The Influence of Socio-Cultural Practices on Mathematical Cognition

Defining the constructs of cognition and culture as entirely independent of one another, one located in the individual and the other in the environment, is naïve. To understand educational activities, we must study them as they are imbedded in culture. Mathematics learning is no exception and it is also influenced by socio–cultural factors. In this paper, I hold onto this socio–cultural view of cognition and strive to understand the interplay between social, cultural, and historical elements and their attachment to cognitive development processes of mathematical understanding by examining several empirical studies. In the conclusion, I challenge the notion that fixed mathematical knowledge is contained in a pre–structured environment independent of individual and collective human activity. Then, I demonstrate some important characteristics that can be drawn from informal settings and applied to formal learning situations

Mathematics Performance and Principal Effectiveness: A Case Study of Some Coastal Primary Schools in Sri Lanka

This mixed method research study is situated in the school effectiveness research paradigm to examine the correlation between the effectiveness of urban, primary school principals and their students’ performance in mathematics. Nine, urban, primary schools from Negombo, a coastal fishing area in Sri Lanka, were selected; their student achievements in mathematics were documented in a longitudinal study from 1998 to 2002. At the end of 2002, principals in these schools were interviewed to obtain evidence of their effectiveness in six areas: (a) school vision, (b) decision-making process, (c) curriculum process, (d) staff development, (e) community relations, and (f) managing changes and challenges. The results indicate a measurable correlation between school performance and principal effectiveness. However, these results should be cautiously interpreted since there are other contextual factors that affect the functioning of these schools. The results also illustrate some challenges faced by principals in their day-to-day activities in coastal, primary schools in Sri Lanka.Cette recherche à méthodes mixtes se situe dans le paradigme de recherche sur l'efficacité scolaire pour examiner la corrélation entre l'efficacité des directeurs d'écoles primaires en milieu urbain et le rendement de leurs élèves en mathématiques. On a choisi neuf écoles primaires en milieu urbain à Negombo, une région du Sri Lanka où se pratique la pêche côtière et où le rendement des élèves en mathématiques avait été documenté dans une étude longitudinale de 1998 à 2002. À la fin 2002, on a passé en entrevue les directeurs de ces écoles pour obtenir des données sur leur efficacité dans six domaines: (a) la vision de l'école, (b) le processus décisionnel, (c) le processus impliquant le programme d'études, (d) le perfectionnement du personnel, (e) les relations avec la communauté et (f) la gestion des changements et des défis. Les résultats indiquent qu'il existe une corrélation mesurable entre le rendement scolaire et l'efficacité du directeur. Toutefois, il faudrait interpréter les résultats avec prudence compte tenu des autres facteurs contextuels qui affectent le fonctionnement de ces écoles. Les résultats illustrent également quelques uns des défis auxquels font face les directeurs au cours de leurs activités quotidiennes dans les écoles primaires de la côte du Sri Lanka

Where Do New Materials Come From? Neither the Stork nor the Birds and the Bees! In Search of the Next “First Material”

Materials discovery and optimization has driven the rapid technological advancements that have been observed in our lifetimes. For this advancement to continue, solid-state chemists must continue to develop new materials. Where do these new materials come from? In this review, we discuss the approaches used by the zur Loye group to discover the next “First Material”, a new material exhibiting a desired or not previously observed property that can be optimized for use in the technologies of tomorrow. Specifically, we discuss several crystal growth techniques that we have used with great success to synthesize new materials: the flux growth method, the hydroflux method, and the mild-hydrothermal method

The impact of capital markets on economic growth of Sri Lanka

Capital markets plays an important role and influence over the prosperity, development and economic growth of both developed and emerging economies. The purpose of this study was to determine the impact of capital markets on economic growth of Sri Lanka. To achieve the set objectives, the study employed a quantitative research methodology using six stock market performance indicators and one economic growth measure. A longitudinal study was conducted adopting a case study approach, for a period of two decades (1998 – 2019) distinguishing Sri Lanka’s war and post-war eras. The data was analysed using Correlation Analysis and Multiple Regression. The main results showed equity market turnover, market capitalization, share turnover to market capitalization ratio and dividend yield had a positive relationship with gross domestic product while All Share Price Index and debt market turnover had no relationship with gross domestic product. The study indicates overall market is essential, high liquidity stocks, efficient stock market performance and debt trading liquidity are important for the economic development of Sri Lanka. The value of businesses and stock market size determines the economic growth of the country. The Sri Lankan government needs to maintain a peaceful, conducive environment for investors, ensure secure functionality of capital markets that will help implement socio-economic policies to promote better living standards in the country. The study contributes to the existing empirical literature on capital markets and economic growth, especially with reference to Asian markets, and Sri Lankan stock market formerly ranked as one of the best performing stock markets in the world

Secondary School Students’ Misconceptions in Algebra

This study investigated secondary school students’ errors and misconceptions in algebra with a view to expose the nature and origin of those errors and to make suggestions for classroom teaching. The study used a mixed method research design. An algebra test which was pilot-tested for its validity and reliability was given to a sample of grade 11 students in an urban secondary school in Ontario. The test contained questions from four main areas of algebra: variables, algebraic expressions, equations, and word problems. A rubric containing the observed errors was prepared for each conceptual area. Two weeks after the test, six students were interviewed to identify their misconceptions and their reasoning. In the interview process, students were asked to explain their thinking while they were doing the same problems again. Some prompting questions were asked to facilitate this process and to clarify more about students’ claims. The results indicated a number of error categories under each area. Some errors emanated from misconceptions. Under variables, the main reason for misconceptions was the lack of understanding of the basic concept of the variable in different contexts. The abstract structure of algebraic expressions posed many problems to students such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered solving equations correctly. The main difficulty in word problems was translating them from natural language to algebraic language. Students used guessing or trial and error methods extensively in solving word problems. Some other difficulties for students which are non-algebraic in nature were also found in this study. Some of these features were: unstable conceptual models, haphazard reasoning, lack of arithmetic skills, lack or non-use of metacognitive skills, and test anxiety. Having the correct conceptual (why), procedural (how), declarative (what), and conditional knowledge (when) based on the stage of the problem solving process will allow students to avoid many errors and misconceptions. Conducting individual interviews in classroom situations is important not only to identify errors and misconceptions but also to recognize individual differences.Ph

