Radiological emergency preparedness (REP) program

International Nuclear Information System (INIS)

Kwiatkowski, D.H.

1995-01-01

This talk focuses on the accomplishments of Radiological Emergency Preparedness Program. Major topics include the following: strengthening the partnership between FEMA, the States, and the Industry; the Standard Exercise Report Format (SERF); Multi-year performance partnership agreement (MYPPA); new REP Program guidance; comprehensive exercise program; federal radiological emergency response plan (FRERP); international interest; REP user fee; implementation EPA PAGs and Dose Limits; Contamination monitoring standard for portal monitors; guidance documents and training

Singular perturbations with boundary conditions and the Casimir effect in the half space

Science.gov (United States)

Albeverio, S.; Cognola, G.; Spreafico, M.; Zerbini, S.

2010-06-01

We study the self-adjoint extensions of a class of nonmaximal multiplication operators with boundary conditions. We show that these extensions correspond to singular rank 1 perturbations (in the sense of Albeverio and Kurasov [Singular Perturbations of Differential Operaters (Cambridge University Press, Cambridge, 2000)]) of the Laplace operator, namely, the formal Laplacian with a singular delta potential, on the half space. This construction is the appropriate setting to describe the Casimir effect related to a massless scalar field in the flat space-time with an infinite conducting plate and in the presence of a pointlike "impurity." We use the relative zeta determinant (as defined in the works of Müller ["Relative zeta functions, relative determinants and scattering theory," Commun. Math. Phys. 192, 309 (1998)] and Spreafico and Zerbini ["Finite temperature quantum field theory on noncompact domains and application to delta interactions," Rep. Math. Phys. 63, 163 (2009)]) in order to regularize the partition function of this model. We study the analytic extension of the associated relative zeta function, and we present explicit results for the partition function and for the Casimir force.

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.

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.

Radon-Nikodym derivatives of quantum operations

International Nuclear Information System (INIS)

Raginsky, Maxim

2003-01-01

Given a completely positive (CP) map T, there is a theorem of the Radon-Nikodym type [W. B. Arveson, Acta Math. 123, 141 (1969); V. P. Belavkin and P. Staszewski, Rep. Math. Phys. 24, 49 (1986)] that completely characterizes all CP maps S such that T-S is also a CP map. This theorem is reviewed, and several alternative formulations are given along the way. We then use the Radon-Nikodym formalism to study the structure of order intervals of quantum operations, as well as a certain one-to-one correspondence between CP maps and positive operators, already fruitfully exploited in many quantum information-theoretic treatments. We also comment on how the Radon-Nikodym theorem can be used to derive norm estimates for differences of CP maps in general, and of quantum operations in particular

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.

Overview of RepLab 2012: Evaluating Online Reputation Management Systems

NARCIS (Netherlands)

Amigó, E.; Corujo, A.; Gonzalo, J.; Meij, E.; de Rijke, M.

2012-01-01

This paper summarizes the goals, organization and results of the first RepLab competitive evaluation campaign for Online Reputation Management Systems (RepLab 2012). RepLab focused on the reputation of companies, and asked participant systems to annotate different types of information on tweets

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

Lab. of Appl. Math. Phys

DEFF Research Database (Denmark)

Albertsen, Niels Christian

1989-01-01

A new system of poles for the Green's function for a dielectric-coated cylinder has been found. In general, these poles correspond to creeping waves, which are strongly attenuated except for very thick coatings. For radii below a critical value, one of the new poles replaces one of those previous...

A methodology for extending domain coverage in SemRep.

Science.gov (United States)

Rosemblat, Graciela; Shin, Dongwook; Kilicoglu, Halil; Sneiderman, Charles; Rindflesch, Thomas C

2013-12-01

We describe a domain-independent methodology to extend SemRep coverage beyond the biomedical domain. SemRep, a natural language processing application originally designed for biomedical texts, uses the knowledge sources provided by the Unified Medical Language System (UMLS©). Ontological and terminological extensions to the system are needed in order to support other areas of knowledge. We extended SemRep's application by developing a semantic representation of a previously unsupported domain. This was achieved by adapting well-known ontology engineering phases and integrating them with the UMLS knowledge sources on which SemRep crucially depends. While the process to extend SemRep coverage has been successfully applied in earlier projects, this paper presents in detail the step-wise approach we followed and the mechanisms implemented. A case study in the field of medical informatics illustrates how the ontology engineering phases have been adapted for optimal integration with the UMLS. We provide qualitative and quantitative results, which indicate the validity and usefulness of our methodology. Published by Elsevier Inc.

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.

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.

Quantum Kalman filtering and the Heisenberg limit in atomic magnetometry

Energy Technology Data Exchange (ETDEWEB)

Geremia, J M; Stockton, John K; Doherty, Andrew C; Mabuchi, Hideo [Norman Bridge Laboratory of Physics, California Institute of Technology, Pasadena, California, 91125 (United States)

2003-12-19

The shot-noise detection limit in current high-precision magnetometry [I. Kominis, T. Kornack, J. Allred, and M. Romalis, Nature (London) 422, 596 (2003)]10.1038/nature01484 is a manifestation of quantum fluctuations that scale as 1/{radical}(N) in an ensemble of N atoms. Here, we develop a procedure that combines continuous measurement and quantum Kalman filtering [V. Belavkin, Rep. Math. Phys. 43, 405 (1999)] to surpass this conventional limit by exploiting conditional spin squeezing to achieve 1/N field sensitivity. Our analysis demonstrates the importance of optimal estimation for high bandwidth precision magnetometry at the Heisenberg limit and also identifies an approximate estimator based on linear regression.

DNA structure modulates the oligomerization properties of the AAV initiator protein Rep68.

Directory of Open Access Journals (Sweden)

Jorge Mansilla-Soto

2009-07-01

Full Text Available Rep68 is a multifunctional protein of the adeno-associated virus (AAV, a parvovirus that is mostly known for its promise as a gene therapy vector. In addition to its role as initiator in viral DNA replication, Rep68 is essential for site-specific integration of the AAV genome into human chromosome 19. Rep68 is a member of the superfamily 3 (SF3 helicases, along with the well-studied initiator proteins simian virus 40 large T antigen (SV40-LTag and bovine papillomavirus (BPV E1. Structurally, SF3 helicases share two domains, a DNA origin interaction domain (OID and an AAA(+ motor domain. The AAA(+ motor domain is also a structural feature of cellular initiators and it functions as a platform for initiator oligomerization. Here, we studied Rep68 oligomerization in vitro in the presence of different DNA substrates using a variety of biophysical techniques and cryo-EM. We found that a dsDNA region of the AAV origin promotes the formation of a complex containing five Rep68 subunits. Interestingly, non-specific ssDNA promotes the formation of a double-ring Rep68, a known structure formed by the LTag and E1 initiator proteins. The Rep68 ring symmetry is 8-fold, thus differing from the hexameric rings formed by the other SF3 helicases. However, similiar to LTag and E1, Rep68 rings are oriented head-to-head, suggesting that DNA unwinding by the complex proceeds bidirectionally. This novel Rep68 quaternary structure requires both the DNA binding and AAA(+ domains, indicating cooperativity between these regions during oligomerization in vitro. Our study clearly demonstrates that Rep68 can oligomerize through two distinct oligomerization pathways, which depend on both the DNA structure and cooperativity of Rep68 domains. These findings provide insight into the dynamics and oligomeric adaptability of Rep68 and serve as a step towards understanding the role of this multifunctional protein during AAV DNA replication and site-specific integration.

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…

Utshitsja drug u druga / Mailis Reps

Index Scriptorium Estoniae

Reps, Mailis, 1975-

2005-01-01

Haridus- ja teadusminister Mailis Reps uuendustest koolide õppekavades, õpetajate täienduskoolituse tähtsusest, kutsehariduse arengust, tasuta toitlustamisest põhi- ja kutsekoolides, õpetajate palkadest

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)

Characterization of the adenoassociated virus Rep protein complex formed on the viral origin of DNA replication

International Nuclear Information System (INIS)

Li Zengi; Brister, J. Rodney; Im, Dong-Soo; Muzyczka, Nicholas

2003-01-01

Interaction between the adenoassociated virus (AAV) replication proteins, Rep68 and 78, and the viral terminal repeats (TRs) is mediated by a DNA sequence termed the Rep-binding element (RBE). This element is necessary for Rep-mediated unwinding of duplex DNA substrates, directs Rep catalyzed cleavage of the AAV origin of DNA replication, and is required for viral transcription and proviral integration. Six discrete Rep complexes with the AAV TR substrates have been observed in vitro, and cross-linking studies suggest these complexes contain one to six molecules of Rep. However, the functional relationship between Rep oligomerization and biochemical activity is unclear. Here we have characterized Rep complexes that form on the AAV TR. Both Rep68 and Rep78 appear to form the same six complexes with the AAV TR, and ATP seems to stimulate formation of specific, higher order complexes. When the sizes of these Rep complexes were estimated on native polyacrylamide gels, the four slower migrating complexes were larger than predicted by an amount equivalent to one or two TRs. To resolve this discrepancy, the molar ratio of protein and DNA was calculated for the three largest complexes. Data from these experiments indicated that the larger complexes included multiple TRs in addition to multiple Rep molecules and that the Rep-to-TR ratio was approximately 2. The two largest complexes were also associated with increased Rep-mediated, origin cleavage activity. Finally, we characterized a second, Rep-mediated cleavage event that occurs adjacent to the normal nicking site, but on the opposite strand. This second site nicking event effectively results in double-stranded DNA cleavage at the normal nicking site

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

Identification and Characterization of the Novel p97 co-factors, Rep8 and ASPL

DEFF Research Database (Denmark)

Klausen, Louise Kjær

to the ER membrane with the UBX domain situated in the cytosol. Mouse Rep8 is highly tissue-specific and abundant in gonads. In tests, Rep8 is expressed in post-meiotic round spermatids, whereas in ovaries Rep8 is expressed in granulosa cells. Additional precipitation experiments revealed that Rep8......The highly conserved and ubiquitin-specific AAA ATPase p97 acts on ubiquitylated substrates in diverse cellular mechanisms such as chromatin-associated degradation, fusion of homotypic membranes and ER-associated degradation. Different p97 cofactors associate with the ATPase, thereby constituting...... that ASPL localizes to the ER membrane and in vitro ASPL leads to disassembly of the p97 hexameric ATPase. Rep8 was found to interact with p97 both in vitro and in vivo, and the binding was mediated through the N-domain of p97 and the UBX domain of Rep8. Localization studies showed that Rep8 localizes...

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…

3D printing with RepRap cookbook

CERN Document Server

Salinas, Richard

2014-01-01

A systematic guide consisting of over 100 recipes which focus on helping you understand the process of 3D printing using RepRap machines. The book aims at providing professionals with a series of working recipes to help make their fuzzy notions into real, saleable projects/objects using 3D printing technology. This book is for novice designers and artists who own a RepRap-based 3D printer, have fundamental knowledge of its working, and who desire to gain better mastery of the printing process. For the more experienced user, it will provide a handy visual resource, with side-by-side comparisons

Regulation and drive system for high rep-rate magnetic-pulse compressors

International Nuclear Information System (INIS)

Birx, D.L.; Cook, E.G.; Hawkins, S.; Meyers, A.; Reginato, L.L.; Schmidt, J.A.; Smith, M.W.

1982-01-01

The essentially unlimited rep-rate capability of non-linear magnetic systems has imposed strict requirements on the drive system which initiates the pulse compression. An order of magnitude increase in the rep-rates achieved by the Advanced Test Accelerator (ATA) gas blown system is not difficult to achieve in the magnetic compressor. The added requirement of having a high degree of regulation at the higher rep-rates places strict requirements on the triggerable switch for charging and de-Queing. A novel feedback technique which applies the proper bias to a magnetic core by comparing a reference voltage to the charging voltage eases considerably the regulation required to achieve low jitter in magnetic compression. The performance of the high rep-rate charging and regulation systems will be described in the following pages

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.

Deformable M-Reps for 3D Medical Image Segmentation

Science.gov (United States)

Pizer, Stephen M.; Fletcher, P. Thomas; Joshi, Sarang; Thall, Andrew; Chen, James Z.; Fridman, Yonatan; Fritsch, Daniel S.; Gash, Graham; Glotzer, John M.; Jiroutek, Michael R.; Lu, Conglin; Muller, Keith E.; Tracton, Gregg; Yushkevich, Paul; Chaney, Edward L.

2013-01-01

M-reps (formerly called DSLs) are a multiscale medial means for modeling and rendering 3D solid geometry. They are particularly well suited to model anatomic objects and in particular to capture prior geometric information effectively in deformable models segmentation approaches. The representation is based on figural models, which define objects at coarse scale by a hierarchy of figures – each figure generally a slab representing a solid region and its boundary simultaneously. This paper focuses on the use of single figure models to segment objects of relatively simple structure. A single figure is a sheet of medial atoms, which is interpolated from the model formed by a net, i.e., a mesh or chain, of medial atoms (hence the name m-reps), each atom modeling a solid region via not only a position and a width but also a local figural frame giving figural directions and an object angle between opposing, corresponding positions on the boundary implied by the m-rep. The special capability of an m-rep is to provide spatial and orientational correspondence between an object in two different states of deformation. This ability is central to effective measurement of both geometric typicality and geometry to image match, the two terms of the objective function optimized in segmentation by deformable models. The other ability of m-reps central to effective segmentation is their ability to support segmentation at multiple levels of scale, with successively finer precision. Objects modeled by single figures are segmented first by a similarity transform augmented by object elongation, then by adjustment of each medial atom, and finally by displacing a dense sampling of the m-rep implied boundary. While these models and approaches also exist in 2D, we focus on 3D objects. The segmentation of the kidney from CT and the hippocampus from MRI serve as the major examples in this paper. The accuracy of segmentation as compared to manual, slice-by-slice segmentation is reported. PMID

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

Molecular characterization of Salmonella isolates by REP-PCR and RAPD analysis.

Science.gov (United States)

Albufera, U; Bhugaloo-Vial, P; Issack, M I; Jaufeerally-Fakim, Y

2009-05-01

Eighteen Salmonella isolates from both human and food (non-human) sources (fish, meat, and poultry) were characterized using conventional culture methods, biochemical, serological, and molecular analyses. REP-PCR and RAPD produced DNA profiles for differentiation purposes. Enterobacterial repetitive intergenic consensus (ERIC), repetitive extragenic palindronic (REP) and BOXAIR primers were selected for REP-PCR and two arbitrary primers, namely OPP-16 and OPS-11 were used for RAPD to generate DNA fingerprints from the Salmonella isolates. REP-PCR method showed greater discriminatory power in differentiating closely related strains of the related strains of Salmonella and produced more complex banding patterns as compared with RAPD. A dendogram was constructed with both sets of profiles using SPSS Version 13.0 computer software and showed that most human isolates were separately clustered from the non-human isolates. Two of the human isolates were closely related to some of the non-human isolates. A good correlation was also observed between the serogrouping of the O antigen and the molecular profiles obtained from REP-PCR and RAPD data of the Salmonella isolates. The results of a principal coordinate analysis (PCA) corresponded to the clustering in the dendrogram.

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.

Massive neutrinos in almost-commutative geometry

International Nuclear Information System (INIS)

Stephan, Christoph A.

2007-01-01

In the noncommutative formulation of the standard model of particle physics by Chamseddine and Connes [Commun. Math. Phys. 182, 155 (1996), e-print hep-th/9606001], one of the three generations of fermions has to possess a massless neutrino. [C. P. Martin et al., Phys. Rep. 29, 363 (1998), e-print hep-th-9605001]. This formulation is consistent with neutrino oscillation experiments and the known bounds of the Pontecorvo-Maki-Nakagawa-Sakata matrix (PMNS matrix). But future experiments which may be able to detect neutrino masses directly and high-precision measurements of the PMNS matrix might need massive neutrinos in all three generations. In this paper we present an almost-commutative geometry which allows for a standard model with massive neutrinos in all three generations. This model does not follow in a straightforward way from the version of Chamseddine and Connes since it requires an internal algebra with four summands of matrix algebras, instead of three summands for the model with one massless neutrino

A note on positive energy theorem for spaces with asymptotic SUSY compactification

International Nuclear Information System (INIS)

Dai Xianzhe

2005-01-01

We extend the higher dimensional positive mass theorem in [Dai, X., Commun. Math. Phys. 244, 335-345 (2004)] to the Lorentzian setting. This includes the original higher dimensional positive energy theorem whose spinor proof is given in [Witten, E., Commun. Math. Phys. 80, 381-402 (1981)] and [Parker, T., and Taubes, C., Commun. Math. Phys. 84, 223-238 (1982)] for dimension 4 and in [Zhang, X., J. Math. Phys. 40, 3540-3552 (1999)] for dimension 5

Academic Committee of the conference

International Nuclear Information System (INIS)

2016-01-01

A.I. Leont'ev (Chairman) - Academician of RAS, Bauman MSTU V.O. Gladyshev - Dr. Sci. (Phys., Math.), Head of NUK FN Bauman MSTU V.T. Kalugin - Dr.Sci. (Engineering), Head of NUK SM Bauman MSTU V.V. Selivanov - Dr.Sci. (Engineering), Professor, Head of Dept. SM-4, Bauman MSTU M.I. Kiselev - Dr. Sci. (Phys., Math.), Professor, Dept. MT-4, Bauman MSTU R.Z. Kavtaradze - Dr. Sci. (Engineering), Professor, Bauman MSTU V.N. Mel'nikov - Dr. Sci. (Phys., Math.), Professor, Head of the Centre of Gravitation and Fundamental Metrology, VNIIMS; Deputy director of the Institute of Gravitation and Cosmology, PFUR; President of RGS Ju.S. Vladimirov - Dr. Sci. (Phys., Math.), Professor, Lomonosov MSU D. V. Gal'cov - Dr. Sci. (Phys., Math.), Professor, Lomonosov MSU A.P. Efremov - Dr. Sci. (Phys., Math.), Professor, First Pro-Rector (Education), PFUR, Director of the Institute of Gravitation and Cosmology of PFUR Ju.P. Rybakov - Dr. Sci. (Phys., Math.), Professor, Head of Dept. of Theor. Physics and Mechanics, PFUR Ju.G. Rudoj - Dr. Sci. (Phys., Math.), Professor, Dept. of Theor. Physics and Mechanics, PFUR V.P. Vizgin - Dr. Sci. (Phys., Math.), Head of sector, S. Vavilov IHST, RAS V.L. Gvozdeckij - PhD, Head of Dept., Head of sector, S. Vavilov IHST, RAS G.Yu. Bogoslovsky - Dr. Sci. (Phys., Math.), Professor, Skobeltsyn Institute of Nuclear Physics, Lomonosov Moscow State University P. Fournier-Sikr - Dr., European Space Agency, France G.M. Webb - Prof., Commercial Space Technologies Ltd., London, United Kingdom P. Rowlands - Prof. University of Liverpool, Liverpool, United Kingdom M. Abishev - Prof., Al-Farabi Kazakh National University, Head of Theoretical and Nuclear Physics Department, Almaty, Kazakhstan E. Chubaryan - Prof., Yerevan State University, Head of Laboratory, Yerevan,Republic of Armenia A.V. Minkevich - Prof., Belarusian State University, Minsk, Belarus and Warmia and Mazury University in Olsztyn, Poland A.I. Zhuk - Prof., Odessa National University, Odessa, Ukraine

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.

