Exchange (ETDEWEB)

Budd, G.

2002-01-01

Trends and advances in drilling technology are discussed. Four different major trends have been identified. One of these is proprietary case drilling which is said to allow operators to simultaneously drill, case, and evaluate oil and gas wells. In proprietary case drilling, the well is drilled with standard oil field casing which remains in the hole all the time, eliminating the need for tripping. Drill bits and other downhole tools are lowered via wireline inside the casing and latched to the last joint of casing. Wells are drilled either by rotating the casing or by using a downhole mud motor for steering, using conventional directional tools. This technology was introduced by Tesco and is marketed in 25 countries along with a full range of drilling products and services. Super single rigs are an other trend which, owing to their versatility, combined with relatively small environmental footprint have become the rig of choice in a growing number of drilling programs. Super single rigs use 45-ft. joints of drill pipe, more versatile top drives and they have an automated pipe handling system. Super singles can be used on both vertical and slant wells and offer advantages of lower costs, higher efficiencies and greater drilling depths. Given their low environmental impact hydraulic capability, super singles also find application where zero disturbance rules are in effect, as for example, in some parts of southern Alberta. Directional drilling and MWD are most associated with SAGD projects but they also have been used and made significant difference in other spheres of oil recovery as well. The fact is that about 35 percent of wells drilled today are drilled with some form of directional drilling; this will stimulate the growth of ever more advanced MWD technology. Northern rigs are in a class of their own in that here the emphasis is on keeping the crew warm, as opposed to lots of gadgets. The most immediately-visible heat-conserving modification is the 60-ft wind

Drillings at Veitsivaara in Hyrynsalmi

International Nuclear Information System (INIS)

Hinkkanen, H.; Oehberg, A.

1990-04-01

According to Governmen's decision in principle Teollisuuden Voima Oy is obliged to make bedrock investigations for the final disposal of the spent fuel produced by its power plant in Olkiluoto. Areas in Kuhmo, Hyrynsalmi, Sievi, Konginkangas and Olkiluoto were selected for the preliminary site investigations to be carried out during years 1987-1992. In Veitsivaara, Hyrynsalmi the investigation program was started in April 1987. During years 1987-1988 a deep borehole (1002 m) and 4 and 500 m deep additional boreholes were core drilled in the area. Various parameters were measured from the flushing water during the drilling. Corelogging included collecting detailed data of fractures and determining the weathering degree and petrographical properties. Rock mechanical properties, uniaxial compressive strength, Young's modulus and Poisso's ratio were measured from core samples. The flushing water needed in the drillings was pumped from 100 m deep borehole wells drilled with down-the-hole method in the vicinity of the borehole. The water was labeled with 2 tracers before use. About 75 m deep hole was percussion drilled near the borehole KR1. The spreading of the flushing water in the upper part of bedrock and the quality off the ground of the groundwater were studied by taking watersamples from the hole. 30 vertical holes were core drilled down to the depth of 10 m in bedrock with a light drilling unit. Drilling was carried out in order to determine the thickness of the overburden, to investigate the geophysical anomaly sources and to support geological mapping in areas covered with overburden. Groundwater hydraulics is one of the main subjects during the preliminary site investigation phase. For that reason 7 multilevel piezometers were installed on the site to monitore hydraulic head in 3 levels in the uppermost part of bedrock. The work consisted of borehole drillings to the depth of 100 m, geophysical borehole loggings and installation of piezometers. In addition

The Relationship between Cognitive Reserve and Math Abilities

Directory of Open Access Journals (Sweden)

Giorgio Arcara

2017-12-01

Full Text Available Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations, in a group of healthy older people (aged 65–98 years. Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq, and assessed with the Numerical Activities of Daily Living battery (NADL, which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

The Relationship between Cognitive Reserve and Math Abilities.

Science.gov (United States)

Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

2017-01-01

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

Football to Improve Math and Reading Performance

Science.gov (United States)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

Metacognitive awareness and math anxiety in gifted students

OpenAIRE

Hakan Sarıcam; Üzeyir Ogurlu

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

Casing drilling - first experience in Brazil; Casing drilling - primeira experiencia no Brasil

Energy Technology Data Exchange (ETDEWEB)

Placido, Joao Carlos Ribeiro; Medeiros, Fernando; Lucena, Humberto; Medeiros, Joao Carlos Martins de; Costa, Vicente Abel Soares Rosa da; Silva, Paulo Roberto Correa da [PETROBRAS, Rio de Janeiro, RJ (Brazil); Alves, Renato J.M. [Tesco, London (United Kingdom)

2004-07-01

This paper describes the 'Casing Drilling' technology and its first experience in Brazil. This new process of casing while drilling was first developed to reduce costs. This system integrates the drilling process and casing running in one operation, promoting a more efficient well construction system, reducing trip time and costs of drill pipes and their transportation. Besides, this methodology intends to eliminate hole problems related to trouble zones with abnormal pressure with loss circulation, to overcome zones with wellbore instabilities, and to facilitate well control. Two companies have been identified using this technology: Tesco and Weatherford. However, there are differences between the techniques used by these companies, which are described in this paper. In the first experience in Brazil, it was decided to field test the technology developed by Tesco. This paper describes the preparation, the operation and the results of this first test. (author)

Slant rigs offer big payoffs in shallow drilling

International Nuclear Information System (INIS)

Smith, J.; Edwards, B.