Grade 11 students’ interconnected use of conceptual knowledge, procedural skills, and strategic competence in algebra : a mixed method study of error analysis

The purpose of this mixed‐method study was to investigate grade 11 university/college stream mathematics students’ difficulties in applying conceptual knowledge, procedural skills, strategic competence, and algebraic thinking in solving routine (instructional) algebraic problems. A standardized algebra test was administered to thirty randomly selected grade 11 students in an urban school in Ontario, Canada. Ten students were later interviewed. In this paper, we discuss the solutions and interviews of five students. The results showed that the majority of university/college stream mathematics students were in the transition stage from arithmetic to algebra. Another prominent feature of these students’ problem solving process was their overuse of procedures without being able to critically evaluate whether these procedures would work or not. They also demonstrated lack of relational, application, and structural abilities when solving instructional problems. We emphasize that, in order to be successful, all components of problem solving (procedural work, local focus, strategic skills, and algebraic reasoning) should work together in a coherent manner, as the main learning challenge in problem solving remains keeping cohesion between its multiple interconnected components. Therefore, it is necessary that to show them the arithmetic‐algebraic connection in problem solving and to facilitate them to systematically check their answers in the context of a general strategy

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new definitions for computer science culture but to see how male and female students see themselves involved in computer science practices, how they see computer science as a successful career, and what they like and dislike about current computer science practices. The study took place in a mid-sized university inOntario. Sixteen students and two instructors were interviewed to get their views. We found that male and female views are different on computer use, programming, and the pattern of student interactions. Female and male students did not have any major issues in using computers. In computing programming, female students were not so involved in computing activities whereas male students were heavily involved. As for the opinions about successful computer science professionals, both female and male students emphasized hard working, detailed oriented approaches, and enjoying playing with computers. The myth of the geek as a typical profile of successful computer science students was not found to be true

The effects of teacher collaboration in Grade 9 Applied Mathematics

The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the details of a Collaborative Teacher Inquiry Project which was aimed at increasing the quality of learning of Grade 9 Applied Mathematics, while at the same time, improving professional development opportunities for the teachers. A total of 11 schools participated in this project which spanned over three semesters. Participants included teachers, department heads, curriculum leaders, and administrators. Each school created an implementation team of administrators and teachers to implement collaborative strategies and improve teaching and learning in Grade 9 Applied Mathematics. The main benefit to the participants was that they were able to increase their knowledge and skills through collaboration in six interconnected areas: (a) achieving the goals, (b) student success, (c) professional development, (d) co-planning and co-teaching opportunities, (e) increased communication, and (f) improved technological skills. Bringing in different partners to achieve a common goal was the most challenging aspect of the project

Teachers’ views of the challenges of teaching grade 9 applied mathematics in Toronto schools

Mathematics teachers, mathematics department heads, curriculum leaders, and administrators from 11 schools in four school boards from Toronto, Ontario, Canada, participated in a project to improve the teaching and learning in grade 9 mathematics classrooms. In each of these schools, an implementation team was created, so that at least three teachers from every school could collaborate, in order to improve learning outcomes of their students. This article reports on the challenges identified by teachers when they taught grade 9 applied mathematics. Teachers’ views of challenges fell into five main layers: (a) teacher professional development and pedagogical skills, (b) student learning needs, (c) settlement issues and families’ social and economic background, (d) administrative difficulties and resources, and (e) curricular issues. These challenges were complex and interconnected, demanding special remedial efforts by the administration and teachers. By reflecting on the challenges and practices, these teachers made a long-term strategy to engage in professional development activities to better understand their students’ learning needs and to improve their achievement in provincial tests

Model Tropical Legume Trees for Reversing Soil Degradation as a Solution for Increasing Rural Farmers Income by GIS Analysis: A Case Study - Meegahakivul, Sri Lanka

Poverty in rural areas of developing countries is one of the major global issues. Economic growth in rural areas of Sri Lanka has been significantly lower than in the urban areas, especially around Colombo and principally excluded the agricultural sector. Aconsiderable proportion of rural livelihoods still depend mainly on agriculture, facing soil degradation and erosion. An important contribution towards a sustainable development of rural areas in Sri Lanka is thus to improve soil quality to enable sustainable agricultural development. Meegahakivula is one of such area has been selected to investigate and is highly undulated. The area is investigated in an interdisciplinary approach by three partners such as agronomy, socioeconomic and Photogrammetry, Remote Sensing and Geographic Information System (GIS). The incorporation of Gliricidia sepium leaves as green manure is believed to improve soil quality by rising both soil nitrogen and organic matter content. The by-products of the trees contribute to an improved income. The socioeconomic component deals with the potential enhancement of income and its importance within the farming systems. Incorporation of Gliricidia sepium in lands with different slopes categories will be analyzed by use of image processing in photogrammetric techniques including the integration of spatial data with agronomic and socioeconomic data in GIS.ISSN:1682-1750ISSN:2194-9034ISSN:1682-177