Maintaining Rich Dialogic Interactions in the Transition to Synchronous Online Learning

A central premise across a variety of educational research and policy documents is that students learn with greater understanding in classrooms where they engage in exploring, reasoning, and communicating about their thinking (Hiebert and Wearne, 1993; National Council of Teachers of English, 2016; National Council of Teachers of Mathematics, 2000). With the recent emergency transition to remote online instruction in higher education, opportunities for rich synchronous learning have been diminished in many courses. Most instructors have had to adapt rapidly from in-person classroom settings to online environments without sufficient time and training. Accordingly, college students have shared concerns about the lack of opportunities to interact with others. We offer a design case (Boling, 2010), based on the recent experiences of the first author, capturing an approach to making the transition from in-person to remote learning while maintaining a course’s synchronous, dialogic nature. We describe principles of instructional design and implementation that became salient in this case, grounding our account in evidence from student voices and perspectives. We investigate how these principles might make a shift to synchronous online instruction manageable for instructors

Group Presentations as a Site for Collective Modeling Activity

We approach student presentations of solutions to modeling tasks as occasions for whole-class reflection on the rich conceptual work that small-group teams have done in parallel. Analyzing and interpreting these interactions can offer insights into how a classroom group negotiates a shared sense of what they have learned and what they collectively view as “newsworthy” across groups from their recent (and ongoing) model-building. We describe analytical tools to interpret a classroom’s work during presentations, and we illustrate their use in a single case. This work offers a foothold for design-based research to harness presentations to improve learning, drive instructional decisions, and illuminate modeling processes at both individual and group levels

A Models and Modeling Approach to Risk and Uncertainty

In this article we describe potential contributions of a Models and Modeling Perspective to research focused on learners’ developing conceptions about uncertainty and variation. In particular, we show how a particular class of realistic problem-solving tasks can illuminate how learners develop models to identify, describe, and predict emergent patterns of regularity in the behavior of various types of systems and in the data these systems generate. We begin by situating current design work in this area within a larger project to investigate idea development in the domain of data modeling over extended (course-length) periods. We give design principles and examples for key components in our research framework, and we provide illustrative examples of these components and their interactions around the themes of distance and measurement that arise centrally in our materials. Next, we show how our approach can support advances in research on risk perception and on the development of ideas around risk assessment and management. Specifically, we identify three key facets of our approach and materials that make them good candidates for contributing to risk-oriented design research in education. Within each of these facets, we suggest research questions that could be addressed, and we provide examples and conjectures based on prior and ongoing work. In particular, we return to the ideas of distance explored in our examples and show connections with important questions in research on learners’ perception and reasoning about risk

Clockface polygons and the collective joy of making mathematics together

The social and embodied nature at the heart of all knowing, doing, and learning contrasts with the images that pervade our cultural imagination of mathematical work as a solitary, cognitive activity. This article describes a playful experiment by the author group to do collective mathematics, in an extended effort to construct alternative images, instincts, and practices for ourselves. We present a pair of episodes of mathematical exploration that come from our work together and that we have seen as an early success, intimating features of a stabilized collective mathematics that we hope to continue pursuing. Coming from a single investigation of our group, these episodes offer narrative accounts of the parallel inquiries of subgroups, working to define and characterize a mathematical space we had collectively identified, and then to formulate and investigate conjectures about that space. The narratives are followed by a discussion of themes within and across them and reflections on their significance as a step toward self-organized collective mathematics

Uses of Technology in Upper Secondary Mathematics Education

Mathematics Education; Educational Technology; Teaching and Teacher Educatio

Survival outcome according to KRAS mutation status in newly diagnosed patients with stage IV non-small cell lung cancer treated with platinum doublet chemotherapy

INTRODUCTION: Mutations (MT) of the KRAS gene are the most common mutation in non-small cell lung cancer (NSCLC), seen in about 20-25% of all adenocarcinomas. Effect of KRAS MT on response to cytotoxic chemotherapy is unclear. METHODS: We undertook a single-institution retrospective analysis of 93 consecutive patients with stage IV NSCLC adenocarcinoma with known KRAS and EGFR MT status to determine the association of KRAS MT with survival. All patients were treated between January 1, 2008 and December 31, 2011 with standard platinum based chemotherapy at the University of Pennsylvania. Overall and progression free survival were analyzed using Kaplan-Meier and Cox proportional hazard methods. RESULTS: All patients in this series received platinum doublet chemotherapy, and 42 (45%) received bevacizumab. Overall survival and progression free survival for patients with KRAS MT was no worse than for patients with wild type KRAS. Median overall survival for patients with KRAS MT was 19 months (mo) vs. 15.6 mo for KRAS WT, p = 0.34, and progression-free survival was 6.2 mo in patients with KRAS MT vs. 7mo in patients with KRAS WT, p = 0.51. In multivariable analysis including age, race, gender, and ECOG PS, KRAS MT was not associated with overall survival (HR 1.12, 95% CI 0.58-2.16, p = 0.74) or progression free survival (HR 0.80, 95% CI 0.48-1.34, p = 41). Of note, receipt of bevacizumab was associated with improved overall survival only in KRAS WT patients (HR 0.34, p = 0.01). CONCLUSIONS: KRAS MT are not associated with inferior progression-free and overall survival in advanced NSCLC patients treated with standard first-line platinum-based chemotherapy