1992-01-01

Slant hole drilling technology can result in considerable savings over conventionally drilled deviated holes because mud motors and deviation control with measurement while drilling tools are usually unnecessary. The benefits of using slant hole rigs for development drilling improve after the bit walk tendencies and the correct bottom hole assemblies have been determined for a particular area. This article discusses three recent drilling operations that successfully used slant drilling technology on land-based projects: drilling for heavy oil in Alberta, drilling for gas in Alberta, and drilling a river crossing for a gas pipeline in British Columbia. These examples demonstrate the flexibility of slant drilling technology

Drillings at Kivetty in Konginkangas

International Nuclear Information System (INIS)

Hinkkanen, H.; Oehberg, A.

1990-05-01

According to Government's decision in principle Teollisuuden Voima Oy is obliged to make bedrock investigations for the final disposal of the spent fuel produced by its power plant in Olkiluoto. Areas in Kuhmo, Hyrynsalmi, Sievi, Konginkangas and Olkiluoto were selected for the preliminary site investigations to be carried out during years 1987-1992. In Kivetty, Konginkangas the investigation program was started in spring 1988. During years 1988-1989 a deep borehole (1019 m) and 4 about 500 m deep additional boreholes were core drilled in the area. The structure of the holes makes it possible to carry out many investigations in the holes. Various parameters were measured from the flushing water during the drilling. Corelogging included collecting detailed data of fractures and determining the weathering degree and petrographical properties. Rock mechanical properties, uniaxial compressive strength, Young's modulus and Poisson's ratio were measured from core samples. The flushing water needed in the drillings was pumped from 100 m deep borehole wells drilled with down-the-hole method in the vicinity of the borehole. The water was labeled with 2 tracers before use. 30 vertical holes were core drilled down to the depth of 10 m in bedrock with a light drilling unit. Drilling was carried out in order to determine the thickness of the overburden to investigate the geophysical anomaly sources and to support geological mapping in areas covered with overburden. Groundwater hydraulics is one of the main subjects during the preliminary site investigation phase. For that reason 7 multilevel piezometers were installed on the site to monitore hydraulic head in 3 levels in the uppermost part of bedrock. The work consisted of borehole drillings to the depth of 100 m, geophysical borehole loggings and installation of piezometers. In addition about 65 shotholes were drilled for VSP-, tubewave and seismic measurements

Drillings at Syyry in Sievi

International Nuclear Information System (INIS)

Hinkkanen, H.; Oehberg, A.

1990-10-01

According to Government's decision in principle Teollisuuden Voima Oy is obliged to make bedrock investigations for the final disposal of the spent fuel produced by its power plant in Olkiluoto. Areas in Kuhmo, Hyrynsalmi, Sievi, Konginkangas and Olkiluoto were selected for the preliminary site investigations to be carried out during years 1987-1992. In Syyry, Sievi the investigation program was started in spring 1988. During years 1988-1989 a deep borehole (1022 m) and 4 about 500-700 m deep additional boreholes were core drilled in the area. The structure of the holes makes it possible to carry out many investigations in the holes. Various parameters were measured from the flushing water during the drilling. Corelogging included collecting detailed data of fractures and determining the weathering degree and petrographical properties. Rock mechanical properties, uniaxial compressive strength, Young's modulus and Poisson's ratio were measured from core samples. The flushing water needed in the drillings was pumped from 100 m deep borehole wells drilled with down-the-hole method in the vicinity of the borehole. The water was labeled with 2 tracers before use. 35 vertical holes were core drilled down to the depth of 10-20 m in bedrock with a light drilling unit. Drilling was carried out in order to determine the thickness of the overburden, to investigate the geophysical anomaly sources and to support geological mapping in areas covered with overburden. Groundwater hydraulics is one of the main subjects during the preliminary site investigation phase. For that reason 7 multilevel piezometers were installed on the site to monitore hydraulic head in 3 levels in the uppermost part of bedrock. The work consisted of borehole drillings to the depth of 100 m, geophysical borehole loggings and installation of piezometers. In addition about 85 shotholes were drilled for VSP-, tubewave and seismic measurements

Drilling rig

Energy Technology Data Exchange (ETDEWEB)

Galiopa, A A; Yegorov, E K

1981-01-04

A drilling rig is proposed which contains a tower, lifter in the form of n infinite chain, and mobile rotator with holding device connected to the chain, and pipe holder. In order to accelerate the auxiliary operations to move the drilling string and unloaded rotator, the rotator is equipped with a clamp with means for transverse connection of it to both branches of the chain, while the pipe holders equipped with a clamp with means of connecting it to one of the branches of the chain.

