Secondary Student Metacognition Compared to Actual Participation in the Classroom

Many times in a conflict there are three different accounts of what happened: person one’s side, person two’s side, and the truth. As often as this saying gets made and joked about, it does reveal truth about how perception and truth don’t always align. With this thought, I want to compare a student’s perceived participation in comparison with actual class participation. In many secondary and collegiate level classrooms, course grades are partially determined on class participation. Because of this, it would seem relevant to consider perceptions with reality so that students can better understand themselves. When a student has a good grasp on his or herself, then he or she is more likely to modify behavior for improvement. As for the actual measuring of data, a survey will be given out after one session of recording, then to also be followed by a second session. During each recording session, the primary principal/co-principal investigator will record how often each student raises their hand, how often each student is called on with and without their hand raised separately by tallies. The students will also turn in their assignment, not for a grade but for a completion of finished, half finished, or not finished as a score. Assignments will be tallied on two different situations: one prior to the survey and one after the survey. After all data has been collected and coded to protect identities, surveys will be compared to before and after survey recordings and then compared through mean, mode and median

Secondary Student Metacognition Compared to Actual Participation in the Classroom

Many times in a conflict, there are three different accounts of what happened: person one\u27s side, person two\u27s side, and the truth. As often as this saying gets made and joked about, it does reveal truth about how perception and truth don\u27t always align. With this thought, I compared students’ perceived participation in a classroom setting in comparison to their actual class participation. Each student will participate in a normal class, while their participation is being measured. They will then take a survey and be re-measured for the same amount of time so that they may be able to more accurately place their perceptions. After all data has been collected, it will be compared to that which was collected the year before in the same manner at a different school. It will be compared through mean, mode, and median

The saturation conjecture (after A. Knutson and T. Tao)

In this exposition we give a simple and complete treatment of A. Knutson and T. Tao's recent proof (http://front.math.ucdavis.edu/math.RT/9807160) of the saturation conjecture, which asserts that the Littlewood-Richardson semigroup is saturated. The main tool is Knutson and Tao's hive model for Berenstein-Zelevinsky polytopes. In an appendix of W. Fulton it is shown that the hive model is equivalent to the original Littlewood-Richardson rule.Comment: Latex document, 12 pages, 24 figure