Research on the motivation of retarded students

Teachers of the retarded universally lament that their students bring to academic tasks a low incentive to succeed. Can it be substantiated that the retarded students possess less self motivation than normal students: Does research reveal any consistent pattern of response by retarded students to motivational engendering efforts? The goal of this paper was to examine the significant research designed to delve into these problems

Maximizing the Area of a Sector With Fixed Perimeter

Historically, many maxima and minima were found long before Newton and Leibniz developed calculus. Ivan Niven's (1981) classic Maxima and Minima Without Calculus provides a systematic and thorough account of solving extreme-value problems using elementary algebra, geometry, and trigonometry. Niven devotes a chapter to isoperimetric problems: problems that ask "for the region of largest area in a given class of regions ... of a specified perimeter" (p. 77). We use technology as a tool to solve the isoperimetric problem for the sector of a circle—an investigation inspired by a project in Farrell and Boyd (2007)

Shape Affects the Sound of a Drum: Modeling Area and Perimeter

The sound of a drum is based on the wave equation from physics. The surface area of the drumhead and its fixed perimeter are key parameters. This paper uses area and perimeter to model and answer the question, Can a rectangular and a circular drum make the same sound

Advocacy Corner: From Gatekeeper to Gateway---The Role of Quantitative Reasoning

We present Quantitative Reasoning (QR) as a pathway to smooth students’ mathematical transition from high school to higher education. We explain what QR is, why it is important, and for whom it is most appropriate. A current leader in the QR movement, Ohio has flourishing secondary and postsecondary QR courses, which we describe

Direct healthcare costs of hip, vertebral, and non-hip, non-vertebral fractures.

Limited data exist regarding the cost of non-hip, non-vertebral (NHNV) fractures. Although NHNV fractures may be less expensive than hip and vertebral fractures, they have a higher incidence rate. The objective of this study was to quantify first-year healthcare costs of hip, vertebral, and NHNV fractures. This was a claims-based retrospective analysis using a case-control design among patients with commercial insurance and Medicare employer-based supplemental coverage. Patients were \u3e or =50 years old with a closed hip, vertebral, or NHNV fracture between 7/1/2001 and 12/31/2004, and continuous enrollment 6 months prior to and 12 months after the index fracture. Adjusted mean first-year healthcare costs associated with these fractures were determined. Six cohorts were identified. Patients 50-64 years: NHNV (n=27,424), vertebral (n=3386) and hip (n=2423); patients \u3e or =65 years: NHNV (n=40,960), vertebral (n=11,751) and hip (n=21,504). The ratio of NHNV to hip fractures was 11:1 in the 50-64 cohort and 2:1 in the \u3e or =65 cohort. Adjusted mean first-year costs associated with hip, vertebral, and NHNV fractures were $26,545,$14,977, and $9183 for the 50-64 age cohort, and$15,196, $6701, and$6106 for patients \u3e or =65 years. After taking prevalence rate into account, the proportion of the total fracture costs accounted for by NHNV, hip, and vertebral fractures were 66%, 21% and 13% for the 50-64 age cohort, and 36%, 52% and 12% for the \u3e or =65 age cohort. Limitations included the exclusion of the uninsured and those covered by Medicaid or military-based insurance programs. The results of this study demonstrate that osteoporotic fractures are associated with significant costs. Although NHNV fractures have a lower per-patient cost than hip or vertebral fractures, their total first-year cost is greater for those 50-64 because of their higher prevalence

Single-kernel ionomic profiles are highly heritable indicators of genetic and environmental influences on elemental accumulation in maize grain (Zea mays)

Peer reviewedPublisher PD

Where to Place a Post? Engaging Students in the Mathematical Modeling Process

In this article, we explain how to involve students in the mathematical modeling process. We discuss the modeling framework from the Common Core State Standards for Mathematics. In particular, we share findings from a post-placing activity that engaged high school students in the modeling process