The ``Adopt A Microbe'' project: Web-based interactive education connected with scientific ocean drilling

Science.gov (United States)

Orcutt, B. N.; Bowman, D.; Turner, A.; Inderbitzen, K. E.; Fisher, A. T.; Peart, L. W.; Iodp Expedition 327 Shipboard Party

2010-12-01

We launched the "Adopt a Microbe" project as part of Integrated Ocean Drilling Program (IODP) Expedition 327 in Summer 2010. This eight-week-long education and outreach effort was run by shipboard scientists and educators from the research vessel JOIDES Resolution, using a web site (https://sites.google.com/site/adoptamicrobe) to engage students of all ages in an exploration of the deep biosphere inhabiting the upper ocean crust. Participants were initially introduced to a cast of microbes (residing within an ‘Adoption Center’ on the project website) that live in the dark ocean and asked to select and virtually ‘adopt’ a microbe. A new educational activity was offered each week to encourage learning about microbiology, using the adopted microbe as a focal point. Activities included reading information and asking questions about the adopted microbes (with subsequent responses from shipboard scientists), writing haiku about the adopted microbes, making balloon and fabric models of the adopted microbes, answering math questions related to the study of microbes in the ocean, growing cultures of microbes, and examining the gases produced by microbes. In addition, the website featured regular text, photo and video updates about the science of the expedition using a toy microbe as narrator, as well as stories written by shipboard scientists from the perspective of deep ocean microbes accompanied by watercolor illustrations prepared by a shipboard artist. Assessment methods for evaluating the effectiveness of the Adopt a Microbe project included participant feedback via email and online surveys, website traffic monitoring, and online video viewing rates. Quantitative metrics suggest that the “Adope A Microbe” project was successful in reaching target audiences and helping to encourage and maintain interest in topics related to IODP Expedition 327. The “Adopt A Microbe” project mdel can be adapted for future oceanographic expeditions to help connect the

Explaining Math Achievement: Personality, Motivation, and Trust

Science.gov (United States)

Kilic-Bebek, Ebru

2009-01-01

This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

Pressured drilling riser design for drilling in ultra deep water with surface bop

Energy Technology Data Exchange (ETDEWEB)

Zhang, J.; Morrison, D.; Efthymiou, M.; Lo, K.H. [Shell Global Solutions, 78 - Velizy Villacoublay (France); Magne, E.; Leach, C. [Shell Internationale Exploration and Production (Netherlands)

2002-12-01

In conventional drilling with a semi-submersible rig valuable rig time is used to run and retrieve the BOP and its accessories on the seabed, and this time increases with water depth. Furthermore, use of the conventional sub-sea BOP requires a large-diameter riser, which requires substantial rig storage and deck load capacity prior to installation. It also requires high riser-tensioning capacity or additional buoyancy. Thus as the water depth increases, it leads to a need for heavy duty 4. and 5. generation rigs with escalation in costs. The high cost of deep-water drill rigs is leading to the development of Surface BOP technology. In this development, the BOP is placed above sea level and the riser is simply a continuation of the casing (typical diameter 13-3/8''). This eliminates the need for a heavy 21'' riser and for running the BOP to the sea bed and retrieving it. Moreover, the reduced tension requirement for the smaller riser extends the water depth capability of 3. generation drilling semi-submersibles, enabling them to drill in deeper waters. A critical success factor for this development is the ability to design the riser/casing to withstand high internal pressures due to well kicks, in addition to environmental loads, and to restrict vessel offsets within certain limits so as not to overload the riser under the prevailing weather conditions. This paper addresses the design considerations of a pressured drilling riser that can be used with a surface BOP in deep-water. Key design issues that are sensitive to ultra-deep-water applications are discussed. The technical aspects of using (disposable) standard casing with threaded connector for the drilling riser are discussed, with a particular emphasis on the connector fatigue-testing program to quantify the stress concentration factor for fatigue design. Emerging composite material offers some alternatives to the steel riser when drilling in ultra-deep water Design issues related to the

Penguin Math

Science.gov (United States)

Green, Daniel; Kearney, Thomas

2015-01-01

Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

Science.gov (United States)

Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

2016-02-01

This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

Neurosurgical robotic arm drilling navigation system.