Expression, purification, characterization and subcellular localization of the goose parvovirus rep1 protein.

Science.gov (United States)

Chen, Zongyan; Li, Chuanfeng; Peng, Gaojing; Liu, Guangqing

2013-07-01

The goose parvovirus (GPV) Rep1 protein is both essential for viral replication and a potential target for GPV diagnosis, but its protein characterization and intracellular localization is not clear. We constructed a recombinant plasmid, pET28a/GPV-Rep1, and expressed the Rep1 gene in BL21 (DE3) Escherichia coli. A protein approximately 75 kDa in size was obtained from lysates of E. coli cells expressing the recombinant plasmid. SDS-PAGE analysis showed that after induction with 0.6 mM isopropyl β-D-thiogalactosidase (IPTG) at 30°C for 5 h, the Rep1 protein was highly overexpressed. Two methods used to purify proteins, a salinity-gradient elution and Ni-NTA affinity chromatography, were performed. The amount of Rep1 protein obtained by Ni-NTA affinity chromatography was 41.23 mg, while 119.9 mg of Rep1 protein was obtained by a salinity-gradient elution from a 1 L E. coli BL21 (DE3) culture. An immunogenicity analysis showed that the protein could significantly elicit a specific antibody response in immunized goslings compared to control groups. Antibody titers peaked to 1:5120 (optical density (OD) 450 = 3.9) on day 28 after immunization but had mean titers of 1:10,240 (OD450 = 4.2) in gosling groups immunized with a commercially available GPV-attenuated vaccine strain. Experiments examining subcellular localization showed that the Rep1 protein appeared to associate predominantly with the nuclear membrane, especially during later times of infection. This work provides a basis for biochemical and structural studies on the GPV Rep1 protein.

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...

O ethos do repórter de TV da Rede Globo

Directory of Open Access Journals (Sweden)

Marcia Benetti

2017-05-01

Full Text Available O artigo analisa os elementos instituintes das imagens de si de repórteres de televisão da Rede Globo, maior emissora do Brasil. A partir do conceito de ethos discursivo, discutimos como o discurso autorreferente afirma a identidade do jornalista e certos efeitos de verdade a respeito da reportagem. Por meio da análise do discurso de cinco entrevistas de repórteres da Rede Globo concedidas à também jornalista Fátima Bernardes, propomos que o ethos do repórter constrói-se em três dimensões: os atributos do “bom jornalista”, as características do “bom repórter” e as particularidades de pertencimento ao campo jornalístico. Como articuladores do ethos, os valores morais e os aspectos relacionados às rotinas profissionais convocam a audiência a se conectar com certas definições sobre o jornalismo.

Large-deviation principles, stochastic effective actions, path entropies, and the structure and meaning of thermodynamic descriptions

International Nuclear Information System (INIS)

Smith, Eric

2011-01-01

The meaning of thermodynamic descriptions is found in large-deviations scaling (Ellis 1985 Entropy, Large Deviations, and Statistical Mechanics (New York: Springer); Touchette 2009 Phys. Rep. 478 1-69) of the probabilities for fluctuations of averaged quantities. The central function expressing large-deviations scaling is the entropy, which is the basis both for fluctuation theorems and for characterizing the thermodynamic interactions of systems. Freidlin-Wentzell theory (Freidlin and Wentzell 1998 Random Perturbations in Dynamical Systems 2nd edn (New York: Springer)) provides a quite general formulation of large-deviations scaling for non-equilibrium stochastic processes, through a remarkable representation in terms of a Hamiltonian dynamical system. A number of related methods now exist to construct the Freidlin-Wentzell Hamiltonian for many kinds of stochastic processes; one method due to Doi (1976 J. Phys. A: Math. Gen. 9 1465-78; 1976 J. Phys. A: Math. Gen. 9 1479) and Peliti (1985 J. Physique 46 1469; 1986 J. Phys. A: Math. Gen. 19 L365, appropriate to integer counting statistics, is widely used in reaction-diffusion theory. Using these tools together with a path-entropy method due to Jaynes (1980 Annu. Rev. Phys. Chem. 31 579-601), this review shows how to construct entropy functions that both express large-deviations scaling of fluctuations, and describe system-environment interactions, for discrete stochastic processes either at or away from equilibrium. A collection of variational methods familiar within quantum field theory, but less commonly applied to the Doi-Peliti construction, is used to define a 'stochastic effective action', which is the large-deviations rate function for arbitrary non-equilibrium paths. We show how common principles of entropy maximization, applied to different ensembles of states or of histories, lead to different entropy functions and different sets of thermodynamic state variables. Yet the relations among all these levels of

Images en mouvement stockage, repérage, indexation

CERN Document Server

Turner, James

1998-01-01

L'avènement puis la fusion des nouveaux modes de communication que sont l'informatique, les télécommunications et l'audiovisuel ont mis à la portée de tous une grande quantité d'images fixes et en mouvement dont la conservation et le repérage risquent de prendre des proportions démesurées. Le présent ouvrage veut offrir aux responsables de collection des repères pour aborder la problématique de l'indexation des images et faciliter l'accès des usagers à ces images.

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.

Intracellular route and biological activity of exogenously delivered Rep proteins from the adeno-associated virus type 2

International Nuclear Information System (INIS)

Awedikian, Rafi; Francois, Achille; Guilbaud, Mickael; Moullier, Philippe; Salvetti, Anna

2005-01-01

The two large Rep proteins, Rep78 and Rep68, from the adeno-associated virus type 2 (AAV-2) are required for AAV-2 DNA replication, site-specific integration, and for the regulation of viral gene expression. The study of their activities is dependent on the ability to deliver these proteins to the cells in a time and dose-dependent manner. We evaluated the ability of a protein transduction domain (PTD) derived from the human immunodeficiency virus 1 (HIV-1) TAT protein to drive the cellular internalization of exogenously delivered PTD-fused Rep68 proteins. This analysis unexpectedly revealed that recombinant Rep68 alone, in the absence of any PTD, could be endocytosed by the cells. Rep68 as the chimeric TAT-Rep68 proteins were internalized through endocytosis in clathrin-coated vesicles and retained in late endosomes/lysosomes with no detectable nuclear localization. In the presence of adenovirus, the Rep proteins could translocate into the nucleus where they displayed a biological activity. These findings support recent reports on the mechanism of entry of TAT-fused proteins and also revealed a new property of Rep68

Multi-particle Anderson Localisation: Induction on the Number of Particles

International Nuclear Information System (INIS)

Chulaevsky, Victor; Suhov, Yuri

2009-01-01

This paper is a follow-up of our recent papers Chulaevsky and Suhov (Commun Math Phys 283:479-489, 2008) and Chulaevsky and Suhov (Commun Math Phys in press, 2009) covering the two-particle Anderson model. Here we establish the phenomenon of Anderson localisation for a quantum N-particle system on a lattice with short-range interaction and in presence of an IID external potential with sufficiently regular marginal cumulative distribution function (CDF). Our main method is an adaptation of the multi-scale analysis (MSA; cf. Froehlich and Spencer, Commun Math Phys 88:151-184, 1983; Froehlich et al., Commun Math Phys 101:21-46, 1985; von Dreifus and Klein, Commun Math Phys 124:285-299, 1989) to multi-particle systems, in combination with an induction on the number of particles, as was proposed in our earlier manuscript (Chulaevsky and Suhov 2007). Recently, Aizenman and Warzel (2008) proved spectral and dynamical localisation for N-particle lattice systems with a short-range interaction, using an extension of the Fractional-Moment Method (FMM) developed earlier for single-particle models in Aizenman and Molchanov (Commun Math Phys 157:245-278, 1993) and Aizenman et al. (Commun Math Phys 224:219-253, 2001) (see also references therein) which is also combined with an induction on the number of particles

Typing of avian pathogenic Escherichia coli strains by REP-PCR Tipificação de amostras aviárias patogênicas de Escherichia coli pela REP-PCR

Directory of Open Access Journals (Sweden)

Marcelo Brocchi

2006-06-01

Full Text Available In the present study the repetitive extragenic palindromic (REP polymerase chain reaction (PCR technique was used to establish the clonal variability of 49 avian Escherichia coli (APEC strains isolated from different outbreak cases of septicemia (n=24, swollen head syndrome (n=14 and omphalitis (n=11. Thirty commensal strains isolated from poultry with no signs of these illnesses were used as control strains. The purified DNA of these strains produced electrophoretic profiles ranging from 0 to 15 bands with molecular sizes varying from 100 bp to 6.1 kb, allowing the grouping of the 79 strains into a dendrogram containing 49 REP-types. Although REP-PCR showed good discriminating power it was not able to group the strains either into specific pathogenic classes or to differentiate between pathogenic and non-pathogenic strains. On the contrary, we recently demonstrated that other techniques such as ERIC-PCR and isoenzyme profiles are appropriate to discriminate between commensal and APEC strains and also to group these strains into specific pathogenic classes. In conclusion, REP-PCR seems to be a technique neither efficient nor universal for APEC strains discrimination. However, the population clonal structure obtained with the use of REP-PCR must not be ignored particularly if one takes into account that the APEC pathogenic mechanisms are not completely understood yet.A técnica de REP (Repetitive extragenic palindrome-PCR foi utilizada para avaliar a variabilidade genética de 49 amostras de Escherichia coli patogênicas para aves (APEC, isoladas de aves de corte (frangos em diferentes surtos de septicemia (n=24, síndrome da cabeça inchada (n=14 e onfalite (n=11. Trinta amostras comensais, isoladas de frangos sem sinais de doença, foram utilizadas como controle. A análise do perfil eletroforético obtido por reação de REP-PCR utilizando DNA purificado das amostras evidenciou a amplificação de 0 a 15 bandas de DNA com pesos moleculares

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...

Mailis Reips : Prezhde vsego neobhodimo natshat / Mailis Reps

Index Scriptorium Estoniae

Reps, Mailis, 1975-

2006-01-01

Haridusminister Mailis Reps kakskeelse hariduse vajalikkusest vene õppekeelega koolides, noorte keeleoskusest, eesti keele õpetamise kvaliteedist, õpetajate eesti keele oskusest, õppetöö kvaliteedist

PhysLink Physics and Astronomy online education and reference

CERN Document Server

The PhysLink.com is a comprehensive physics and astronomy online education, research and reference web site. In addition to providing high-quality content, PhysLink.com is a meeting place for professionals, students and other curious minds.

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…

Development of low-cost open source 3D gel printer "RepRap SWIM-ER"

Science.gov (United States)

Sato, Kei; Basher, Samiul; Ota, Takafumi; Tase, Taishi; Takamatsu, Kyuichiro; Saito, Azusa; Khosla, Ajit; Kawakami, Masaru; Furuawa, Hidemitsu

2017-04-01

Gels are soft and wet materials having low friction, good biocompatibility, and material permeability. It is expected that gel materials will be used as new kinds of industrial materials in the engineering and medical applications. But it cannot build a complicated shape. Soft & Wet Matter Engineering Laboratory developed a 3D gel Printer "SWIM-ER", has enabled modeling of complex shapes of the gel. However, this is expensive. Therefore not all of the gel researchers and the companies have such a device. To solve this problem, we manufacture a low-cost open-source 3D gel printer "RepRap SWIM-ER" from the RepRap. We made the components required to manufacture the "RepRap SWIM-ER" from the 3D printer and chose a light source. In addition, we produced the P-DN gel for RepRap SWIM-ER and conducted the molding test to confirm whether RepRap SWIM-ER can used it.

Central extensions of cotangent universal hierarchy: (2+1)-dimensional bi-Hamiltonian systems

International Nuclear Information System (INIS)

Sergyeyev, Artur; Szablikowski, Blazej M.

2008-01-01

We introduce the cotangent universal hierarchy that extends the universal hierarchy from [L. Martinez Alonso, A.B. Shabat, Phys. Lett. A 300 (1) (2002) 58, (nlin.SI/0202008); A.B. Shabat, Theor. Math. Phys. 136 (2003) 1066; L. Martinez Alonso, A.B. Shabat, J. Nonlinear Math. Phys. 10 (2) (2003) 229, (nlin.SI/0310036); L. Martinez Alonso, A.B. Shabat, Theor. Math. Phys. 140 (2) (2004) 1073, (nlin.SI/0312043); A. Shabat, J. Nonlinear Math. Phys. 12 (Suppl. 1) (2005) 614]. Then we construct a (2+1)-dimensional double central extension of the cotangent universal hierarchy and show that this extension is bi-Hamiltonian. This yields, as a byproduct, the central extension of the original universal hierarchy

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…

Classical oscillator with position-dependent mass in a complex domain

International Nuclear Information System (INIS)

Ghosh, Subir; Modak, Sujoy Kumar

2009-01-01

We study complexified Harmonic Oscillator with a position-dependent mass, termed as Complex Exotic Oscillator (CEO). The complexification induces a gauge invariance [A.V. Smilga, J. Phys. A 41 (2008) 244026, (arXiv:0706.4064); A. Mostafazadeh, J. Math. Phys. 43 (2002) 205; A. Mostafazadeh, J. Math. Phys. 43 (2002) 2814; A. Mostafazadeh, J. Math. Phys. 43 (2002) 3944]. The role of PT-symmetry is discussed from the perspective of classical trajectories of CEO for real energy. Some trajectories of CEO are similar to those for the particle in a quartic potential in the complex domain [C.M. Bender, S. Boettcher, P.N. Meisinger, J. Math. Phys. 40 (1999) 2201; C.M. Bender, D.D. Holm, D. Hook, J. Phys. A 40 (2007) F793, (arXiv:0705.3893)

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...

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…

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,

Democracia y República

OpenAIRE

Toledo, Víctor Fabio

2013-01-01

p. 33-34 En la actualidad se ha reavivado el debate en torno a los conceptos de Democracia y República. Desde el triunfo sobre el nazismo a mediados del siglo XX la democracia se ha constituido en un imperativo occidental y, a partir del derrumbe soviético, en uno cuasi universal. Sin embargo, en algunos casos —y no pocos por cierto— en el reclamo por la democratización se encontraron razones ideales para consagrar la concentración de los poderes del Estado, por paradójico que parezca. Es ...

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.

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…

Applications: REP-rate pulse power technology

International Nuclear Information System (INIS)

Anon.

1979-01-01

Research on the following topics is discussed: (1) REP-rate pulse power technology, (2) RTF-I, 300-J, 100-pps test facility experiments, (3) transformer development, (4) reactor system studies, (5) general conceptual design, (6) economic considerations, (7) specific reactor designs, (8) low-current density diode physics studies, and (9) plasma injected, microsecond, E-beam diodes

On the equilibrium state of a small system with random matrix coupling to its environment

Science.gov (United States)

Lebowitz, J. L.; Pastur, L.

2015-07-01

We consider a random matrix model of interaction between a small n-level system, S, and its environment, a N-level heat reservoir, R. The interaction between S and R is modeled by a tensor product of a fixed n× n matrix and a N× N Hermitian random matrix. We show that under certain ‘macroscopicity’ conditions on R, the reduced density matrix of the system {{ρ }S}=T{{r}R}ρ S\\cup R(eq), is given by ρ S(c)˜ exp \\{-β {{H}S}\\}, where HS is the Hamiltonian of the isolated system. This holds for all strengths of the interaction and thus gives some justification for using ρ S(c) to describe some nano-systems, like biopolymers, in equilibrium with their environment (Seifert 2012 Rep. Prog. Phys. 75 126001). Our results extend those obtained previously in (Lebowitz and Pastur 2004 J. Phys. A: Math. Gen. 37 1517-34) (Lebowitz et al 2007 Contemporary Mathematics (Providence RI: American Mathematical Society) pp 199-218) for a special two-level system.

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…

The Filament-specific Rep1-1 Repellent of the Phytopathogen Ustilago maydis Forms Functional Surface-active Amyloid-like Fibrils

NARCIS (Netherlands)

Teertstra, Wieke R.; van der Velden, Gisela J.; de Jong, Jan F.; Kruijtzer, John A. W.; Liskamp, Rob M. J.; Kroon-Batenburg, Loes M. J.; Muller, Wally H.; Gebbink, Martijn F. B. G.; Wosten, Han A. B.

2009-01-01

Repellents of the maize pathogen Ustilago maydis are involved in formation of hydrophobic aerial hyphae and in cellular attachment. These peptides, called Rep1-1 to Rep1-11, are encoded by the rep1 gene and result from cleavage of the precursor protein Rep1 during passage of the secretion pathway.

Phys FilmMakers: teaching science students how to make YouTube-style videos

Science.gov (United States)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

Two-parametric PT-symmetric quartic family

International Nuclear Information System (INIS)

Eremenko, Alexandre; Gabrielov, Andrei

2012-01-01

We describe a parametrization of the real spectral locus of the two-parametric family of PT-symmetric quartic oscillators. For this family, we find a parameter region where all eigenvalues are real, extending the results of Dorey et al (2007 J. Phys. A: Math Theor. 40 R205–83) and Shin (2005 J. Phys. A: Math. Gen. 38 6147–66; 2002 Commun. Math. Phys. 229 543–64). (paper)

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.