Isotopic and chemical assessment of the dynamics of methane sources and microbial cycling during early development of an oil sands pit lake

Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).NSERC (CRDPJ 488301-15) and COSIA; FONDECYT, Grant 11191138 (ANID Chile); COPAS COASTAL ANID, FB210021Peer ReviewedWater-capped tailings technology (WCTT) is a key component of the reclamation strategies in the Athabasca oil sands region (AOSR) of northeastern Alberta, Canada. The release of microbial methane from tailings emplaced within oil sands pit lakes, and its subsequent microbial oxidation, could inhibit the development of persistent oxygen concentrations within the water column, which are critical to the success of this reclamation approach. Here, we describe the results of a four-year (2015–2018) chemical and isotopic (δ13C) investigation into the dynamics of microbial methane cycling within Base Mine Lake (BML), the first full-scale pit lake commissioned in the AOSR. Overall, the water-column methane concentrations decreased over the course of the study, though this was dynamic both seasonally and annually. Phospholipid fatty acid (PLFA) distributions and δ13C demonstrated that dissolved methane, primarily input via fluid fine tailings (FFT) porewater advection, was oxidized by the water column microbial community at all sampling times. Modeling and under-ice observations indicated that the dissolution of methane from bubbles during ebullition, or when trapped beneath ice, was also an important source of dissolved methane. The addition of alum to BML in the fall of 2016 impacted the microbial cycling in BML, leading to decreased methane oxidation rates, the short-term dominance of a phototrophic community, and longer-term shifts in the microbial community metabolism. Overall, our results highlight a need to understand the dynamic nature of these microbial communities and the impact of perturbations on the associated biogeochemical cycling within oil sands pit lakes

Synthesis of fused indoline-cyclobutanone derivatives via an intramolecular [2+2] cycloaddition

We thank the EPSRC Centre for Doctoral Training in Critical Resource Catalysis (CRITICAT, grant code EP/L016419/1, R.M.N.) for funding. We thank the European Research Council under the European Union’s Seventh Framework Programme (FP7/2007–2013) ERC grant agreement no. 279850 (A.D.S.). A.D.S. thanks the Royal Society for a Wolfson Research Merit Award. We also thank the EPSRC UK National Mass Spectrometry Service at Swansea. The research data supporting this publication can be accessed at https://doi.org/10.17630/00aff760-0732-438f-a9d1-30c7cf3a87a0A serendipitously-discovered process for the synthesis of heterocyclic products containing a novel fused indoline-cyclobutanone ring system is reported. This process is believed to take place through in situ generation of a ketene intermediate, followed by intramolecular [2+2] cycloaddition with a pendant enamide. The formation of a ketene intermediate in this process is significant as the reaction conditions employed are analogous to those commonly used in tertiary amine Lewis base catalysis, where the potential intermediacy of ketenes is an important consideration that is often overlooked.PostprintPeer reviewe

Eleven Show Card

Show card for Eleven. May 6 - August 20, 2006.https://digitalcommons.udallas.edu/eleven_05-06/1000/thumbnail.jp

TOI-561 b: A Low Density Ultra-Short Period "Rocky" Planet around a Metal-Poor Star

TOI-561 is a galactic thick disk star hosting an ultra-short period (0.45 day orbit) planet with a radius of 1.37 R$_{\oplus}$, making it one of the most metal-poor ([Fe/H] = -0.41) and oldest ($\sim$10 Gyr) sites where an Earth-sized planet has been found. We present new simultaneous radial velocity measurements (RVs) from Gemini-N/MAROON-X and Keck/HIRES, which we combined with literature RVs to derive a mass of M$_{b}$=2.24 $\pm$ 0.20 M$_{\oplus}$. We also used two new Sectors of TESS photometry to improve the radius determination, finding R$_{b}$=$1.37 \pm 0.04 R_\oplus$, and confirming that TOI-561 b is one of the lowest-density super-Earths measured to date ($\rho_b$= 4.8 $\pm$ 0.5 g/cm$^{3}$). This density is consistent with an iron-poor rocky composition reflective of the host star's iron and rock-building element abundances; however, it is also consistent with a low-density planet with a volatile envelope. The equilibrium temperature of the planet ($\sim$2300 K) suggests that this envelope would likely be composed of high mean molecular weight species, such as water vapor, carbon dioxide, or silicate vapor, and is likely not primordial. We also demonstrate that the composition determination is sensitive to the choice of stellar parameters, and that further measurements are needed to determine if TOI-561 b is a bare rocky planet, a rocky planet with an optically thin atmosphere, or a rare example of a non-primordial envelope on a planet with a radius smaller than 1.5 R$_{\oplus}$.Comment: Accepted to AJ on 11/28/202