Science.gov (United States)

Lin, Chung-Chih; Lin, Hsin-Cheng; Lee, Wen-Yo; Lee, Shih-Tseng; Wu, Chieh-Tsai

2017-09-01

The aim of this work was to develop a neurosurgical robotic arm drilling navigation system that provides assistance throughout the complete bone drilling process. The system comprised neurosurgical robotic arm navigation combining robotic and surgical navigation, 3D medical imaging based surgical planning that could identify lesion location and plan the surgical path on 3D images, and automatic bone drilling control that would stop drilling when the bone was to be drilled-through. Three kinds of experiment were designed. The average positioning error deduced from 3D images of the robotic arm was 0.502 ± 0.069 mm. The correlation between automatically and manually planned paths was 0.975. The average distance error between automatically planned paths and risky zones was 0.279 ± 0.401 mm. The drilling auto-stopping algorithm had 0.00% unstopped cases (26.32% in control group 1) and 70.53% non-drilled-through cases (8.42% and 4.21% in control groups 1 and 2). The system may be useful for neurosurgical robotic arm drilling navigation. Copyright © 2016 John Wiley & Sons, Ltd.

Extended Reach Drilling on the example of Reelwell Drilling Method: Influence examination of different drill pipes on drilling performance on Idun field on the Norwegian Continental Shelf by PGNiG Norway AS.

OpenAIRE

Krol, Dariusz Pawel

2011-01-01

Master's thesis in Petroleum engineering Horizontal or extended reach drilling is incredibly fast growing technology. Although in some areas of the world ERD is still novelty, most of oil companies have been using the technology reliably and successfully for dozens of years. And those companies want to improve well-worn solutions to obtain better performance, thereby reducing costs. One of the main aspects that affects drilling performance and efficiency is adequate choice of drill pipe...

Promoting children's health through physically active math classes: a pilot study.

Science.gov (United States)

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

News from the Library: Zentralblatt MATH: it's not all about maths

CERN Multimedia

CERN Library

2011-01-01

The CERN Library provides access to numerous and diverse information services of interest to the CERN community. Among them, Zentralblatt MATH stands out from our offer of online databases.   Zentralblatt MATH covers more than 3 million articles published in about 3500 journals, from 1826 to the present. Most bibliographic records are linked to the online published article. It covers all areas of pure and applied mathematics and also theoretical computer science, mathematical quantum and statistical physics, classical, solid and fluid mechanics, and general relativity and astronomy. Therefore, this database is useful in many disciplines beyond mathematics. It is daily updated and allows advanced search functionalities. Among others things, it includes the content of the Electronic Research Archive for Mathematics, the European Mathematical Information Service, and the Mathematics Preprint Search System. Please note the "Online Ordering" button next to every bibliographic recor...

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

Science.gov (United States)

Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

2015-09-09

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate

Trends in the Drilling Waste Management

Directory of Open Access Journals (Sweden)

Lucyna Czekaj

2006-10-01

Full Text Available Petroleum Industry is trying to achieve sustainable development goals. Each year new solutions are implemented to minimize the environmental impact of drilling operations. The paper presents trends in the drilling waste management caused by introducing the sustainable development into the petroleum industry. Old solutions such as the drilling waste disposal at the waste dump or dumping ground are not acceptable from the environmental point of view. The paper presents an analysis of new solutions as the sustainable solutions. The most important problem is the chemical pollution in cuttings and the waste drilling mud. The industrial solutions as well as the laboratory research on the pollution removing from drilling wastes are analysed. The most promising method seems to be the recycling and design for the environment of drilling mud.

Infrared Spectroscopy for Rapid Characterization of Drill Core and Cutting Mineralogy

Science.gov (United States)

Calvin, W. M.; Kratt, C.; Kruse, F. A.

2009-12-01

and hydroxides in geothermal drill samples. We are currently developing automated analysis techniques to convert this detailed spectral logging data into high-vertical-resolution mineral depth profiles that can be linked to lithology, stratigraphy, fracture zones and potential for geothermal production. Also in development are metrics that would link mapped mineralogy to known geothermometers such as Na-K, Mg depletion, discrimination among illite, montmorillonite, and beidellite, and kaolinite crystallinity. Identification of amorphous and crystalline silica components (chalcedony, crystobalite and quartz) can also constrain silica geothermometry. The degree of alteration and some mineral types have been shown to be a proxy for host rock permeability, natural circulation, and the potential for reservoir sealing. Analysis of alteration intensity is also under way. We will present a synthesis of results to date.

CFPL installs products pipeline with directional drilling

International Nuclear Information System (INIS)

Anon.