Evolution of REP diversity: a comparative study

Czech Academy of Sciences Publication Activity Database

Nunvář, Jaroslav; Lichá, I.; Schneider, Bohdan

2013-01-01

Roč. 14, č. 385 (2013) ISSN 1471-2164 R&D Projects: GA ČR GAP305/12/1801 Institutional research plan: CEZ:AV0Z50520701 Keywords : REP elements * Stenotrophomonas maltophilia * Pseudomonas fluorescens Subject RIV: EB - Genetics ; Molecular Biology Impact factor: 4.041, year: 2013

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

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

ReRep: Computational detection of repetitive sequences in genome survey sequences (GSS

Directory of Open Access Journals (Sweden)

Alves-Ferreira Marcelo

2008-09-01

Full Text Available Abstract Background Genome survey sequences (GSS offer a preliminary global view of a genome since, unlike ESTs, they cover coding as well as non-coding DNA and include repetitive regions of the genome. A more precise estimation of the nature, quantity and variability of repetitive sequences very early in a genome sequencing project is of considerable importance, as such data strongly influence the estimation of genome coverage, library quality and progress in scaffold construction. Also, the elimination of repetitive sequences from the initial assembly process is important to avoid errors and unnecessary complexity. Repetitive sequences are also of interest in a variety of other studies, for instance as molecular markers. Results We designed and implemented a straightforward pipeline called ReRep, which combines bioinformatics tools for identifying repetitive structures in a GSS dataset. In a case study, we first applied the pipeline to a set of 970 GSSs, sequenced in our laboratory from the human pathogen Leishmania braziliensis, the causative agent of leishmaniosis, an important public health problem in Brazil. We also verified the applicability of ReRep to new sequencing technologies using a set of 454-reads of an Escheria coli. The behaviour of several parameters in the algorithm is evaluated and suggestions are made for tuning of the analysis. Conclusion The ReRep approach for identification of repetitive elements in GSS datasets proved to be straightforward and efficient. Several potential repetitive sequences were found in a L. braziliensis GSS dataset generated in our laboratory, and further validated by the analysis of a more complete genomic dataset from the EMBL and Sanger Centre databases. ReRep also identified most of the E. coli K12 repeats prior to assembly in an example dataset obtained by automated sequencing using 454 technology. The parameters controlling the algorithm behaved consistently and may be tuned to the properties

The tissue-specific Rep8/UBXD6 tethers p97 to the endoplasmic reticulum membrane for degradation of misfolded proteins

DEFF Research Database (Denmark)

Madsen, Louise; Kriegenburg, Franziska; Lages Lino Vala, Andrea

2011-01-01

is a transmembrane protein that localizes to the ER membrane with its UBX domain facing the cytoplasm. Knock-down of Rep8 expression in human cells leads to a decreased association of p97 with the ER membrane and concomitantly a retarded degradation of misfolded ER-derived proteasome substrates. Thus, Rep8 tethers p......The protein known as p97 or VCP in mammals and Cdc48 in yeast is a versatile ATPase complex involved in several biological functions including membrane fusion, protein folding, and activation of membrane-bound transcription factors. In addition, p97 plays a central role in degradation of misfolded...... protein named Rep8 or Ubxd6 as a new cofactor of p97. Mouse Rep8 is highly tissue-specific and abundant in gonads. In testes, Rep8 is expressed in post-meiotic round spermatids, whereas in ovaries Rep8 is expressed in granulosa cells. Rep8 associates directly with p97 via its UBX domain. We show that Rep8...

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.

El concepto de República en José Martí

OpenAIRE

Dr. Ibrahim Hidalgo

2015-01-01

El acercamiento a una visión martiana sobre el concepto de la república es la esencia del artículo, donde se parte del análisis de sus textos, situando el concepto de república en el centro de su pensamiento y su actuar políticos e ideológicos, que han devenido objeto de análisis y valoraciones desde diversos ángulos, perspectivas y proyecciones por autores que a lo largo del siglo XX, y en la actualidad. El elemento esencial de la concepción es el ser individualmente considerado, cuya unión ...

Matrix superpotentials and superintegrable systems for arbitrary spin

International Nuclear Information System (INIS)

Nikitin, A G

2012-01-01

A countable set of quantum superintegrable systems for arbitrary spin is solved explicitly using tools of supersymmetric quantum mechanics. It is shown that these systems (introduced by Pronko (2007 J. Phys. A: Math. Theor. 40 13331)) are special cases of models with shape invariant effective potentials that have recently been classified in Nikitin and Karadzhov (2011 J. Phys. A: Math. Theor. 44 305204, 2011 J. Phys. A: Math. Theor. 44 445202). (paper)

Obliquamente, os mitos. (República, II

Directory of Open Access Journals (Sweden)

Loraine Oliveira

2016-12-01

Full Text Available A República é um texto repleto de mitos, que ora são condenados, ora integrados à educação na cidade. No livro II a discussão mostra quais são condenáveis e quais são úteis. E o motivo dessa posição ambivalente de Platão a respeito do mito é um só: os mitos se imprimem na alma. Sendo assim, eles são formadores do caráter. O problema é que há mitos pseûdos, ou seja, falsos, mentirosos, fictícios. E há mitos que possuem um elemento de verdade e um elemento pseûdos. Mas eles jamais são completamente verdadeiros. Ora, qual a função do pseûdos, considerando que os mitos formam o caráter? Um discurso, seja ficcional, ou mítico, pode ser filosófico? Se isso for possível, o texto da República não é ele mesmo uma ficção? Um mito? Por breves apontamentos, este estudo segue essas questões.

Lipofection of purified adeno-associated virus Rep68 protein: toward a chromosome-targeting nonviral particle.

Science.gov (United States)

Lamartina, S; Roscilli, G; Rinaudo, D; Delmastro, P; Toniatti, C

1998-09-01

Adeno-associated virus (AAV) integrates very efficiently into a specific site (AAVS1) of human chromosome 19. Two elements of the AAV genome are sufficient: the inverted terminal repeats (ITRs) and the Rep78 or Rep68 protein. The incorporation of the AAV integration machinery in nonviral delivery systems is of great interest for gene therapy. We demonstrate that purified recombinant Rep68 protein is functionally active when directly delivered into human cells by using the polycationic liposome Lipofectamine, promoting the rescue-replication of a codelivered ITR-flanked cassette in adenovirus-infected cells and its site-specific integration in noninfected cells. The sequencing of cloned virus-host DNA junctions confirmed that lipofected Rep68 protein triggers site-specific integration at the same sites in chromosome 19 already characterized in cells latently infected with AAV.

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.

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…

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.

Hariduspoliitikas ilmnevad üksmeele märgid / Mailis Reps

Index Scriptorium Estoniae

Reps, Mailis, 1975-

2006-01-01

Ilmunud ka: Severnoje Poberezhje 7. juuni lk. 2, Nädaline 10. juuni lk. 2. Haridusminister Mailis Reps Res Publica ja Isamaaliidu ühisest haridusprogrammist ning juba teostumas hariduspoliitilistest eesmärkidest

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.

Organizing Committee of the Conference

International Nuclear Information System (INIS)

2016-01-01

A.A. Aleksandrov (Chairman) - Dr.Sci. (Engineering), Professor, Rector of Bauman MSTU V.N. Zimin - Dr.Sci. (Engineering), First Pro-Rector (Research), Bauman MSTU V.O. Gladyshev - Dr. Sci. (Phys., Math.), Head of NUK FN, Bauman MSTU V.T. Kalugin - Dr. Sci. (Engineering), Head of NUK SM, Bauman MSTU A.N. Morozov - Dr. Sci. (Phys., Math.), Professor, Head of Dept. FN-4, Bauman MSTU Ju.I. Dimitrienko - Dr. Sci. (Phys., Math.), Professor, Head of Dept. FN-11, Bauman MSTU L.P. Orlenko - Dr. Sci. (Engineering), Professor, Dept. SM-4, Bauman MSTU V.V. Zelencov - PhD (Engineering), lecturer, Dept. SM-6, Bauman MSTU V.N. Mel'nikov - Dr. Sci. (Phys., Math.), Professor, Head of the Centre of Gravitation and Fundamental Metrology, VNIIMS; Deputy director of the Institute of Gravitation and Cosmology, PFUR; President of RGS K.A. Bronnikov - Dr. Sci. (Phys., Math.), Chief researcher, Centre of Gravitation and Fundamental Metrology, VNIIMS; Professor Institute of Gravitation and Cosmology, PFUR N.N. Sysoev - Dr. Sci. (Phys., Math.), Professor, Dean of the Faculty of Physics of Lomonosov Moscow State University Ju.V. Gerasimov - PhD (Engineering), lecturer, Dept. Of Physics, Bauman MSTU P.N. Antonyuk - PhD (Engineering), Dept. FN-11, Bauman MSTU - Scientific Secretary of the conference A.P. Fournier-Sikr - Dr., European Space Agency, France G.M. Webb - Prof., Commercial Space Technologies Ltd., London, United Kingdom (paper)

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…

Invariants of triangular Lie algebras

International Nuclear Information System (INIS)

Boyko, Vyacheslav; Patera, Jiri; Popovych, Roman

2007-01-01

Triangular Lie algebras are the Lie algebras which can be faithfully represented by triangular matrices of any finite size over the real/complex number field. In the paper invariants ('generalized Casimir operators') are found for three classes of Lie algebras, namely those which are either strictly or non-strictly triangular, and for so-called special upper triangular Lie algebras. Algebraic algorithm of Boyko et al (2006 J. Phys. A: Math. Gen.39 5749 (Preprint math-ph/0602046)), developed further in Boyko et al (2007 J. Phys. A: Math. Theor.40 113 (Preprint math-ph/0606045)), is used to determine the invariants. A conjecture of Tremblay and Winternitz (2001 J. Phys. A: Math. Gen.34 9085), concerning the number of independent invariants and their form, is corroborated

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;…

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…

The adeno-associated virus major regulatory protein Rep78-c-Jun-DNA motif complex modulates AP-1 activity

International Nuclear Information System (INIS)

Prasad, C. Krishna; Meyers, Craig; Zhan Dejin; You Hong; Chiriva-Internati, Maurizio; Mehta, Jawahar L.; Liu Yong; Hermonat, Paul L.

2003-01-01

Multiple epidemiologic studies show that adeno-associated virus (AAV) is negatively associated with cervical cancer (CX CA), a cancer which is positively associated with human papillomavirus (HPV) infection. Mechanisms for this correlation may be by Rep78's (AAV's major regulatory protein) ability to bind the HPV-16 p97 promoter DNA and inhibit transcription, to bind and interfere with the functions of the E7 oncoprotein of HPV-16, and to bind a variety of HPV-important cellular transcription factors such as Sp1 and TBP. c-Jun is another important cellular factor intimately linked to the HPV life cycle, as well as keratinocyte differentiation and skin development. Skin is the natural host tissue for both HPV and AAV. In this article it is demonstrated that Rep78 directly interacts with c-Jun, both in vitro and in vivo, as analyzed by Western blot, yeast two-hybrid cDNA, and electrophoretic mobility shift-supershift assay (EMSA supershift). Addition of anti-Rep78 antibodies inhibited the EMSA supershift. Investigating the biological implications of this interaction, Rep78 inhibited the c-Jun-dependent c-jun promoter in transient and stable chloramphenicol acetyl-transferase (CAT) assays. Rep78 also inhibited c-Jun-augmented c-jun promoter as well as the HPV-16 p97 promoter activity (also c-Jun regulated) in in vitro transcription assays in T47D nuclear extracts. Finally, the Rep78-c-Jun interaction mapped to the amino-half of Rep78. The ability of Rep78 to interact with c-Jun and down-regulate AP-1-dependent transcription suggests one more mechanism by which AAV may modulate the HPV life cycle and the carcinogenesis process

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.

RepSox improves viability and regulates gene expression in rhesus monkey-pig interspecies cloned embryos.

Science.gov (United States)

Zhu, Hai-Ying; Jin, Long; Guo, Qing; Luo, Zhao-Bo; Li, Xiao-Chen; Zhang, Yu-Chen; Xing, Xiao-Xu; Xuan, Mei-Fu; Zhang, Guang-Lei; Luo, Qi-Rong; Wang, Jun-Xia; Cui, Cheng-Du; Li, Wen-Xue; Cui, Zheng-Yun; Yin, Xi-Jun; Kang, Jin-Dan

2017-05-01

To investigate the effect of the small molecule, RepSox, on the expression of developmentally important genes and the pre-implantation development of rhesus monkey-pig interspecies somatic cell nuclear transfer (iSCNT) embryos. Rhesus monkey cells expressing the monomeric red fluorescent protein 1 which have a normal (42) chromosome complement, were used as donor cells to generate iSCNT embryos. RepSox increased the expression levels of the pluripotency-related genes, Oct4 and Nanog (p  0.05), this was not significant. RepSox can improve the developmental potential of rhesus monkey-pig iSCNT embryos by regulating the expression of pluripotency-related genes.

The tissue-specific Rep8/UBXD6 tethers p97 to the endoplasmic reticulum membrane for degradation of misfolded proteins.

Directory of Open Access Journals (Sweden)

Louise Madsen

Full Text Available The protein known as p97 or VCP in mammals and Cdc48 in yeast is a versatile ATPase complex involved in several biological functions including membrane fusion, protein folding, and activation of membrane-bound transcription factors. In addition, p97 plays a central role in degradation of misfolded secretory proteins via the ER-associated degradation pathway. This functional diversity of p97 depends on its association with various cofactors, and to further our understanding of p97 function it is important that these cofactors are identified and analyzed. Here, we isolate and characterize the human protein named Rep8 or Ubxd6 as a new cofactor of p97. Mouse Rep8 is highly tissue-specific and abundant in gonads. In testes, Rep8 is expressed in post-meiotic round spermatids, whereas in ovaries Rep8 is expressed in granulosa cells. Rep8 associates directly with p97 via its UBX domain. We show that Rep8 is a transmembrane protein that localizes to the ER membrane with its UBX domain facing the cytoplasm. Knock-down of Rep8 expression in human cells leads to a decreased association of p97 with the ER membrane and concomitantly a retarded degradation of misfolded ER-derived proteasome substrates. Thus, Rep8 tethers p97 to the ER membrane for efficient ER-associated degradation.

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…

Interlaboratory reproducibility of DiversiLab rep-PCR typing and clustering of Acinetobacter baumannii isolates.

Science.gov (United States)

Higgins, Paul G; Hujer, Andrea M; Hujer, Kristine M; Bonomo, Robert A; Seifert, Harald

2012-01-01

We have investigated the reproducibility of DiversiLab rep-PCR fingerprints between two laboratories with the aim of determining if the fingerprints and clustering are laboratory-specific or portable. One-hundred non-duplicate Acinetobacter baumannii isolates were used in this study. DNA isolation and rep-PCR were each performed separately in two laboratories and rep-PCR patterns generated in laboratory A were compared with those from laboratory B. Twelve A. baumannii isolates processed in laboratory A showed ≥98 % pattern similarity with the corresponding 12 isolates tested in laboratory B and were considered identical. Sixty-four isolates showed 95-97.9 % similarity with their corresponding isolates. Twenty-three isolates showed 90-94 % similarity with the corresponding isolates, while one isolate showed only 87.4 % similarity. However, intra-laboratory clustering was conserved: isolates that clustered in laboratory A also clustered in laboratory B. While clustering was conserved and reproducible at two different laboratories, demonstrating the robustness of rep-PCR, interlaboratory comparison of individual isolate fingerprints showed more variability. This comparison allows conclusions regarding clonality to be reached independent of the laboratory where the analysis is performed.

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…

El concepto de República en José Martí

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Dr. Ibrahim Hidalgo

2015-10-01

Full Text Available El acercamiento a una visión martiana sobre el concepto de la república es la esencia del artículo, donde se parte del análisis de sus textos, situando el concepto de república en el centro de su pensamiento y su actuar políticos e ideológicos, que han devenido objeto de análisis y valoraciones desde diversos ángulos, perspectivas y proyecciones por autores que a lo largo del siglo XX, y en la actualidad. El elemento esencial de la concepción es el ser individualmente considerado, cuya unión constituye el pueblo, que deviene así no un ente abstracto y amorfo, sino un conglomerado de personas

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

A deformation quantization theory for noncommutative quantum mechanics

International Nuclear Information System (INIS)

Costa Dias, Nuno; Prata, Joao Nuno; Gosson, Maurice de; Luef, Franz

2010-01-01

We show that the deformation quantization of noncommutative quantum mechanics previously considered by Dias and Prata ['Weyl-Wigner formulation of noncommutative quantum mechanics', J. Math. Phys. 49, 072101 (2008)] and Bastos, Dias, and Prata ['Wigner measures in non-commutative quantum mechanics', e-print arXiv:math-ph/0907.4438v1; Commun. Math. Phys. (to appear)] can be expressed as a Weyl calculus on a double phase space. We study the properties of the star-product thus defined and prove a spectral theorem for the star-genvalue equation using an extension of the methods recently initiated by de Gosson and Luef ['A new approach to the *-genvalue equation', Lett. Math. Phys. 85, 173-183 (2008)].

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.

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

Applications of the rep-PCR DNA fingerprinting technique to study microbial diversity, ecology and evolution.

Science.gov (United States)

Ishii, Satoshi; Sadowsky, Michael J

2009-04-01

A large number of repetitive DNA sequences are found in multiple sites in the genomes of numerous bacteria, archaea and eukarya. While the functions of many of these repetitive sequence elements are unknown, they have proven to be useful as the basis of several powerful tools for use in molecular diagnostics, medical microbiology, epidemiological analyses and environmental microbiology. The repetitive sequence-based PCR or rep-PCR DNA fingerprint technique uses primers targeting several of these repetitive elements and PCR to generate unique DNA profiles or 'fingerprints' of individual microbial strains. Although this technique has been extensively used to examine diversity among variety of prokaryotic microorganisms, rep-PCR DNA fingerprinting can also be applied to microbial ecology and microbial evolution studies since it has the power to distinguish microbes at the strain or isolate level. Recent advancement in rep-PCR methodology has resulted in increased accuracy, reproducibility and throughput. In this minireview, we summarize recent improvements in rep-PCR DNA fingerprinting methodology, and discuss its applications to address fundamentally important questions in microbial ecology and evolution.

