Supporting students with learning disabilities to explore linear relationships using online learning objects

The study of linear relationships is foundational for mathematics teaching and learning. However, students’ abilities connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students’ understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons

Evaluation of the Hamilton City Council plants for Gullies programme

This evaluation found that the Hamilton City Council Plants for Gullies programme is successfully facilitating the restoration and enhancement of Hamilton City gullies by private gully owners. The mean number of native species in surveyed gullies was 2.1 in non-restored sites and 18.4 in restored sites. While the mean number of invasive species was 4.1 in non-restored sites to 2.6 in restored sites. This quantitative measure is a valuable indication of the ecosystem gains for Hamilton City. Hamilton gully owners are very satisfied with the Plants for Gullies programme; the mean satisfaction rating was 8.9 out of 10. These residents dedicate significant time and energy to restoring their gully sections; the mean time contribution of survey participants was 10.3 hours per month. Gully owners were found to be utilising knowledge acquired through participation in the programme to add valuable diversity to their gully ecosystems. This was repeatedly demonstrated by programme participants not only reintroducing the native plants supplied by the programme but also adding large quantities of privately-sourced plants. This investigation found that the Plants for Gullies and Gully Restoration programmes are effective in communicating key ecological restoration concepts. This was reflected by gully owner prioritisation of eco-sourcing, biodiversity and weed control as considerations in their restoration projects. The Gully Restoration Guide was found to be the most valuable component of the programme’s educational tools. However, it is recommended that this resource is updated to support the many gully owners who require information for advanced stages of ecological restoration. In summary, the Plants for Gullies programme is successfully delivering gully restoration assistance and advice to gully owners, which is resulting in significant improvements to Hamilton City’s gully systems. The programme is valued by all who are involved and could be recommended to other New Zealand cities as an effective model for environmental restoration and community engagement

Assessing the Effects of Collaborative Professional Learning: Efficacy Shifts in a Three-Year Mathematics Study

Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for teaching, and student mathematical thinking. The program, which was refined annually based on research report recommendations, was found to increase teacher efficacy, student achievement and positive student beliefs.Les chercheurs ont étudié les résultats d’une enquête collaborative professionnelle en mathématiques portant sur l’efficacité des enseignants et l’apprentissage professionnel du personnel enseignant au Canada. La recherche s’est déroulée sur trois ans, a reposé sur une approche de méthodes mixtes, et a impliqué plus de 200 enseignants, 1 000 étudiants et des sites d’études de cas en anglais et en français. Le programme d’apprentissage professionnel par investigation vise la collaboration entre enseignants, les connaissances de l’enseignement des mathématiques et le raisonnement mathématique chez les élèves. Ce programme a été affiné à chaque année en fonction des recommandations découlant du rapport de recherche. On a trouvé qu’il augmentait l’efficacité des enseignants et améliorait les croyances et le rendement des élèves

Apoyo a estudiantes con problemas de aprendizaje para explorar relaciones lineales mediante el uso de objetos de aprendizaje en línea

The study of linear relationships is foundational for mathematics teaching and learning. However, students’ abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students’ understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons.El estudio de las relaciones lineales es fundamental en la enseñanza y el aprendizaje de las matemáticas. Sin embargo, las habilidades de los estudiantes para conectar distintas representaciones de las relaciones lineales han demostrado ser un reto. Ante esto, hemos diseñado una secuencia de enseñanza basada en ordenadores para fomentar en los estudiantes la comprensión de las conexiones entre estas representaciones.Presentamos las potencialidades de este tipo de representación dinámica para estudiantes con dificultades de aprendizaje, destacando cuatro resultados identificados por maestros al implementar las lecciones en línea

Small Satellite Reliability Initiative (SSRI) Knowledge Base Tool: Use Case Review and Future Functionality and Content Direction

The Small Satellite Reliability Initiative (SSRI) Knowledge Base is a comprehensive and searchable online tool that consolidates and organizes resources, best practices, and lessons learned from previous small satellite missions sponsored by NASA, other government agencies, and academia. This free, publicly available tool is available to the entire SmallSat Community. The SSRI Knowledge Base provides vetted, high-quality sources of information on elements that are key to successful small satellite missions. These resources include SSRI working group generated documents and presentations in addition to existing guides, publications, standards, software tools, websites, and books. The Knowledge Base is fully searchable, offers downloadable content when possible, and otherwise links to or references content directly from within the tool. This presentation and paper will discuss the motivation for the SSRI Knowledge Base, review educational use cases, and outline plans for further development. The SSRI is a collaborative activity with broad participation from civil, U.S. Department of Defense, and both national and international commercial space systems providers and stakeholders. NASA’s Small Spacecraft Systems Virtual Institute (S3VI) funds the SSRI Knowledge Base. The S3VI is jointly sponsored by NASA’s Space Technology Mission Directorate and Science Mission Directorate

A Synthetic Gene Drive System for Local, Reversible Modification and Suppression of Insect Populations

Replacement of wild insect populations with genetically modified individuals unable to transmit disease provides a self-perpetuating method of disease prevention but requires a gene drive mechanism to spread these traits to high frequency. Drive mechanisms requiring that transgenes exceed a threshold frequency in order to spread are attractive because they bring about local but not global replacement, and transgenes can be eliminated through dilution of the population with wild-type individuals and 6]. These features are likely to be important in many social and regulatory contexts. Here we describe the first creation of a synthetic threshold-dependent gene drive system, designated maternal-effect lethal underdominance (UD^(MEL)), in which two maternally expressed toxins, located on separate chromosomes, are each linked with a zygotic antidote able to rescue maternal-effect lethality of the other toxin. We demonstrate threshold-dependent replacement in single- and two-locus configurations in Drosophila. Models suggest that transgene spread can often be limited to local environments. They also show that in a population in which single-locus UDMEL has been carried out, repeated release of wild-type males can result in population suppression, a novel method of genetic population manipulation