1996-01-01

Central Florida Pipeline Company (CFPL), a subsidiary of GATX Terminals Corp., Tampa, FL, has used directional drilling under seven water bodies in Hillsborough, Polk and Osceola Counties in constructing its new pipeline from Tampa to Orlando. Primary reason for using directional drilling is to protect the environment by minimizing water turbidity while the 16-inch diameter, 109-mile refined petroleum products pipeline is being installed. Total cost of the project is pegged at $68.5 million. Directional drilling enabled the pipe to be placed about 20 feet below the bottom of: The Alafia River in Riverview with 999 feet drilled; Port Sutton Channel near the Port of Tampa with 2,756 feet drilled; Reedy Creek Swamp at the intersection of Interstate 4 and Highway 192 which had 1,111 feet drilled; Wetland number-sign 70 southwest of Lake Wales with 1,575 feet drilled; Peace River south of Bartow had 2,470 feet drilled; Bonnet Creek west of Kissimmee had 693 feet drilled. Shingle Creek near the borders of Osceola and Orange Counties with 1,700 feet drilled. This paper reviews the design plans for construction and the emergency response plans should a rupture occur in the line

Semantic metrics

OpenAIRE

Hu, Bo; Kalfoglou, Yannis; Dupplaw, David; Alani, Harith; Lewis, Paul; Shadbolt, Nigel

2006-01-01

In the context of the Semantic Web, many ontology-related operations, e.g. ontology ranking, segmentation, alignment, articulation, reuse, evaluation, can be boiled down to one fundamental operation: computing the similarity and/or dissimilarity among ontological entities, and in some cases among ontologies themselves. In this paper, we review standard metrics for computing distance measures and we propose a series of semantic metrics. We give a formal account of semantic metrics drawn from a...

Aerated drilling cutting transport analysis in geothermal well

Science.gov (United States)

Wakhyudin, Aris; Setiawan, Deni; Dwi Marjuan, Oscar

2017-12-01

Aeratad drilling widely used for geothermal drilling especially when drilled into predicted production zone. Aerated drilling give better performance on preventing lost circulation problem, improving rate of penetration, and avoiding drilling fluid invasion to productive zone. While well is drilled, cutting is produced and should be carried to surface by drilling fluid. Hole problem, especially pipe sticking will occur while the cutting is not lifted properly to surface. The problem will effect on drilling schedule; non-productive time finally result more cost to be spent. Geothermal formation has different characteristic comparing oil and gas formation. Geothermal mainly has igneous rock while oil and gas mostly sedimentary rock. In same depth, formation pressure in geothermal well commonly lower than oil and gas well while formation temperature geothermal well is higher. While aerated drilling is applied in geothermal well, Igneous rock density has higher density than sedimentary rock and aerated drilling fluid is lighter than water based mud hence minimum velocity requirement to transport cutting is larger than in oil/gas well drilling. Temperature and pressure also has impact on drilling fluid (aerated) density. High temperature in geothermal well decrease drilling fluid density hence the effect of pressure and temperature also considered. In this paper, Aerated drilling cutting transport performance on geothermal well will be analysed due to different rock and drilling fluid density. Additionally, temperature and pressure effect on drilling fluid density also presented to merge.

Minimum-complexity helicopter simulation math model

Science.gov (United States)

Heffley, Robert K.; Mnich, Marc A.

1988-01-01

An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

Combining Basic Business Math and Electronic Calculators.

Science.gov (United States)

Merchant, Ronald

As a means of alleviating math anxiety among business students and of improving their business machine skills, Spokane Falls Community College offers a course in which basic business math skills are mastered through the use of desk top calculators. The self-paced course, which accommodates varying student skill levels, requires students to: (1)…

Getting Manipulative about Math.

Science.gov (United States)

Scheer, Janet K.; And Others

1984-01-01

Math manipulatives that are made from inexpensive, common items help students understand basic mathematics concepts. Learning activities using Cheerios, jellybeans, and clay as teaching materials are suggested. (DF)

Relationship between Affective Dimension and Math Learning

Directory of Open Access Journals (Sweden)

Ronny Gamboa Araya

2014-05-01

Full Text Available Math has become an obstacle to achieve educational goals for a large number of students; thus it has transcended the academic world and has become a cognitive and emotional impairment.  What students feel, perceive, believe, and how they act directly influences this.  In addition, what teachers feel and perceive, their expectations, beliefs and attitudes towards the discipline also play an important role in how they teach and in the affective dimension of their students.  Based on theoretical aspects from various authors, this paper is aimed at addressing some elements regarding the affective dimension, and at showing elements pertaining to teachers and students, and their relationship with math learning and teaching.  It was concluded that the role of the affective dimension in math learning must be addressed by math educators in order to understand the process from the perspective of the actors associated with it, both students and teachers, as well as to achieve a change in the discipline by improving the beliefs and attitudes of students and teachers.