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.

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.

Safety and efficacy of REP 2139 and pegylated interferon alfa-2a for treatment-naive patients with chronic hepatitis B virus and hepatitis D virus co-infection (REP 301 and REP 301-LTF): a non-randomised, open-label, phase 2 trial.

Science.gov (United States)

Bazinet, Michel; Pântea, Victor; Cebotarescu, Valentin; Cojuhari, Lilia; Jimbei, Pavlina; Albrecht, Jeffrey; Schmid, Peter; Le Gal, Frédéric; Gordien, Emmanuel; Krawczyk, Adalbert; Mijočević, Hrvoje; Karimzadeh, Hadi; Roggendorf, Michael; Vaillant, Andrew

2017-12-01

REP 2139 clears circulating hepatitis B virus (HBV) surface antigen (HBsAg), enhancing the restoration of functional control of HBV infection by immunotherapy. We assessed the safety and efficacy of REP 2139 and pegylated interferon alfa-2a in patients with chronic HBV and hepatitis D virus (HDV) co-infection. In this open-label, non-randomised, phase 2 trial, patients aged 18-55 years, who were treatment naive, hepatitis B e antigen [HBeAg] negative, anti-hepatitis D antigen [HDAg] positive, and HDV RNA positive, with serum HBsAg concentrations of more than 1000 IU/mL, and a history of HDV infection for 6 months or more before treatment, were recruited at Toma Ciorbă Hospital of Infectious Diseases in Chișinău, Moldova. Patients were excluded if they had HDV superinfection, liver infections other than HBV and HDV, or liver cirrhosis. Patients received 500 mg intravenous REP 2139 once per week for 15 weeks, followed by combined therapy with 250 mg intravenous REP 2139 and 180 μg subcutaneous pegylated interferon alfa-2a once per week for 15 weeks, then monotherapy with 180 μg pegylated interferon alfa-2a once per week for 33 weeks. The primary endpoints assessed at the end of treatment were the safety and tolerability of the treatment regimen, analysed in the intention-to-treat population. Secondary outcomes included the proportion of patients with serum HBsAg less than 50 IU/mL, the proportion of patients with suppressed HBV DNA, and the proportion of patients who maintained these responses through follow-up. The REP 301 trial is registered with ClinicalTrials.gov, number NCT02233075. We also did an additional follow-up at 1 year after the end of treatment, as an interim analysis of the REP 301-LTF trial (planned duration 3 years), registered with ClinicalTrials.gov, number NCT02876419, which is ongoing but not recruiting patients. Between Sept 8, 2014, and Jan 27, 2015, we enrolled 12 patients into the REP 301 study. All 12 patients experienced at least one

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

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

A Comparison of Molecular Typing Methods Applied to Enterobacter cloacae complex: hsp60 Sequencing, Rep-PCR, and MLST

Directory of Open Access Journals (Sweden)

Roberto Viau

2017-02-01

Full Text Available Molecular typing using repetitive sequenced-based PCR (rep-PCR and hsp60 sequencing were applied to a collection of diverse Enterobacter cloacae complex isolates. To determine the most practical method for reference laboratories, we analyzed 71 E. cloacae complex isolates from sporadic and outbreak occurrences originating from 4 geographic areas. While rep-PCR was more discriminating, hsp60 sequencing provided a broader and a more objective geographical tracking method similar to multilocus sequence typing (MLST. In addition, we suggest that MLST may have higher discriminative power compared to hsp60 sequencing, although rep-PCR remains the most discriminative method for local outbreak investigations. In addition, rep-PCR can be an effective and inexpensive method for local outbreak investigation.

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.

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.…

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…

Identification of Tilletia species using rep-PCR fingerprinting technique

Directory of Open Access Journals (Sweden)

Župunski Vesna

2011-01-01

Full Text Available Analyzing 167 non-processed seed samples of wheat, it was found that 145 samples (86.8 % were contaminated with Tilletia species, while 22 (13.2 % samples were not contaminated. By using rep-PCR fingerprinting technique, it was found that DNA isolates of T. tritici originated from Serbian wheat samples had 80 % similarity with positive control for T. tritici. One isolate shared similarity of 60% with T. tritici, T. controversa and T. laevis. It was supposed that this isolate belongs to T. bromi. Isolate of T. laevis shared a similarity of 70 % with isolates of T. tritici and T. controversa, while T. walkeri was more than 10 % similar with T. tritici, T. controversa and T. laevis. Although T. controversa and T. tritici had high percent of genetic similarity, they were clustered separately. Our results suggest that rep-PCR fingerprinting could be a useful tool for monitoring presence of morphologically similar Tilletia species in wheat production areas.

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…

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.

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

Genetic Diversity and Evidence for Transmission of Streptococcus mutans by DiversiLab rep-PCR.

Science.gov (United States)

Momeni, Stephanie S; Whiddon, Jennifer; Cheon, Kyounga; Ghazal, Tariq; Moser, Stephen A; Childers, Noel K

2016-09-01

This two-part study investigated the genetic diversity and transmission of Streptococcus mutans using the DiversiLab repetitive extragenic palindromic PCR (rep-PCR) approach. For children with S. mutans and participating household members, analysis for evidence of unrelated child-to-child as well as intra-familial transmission was evaluated based on commonality of genotypes. A total of 169 index children and 425 household family members from Uniontown, Alabama were evaluated for genetic diversity using rep-PCR. Thirty-four unique rep-PCR genotypes were observed for 13,906 S. mutans isolates. For transmission, 117 child and household isolates were evaluated for shared genotype (by child and by genotype cases, multiple matches possible for each child). Overall, children had 1-9 genotypes and those with multiple genotypes were 2.3 times more likely to have caries experience (decayed, missing and filled teeth/surfaces>0). Only 28% of children shared all genotypes within the household, while 72% had at least 1 genotype not shared with anyone in the household. Children had genotype(s) not shared with any household members in 157 cases. In 158 cases children and household members shared a genotype in which 55% (87/158 cases) were shared with more than one family member. Children most frequently shared genotypes with their mothers (54%; 85/158), siblings (46%; 72/158) and cousins (23%; 37/158). A reference library for S. mutans for epidemiological surveillance using the DiversiLab rep-PCR approach is detailed. The genetic diversity of S. mutans in this population demonstrated frequent commonality of genotypes. Evidence for both child-to-child and intra-familial transmission of S. mutans was observed by rep-PCR. Copyright © 2016 Elsevier B.V. All rights reserved.

Yeast identification by sequencing, biochemical kits, MALDI-TOF MS and rep-PCR DNA fingerprinting.

Science.gov (United States)

Zhao, Ying; Tsang, Chi-Ching; Xiao, Meng; Chan, Jasper F W; Lau, Susanna K P; Kong, Fanrong; Xu, Yingchun; Woo, Patrick C Y

2017-12-08

No study has comprehensively evaluated the performance of 28S nrDNA and ITS sequencing, commercial biochemical test kits, MALDI-TOF MS platforms, and the emerging rep-PCR DNA fingerprinting technology using a cohort of yeast strains collected from a clinical microbiology laboratory. In this study, using 71 clinically important yeast isolates (excluding Candida albicans) collected from a single centre, we determined the concordance of 28S nrDNA and ITS sequencing and evaluated the performance of two commercial test kits, two MALDI-TOF MS platforms, and rep-PCR DNA fingerprinting. 28S nrDNA and ITS sequencing showed complete agreement on the identities of the 71 isolates. Using sequencing results as the standard, 78.9% and 71.8% isolates were correctly identified using the API 20C AUX and Vitek 2 YST ID Card systems, respectively; and 90.1% and 80.3% isolates were correctly identified using the Bruker and Vitek MALDI-TOF MS platforms, respectively. Of the 18 strains belonging to the Candida parapsilosis species complex tested by DiversiLab automated rep-PCR DNA fingerprinting, all were identified only as Candida parapsilosis with similarities ≥93.2%, indicating the misidentification of Candida metapsilosis and Candida orthopsilosis. However, hierarchical cluster analysis of the rep-PCR DNA fingerprints of these three species within this species complex formed three different discrete clusters, indicating that this technology can potentially differentiate the three species. To achieve higher accuracies of identification, the databases of commercial biochemical test kits, MALDI-TOF MS platforms, and DiversiLab automated rep-PCR DNA fingerprinting needs further enrichment, particularly for uncommonly encountered yeast species. © The Author 2017. Published by Oxford University Press on behalf of The International Society for Human and Animal Mycology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Spectral bounds for the PT-breaking Hamiltonian p2 + x4 + iax

International Nuclear Information System (INIS)

Handy, C R; Wang Xiaoqian

2003-01-01

The non-Hermitian Hamiltonian p 2 + x 4 + iax, which spontaneously breaks PT-symmetry, and the subject of a recent study by Bender et al (2001 J. Phys. A: Math. Gen. 34 L31), is amenable to a positivity representation, facilitating the generation of converging bounds to the complex-eigenenergies of the PT-breaking states. This system is much easier (i.e. fewer variational parameters) than the previously studied case of the Hamiltonian p 2 + ix 3 + iax (2001 Handy J. Phys. A: Math. Gen. 34 5065, Handy et al 2001 J. Phys. A: Math. Gen. 34 5593), as first proposed by Delabaere and Trinh (2000 J. Phys. A: Math. Gen. 33 8771), enabling the generation of low order algebraic spectral bounds (i.e. Re(E) > 81/4 (Im(E)/a) 4 + O(a 2 )), in addition to high order, numerically generated, converging bounds to the discrete states. We examine both approaches here

Exploring Physics with Computer Animation and PhysGL

Science.gov (United States)

Bensky, T. J.

2016-10-01

This book shows how the web-based PhysGL programming environment (http://physgl.org) can be used to teach and learn elementary mechanics (physics) using simple coding exercises. The book's theme is that the lessons encountered in such a course can be used to generate physics-based animations, providing students with compelling and self-made visuals to aid their learning. Topics presented are parallel to those found in a traditional physics text, making for straightforward integration into a typical lecture-based physics course. Users will appreciate the ease at which compelling OpenGL-based graphics and animations can be produced using PhysGL, as well as its clean, simple language constructs. The author argues that coding should be a standard part of lower-division STEM courses, and provides many anecdotal experiences and observations, that include observed benefits of the coding work.

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

Open-Source Wax RepRap 3-D Printer for Rapid Prototyping Paper-Based Microfluidics.

Science.gov (United States)

Pearce, J M; Anzalone, N C; Heldt, C L

2016-08-01

The open-source release of self-replicating rapid prototypers (RepRaps) has created a rich opportunity for low-cost distributed digital fabrication of complex 3-D objects such as scientific equipment. For example, 3-D printable reactionware devices offer the opportunity to combine open hardware microfluidic handling with lab-on-a-chip reactionware to radically reduce costs and increase the number and complexity of microfluidic applications. To further drive down the cost while improving the performance of lab-on-a-chip paper-based microfluidic prototyping, this study reports on the development of a RepRap upgrade capable of converting a Prusa Mendel RepRap into a wax 3-D printer for paper-based microfluidic applications. An open-source hardware approach is used to demonstrate a 3-D printable upgrade for the 3-D printer, which combines a heated syringe pump with the RepRap/Arduino 3-D control. The bill of materials, designs, basic assembly, and use instructions are provided, along with a completely free and open-source software tool chain. The open-source hardware device described here accelerates the potential of the nascent field of electrochemical detection combined with paper-based microfluidics by dropping the marginal cost of prototyping to nearly zero while accelerating the turnover between paper-based microfluidic designs. © 2016 Society for Laboratory Automation and Screening.

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.

Coxeter groups A4, B4 and D4 for two-qubit systems

Indian Academy of Sciences (India)

2008). [40] M Koca, R Koç and M Al-Barwani, J. Math. Phys. 44, 3123 (2003). [41] A Kossakowski and M Ohya, Infin. Dimens. Anal. Quantum. Probab. Relat. Top. 10, 411. (2007). [42] M Koca, R Koç and M Al-Barwani, J. Phys. A: Math. Gen.

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.

La república conservadora

Directory of Open Access Journals (Sweden)

Matías Muraca

2011-12-01

Full Text Available Este artigo tem como objetivo revisar e analisar como aparece a discussão sobre República ao longo dos anos de redemocratização na Argentina, articulando com outra categoria da teoria política: o populismo. Os conteúdos e sentidos da demanda republicana que se conjuga com populismo são analisados nas edições de um dos mais importantes jornais argentinos durante o segundo governo de Carlos Saúl Menem (1995-1999 e o governo de Aliança (1999-2001. Especificamente, é revisado nas Colunas de Opinião do Diário “La Nación” a primeira etapa das críticas republicanas centradas em um dos seus componentes principais: a questão da corrupção associada a problemática da moral.

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.

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.

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,…

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.

A república e o sonho The republic and its dream

Directory of Open Access Journals (Sweden)

Maria Tereza Chaves de Mello

2011-06-01

Full Text Available O desencanto com a República brasileira tem sido tema de reflexões desde os seus momentos iniciais. Buscando os conteúdos concretos dos sonhos republicanos na década de 1880 e na Primeira República vamos achar uma importante defasagem entre eles não exatamente em função do marco cronológico, mas do grupo social que, respectivamente, os acalentou.The disillusion with the Brazilian Republic since its first days has been a topic of academician reflexions. Examinating the concrete contents of the 1880`s and the First Republic republican dreams we will find a substantive difference between them. To be exact, this difference must not be related to the chronological demarcation but to the social group that embraced each of them.

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

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....

Math you can really use--every day

CERN Document Server

Herzog, David Alan

2007-01-01

Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers math you''ll need for balancing your checkbook, choosing or managing credit cards, comparing options for mortgages, insurance, and investments, and moreIncludes the basics on fractions, decimals, percentages, measurements, and geometric mathClues you in on simple shortcutsIncludes examples plus pop quizzes with answers to help you solidify your understanding Features tear-out guides you can take with you for tipping and converting measurements Want to know how much 20% off is in dollars and cents? Want to figure out how much gas is going to cost for your road trip? This is the math book you''ll really use!

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.

Production of recombinant AAV vectors encoding insulin-like growth factor I is enhanced by interaction among AAV rep regulatory sequences

Directory of Open Access Journals (Sweden)

Dilley Robert

2009-01-01

Full Text Available Abstract Background Adeno-associated virus (AAV vectors are promising tools for gene therapy. Currently, their potential is limited by difficulties in producing high vector yields with which to generate transgene protein product. AAV vector production depends in part upon the replication (Rep proteins required for viral replication. We tested the hypothesis that mutations in the start codon and upstream regulatory elements of Rep78/68 in AAV helper plasmids can regulate recombinant AAV (rAAV vector production. We further tested whether the resulting rAAV vector preparation augments the production of the potentially therapeutic transgene, insulin-like growth factor I (IGF-I. Results We constructed a series of AAV helper plasmids containing different Rep78/68 start codon in combination with different gene regulatory sequences. rAAV vectors carrying the human IGF-I gene were prepared with these vectors and the vector preparations used to transduce HT1080 target cells. We found that the substitution of ATG by ACG in the Rep78/68 start codon in an AAV helper plasmid (pAAV-RC eliminated Rep78/68 translation, rAAV and IGF-I production. Replacement of the heterologous sequence upstream of Rep78/68 in pAAV-RC with the AAV2 endogenous p5 promoter restored translational activity to the ACG mutant, and restored rAAV and IGF-I production. Insertion of the AAV2 p19 promoter sequence into pAAV-RC in front of the heterologous sequence also enabled ACG to function as a start codon for Rep78/68 translation. The data further indicate that the function of the AAV helper construct (pAAV-RC, that is in current widespread use for rAAV production, may be improved by replacement of its AAV2 unrelated heterologous sequence with the native AAV2 p5 promoter. Conclusion Taken together, the data demonstrate an interplay between the start codon and upstream regulatory sequences in the regulation of Rep78/68 and indicate that selective mutations in Rep78/68 regulatory elements

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.

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.

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…

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...

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…

High-rep-rate Thomson scattering for LHD

Science.gov (United States)

den Hartog, D. J.; Borchardt, M. T.; Holly, D. J.; Schmitz, O.; Yasuhara, R.; Yamada, I.; Funaba, H.; Osakabe, M.; Morisaki, T.

2017-10-01

A high-rep-rate pulse-burst laser system is being built for the LHD Thomson scattering (TS) diagnostic. This laser will have two operating scenarios, a fast-burst sequence of 15 kHz rep rate for at least 15 ms, and a slow-burst sequence of 1 kHz for at least 50 ms. There will be substantial flexibility in burst sequences for tailoring to experimental requirements. This new laser system will operate alongside the existing lasers in the LHD TS diagnostic, and will use the same beamline. This increase in temporal resolution capability complements the high spatial resolution (144 points) of the LHD TS diagnostic, providing unique measurement capability unmatched on any other fusion experiment. The new pulse-burst laser is a straightforward application of technology developed at UW-Madison, consisting of a Nd:YAG laser head with modular flashlamp drive units and a customized control system. Variable pulse-width drive of the flashlamps is accomplished by IGBT (insulated gate bipolar transistor) switching of electrolytic capacitor banks. Direct control of the laser Pockels cell drive enables optimal pulse energy extraction, producing >1.5 J q-switched pulses with 20 ns FWHM. Burst operation of this laser system will be used to capture fast time evolution of the electron temperature and density profiles during events such as ELMs, RMP perturbations, and various MHD modes. This work is supported by the U. S. Department of Energy and the National Institute for Fusion Science (Japan).

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.

El Ecoturismo en los Humedales: Análisis de las Potencialidades de República Dominicana

Directory of Open Access Journals (Sweden)

Francisco Orgaz Agüera

2014-04-01

Full Text Available El turismo se configura como uno de los principales motores económicos de República Dominicana. En este sentido, el turismo de sol y playa es la principal tipología turística en el país. Aunque, República Dominicana cuenta con numerosas potencialidades turísticas para poner en marchas nuevas formas de turismo: Turismo gastronómico, turismo ornitológico, turismo cultural, ecoturismo, etc. El principal objetivo de esta investigación es analizar las potencialidades existentes en República Dominicana para desarrollar el ecoturismo en las zonas de humedales. La metodología ha consistido en un trabajo de campo, a través de las entrevistas, los grupos de discusión y la observación participante. Los resultados muestran las grandes potencialidades que tiene el país para desarrollar el ecoturismo en los humedales, y contribuir así, al desarrollo socioeconómico de las comunidades locales. 

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...

Identification of new isolates of Bacillus thuringiensis using rep-PCR products and delta-endotoxin electron microscopy

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A.S.G. Lima

2002-01-01

Full Text Available PCR has been used to analyze the distribution of REP (Repetitive Extragenic Palindromic and ERIC (Enterobacterial Repetitive Intergenic Consensus sequences (rep-PCR found within the genome of the bacterium Bacillus thuringiensis, with the purpose to analyze the genetic similarities among 56 subspecies samples and 95 field isolates. The PCR products were analyzed by EB-AGE (ethidium bromide-agarose electrophoresis and then submitted to banding comparisons, based on the Phyllip software algorithm. When the banding similarities were considered for comparison purposes among all the strains, the phylogenic tree patterns varied according to the rep-PCR primers considered, but, from a broader point of view, the ERIC sequences produced better results, which, together with electron microscopy analysis of the released parasporal bodies and colony morphology characteristics, allowed to detect two possible new subspecies of B. thuringiensis.

Nodal domains on isospectral quantum graphs: the resolution of isospectrality?

International Nuclear Information System (INIS)

Band, Ram; Shapira, Talia; Smilansky, Uzy

2006-01-01

We present and discuss isospectral quantum graphs which are not isometric. These graphs are the analogues of the isospectral domains in R 2 which were introduced recently in Gordon et al (1992 Bull. Am. Math. Soc. 27 134-8), Chapman (1995 Am. Math. Mon. 102 124), Buser et al (1994 Int. Math. Res. Not. 9 391-400), Okada and Shudo (2001 J. Phys. A: Math. Gen. 34 5911-22), Jakobson et al (2006 J. Comput. Appl. Math. 194 141-55) and Levitin et al (2006 J. Phys. A: Math. Gen. 39 2073-82)) all based on Sunada's construction of isospectral domains (Sunada T 1985 Ann. Math. 121 196-86). After presenting some of the properties of these graphs, we discuss a few examples which support the conjecture that by counting the nodal domains of the corresponding eigenfunctions one can resolve the isospectral ambiguity

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.

Polynomial solutions of nonlinear integral equations

International Nuclear Information System (INIS)

Dominici, Diego

2009-01-01

We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials

Polynomial solutions of nonlinear integral equations

Energy Technology Data Exchange (ETDEWEB)

Dominici, Diego [Department of Mathematics, State University of New York at New Paltz, 1 Hawk Dr. Suite 9, New Paltz, NY 12561-2443 (United States)], E-mail: dominicd@newpaltz.edu

2009-05-22

We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials.

Local first integrals for systems of differential equations

International Nuclear Information System (INIS)

Zhang Xiang

2003-01-01

The main purpose of this paper is to provide some sufficient conditions for a system of differential equations to have local first integrals in a certain neighbourhood of a singularity. Our results generalize those given in Kwek et al (2003 Z. Angew. Math. Phys. 54 26) and Li et al (2003 Z. Angew. Math. Phys. 54 235)

An Optimal Dissipative Encoder for the Toric Code

Science.gov (United States)

2014-01-16

Topological quantummemory J. Math. Phys. 43 4452–505 [6] Diehl S, Micheli A, Kantian A, Kraus B, Büchler H P and Zoller P 2008 Quantum states and phases in...Diehl S, Kantian A, Micheli A and Zoller P 2008 Preparation of entangled states by quantum Markov processes Phys. Rev. A 78 042307 [12] Marvian I 2013...Information Theory (Cambridge: Cambridge University Press) [20] Wolf M and Cirac J I 2008 Dividing quantum channels Commun. Math. Phys. 279 147 11

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…

REP Executive Education focuses on Midwest plant off-site emergency preparedness

OpenAIRE

Center for Homeland Defense and Security

2015-01-01

Center for Homeland Defense and Security News and Stories, PRESS RELEASES The Center for Homeland Defense and Security burgeoning Radiological Emergency Preparedness (REP) Executive Education Program convened June 8-12 with a special focus on emergency preparedness policy and strategic issues for...

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)

Therapeutic Antiviral Effect of the Nucleic Acid Polymer REP 2055 against Persistent Duck Hepatitis B Virus Infection

Science.gov (United States)

Noordeen, Faseeha; Scougall, Catherine A.; Grosse, Arend; Qiao, Qiao; Ajilian, Behzad B.; Reaiche-Miller, Georget; Finnie, John; Werner, Melanie; Broering, Ruth; Schlaak, Joerg F.; Vaillant, Andrew; Jilbert, Allison R.

2015-01-01

Previous studies have demonstrated that nucleic acid polymers (NAPs) have both entry and post-entry inhibitory activity against duck hepatitis B virus (DHBV) infection. The inhibitory activity exhibited by NAPs prevented DHBV infection of primary duck hepatocytes in vitro and protected ducks from DHBV infection in vivo and did not result from direct activation of the immune response. In the current study treatment of primary human hepatocytes with NAP REP 2055 did not induce expression of the TNF, IL6, IL10, IFNA4 or IFNB1 genes, confirming the lack of direct immunostimulation by REP 2055. Ducks with persistent DHBV infection were treated with NAP 2055 to determine if the post-entry inhibitory activity exhibited by NAPs could provide a therapeutic effect against established DHBV infection in vivo. In all REP 2055-treated ducks, 28 days of treatment lead to initial rapid reductions in serum DHBsAg and DHBV DNA and increases in anti-DHBs antibodies. After treatment, 6/11 ducks experienced a sustained virologic response: DHBsAg and DHBV DNA remained at low or undetectable levels in the serum and no DHBsAg or DHBV core antigen positive hepatocytes and only trace amounts of DHBV total and covalently closed circular DNA (cccDNA) were detected in the liver at 9 or 16 weeks of follow-up. In the remaining 5/11 REP 2055-treated ducks, all markers of DHBV infection rapidly rebounded after treatment withdrawal: At 9 and 16 weeks of follow-up, levels of DHBsAg and DHBcAg and DHBV total and cccDNA in the liver had rebounded and matched levels observed in the control ducks treated with normal saline which remained persistently infected with DHBV. These data demonstrate that treatment with the NAP REP 2055 can lead to sustained control of persistent DHBV infection. These effects may be related to the unique ability of REP 2055 to block release of DHBsAg from infected hepatocytes. PMID:26560490

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…

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.

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…

RiskREP: Risk-Based Security Requirements Elicitation and Prioritization (extended version)

NARCIS (Netherlands)

Herrmann, Andrea; Morali, A.

2010-01-01

Today, companies are required to be in control of the security of their IT assets. This is especially challenging in the presence of limited budgets and conflicting requirements. Here, we present Risk-Based Requirements Elicitation and Prioritization (RiskREP), a method for managing IT security

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.

Fractional quiver W-algebras

Science.gov (United States)

Kimura, Taro; Pestun, Vasily

2018-04-01

We introduce quiver gauge theory associated with the non-simply laced type fractional quiver and define fractional quiver W-algebras by using construction of Kimura and Pestun (Lett Math Phys, 2018. https://doi.org/10.1007/s11005-018-1072-1; Lett Math Phys, 2018. https://doi.org/10.1007/s11005-018-1073-0) with representation of fractional quivers.

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…

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:…

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

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...

Averróis e a República de Platão

Directory of Open Access Journals (Sweden)

Pereira, Rosalie Helena de Souza

2007-01-01

Full Text Available Sobre República é o único comentário de uma obra de Platão deixado por Averróis, o comentador por antonomásia, diga-se de Aristóteles. Embora se tenha perdido o original árabe, a teles. Embora se tenha perdido o original árabe, a posteridade recebeu uma versão hebraíca e duas latinas. O comentário (ou paráfrase a República de Platão pode ser considerado uma obra original - divida em três livros - já que apenas um terço dela corresponde ao texto platônico. Além de apresentar conceitos aristotélicos retirados da Ética Nicomaquéia e de obras políticas de Al-Farabi, Averróis apresenta reflexões próprias e faz críticas à sociedade em que vive

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.

El montaje de la transición argentina. Un análisis de los films La República perdida, La República perdida II y Evita, quien quiera oír que oiga

Directory of Open Access Journals (Sweden)

Paola Judith Margulis

2012-01-01

Full Text Available El presente artículo se propone reconstruir una zona de la historia del documental argentino a partir del abordaje de tres films que tuvieron un alto impacto en Argentina hacia la transición democrática: La República perdida (Miguel Pérez, 1983, su secuela La República perdida II (Miguel Pérez, 1986 y Evita, quien quiera oír que oiga (Eduardo Mignogna, 1984. Dada la importancia de estos films -tanto en términos políticos como de impacto en el público-, intentaremos situarlos en contexto y analizar algunos aspectos inherentes a su lógica fílmica.

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.

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.

CoolRep H22: Synthesis report on R and D results on geological disposal up to 2009

International Nuclear Information System (INIS)

Umeki, Hiroyuki; Hioki, Kazumasa; Osawa, Hideaki; Fujita, Tomoo; Shibata, Masahiro; Makino, Hitoshi; Takeuchi, Shinji; Ishimaru, Tsuneari

2011-02-01

The Japan Atomic Energy Agency (JAEA) has been performing research and development on geological disposal technology of high level radioactive waste. At the end of fiscal year 2009, the Geological Isolation Research and Development Directorate of JAEA made publicly available the 'CoolRep H22', which is a web-based report that summarizes the R and D results, on its website. This document reports the contents of CoolRep H22. (author)

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…

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.

On approximation of Lie groups by discrete subgroups

Indian Academy of Sciences (India)

2016-08-26

Aug 26, 2016 ... The notion of approximation of Lie groups by discrete subgroups was introduced by Tôyama in Kodai Math. Sem. Rep. 1 (1949) 36–37 and investigated in detail by Kuranishi in Nagoya Math. J. 2 (1951) 63–71. It is known as a theorem of Tôyama that any connected Lie group approximated by discrete ...

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

The notion of approximation of Lie groups by discrete subgroups was introduced by Tôyama in Kodai Math. Sem. Rep. 1 (1949) 36–37 and investigated in detail by Kuranishi in Nagoya Math. J. 2 (1951) 63–71. It is known as a theorem of Tôyama that any connected Lie group approximated by discrete subgroups is nilpotent ...

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...

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…

Metacognition and Confidence: Comparing Math to Other Academic Subjects

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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…

On a classification of irreducible almost-commutative geometries IV

International Nuclear Information System (INIS)

Jureit, Jan-Hendrik; Stephan, Christoph A.

2008-01-01

In this paper, we will classify the finite spectral triples with KO-dimension 6, following the classification found in Iochum, B., Schuecker, T., and Stephan, C. A., J. Math. Phys. 45, 5003 (2004); Jureit, J.-H. and Stephan, C. A., J. Math. Phys. 46, 043512 (2005); Schuecker, T. (unpublished); Jureit, J.-H., Schuecker, T., and Stephan, C. A., J. Math. Phys. 46, 072302 (2005). with up to four summands in the matrix algebra. Again, heavy use is made of Krajewski diagrams [Krajewski, T., J. Geom. Phys. 28, 1 (1998).] This work has been inspired by the recent paper by Connes (unpublished) and Barrett (unpublished). In the classification, we find that the standard model of particle physics in its minimal version fits the axioms of noncommutative geometry in the case of KO-dimension 6. By minimal version, it is meant that at least one neutrino has to be massless and mass-terms mixing particles and antiparticles are prohibited

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…

Iberia : capital federal de la IIª República Española (Un proyecto de Rubio i Tuduri

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Carlos Sambricio

1996-01-01

Full Text Available A los pocos meses de proclamarse, en 1931, la II República Española, Nicolás Rubio i Tuduri presentaba —en el marco de la Exposición organizada por la Asociación de Arquitectos de Cataluña, celebrada en la barcelonesa Galería Maragall— una propuesta un tanto sorprendente: el proyecto de una nueva Capital Federal de la República Española que él denominaba Iberia.

Asymptotic expansion of the Keesom integral

International Nuclear Information System (INIS)

Abbott, Paul C

2007-01-01

The asymptotic evaluation and expansion of the Keesom integral, K(a), is discussed at some length in Battezzati and Magnasco (2004 J. Phys. A: Math. Gen. 37 9677; 2005 J. Phys. A: Math. Gen. 38 6715). Here, using standard identities, it is shown that this triple integral can be reduced to a single integral from which the asymptotic behaviour is readily obtained using Laplace's method. (comment)

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…

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…

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…

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

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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

The RXL motif of the African cassava mosaic virus Rep protein is necessary for rereplication of yeast DNA and viral infection in plants

Energy Technology Data Exchange (ETDEWEB)

Hipp, Katharina; Rau, Peter; Schäfer, Benjamin [Institut für Biomaterialien und biomolekulare Systeme, Abteilung für Molekularbiologie und Virologie der Pflanzen, Universität Stuttgart, Pfaffenwaldring 57, D-70550 Stuttgart (Germany); Gronenborn, Bruno [Institut des Sciences du Végétal, CNRS, 91198 Gif-sur-Yvette (France); Jeske, Holger, E-mail: holger.jeske@bio.uni-stuttgart.de [Institut für Biomaterialien und biomolekulare Systeme, Abteilung für Molekularbiologie und Virologie der Pflanzen, Universität Stuttgart, Pfaffenwaldring 57, D-70550 Stuttgart (Germany)

2014-08-15

Geminiviruses, single-stranded DNA plant viruses, encode a replication-initiator protein (Rep) that is indispensable for virus replication. A potential cyclin interaction motif (RXL) in the sequence of African cassava mosaic virus Rep may be an alternative link to cell cycle controls to the known interaction with plant homologs of retinoblastoma protein (pRBR). Mutation of this motif abrogated rereplication in fission yeast induced by expression of wildtype Rep suggesting that Rep interacts via its RXL motif with one or several yeast proteins. The RXL motif is essential for viral infection of Nicotiana benthamiana plants, since mutation of this motif in infectious clones prevented any symptomatic infection. The cell-cycle link (Clink) protein of a nanovirus (faba bean necrotic yellows virus) was investigated that activates the cell cycle by binding via its LXCXE motif to pRBR. Expression of wildtype Clink and a Clink mutant deficient in pRBR-binding did not trigger rereplication in fission yeast. - Highlights: • A potential cyclin interaction motif is conserved in geminivirus Rep proteins. • In ACMV Rep, this motif (RXL) is essential for rereplication of fission yeast DNA. • Mutating RXL abrogated viral infection completely in Nicotiana benthamiana. • Expression of a nanovirus Clink protein in yeast did not induce rereplication. • Plant viruses may have evolved multiple routes to exploit host DNA synthesis.

The RXL motif of the African cassava mosaic virus Rep protein is necessary for rereplication of yeast DNA and viral infection in plants

International Nuclear Information System (INIS)

Hipp, Katharina; Rau, Peter; Schäfer, Benjamin; Gronenborn, Bruno; Jeske, Holger

2014-01-01

Geminiviruses, single-stranded DNA plant viruses, encode a replication-initiator protein (Rep) that is indispensable for virus replication. A potential cyclin interaction motif (RXL) in the sequence of African cassava mosaic virus Rep may be an alternative link to cell cycle controls to the known interaction with plant homologs of retinoblastoma protein (pRBR). Mutation of this motif abrogated rereplication in fission yeast induced by expression of wildtype Rep suggesting that Rep interacts via its RXL motif with one or several yeast proteins. The RXL motif is essential for viral infection of Nicotiana benthamiana plants, since mutation of this motif in infectious clones prevented any symptomatic infection. The cell-cycle link (Clink) protein of a nanovirus (faba bean necrotic yellows virus) was investigated that activates the cell cycle by binding via its LXCXE motif to pRBR. Expression of wildtype Clink and a Clink mutant deficient in pRBR-binding did not trigger rereplication in fission yeast. - Highlights: • A potential cyclin interaction motif is conserved in geminivirus Rep proteins. • In ACMV Rep, this motif (RXL) is essential for rereplication of fission yeast DNA. • Mutating RXL abrogated viral infection completely in Nicotiana benthamiana. • Expression of a nanovirus Clink protein in yeast did not induce rereplication. • Plant viruses may have evolved multiple routes to exploit host DNA synthesis

RiskREP: Risk-Based Security Requirements Elicitation and Prioritization

OpenAIRE

Herrmann, Andrea; Morali, A.; Etalle, Sandro; Wieringa, Roelf J.; Niedrite, Laila; Strazdina, Renate; Wangler, Benkt

2011-01-01

Companies are under pressure to be in control of their assets but at the same time they must operate as efficiently as possible. This means that they aim to implement “good-enough security‿ but need to be able to justify their security investment plans. In this paper, we present a Risk-Based Requirements Prioritization method (RiskREP) that extends misuse case-based methods with IT architecture based risk assessment and countermeasure definition and prioritization. Countermeasure prioritizati...

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.

Revolución versus reforma educativa en la segunda república española. Elementos de ruptura

Directory of Open Access Journals (Sweden)

Juan Manuel FERNÁNDEZ SORIA

2010-03-01

Full Text Available RESUMEN: Están fuera de toda duda las conexiones existentes entre la República de 1931-35 y la de 1936-39. En este sentido estamos de acuerdo con quienes afirman que el estallido de la guerra del 36 es el resultado de un proceso que arranca del mismo año en que se proclama la II República, iniciándose ya entonces —como sostiene Andrés M. Kramer— la «mecánica de guerra civil». La educación republicana en tiempo de guerra no puede quedar fuera de esta consideración, porque aquélla sumerge sus cimientos más profundos en la política educativa de 1931-35. Efectivamente, muchas de las acciones educativas y culturales llevadas a cabo durante la guerra no tendrían fácil explicación si no se examina previamente la tarea de la República del 31 en estos mismos aspectos.