Propagation of Measurement-While-Drilling Mud Pulse during High Temperature Deep Well Drilling Operations

OpenAIRE

Li, Hongtao; Meng, Yingfeng; Li, Gao; Wei, Na; Liu, Jiajie; Ma, Xiao; Duan, Mubai; Gu, Siman; Zhu, Kuanliang; Xu, Xiaofeng

2013-01-01

Signal attenuates while Measurement-While-Drilling (MWD) mud pulse is transmited in drill string during high temperature deep well drilling. In this work, an analytical model for the propagation of mud pulse was presented. The model consists of continuity, momentum, and state equations with analytical solutions based on the linear perturbation analysis. The model can predict the wave speed and attenuation coefficient of mud pulse. The calculated results were compared with the experimental dat...

Metric modular spaces

CERN Document Server

Chistyakov, Vyacheslav

2015-01-01

Aimed toward researchers and graduate students familiar with elements of functional analysis, linear algebra, and general topology; this book contains a general study of modulars, modular spaces, and metric modular spaces. Modulars may be thought of as generalized velocity fields and serve two important purposes: generate metric spaces in a unified manner and provide a weaker convergence, the modular convergence, whose topology is non-metrizable in general. Metric modular spaces are extensions of metric spaces, metric linear spaces, and classical modular linear spaces. The topics covered include the classification of modulars, metrizability of modular spaces, modular transforms and duality between modular spaces, metric  and modular topologies. Applications illustrated in this book include: the description of superposition operators acting in modular spaces, the existence of regular selections of set-valued mappings, new interpretations of spaces of Lipschitzian and absolutely continuous mappings, the existe...

String-math 2012

CERN Document Server

Katz, Sheldon; Klemm, Albrecht; Morrison, David R

2015-01-01

This volume contains the proceedings of the conference String-Math 2012, which was held July 16-21, 2012, at the Hausdorff Center for Mathematics, Universitat Bonn. This was the second in a series of annual large meetings devoted to the interface of mathematics and string theory. These meetings have rapidly become the flagship conferences in the field. Topics include super Riemann surfaces and their super moduli, generalized moonshine and K3 surfaces, the latest developments in supersymmetric and topological field theory, localization techniques, applications to knot theory, and many more. The contributors include many leaders in the field, such as Sergio Cecotti, Matthias Gaberdiel, Rahul Pandharipande, Albert Schwarz, Anne Taormina, Johannes Walcher, Katrin Wendland, and Edward Witten. This book will be essential reading for researchers and students in this area and for all mathematicians and string theorists who want to update themselves on developments in the math-string interface.

Productive failure in learning math.

Science.gov (United States)

Kapur, Manu

2014-06-01

When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning. © 2014 Cognitive Science Society, Inc.

Cortical bone drilling: An experimental and numerical study.

Science.gov (United States)

Alam, Khurshid; Bahadur, Issam M; Ahmed, Naseer

2014-12-16

Bone drilling is a common surgical procedure in orthopedics, dental and neurosurgeries. In conventional bone drilling process, the surgeon exerts a considerable amount of pressure to penetrate the drill into the bone tissue. Controlled penetration of drill in the bone is necessary for safe and efficient drilling. Development of a validated Finite Element (FE) model of cortical bone drilling. Drilling experiments were conducted on bovine cortical bone. The FE model of the bone drilling was based on mechanical properties obtained from literature data and additionally conducted microindentation tests on the cortical bone. The magnitude of stress in bone was found to decrease exponentially away from the lips of the drill in simulations. Feed rate was found to be the main influential factor affecting the force and torque in the numerical simulations and experiments. The drilling thrust force and torque were found to be unaffected by the drilling speed in numerical simulations. Simulated forces and torques were compared with experimental results for similar drilling conditions and were found in good agreement.CONCLUSIONS: FE schemes may be successfully applied to model complex kinematics of bone drilling process.

Numerical Modeling of Foam Drilling Hydraulics

Directory of Open Access Journals (Sweden)

Ozcan Baris

2007-12-01

Full Text Available The use of foam as a drilling fluid was developed to meet a special set of conditions under which other common drilling fluids had failed. Foam drilling is defined as the process of making boreholes by utilizing foam as the circulating fluid. When compared with conventional drilling, underbalanced or foam drilling has several advantages. These advantages include: avoidance of lost circulation problems, minimizing damage to pay zones, higher penetration rates and bit life. Foams are usually characterized by the quality, the ratio of the volume of gas, and the total foam volume. Obtaining dependable pressure profiles for aerated (gasified fluids and foam is more difficult than for single phase fluids, since in the former ones the drilling mud contains a gas phase that is entrained within the fluid system. The primary goal of this study is to expand the knowledge-base of the hydrodynamic phenomena that occur in a foam drilling operation. In order to gain a better understanding of foam drilling operations, a hydrodynamic model is developed and run at different operating conditions. For this purpose, the flow of foam through the drilling system is modeled by invoking the basic principles of continuum mechanics and thermodynamics. The model was designed to allow gas and liquid flow at desired volumetric flow rates through the drillstring and annulus. Parametric studies are conducted in order to identify the most influential variables in the hydrodynamic modeling of foam flow.