Discriminação de sorovares de Salmonella spp. isolados de carcaças de frango por REP e ERIC-PCR e fagotipagem do sorovar Enteriditis Discrimination of Salmonella serovars isolated from chicken meat by REP and ERIC-PCR and phagotyping of Enteriditis sorovar

Directory of Open Access Journals (Sweden)

Iliana Alcocer

2006-06-01

Full Text Available Salmonelose é a infecção bacteriana de origem alimentar mais freqüente no Paraná, Brasil, e os surtos estão associados, principalmente, ao consumo de ovos, carne de aves e derivados. Os objetivos deste trabalho foram identificar os sorovares de Salmonella isolados de carcaças de frango e caracterizá-los molecularmente por REP e ERIC-PCR, assim como identificar os fagotipos de Salmonella Enteriditis. Dos 25 isolados de Salmonella spp. analisados, 18 foram identificados como Enteriditis, 4 como Braenderup, 2 como Worthington e 1 como infantis. Dos 18 isolados de Enteriditis, 14 foram PT4, 2 PT4a, 1 PT7 e 1 RDNC, por se tratar de colônia rugosa. REP-PCR forneceu padrão eletroforético distinto de 10 a 13 bandas distribuídas entre 120 e 2072 pb para cada sorovar diferente testado. A ERIC-PCR mostrou um padrão de 4 a 5 bandas entre 180 e 1000 pb e foi menos discriminativa quando comparada à REP-PCR. Os resultados encontrados confirmaram que a fagotipagem é uma ferramenta útil e discriminativa para o sorovar Enteriditis. Apesar do pequeno número de sorovares testados, os resultados sugerem que a REP-PCR parece ser um método atrativo a ser utilizado no futuro para a discriminação preliminar de sorovares de Salmonella.Salmonellosis is the most prevalent bacterial food-borne disease in the State of Paraná, Brazil, and the outbreaks are often associated with consumption of poultry products. The aim of this study was to serotype Salmonella strains isolated from chicken carcasses and characterize them molecularly using REP and ERIC-PCR. The phage types of Salmonella Enteriditis were also identified. Of the 25 Salmonella strains analysed, 18 were identified as Enteriditis, 4 as Braenderup, 2 as Worthington and 1 as infantis. Of the 18 Enteriditis isolates, 14 were PT4, 2 PT4a, 1 PT7 and 1 "reacted, but did not conform" - RDNC. Distinct REP-PCR profiles with 10 to 13 fragments distributed between 120 and 2072 pb were easily obtained for

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.

A repA-based ELISA for discriminating cattle vaccinated with Brucella suis 2 from those naturally infected with Brucella abortus and Brucella melitensis.

Science.gov (United States)

Wang, Jing-Yu; Wu, Ning; Liu, Wan-Hua; Ren, Juan-Juan; Tang, Pan; Qiu, Yuan-Hao; Wang, Chi-Young; Chang, Ching-Dong; Liu, Hung-Jen

2014-01-01

The commonest ways of diagnosing brucellosis in animals include the Rose-Bengal plate agglutination test, the buffered plate agglutination test (BPA), the slide agglutination test, the complement fixation test, and the indirect enzyme linked immunosorbent assay (I-ELISA). However, these methods cannot discriminate the Brucella vaccine strain (Brucella suis strain 2; B. suis S2) from naturally acquired virulent strains. Of the six common Brucella species, Brucella melitensis, Brucella abortus, and B. suis are the commonest species occurring in China. To develop an ELISA assay that can differentiate between cows inoculated with B. suis S2 and naturally infected with B. abortus and B. melitensis, genomic sequences from six Brucella spp. (B. melitensis, B. abortus, B. suis, Brucella canis, Brucella neotomae and Brucella ovis) were compared using Basic Local Alignment Search Tool software. One particular gene, the repA-related gene, was found to be a marker that can differentiate B. suis from B. abortus and B. melitensis. The repA-related gene of B. suis was PCR amplified and subcloned into the pET-32a vector. Expressed repA-related protein was purified and used as an antigen. The repA-based ELISA was optimized and used as specific tests. In the present study, serum from animals inoculated with the B. suis S2 vaccine strain had positive repA-based ELISA results. In contrast, the test-positive reference sera against B. abortus and B. melitensis had negative repA-based ELISA results. The concordance rate between B. abortus antibody-negative (based on the repA-based ELISA) and the Brucella gene-positive (based on the 'Bruce ladder' multiplex PCR) was 100%. Therefore, the findings suggest that the repA-based ELISA is a useful tool for differentiating cows vaccinated with the B. suis S2 and naturally infected with B. abortus and B. melitensis. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

Progressive Conversion from B-rep to BSP for Streaming Geometric Modeling.

Science.gov (United States)

Bajaj, Chandrajit; Paoluzzi, Alberto; Scorzelli, Giorgio

2006-01-01

We introduce a novel progressive approach to generate a Binary Space Partition (BSP) tree and a convex cell decomposition for any input triangles boundary representation (B-rep), by utilizing a fast calculation of the surface inertia. We also generate a solid model at progressive levels of detail. This approach relies on a variation of standard BSP tree generation, allowing for labeling cells as in, out and fuzzy, and which permits a comprehensive representation of a solid as the Hasse diagram of a cell complex. Our new algorithm is embedded in a streaming computational framework, using four types of dataflow processes that continuously produce, transform, combine or consume subsets of cells depending on their number or input/output stream. A varied collection of geometric modeling techniques are integrated in this streaming framework, including polygonal, spline, solid and heterogeneous modeling with boundary and decompositive representations, Boolean set operations, Cartesian products and adaptive refinement. The real-time B-rep to BSP streaming results we report in this paper are a large step forward in the ultimate unification of rapid conceptual and detailed shape design methodologies.

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).

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...

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

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…

Análisis de la relación comercial entre la República de Colombia y la República de Costa Rica

OpenAIRE

Romero Escobar, Juán Sebastián; Bermudez Monroy, María Gabriela

2012-01-01

Dadas las relaciones de cooperación internacional que presentan las Repúblicas de Colombia y Costa Rica, que se evidencia en los fuertes vínculos comerciales existentes entre las dos naciones, Proexport por medio de su oficina comercial en Costa Rica, ha mantenido al tanto la situación en la que se desenvuelve la alianza comercial entre Colombia y Costa Rica. Él último de estos informes, demuestra la potencialidad de Costa Rica como un mercado para los bienes colombianos y una posibilidad par...

Comment on 'Nonlinear gyrokinetic theory with polarization drift' [Phys. Plasmas 17, 082304 (2010)

International Nuclear Information System (INIS)

Leerink, S.; Parra, F. I.; Heikkinen, J. A.

2010-01-01

In this comment, we show that by using the discrete particle distribution function the changes of the phase-space volume of gyrocenter coordinates due to the fluctuating ExB velocity do not explicitly appear in the Poisson equation and the [Sosenko et al., Phys. Scr. 64, 264 (2001)] result is recovered. It is demonstrated that there is no contradiction between the work presented by Sosenko et al. and the work presented by [Wang et al., Phys. Plasmas 17, 082304 (2010)].

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,…

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

CARACTERIZACIÓN MOLECULAR MEDIANTE rep-PCR DE AISLADOS NATIVOS DE Bacillus thuringiensis, OBTENIDOS DE MUESTRAS DE SUELO

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Fabián Galvis

2014-01-01

Full Text Available Bacillus thuringiensis es una bacteria Gram-positiva formadora de esporas, que produ - ce cristales parasporales de naturaleza proteica, tóxicos contra diferentes órdenes de insectos y biodegradables e inocuos para otras especies. Esta investigación empleó el modelo experimen - tal, que mediante técnicas de observación permi - tió, la identificación microbiológica y bioquímica de B. thuringiensis a partir de muestras de suelo de los municipios de Cúcuta, El Zulia, Los Patios, San Cayetano y Villa del Rosario, Norte de Santander, Colombia, y su posterior caracteri - zación con los marcadores moleculares Bc-Rep y MB1. Se identificaron microbiológica y bioquí - micamente 10 aislados como B. thuringiensis ; los resultados del análisis filogenético mostraron diferencias significativas en los agrupamientos obtenidos con los marcadores Bc-Rep y MB1. Con Bc-Rep se registró un índice de similaridad bajo (18%, mientras que con el marcador MB1 se obtuvo un índice mayor de similitud, 58%. En este trabajo se evidenció una gran variabilidad genética entre los aislados, que mostraron a los marcadores Bc-Rep y MB1 como altamente efectivos para diferenciar cepas estrechamente relacionadas, convirtiéndose en una herramienta genética de gran valor para estudios de identifi-cación y diversidad en B. thuringiensis.

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.

Ultra Fast, High Rep Rate, High Voltage Spark Gap Pulser

Science.gov (United States)

1995-07-01

current rise time. The spark gap was designed to have a coaxial geometry reducing its inductance. Provisions were made to pass flowing gas between the...ULTRA FAST, HIGH REP RATE, HIGH VOLTAGE SPARK GAP PULSER Robert A. Pastore Jr., Lawrence E. Kingsley, Kevin Fonda, Erik Lenzing Electrophysics and...Modeling Branch AMSRL-PS-EA Tel.: (908)-532-0271 FAX: (908)-542-3348 U.S. Army Research Laboratory Physical Sciences Directorate Ft. Monmouth

Variation in a surface-exposed region of the Mycoplasma pneumoniae P40 protein as a consequence of homologous DNA recombination between RepMP5 elements.

Science.gov (United States)

Spuesens, Emiel B M; van de Kreeke, Nick; Estevão, Silvia; Hoogenboezem, Theo; Sluijter, Marcel; Hartwig, Nico G; van Rossum, Annemarie M C; Vink, Cornelis

2011-02-01

Mycoplasma pneumoniae is a human pathogen that causes a range of respiratory tract infections. The first step in infection is adherence of the bacteria to the respiratory epithelium. This step is mediated by a specialized organelle, which contains several proteins (cytadhesins) that have an important function in adherence. Two of these cytadhesins, P40 and P90, represent the proteolytic products from a single 130 kDa protein precursor, which is encoded by the MPN142 gene. Interestingly, MPN142 contains a repetitive DNA element, termed RepMP5, of which homologues are found at seven other loci within the M. pneumoniae genome. It has been hypothesized that these RepMP5 elements, which are similar but not identical in sequence, recombine with their counterpart within MPN142 and thereby provide a source of sequence variation for this gene. As this variation may give rise to amino acid changes within P40 and P90, the recombination between RepMP5 elements may constitute the basis of antigenic variation and, possibly, immune evasion by M. pneumoniae. To investigate the sequence variation of MPN142 in relation to inter-RepMP5 recombination, we determined the sequences of all RepMP5 elements in a collection of 25 strains. The results indicate that: (i) inter-RepMP5 recombination events have occurred in seven of the strains, and (ii) putative RepMP5 recombination events involving MPN142 have induced amino acid changes in a surface-exposed part of the P40 protein in two of the strains. We conclude that recombination between RepMP5 elements is a common phenomenon that may lead to sequence variation of MPN142-encoded proteins.

How Often Is p[subscript rep] Close to the True Replication Probability?

Science.gov (United States)

Trafimow, David; MacDonald, Justin A.; Rice, Stephen; Clason, Dennis L.

2010-01-01

Largely due to dissatisfaction with the standard null hypothesis significance testing procedure, researchers have begun to consider alternatives. For example, Killeen (2005a) has argued that researchers should calculate p[subscript rep] that is purported to indicate the probability that, if the experiment in question were replicated, the obtained…

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…

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

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.

Almost-commutative geometries beyond the standard model II: new colours

International Nuclear Information System (INIS)

Stephan, Christoph A

2007-01-01

We will present an extension of the standard model of particle physics in its almost-commutative formulation. This extension is guided by the minimal approach to almost-commutative geometries employed by Iochum et al (2004 J. Math. Phys. 45 5003 (Preprint hep-th/0312276)), Jureit and Stephan (2005 J. Math. Phys. 46 043512 (Preprint hep-th/0501134)), Schuecker (2005 Preprint hep-th/0501181), Jureit et al (2005 J. Math. Phys. 46 072303 (Preprint hep-th/0503190)) and Jureit and Stephan (2006 Preprint hep-th/0610040), although the model presented here is not minimal itself. The corresponding almost-commutative geometry leads to a Yang-Mills-Higgs model which consists of the standard model and two new fermions of opposite electromagnetic charge which may possess a new colour-like gauge group. As a new phenomenon, grand unification is no longer required by the spectral action

Almost-commutative geometries beyond the standard model

International Nuclear Information System (INIS)

Stephan, Christoph A

2006-01-01

In Iochum et al (2004 J. Math. Phys. 45 5003), Jureit and Stephan (2005 J. Math. Phys. 46 043512), Schuecker T (2005 Preprint hep-th/0501181) and Jureit et al (2005 J. Math. Phys. 46 072303), a conjecture is presented that almost-commutative geometries, with respect to sensible physical constraints, allow only the standard model of particle physics and electro-strong models as Yang-Mills-Higgs theories. In this paper, a counter-example will be given. The corresponding almost-commutative geometry leads to a Yang-Mills-Higgs model which consists of the standard model of particle physics and two new fermions of opposite electro-magnetic charge. This is the second Yang-Mills-Higgs model within noncommutative geometry, after the standard model, which could be compatible with experiments. Combined to a hydrogen-like composite particle, these new particles provide a novel dark matter candidate

A new 2D integrable system with a quartic second invariant

International Nuclear Information System (INIS)

Yehia, Hamad M

2012-01-01

The construction of all 2D Lagrangian systems which admit besides the energy another integral of motion that is quartic in velocities was reduced in our previous article (Yehia 2006 J. Phys. A: Math. Gen. 39 5807–24) to a single nonlinear PDE. In this paper, we introduce a new solution of this equation, leading to a new integrable system with a quartic integral, which involves 16 free parameters. A special case of the new system admits interpretation in a problem of rigid body dynamics. It gives a new integrable variation of the cases due to Kowalevski (1889 Acta Math. 12 177–232), Chaplygin (1903 Tr. Otdel. Phys. Nauk Obsh. Liub. Estest. 11 7–10), Goriatchev (1916 Varshav. Univ. Izv. 1–13) and Yehia (2006 J. Phys. A: Math. Gen. 39 5807–24). (paper)

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.

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.

Birmingham Rep, Youth and Community, and the Products and Possibilities of Precarity

Science.gov (United States)

Cochrane, Claire

2017-01-01

Birmingham Rep, a leading producing theatre based in the UK's "second city", has historically had a complex relationship with the cultural priorities of its home city. In recent years, Birmingham City Council has faced multiple challenges represented by debt burden, government-imposed cuts in public funding, scandals linked to failing…

Comments on a derivation and application of the 'maximum entropy production' principle

International Nuclear Information System (INIS)

Grinstein, G; Linsker, R

2007-01-01

We show that (1) an error invalidates the derivation (Dewar 2005 J. Phys. A: Math. Gen. 38 L371) of the maximum entropy production (MaxEP) principle for systems far from equilibrium, for which the constitutive relations are nonlinear; and (2) the claim (Dewar 2003 J. Phys. A: Math. Gen. 36 631) that the phenomenon of 'self-organized criticality' is a consequence of MaxEP for slowly driven systems is unjustified. (comment)

Geometry of hyperbolic monopoles

International Nuclear Information System (INIS)

Nash, C.

1986-01-01

The hyperbolic monopoles of Atiyah [M. F. Atiyah, Commun. Math. Phys. 93, 471 (1984); ''Magnetic monopoles in hyperbolic space,'' in Proceedings of the International Colloquium on Vector Bundles (Tata Institute, Bombay, 1984)] and Chakrabarti [A. Chakrabarti, J. Math. Phys. 27, 340 (1986)] are introduced and their geometric properties and relations to instantons and ordinary monopoles clarified. A key tool is the use of the ball model of hyperbolic space to construct and examine solutions

Scattering of charged particles

International Nuclear Information System (INIS)

Barrachina, R.O.; Macek, J.H.

1989-01-01

Different methods of avoiding the known difficulties of the Coulomb potential scattering theory are reviewed. Mulherin and Zinnes' [J. Math. Phys. 11, 1402 (1976)] ''distorted'' free waves and van Haeringen's [J. Math. Phys. 17, 995 (1976)] Coulomb asymptotic states are considered. The equivalence of both approaches on the energy shell is shown. Actually the possibility of deriving the first method within van Haeringen's formalism by means of a distorted wave procedure is demonstrated

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

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)…

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...

Control conception for REP 1300 MW units of the Electricite de France

International Nuclear Information System (INIS)

Blanc, P.; Guesnier, G.

1986-01-01

The paper describes the control equipment for the REP 1300 MW units including the reactor protection system, the control rods drive system and nuclear instrumentation, the control of the auxiliaries in the systems important for the reactor safety and the safety survey computer. Finally, the digital connections between different control systems are presented

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…

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.

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

A Solution Space for a System of Null-State Partial Differential Equations: Part 3

Science.gov (United States)

Flores, Steven M.; Kleban, Peter

2015-01-01

This article is the third of four that completely and rigorously characterize a solution space for a homogeneous system of 2 N + 3 linear partial differential equations (PDEs) in 2 N variables that arises in conformal field theory (CFT) and multiple Schramm-Löwner evolution (SLE κ ). The system comprises 2 N null-state equations and three conformal Ward identities that govern CFT correlation functions of 2 N one-leg boundary operators. In the first two articles (Flores and Kleban, in Commun Math Phys, arXiv:1212.2301, 2012; Commun Math Phys, arXiv:1404.0035, 2014), we use methods of analysis and linear algebra to prove that dim , with C N the Nth Catalan number. Extending these results, we prove in this article that dim and entirely consists of (real-valued) solutions constructed with the CFT Coulomb gas (contour integral) formalism. In order to prove this claim, we show that a certain set of C N such solutions is linearly independent. Because the formulas for these solutions are complicated, we prove linear independence indirectly. We use the linear injective map of Lemma 15 in Flores and Kleban (Commun Math Phys, arXiv:1212.2301, 2012) to send each solution of the mentioned set to a vector in , whose components we find as inner products of elements in a Temperley-Lieb algebra. We gather these vectors together as columns of a symmetric matrix, with the form of a meander matrix. If the determinant of this matrix does not vanish, then the set of C N Coulomb gas solutions is linearly independent. And if this determinant does vanish, then we construct an alternative set of C N Coulomb gas solutions and follow a similar procedure to show that this set is linearly independent. The latter situation is closely related to CFT minimal models. We emphasize that, although the system of PDEs arises in CFT in away that is typically non-rigorous, our treatment of this system here and in Flores and Kleban (Commun Math Phys, arXiv:1212.2301, 2012; Commun Math Phys, arXiv:1404

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.

Convergence of Mayer and Virial expansions and the Penrose tree-graph identity

Science.gov (United States)

Procacci, Aldo; Yuhjtman, Sergio A.

2017-01-01

We establish new lower bounds for the convergence radius of the Mayer series and the Virial series of a continuous particle system interacting via a stable and tempered pair potential. Our bounds considerably improve those given by Penrose (J Math Phys 4:1312, 1963) and Ruelle (Ann Phys 5:109-120, 1963) for the Mayer series and by Lebowitz and Penrose (J Math Phys 7:841-847, 1964) for the Virial series. To get our results, we exploit the tree-graph identity given by Penrose (Statistical mechanics: foundations and applications. Benjamin, New York, 1967) using a new partition scheme based on minimum spanning trees.

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)

Limit theorems for random walks on a strip in subdiffusive regimes

International Nuclear Information System (INIS)

Dolgopyat, D; Goldsheid, I

2013-01-01

We study the asymptotic behaviour of occupation times of a transient random walk (RW) in a quenched random environment (RE) on a strip in a subdiffusive regime. The asymptotic behaviour of hitting times, which is a more traditional object of study, is exactly the same. As a particular case, we solve a long standing problem of describing the asymptotic behaviour of a RW with bounded jumps on a one-dimensional lattice. Our technique results from the development of ideas from our previous work (Dolgopyat and Goldsheid 2012 Commun. Math. Phys. 315 241–77) on the simple RWs in RE and those used in Bolthausen and Goldsheid (2000 Commun. Math. Phys. 214 429–47; 2008 Commun. Math. Phys. 278 253–88) and Goldsheid (2008 Probab. Theory Relat. Fields 141 471–511) for the study of random walks on a strip. (paper)

Squashed Entanglement, k-Extendibility, Quantum Markov Chains, and Recovery Maps

Science.gov (United States)

Li, Ke; Winter, Andreas

2018-02-01

Squashed entanglement (Christandl and Winter in J. Math. Phys. 45(3):829-840, 2004) is a monogamous entanglement measure, which implies that highly extendible states have small value of the squashed entanglement. Here, invoking a recent inequality for the quantum conditional mutual information (Fawzi and Renner in Commun. Math. Phys. 340(2):575-611, 2015) greatly extended and simplified in various work since, we show the converse, that a small value of squashed entanglement implies that the state is close to a highly extendible state. As a corollary, we establish an alternative proof of the faithfulness of squashed entanglement (Brandão et al. Commun. Math. Phys. 306:805-830, 2011). We briefly discuss the previous and subsequent history of the Fawzi-Renner bound and related conjectures, and close by advertising a potentially far-reaching generalization to universal and functorial recovery maps for the monotonicity of the relative entropy.

SEATURTLE: Sustained Engagement Autonomous Tracking of Underwater RepTiLEs

OpenAIRE

Budd, Johnathan

2015-01-01

While oceans cover the majority of our planet, these vast expanses remain relatively unexplored. Among the most interesting parts of the ocean are the shallow reef systems, which contain a huge amount of the planet’s biodiversity. The Sustained Engagement Autonomous Tracking of Underwater RepTiLEs or SEATURTLE is a low cost Autonomous Underwater Vehicle designed to carry out missions in these shallow environments. Its small displacement and precise movement make it ideal for navigating tight ...

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.

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.

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.

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…

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…

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

Directory of Open Access Journals (Sweden)

MACARENA eSUÁREZ PELLICIONI

2015-10-01

Full Text Available Attentional bias towards 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 towards 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 towards math-related words in HMA individuals.

Math and science illiteracy: Social and economic impacts

Energy Technology Data Exchange (ETDEWEB)

Williams, J.L.

1994-05-01

Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiated programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.

Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

Science.gov (United States)

Carpenter, Thomas P.; Kirk, Roger E.

2017-01-01

Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

Supporting English Language Learners in Math Class, Grades K-2

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Supporting English Language Learners in Math Class, Grades 3-5

Science.gov (United States)

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Girls Talk Math - Engaging Girls Through Math Media

Science.gov (United States)

Bernardi, Francesca; Morgan, Katrina

2017-11-01

``Girls Talk Math: Engaging Girls through Math Media'' is a free two-week long summer day camp for high-school girls in the Triangle area of NC. This past June the camp had its second run thanks to renewed funding from the Mathematical Association of America Tensor Women and Mathematics Grant. The camp involved 35 local high-school students who identify as female. Campers complete challenging problem sets and research the life of a female scientist who worked on similar problems. They report their work in a blog post and record a podcast about the scientist they researched. The curriculum has been developed by Mathematics graduate students at UNC from an inquiry based learning perspective; problem sets topics include some theoretical mathematics, but also more applied physics-based material. Campers worked on fluid dynamics, special relativity, and quantum mechanics problem sets which included experiments. The camp has received positive feedback from the local community and the second run saw a large increase in the number of participants. The program is evaluated using pre and post surveys, which measure campers' confidence and interest in pursuing higher level courses in STEM. The results from the past two summers have been encouraging. Mathematical Association of America Tensor Women and Mathematics Grant.

Math on MXit: the medium is the message

CSIR Research Space (South Africa)

Butgereit, L

2007-07-01

Full Text Available Homework is a necessary evil in the path of learning mathematics at school. Mathematics homework is traditionally seen as difficult and boring. In the case of difficult homework, “math clubs” and “math extra lessons” are often perceived as even more...

Math Garden: A new educational and scientific instrument

NARCIS (Netherlands)

Straatemeier, M.

2014-01-01

This dissertation describes the research concerning the construction of a new educational and scientific instrument. This instrument, Math Garden, is a web application in which children can practice arithmetic by playing math games in which items are tailored to their ability level. At the same

Overview of RepLab 2014: Author Profiling and Reputation Dimensions for Online Reputation Management

NARCIS (Netherlands)

Amigó, E.; Carrillo-de-Albornoz, J.; Chugur, I.; Corujo, A.; Gonzalo, J.; Meij, E.; de Rijke, M.; Spina, D.; Kanoulas, E.; Lupu, M.; Clough, P.; Sanderson, M.; Hall, M.; Hanbury, A.; Toms, E.

2014-01-01

This paper describes the organisation and results of RepLab 2014, the third competitive evaluation campaign for Online Reputation Management systems. This year the focus lied on two new tasks: reputation dimensions classification and author profiling, which complement the aspects of reputation

MathSci

OpenAIRE

De Robbio, Antonella

1997-01-01

This paper shows the prestigious mathematics database MathSci, produced by American Mathematical Society (AMS). It is an indexing resource that deals with the whole literature about mathematics. The subject involved in referred to mathematical sciences and others relating such as Statistics, Information science, Operative research and Mathematics Physics. Moreover it indexes sciences related to applied mathematics such as Astronomy, Astrophysics, Biology, Compartmental Sciences, Thermodyn...

Reduction of quantum systems and the local Gauss law

Science.gov (United States)

Stienstra, Ruben; van Suijlekom, Walter D.

2018-05-01

We give an operator-algebraic interpretation of the notion of an ideal generated by the unbounded operators associated with the elements of the Lie algebra of a Lie group that implements the symmetries of a quantum system. We use this interpretation to establish a link between Rieffel induction and the implementation of a local Gauss law in lattice gauge theories similar to the method discussed by Kijowski and Rudolph (J Math Phys 43:1796-1808, 2002; J Math Phys 46:032303, 2004).

Restructuring Schools To Be Math Friendly to Females.

Science.gov (United States)

Karp, Karen; Shakeshaft, Charol

1997-01-01

The gender gap in math Scholastic Aptitude Test scores, attributable to course avoidance, lack of confidence, and unbalanced classroom instruction, can have serious consequences for young women, such as limited university selection, limited career choices, and lower lifetime salaries. Solutions include hiring math specialists, establishing role…

Spinning gas clouds with precession: a new formulation

International Nuclear Information System (INIS)

Gaffet, B

2010-01-01

We consider Dyson's model (Dyson F J 1968 J. Math. Mech. 18 91) of an ellipsoidally stratified ideal gas cloud expanding adiabatically into a vacuum, in the Liouville integrable case where the gas is monatomic (γ = 5/3) and there is no vorticity (Gaffet B 2001a J. Phys. A: Math. Gen. 34 2097; Paper I). In the cases of rotation about a fixed axis the separation of variables can be achieved, and the separable variables are linearly related to a set of three variables denoted by ρ, R, W (Gaffet B 2001b J. Phys. A: Math. Gen. 34 9195; Paper II). We show in the present work that these variables admit a natural generalization to cases of rotation about a movable axis (precessing motion). The present study is restricted to the consideration of the so-called degenerate cases (see Gaffet B 2006 J. Phys. A: Math. Gen. 39 99; Paper III), but we hope to generalize our results in the future to the non-degenerate ones as well. We also present a new, compact and generally valid formulation of one of the integrals of motion, of the sixth degree in the momenta, denoted by I 6 .

An Integration of Math with Auto Technician Courses

Science.gov (United States)

Valenzuela, Hector

2012-01-01

This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into…

Automated Production of High Rep Rate Foam Targets

Science.gov (United States)

Hall, F.; Spindloe, C.; Haddock, D.; Tolley, M.; Nazarov, W.

2016-04-01

Manufacturing low density targets in the numbers needed for high rep rate experiments is highly challenging. This report summarises advances from manual production to semiautomated and the improvements that follow both in terms of production time and target uniformity. The production process is described and shown to be improved by the integration of an xyz robot with dispensing capabilities. Results are obtained from manual and semiautomated production runs and compared. The variance in the foam thickness is reduced significantly which should decrease experimental variation due to target parameters and could allow for whole batches to be characterised by the measurement of a few samples. The work applies to both foil backed and free standing foam targets.

Is there a Causal Effect of High School Math on Labor Market Outcomes?

DEFF Research Database (Denmark)

Joensen, Juanna Schrøter; Nielsen, Helena Skyt

Outsourcing of jobs to low-wage countries has increased the focus onthe accumulation of skills - such as Math skills - in high-wage countries.In this paper, we exploit a high school pilot scheme to identify the causaleffect of advanced high school Math on labor market outcomes. The pilotscheme...... reduced the costs of choosing advanced Math because it allowedfor at more flexible combination of Math with other courses. We findclear evidence of a causal relationship between Math and earnings for thestudents who are induced to choose Math after being exposed to the pilotscheme. The effect partly stems...

Investigation of Genetic Diversity of Wilsonomyces carpophilus in Khorasan Razavi Using rep-PCR Marker

Directory of Open Access Journals (Sweden)

R. Barazandeh Aq Kariz

2017-08-01

Full Text Available Introduction: Shot hole disease of stone fruit trees resulted from Wilsonomyces carpophilus can weaken the trees and reduce the quantity and quality of the crops worldwide particularly in semi-arid regions. Coryneum blight or shot hole disease infects all the stone fruit trees including peach, nectarine, apricot, sour cherry, plum, cherry, and almond. One of the most important strategies to manage any plant disease is to use resistant cultivars. In this way, it is very important to have knowledge about the status of genetic diversity and to determine the relationship between isolates of the causal agent fungus. The main objective of the present research was to study the genetic diversity of W. carpophilus in Khorasan Razavi province using the rep-PCR molecular fingerprinting method. Materials and Methods: Sampling was performed from peach, nectarine, plum, apricot and cherry orchards of Quchan, Torqabeh, Shandiz, Chenaran, Neishabur, Kalat, Torbat Heidarieh and Mashhad during spring and summer of 2012 and 2013. Mono-conidial isolates were recovered from infected leaves, fruits, and twigs of different parts of orchards. Infected collected leaves, twigs, and fruits were transferred to the laboratory. By using techniques of Klimesova and Prasil (1989 and Mehta (1998 from the cut parts between infected and healthy tissues of each isolate, cuts of 2-3 mm from leaf, fruit and twig were prepared by the scalpel. These pieces were surface sterilized with 1% sodium hypochlorite liquid about 1 to 3 minutes based on the thickness of tissue. Then, the samples were cultured on PDA, MEA, and WA media and incubated at 18, 20, and 25 °C. The isolated fungi were purified and identified. The research was performed on 20 fungal isolates collected from different stone fruit trees. Genomic DNA was amplified using BOX A1R, ERIC2, ERIC1R, REP2-I, and REP1R-I primers. Thirty-eight of 39 fragments amplified were polymorphic for 100 to 5000 base pairs. Similarity matrix

Teachers Awareness of Students’ Anxiety in Math Classroom: Teachers’ Treatment VS Students’ Anxiety

OpenAIRE

Wanda Nugroho Yanuarto

2016-01-01

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...

Americans Need Advanced Math to Stay Globally Competitive. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…

Feedback Design Patterns for Math Online Learning Systems

Science.gov (United States)

Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil

2017-01-01

Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…

The Effect of Cooperative Groups on Math Anxiety

Science.gov (United States)

Batton, Melissa

2010-01-01

Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

RepExplore: addressing technical replicate variance in proteomics and metabolomics data analysis.

Science.gov (United States)

Glaab, Enrico; Schneider, Reinhard

2015-07-01

High-throughput omics datasets often contain technical replicates included to account for technical sources of noise in the measurement process. Although summarizing these replicate measurements by using robust averages may help to reduce the influence of noise on downstream data analysis, the information on the variance across the replicate measurements is lost in the averaging process and therefore typically disregarded in subsequent statistical analyses.We introduce RepExplore, a web-service dedicated to exploit the information captured in the technical replicate variance to provide more reliable and informative differential expression and abundance statistics for omics datasets. The software builds on previously published statistical methods, which have been applied successfully to biomedical omics data but are difficult to use without prior experience in programming or scripting. RepExplore facilitates the analysis by providing a fully automated data processing and interactive ranking tables, whisker plot, heat map and principal component analysis visualizations to interpret omics data and derived statistics. Freely available at http://www.repexplore.tk enrico.glaab@uni.lu Supplementary data are available at Bioinformatics online. © The Author 2015. Published by Oxford University Press.

Strengthening maths learning dispositions through ‘math clubs’

OpenAIRE

Mellony Graven

2016-01-01

In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sense-making maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3-6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low l...

Singapore Math®. What Works Clearinghouse Intervention Report. Updated December 2015

Science.gov (United States)

What Works Clearinghouse, 2015

2015-01-01

This report on "Singapore Math®" updates the 2009 WWC review of the curriculum to include seven new studies. Despite the additional research, no studies meet WWC design standards and therefore, no conclusions can be made about the effectiveness of "Singapore Math®." [For the 2009 report, "Singapore Math," see…

Family of electrovac colliding wave solutions of Einstein's equations

International Nuclear Information System (INIS)

Li, W.; Ernst, F.J.

1989-01-01

Beginning with any colliding wave solution of the vacuum Einstein equations, a corresponding electrified colliding wave solution can be generated through the use of a transformation due to Harrison [J. Math. Phys. 9, 1744 (1968)]. The method, long employed in the context of stationary axisymmetric fields, is equally applicable to colliding wave solutions. Here it is applied to a large family of vacuum metrics derived by applying a generalized Ehlers transformation to solutions published recently by Ernst, Garcia, and Hauser (EGH) [J. Math. Phys. 28, 2155, 2951 (1987); 29, 681 (1988)]. Those EGH solutions were themselves a generalization of solutions first derived by Ferrari, Ibanez, and Bruni [Phys. Rev. D 36, 1053 (1987)]. Among the electrovac solutions that are obtained is a charged version of the Nutku--Halil [Phys. Rev. Lett. 39, 1379 (1977)] metric that possesses an arbitrary complex charge parameter

Why Aren't More Minorities Taking Advanced Math?

Science.gov (United States)

Walker, Erica N.

2007-01-01

Black and Latino students are still underepresented in upper-level math classes in the United States, a fact which has serious implications for their academic achievement and futures. Walker provides six suggestions for how educators can encourage more black and Latino students to successfully take higher level math courses: (1) Expand our…

Metacognitive Awareness and Math Anxiety in Gifted Students

Science.gov (United States)

Saricam, Hakan; Ogurlu, Üzeyir

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…

A meta-analysis of math performance in Turner syndrome.

Science.gov (United States)

Baker, Joseph M; Reiss, Allan L

2016-02-01

Studies investigating the relationship between Turner syndrome and math learning disability have used a wide variation of tasks designed to test various aspects of mathematical competencies. Although these studies have revealed much about the math deficits common to Turner syndrome, their diversity makes comparisons between individual studies difficult. As a result, the consistency of outcomes among these diverse measures remains unknown. The overarching aim of this review is to provide a systematic meta-analysis of the differences in math and number performance between females with Turner syndrome and age-matched neurotypical peers. We provide a meta-analysis of behavioral performance in Turner syndrome relative to age-matched neurotypical populations on assessments of math and number aptitude. In total, 112 comparisons collected across 17 studies were included. Although 54% of all statistical comparisons in our analyses failed to reject the null hypothesis, our results indicate that meaningful group differences exist on all comparisons except those that do not require explicit calculation. Taken together, these results help elucidate our current understanding of math and number weaknesses in Turner syndrome, while highlighting specific topics that require further investigation. © 2015 Mac Keith Press.

Abelian Chern endash Simons theory. II. A functional integral approach

International Nuclear Information System (INIS)

Manoliu, M.