Elementary School Math Instruction: Can Reading Specialists Assist?

Science.gov (United States)

Heinrichs, Audrey S.

1987-01-01

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Enhanced learning of proportional math through music training and spatial-temporal training.

Science.gov (United States)

Graziano, A B; Peterson, M; Shaw, G L

1999-03-01

It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

Next-Generation Metrics: Responsible Metrics & Evaluation for Open Science

Energy Technology Data Exchange (ETDEWEB)

Wilsdon, J.; Bar-Ilan, J.; Peters, I.; Wouters, P.

2016-07-01

Metrics evoke a mixed reaction from the research community. A commitment to using data to inform decisions makes some enthusiastic about the prospect of granular, real-time analysis o of research and its wider impacts. Yet we only have to look at the blunt use of metrics such as journal impact factors, h-indices and grant income targets, to be reminded of the pitfalls. Some of the most precious qualities of academic culture resist simple quantification, and individual indicators often struggle to do justice to the richness and plurality of research. Too often, poorly designed evaluation criteria are “dominating minds, distorting behaviour and determining careers (Lawrence, 2007).” Metrics hold real power: they are constitutive of values, identities and livelihoods. How to exercise that power to more positive ends has been the focus of several recent and complementary initiatives, including the San Francisco Declaration on Research Assessment (DORA1), the Leiden Manifesto2 and The Metric Tide3 (a UK government review of the role of metrics in research management and assessment). Building on these initiatives, the European Commission, under its new Open Science Policy Platform4, is now looking to develop a framework for responsible metrics for research management and evaluation, which can be incorporated into the successor framework to Horizon 2020. (Author)

Learning to Be a Math Teacher: What Knowledge Is Essential?

Science.gov (United States)

Reid, Mary; Reid, Steven

2017-01-01

This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining…

Effects of methylphenidate on acute math performance in children with attention-deficit hyperactivity disorder.

Science.gov (United States)

Grizenko, Natalie; Cai, Emmy; Jolicoeur, Claude; Ter-Stepanian, Mariam; Joober, Ridha

2013-11-01

Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

Math Academy: Let's Go to the Mall! Explorations in Combinatorics. Book 5: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…

Chemical Speciation of Chromium in Drilling Muds

International Nuclear Information System (INIS)

Taguchi, Takeyoshi; Yoshii, Mitsuru; Shinoda, Kohzo

2007-01-01

Drilling muds are made of bentonite and other clays, and/or polymers, mixed with water to the desired viscosity. Without the drilling muds, corporations could not drill for oil and gas and we would have hardly any of the fuels and lubricants considered essential for modern industrial civilization. There are hundreds of drilling muds used and some kinds of drilling muds contain chromium. The chemical states of chromium in muds have been studied carefully due to concerns about the environmental influence. However it is difficult to determine the chemical state of chromium in drilling muds directly by conventional analytical methods. We have studied the chemical form of chromium in drilling muds by using a laboratory XAFS system and a synchrotron facility

Accuracy of linear drilling in temporal bone using drill press system for minimally invasive cochlear implantation.

Science.gov (United States)

Dillon, Neal P; Balachandran, Ramya; Labadie, Robert F

2016-03-01

A minimally invasive approach for cochlear implantation involves drilling a narrow linear path through the temporal bone from the skull surface directly to the cochlea for insertion of the electrode array without the need for an invasive mastoidectomy. Potential drill positioning errors must be accounted for to predict the effectiveness and safety of the procedure. The drilling accuracy of a system used for this procedure was evaluated in bone surrogate material under a range of clinically relevant parameters. Additional experiments were performed to isolate the error at various points along the path to better understand why deflections occur. An experimental setup to precisely position the drill press over a target was used. Custom bone surrogate test blocks were manufactured to resemble the mastoid region of the temporal bone. The drilling error was measured by creating divots in plastic sheets before and after drilling and using a microscope to localize the divots. The drilling error was within the tolerance needed to avoid vital structures and ensure accurate placement of the electrode; however, some parameter sets yielded errors that may impact the effectiveness of the procedure when combined with other error sources. The error increases when the lateral stage of the path terminates in an air cell and when the guide bushings are positioned further from the skull surface. At contact points due to air cells along the trajectory, higher errors were found for impact angles of [Formula: see text] and higher as well as longer cantilevered drill lengths. The results of these experiments can be used to define more accurate and safe drill trajectories for this minimally invasive surgical procedure.