1998-01-01

Following Witten, [Commun. Math. Phys. 21, 351 endash 399 (1989)] we approach the Abelian quantum Chern endash Simons (CS) gauge theory from a Feynman functional integral point of view. We show that for 3-manifolds with and without a boundary the formal functional integral definitions lead to mathematically proper expressions that agree with the results from the rigorous construction [J. Math. Phys. 39, 170 endash 206 (1998)] of the Abelian CS topological quantum field theory via geometric quantization. copyright 1998 American Institute of Physics

The Value of the Math Circle for Gifted Middle School Students

Science.gov (United States)

Burns, Barbara; Henry, Julie; McCarthy, Dianne; Tripp, Jennifer

2017-01-01

Math Circles are designed to allow students to explore mathematics using a problem-solving/inquiry approach. Many of the students attending our Math Circle are mathematically talented and curious. This study examines the perspectives of the students and their families in determining why students attend Math Circle, what they enjoy about Math…

Integrating Music into Math in a Virtual Reality Game: Learning Fractions

Science.gov (United States)

Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

2016-01-01

The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

The Efficiency of Delone Coverings of the Canonical Tilings MATH {cal T}(*(A_4)) -> T^*(A4) and MATH {cal T}(*(D_6)) -> T^*(D6)

Science.gov (United States)

Papadopolos, Zorka; Kasner, Gerald

This chapter is devoted to the coverings of the two quasiperiodic canonical tilings MATH {cal T}(*(A_4)) -> T^*(A4) and MATH {cal T}(*(D_6)) equiv {cal T}(*(2F)) -> T^*(D6) T^*(2F), obtained by projection from the root lattices A4 and D6, respectively. In the first major part of this chapter, in Sect. 5.2, we shall introduce a Delone covering MATH {cal C}(s_{{cal) T}(*(A_4)}) -> C^sT^*(A4) of the 2-dimensional decagonal tiling MATH {cal T}(*(A_4)) -> T^*(A4). In the second major part of this chapter, Sect. 5.3, we summarize the results related to the Delone covering of the icosahedral tiling MATH {cal T}(*(D_6)) -> T^*(D6), MATH {cal C}_{{cal T}(*(D_6)}) -> CT^*(D6) and determine the zero-, single-, and double- deckings and the resulting thickness of the covering. In the conclusions section, we give some suggestions as to how the definition of the Delone covering might be changed in order to reach some real (full) covering of the icosahedral tiling MATH {cal T}(*(D_6)) -> T^*(D6). In Section 5.2 the definition of the Delone covering is also changed in order to avoid an unnecessary large thickness of the covering.

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

OpenAIRE

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 f...

The "Parrot Math" Attack on Memorization

Directory of Open Access Journals (Sweden)

Bill Quirk

2013-01-01

Full Text Available Constructivist math educators regularly cite Parrot Math by Thomas C. O'Brien. Although this paper promotes constructivist "activity-based" learning over direct instruction, it's primary claim to fame is the open hostility to memorization. Professor O'Brien rejects "memorization and parrot-like drill " in favor of "children's invented strategies." He references a paper by Kamii and Dominick as evidence of "considerable research" showing that mastery of the standard algorithms of arithmetic is harmful for children. [See The Bogus Research in Kamii and Dominick's Harmful Algorithms Papers

Teachers Awareness of Students’ Anxiety in Math Classroom: Teachers’ Treatment VS Students’ Anxiety

Directory of Open Access Journals (Sweden)

Wanda Nugroho Yanuarto

2016-08-01

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. The purpose of this study is to provide some treatments to overcome students’ anxiety in math classroom at The University of Muhammadiyah Purwokerto, Indonesia especially in Math Department, but before it has attempted to investigate the factors that students’ anxiety can possibly stem from, both within the classroom environment and out of classroom in the wilder social context.

Repérage d’Images Ordinaires : Analyse des Requêtes des Chercheurs d’Images

Directory of Open Access Journals (Sweden)

Elaine Ménard

2009-06-01

also emphasizes the pressing necessity to optimize the methods used for image processing, in order to facilitate image retrieval and dissemination in multilingual environments. Résumé Depuis quelques années, le web est devenu un média incontournable pour la diffusion de ressources multilingues. Cependant, les différences linguistiques constituent souvent un obstacle majeur aux échanges de documents scientifiques, culturels, pédagogiques et commerciaux. En plus de cette diversité linguistique, on constate le développement croissant de bases de données et de collections composées de différents types de documents textuels ou multimédias, ce qui complexifie également le processus de repérage documentaire. Par exemple, les collections d’images numériques sont aussi nombreuses que diversifiées. Le besoin de repérer une image spécifique dans diverses collections est devenu une préoccupation partagée par plusieurs communautés. La croissance du web a mis en relief le besoin pressant de se doter d’outils propres à la description des images dans le but de faciliter leur repérage, puisque l’on retrouve celles-ci dans la plupart des ressources disponibles. Cette recherche compare le repérage d’images dans deux contextes linguistiques différents : un contexte monolingue, c’est-à-dire que la langue de la requête (français est la même que la langue d’indexation (français; et un contexte multilingue où la langue de la requête (français est différente de la langue d’indexation (anglais. Cet article présente les résultats de l’analyse des requêtes formulées par les participants pour repérer un ensemble d’images ordinaires représentant des objets de la vie quotidienne, en contexte de repérage multilingue. L’examen des termes contenus dans les requêtes des chercheurs d’images révèle les tendances observées sur le plan terminologique, perceptuel et structurel. Les participants emploient généralement des requêtes simples

Effects of Online Visual and Interactive Technological Tool (OVITT) on Early Adolescent Students' Mathematics Performance, Math Anxiety and Attitudes toward Math

Science.gov (United States)

Orabuchi, Nkechi

2013-01-01

This study reported the results of a 3-month quasi-experimental study that determined the effectiveness of an online visual and interactive technological tool on sixth grade students' mathematics performance, math anxiety and attitudes towards math. There were 155 sixth grade students from a middle school in the North Texas area who participated…

The Math Promise: Celebrating at Home and School

Science.gov (United States)

Legnard, Danielle; Austin, Susan

2014-01-01

The Math Promise is a contract that family members make with one another. They commit to spending mathematical time together; getting to know each other's mathematical thinking and understanding; and finding time to play math games, solve problems, and notice mathematics in their daily lives. Whether parents and children are cooking in the…

Review of Math for Life by Jeffrey Bennett

Directory of Open Access Journals (Sweden)

Eric Gaze

2012-07-01

Full Text Available Math for Life: Crucial Ideas You Didn’t Learn in School by Jeffrey Bennett is a general interest mathematics book focused on the topic of innumeracy, the mathematics required to be numerate and why quantitative literacy is important for an educated citizenry. This book raises the very important question of why the mathematics we need to navigate our daily world is given such short shrift in our K-12 math education system. Math for Life is directed at multiple constituencies. For those wishing to develop their quantitative literacy, it provides a primer of the crucial topics, explained with compelling examples in an accessible easy-to-read style. For educators, it provides a valuable synopsis of what the math education curriculum should have at its core. I conclude the review with an analysis of the book’s contributions to these varied domains. In particular, I call into question the algebra-centric high school curriculum and explore possible alternatives to the current myopic focus on calculus in our broken mathematics education system.

‘PhysTrack’: a Matlab based environment for video tracking of kinematics in the physics laboratory

Science.gov (United States)

Umar Hassan, Muhammad; Sabieh Anwar, Muhammad

2017-07-01

In the past two decades, several computer software tools have been developed to investigate the motion of moving bodies in physics laboratories. In this article we report a Matlab based video tracking library, PhysTrack, primarily designed to investigate kinematics. We compare PhysTrack with other commonly available video tracking tools and outline its salient features. The general methodology of the whole video tracking process is described with a step by step explanation of several functionalities. Furthermore, results of some real physics experiments are also provided to demonstrate the working of the automated video tracking, data extraction, data analysis and presentation tools that come with this development environment. We believe that PhysTrack will be valuable for the large community of physics teachers and students already employing Matlab.

Use of a rep-PCR system to predict species in the Aspergillus section Nigri

Science.gov (United States)

The Aspergillus niger aggregate within the A. section Nigri, is a group of black-spored aspergilli which taxonomy has been elusive. REP-PCR has become a rapid and cost-effective method for genotyping fungi and bacteria. In the present study, we evaluated the discriminatory power of a semi-automate...

Insecure attachment is associated with math anxiety in middle childhood

OpenAIRE

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 hy...

Where's the Math?

Science.gov (United States)

Texas Child Care, 2003

2003-01-01

Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9)…

Identification of rep-associated factors in herpes simplex virus type 1-induced adeno-associated virus type 2 replication compartments.

Science.gov (United States)

Nicolas, Armel; Alazard-Dany, Nathalie; Biollay, Coline; Arata, Loredana; Jolinon, Nelly; Kuhn, Lauriane; Ferro, Myriam; Weller, Sandra K; Epstein, Alberto L; Salvetti, Anna; Greco, Anna

2010-09-01

Adeno-associated virus (AAV) is a human parvovirus that replicates only in cells coinfected with a helper virus, such as adenovirus or herpes simplex virus type 1 (HSV-1). We previously showed that nine HSV-1 factors are able to support AAV rep gene expression and genome replication. To elucidate the strategy of AAV replication in the presence of HSV-1, we undertook a proteomic analysis of cellular and HSV-1 factors associated with Rep proteins and thus potentially recruited within AAV replication compartments (AAV RCs). This study resulted in the identification of approximately 60 cellular proteins, among which factors involved in DNA and RNA metabolism represented the largest functional categories. Validation analyses indicated that the cellular DNA replication enzymes RPA, RFC, and PCNA were recruited within HSV-1-induced AAV RCs. Polymerase delta was not identified but subsequently was shown to colocalize with Rep within AAV RCs even in the presence of the HSV-1 polymerase complex. In addition, we found that AAV replication is associated with the recruitment of components of the Mre11/Rad50/Nbs1 complex, Ku70 and -86, and the mismatch repair proteins MSH2, -3, and -6. Finally, several HSV-1 factors were also found to be associated with Rep, including UL12. We demonstrated for the first time that this protein plays a role during AAV replication by enhancing the resolution of AAV replicative forms and AAV particle production. Altogether, these analyses provide the basis to understand how AAV adapts its replication strategy to the nuclear environment induced by the helper virus.

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

Science.gov (United States)

Redish, Edward F.; Kuo, Eric

2015-01-01

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…

Is There a Causal Effect of High School Math on Labor Market Outcomes?

Science.gov (United States)

Joensen, Juanna Schroter; Nielsen, Helena Skyt

2009-01-01

In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear evidence of a causal relationship between math and…

Impact of University Lecturers' Intervention in School MathTeaching

Indian Academy of Sciences (India)

Some schools in the neighbourhood of Sefako MakgathoHealth Sciences University (SMU) in South Africa persistentlyyielded poor mathematics results in the past years. Thiswas of concern since maths is the main subject for manyopportunities, including admissiontoSMUstudy programmes.Some SMU maths lecturers ...

Distributional sources for Newman's holomorphic Coulomb field

International Nuclear Information System (INIS)

Kaiser, Gerald

2004-01-01

Newman (1973 J. Math. Phys. 14 102-3) considered the holomorphic extension E-tilde(z) of the Coulomb field E(x) in R 3 . From an analysis of its multipole expansion, he concluded that the real and imaginary parts E(x+iy)≡Re E-tilde(x+iy), H(x+iy)≡Im E-tilde(x+iy), viewed as functions of x, are the electric and magnetic fields generated by a spinning ring of charge R. This represents the EM part of the Kerr-Newman solution to the Einstein-Maxwell equations (Newman E T and Janis A I 1965 J. Math. Phys. 6 915-7; Newman E T et al 1965 J. Math. Phys. 6 918-9). As already pointed out in Newman and Janis (1965 J. Math. Phys. 6 915-7), this interpretation is somewhat problematic since the fields are double-valued. To make them single-valued, a branch cut must be introduced so that R is replaced by a charged disc D having R as its boundary. In the context of curved spacetime, D becomes a spinning disc of charge and mass representing the singularity of the Kerr-Newman solution. Here we confirm the above interpretation of E and H without resorting to asymptotic expansions, by computing the charge and current densities directly as distributions in R 3 supported in D. This will show that D spins rigidly at the critical rate so that its rim R moves at the speed of light

Math-A-Day A Book of Days for Your Mathematical Year

CERN Document Server

Pappas, Theoni

1999-01-01

Pappas has come up with yet another way to make math part of your life. MATH -A-DAY is not a calendar and not a reference book, but a compendium of mathematical information that will give you your math fix everyday.Each day -kick starts your brain with a problem or puzzle with detailed solutions includedhas a mathematical quote to inspire the other side of your brainfeatures a historical or current math note on a host of mathematica ideashas its date expressed in another number systemStart off your day with it. · Take it to meetings. · Share it with friends.

Comment on “Theoretical analysis of high-field transport in graphene on a substrate” [J. Appl. Phys. 116, 034507 (2014)

International Nuclear Information System (INIS)

Tan, Michael L. P.; Arora, Vijay K.

2014-01-01

In a recent article, Serov et al. [J. Appl. Phys. 116, 034507 (2014)] claim: “This study represents the first time that the high-field behavior in graphene on a substrate was investigated taking into account intrinsic graphene properties,” ignoring the most recent anisotropic distribution function [V. K. Arora et al., J. Appl. Phys. 112, 114330 (2012)] also published in J. Appl. Phys., targeting the same experimental data [V. E. Dorgan et al., Appl. Phys. Lett. 97, 082112 (2010)]. The claim of Serov et al. of being first is refuted and many shortcomings of the hydrodynamic model for a highly quantum and degenerate graphene nanolayer are pointed out

Maths4Stats: Educating teachers

Directory of Open Access Journals (Sweden)

Renette J. Blignaut

2013-02-01

Full Text Available The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape’s team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis.

Utilisation of Rep-PCR to track microbes in aerosols collected adjacent to their source, a saline lake in Victoria, Australia.

Science.gov (United States)

Munday, Chris I; O'Loingsigh, Tadhg; Tapper, Nigel J; De Deckker, Patrick; Allison, Gwen E

2013-04-15

Dust storms are a major source of aerosolized bacteria, especially in the drought conditions experienced in Australia in the decade to 2009. The major aims of this project were to identify the culturable bacteria in environmental samples and to genetically fingerprint all isolates using repetitive element PCR (Rep-PCR) to investigate the possibility of tracking isolates from their source into the atmosphere. Four field trips were conducted to a dry lake in western Victoria, Australia to sample aerosols and sediments. Aerosols were collected at heights up to 150 m using vacuum pumps with filters attached to a tethered helium balloon, while corresponding sediments were collected in sterile polypropylene tubes. Isolates were cultivated on Tryptic Soy Agar, R2 Agar and Marine Agar, and grown in dark conditions at ambient temperature. By sequencing the 16S rRNA gene of 270 isolates, fifteen different bacterial families were identified, with both the aerosols and sediments dominated by the Bacillaceae family. Four sets of Rep-PCR primers were tested, with the ERIC and (GTG)5 primers proving to be the most suitable for fingerprinting the cultured taxa. Rep-PCR revealed very high strain diversity in the samples collected, however some strains were still able to be tracked from sediments up to 150 m in height. This shows the potential of Rep-PCR, however very large reference databases would be required for the technique to be more useful. Copyright © 2013 Elsevier B.V. All rights reserved.

Is there a Causal Effect of High School Math on Labor Market Outcomes?

DEFF Research Database (Denmark)

Joensen, E. Juanna Schröter; Nielsen, Helena Skyt

2009-01-01

In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear...... evidence of a causal relationship between math and earnings for students who are induced to choose math after being exposed to the pilot scheme. The effect partly stems from the fact that these students end up with a higher education....

An absence theorem for static wave maps in the Schwarzschild-AdS spacetime

International Nuclear Information System (INIS)

Xie Naqing

2005-01-01

In this Letter, we obtain an absence theorem for static wave maps defined from the Schwarzschild-anti de Sitter spacetime into any Riemannian manifold. This work extends the results in [Chinese Ann. Math. B 5 (1984) 737, Lett. Math. Phys. 14 (1987) 343

Math Academy: Can You See It in Nature? Explorations in Patterns & Functions. Book 2: 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 students. This booklet contains the "Math Academy--Can You See It in Nature? Explorations in Patterns & Functions," which a teacher can use to…

Preschool acuity of the approximate number system correlates with school math ability.

Science.gov (United States)

Libertus, Melissa E; Feigenson, Lisa; Halberda, Justin

2011-11-01

Previous research shows a correlation between individual differences in people's school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants' ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children's math ability and vocabulary size prior to the onset of formal math instruction. We found that children's ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life. 2011 Blackwell Publishing Ltd.

Classroom Environment, Achievement Goals and Maths Performance: Gender Differences

Science.gov (United States)

Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia

2013-01-01

This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…

Social Capital, Information, and Socioeconomic Disparities in Math Coursework

Science.gov (United States)

Crosnoe, Robert; Schneider, Barbara

2011-01-01

Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers, even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers. PMID:21743762

Reply to 'Comment on 'Almost-periodic time observables for bound quantum systems''

International Nuclear Information System (INIS)

Hall, Michael J W

2009-01-01

In a recent paper (Hall 2008 J. Phys. A: Math. Gen. 41 255301), I made several critical remarks on a 'Hermitian time operator' proposed by Galapon (2002 Proc. R. Soc. A 458 2671). Galapon has correctly pointed out that remarks pertaining to 'denseness' of the commutator domain are wrong (Galapon 2008 J. Phys. A: Math. Theor. 42 018001). However, the other remarks still apply, and it is further noted that a given quantum system can be a member of this domain only at a set of times of total measure zero. (reply)

Business Math without Tears.

Science.gov (United States)

Merchant, Ronald

1980-01-01

Describes a new course at Spokane Falls Community College which builds on and reviews basic business math and electronic calculator skills. Material is self-paced and includes work with metrics. Discusses student evaluation of the course and type of equipment used. (CT)

Determinants of Grades in Maths for Students in Economics

DEFF Research Database (Denmark)

Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the determinants of the elapsed time to pass the exam using survival analysis. Modeling simultaneously maths...