Taking Math Outside of the Classroom: Math in the City

Science.gov (United States)

Radu, Petronela

2013-01-01

Math in the City is an interdisciplinary mathematics course offered at University of Nebraska-Lincoln in which students engage in a real-world experience to understand current major societal issues of local and national interest. The course is run in collaboration with local businesses, research centers, and government organizations, that provide…

Supporting Early Math--Rationales and Requirements for High Quality Software

Science.gov (United States)

Haake, Magnus; Husain, Layla; Gulz, Agneta

2015-01-01

There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…

Seismic Prediction While Drilling (SPWD: Looking Ahead of the Drill Bit by Application of Phased Array Technology

Directory of Open Access Journals (Sweden)

Marco Groh

2010-04-01

Full Text Available Geophysical exploration is indispensable for planning deep drilling. Usually 2D- or 3D-seismics investigations are applied and, depending on the resulting geologic model for the underground, the drill site and drilling path are determined. In recent years the focus of exploration has shifted towards small-scale geological structures such as local layers and faults. Depending on the source frequencies and the target depth, 2D- or 3D-seismics from surface cannot always resolve such structures in particular at larger depths. In general, signal frequencies of about 30–70 Hz are typical for surface seismic methods. The deeper and smaller the sought-after structures are, the worse will be the resolution. Therefore, borehole seismic measurements like Vertical Seismic Profile (VSP or Seismic While Drilling (SWD have been developed (Fig. 1. For the VSP method geophones are normally integrated in the borehole, while the seismicsource generates seismic waves at the surface. The SWD method uses the drill bit as the seismic source. Hence, the quality of the seismic signals is highly dependent on the drilled rock and the type of drill bit, but even well-suited rock conditions and adequate drilling may not provide sufficient data quality.

Differing opinions about natural gas drilling in two adjacent counties with different levels of drilling activity

International Nuclear Information System (INIS)

Kriesky, J.; Goldstein, B.D.; Zell, K.; Beach, S.

2013-01-01

The pace of development of shale gas plays varies greatly among US states and globally. Through analysis of telephone survey responses, we explore support for natural gas drilling in residents of Washington County (WC), PA (n=502) vs. residents of Allegheny County (AC), PA (n=799). WC has had intense Marcellus Shale (MS) drilling activity, in comparison to adjacent AC, which has had little drilling activity. WC residents are marginally more supportive of MS drilling than are AC residents (p=0.0768). Residents of WC are more likely to perceive MS as an economic opportunity than are AC residents (p=0.0015); to be in a family that has signed a MS lease (p<0.0001); to follow the MS issue closely (p=0.0003); to get MS information from neighbors, friends, and relatives (p<0.0001); and are marginally less likely to perceive MS as an environmental threat (p=0.1090). WC leaseholders are significantly more supportive of MS drilling than WC non-leaseholders and AC non-leaseholders (p=0.0024). Mediation analyses show that county-based differences in support of MS drilling are due to WC residents seeing more of an economic opportunity in the MS and their greater likelihood of having a family-held lease. - Highlights: • Telephone survey analysis of sources of support for Marcellus Shale drilling. • Perceived positive economic impact of drilling drives support among respondents. • Mineral rights leaseholders are significantly more supportive than non-leaseholders

Experimental Analysis of Temperature Differences During Implant Site Preparation: Continuous Drilling Technique Versus Intermittent Drilling Technique.

Science.gov (United States)

Di Fiore, Adolfo; Sivolella, Stefano; Stocco, Elena; Favero, Vittorio; Stellini, Edoardo

2018-02-01

Implant site preparation through drilling procedures may cause bone thermonecrosis. The aim of this in vitro study was to evaluate, using a thermal probe, overheating at implant sites during osteotomies through 2 different drilling methods (continuous drilling technique versus intermittent drilling technique) using irrigation at different temperatures. Five implant sites 13 mm in length were performed on 16 blocks (fresh bovine ribs), for a total of 80 implant sites. The PT-100 thermal probe was positioned 5 mm from each site. Two physiological refrigerant solutions were used: one at 23.7°C and one at 6.0°C. Four experimental groups were considered: group A (continuous drilling with physiological solution at 23.7°C), group B (intermittent drilling with physiological solution at 23.7°C), group C (continuous drilling with physiological solution at 6.0°C), and group D (intermittent drilling with physiological solution at 6.0°C). The Wilcoxon rank-sum test (2-tailed) was used to compare groups. While there was no difference between group A and group B (W = 86; P = .45), statistically significant differences were observed between experimental groups A and C (W = 0; P =.0001), B and D (W = 45; P =.0005), and C and D (W = 41; P = .003). Implant site preparation did not affect the overheating of the bone. Statistically significant differences were found with the refrigerant solutions. Using both irrigating solutions, bone temperature did not exceed 47°C.

Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task

Science.gov (United States)

Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels

2015-01-01

Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals. PMID:26539137

Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task