Ethnomathematics in resettled indigenous communities whose language and children were once alienated

The Aboriginal Education Policy for an Australian State (New South Wales Department of Education and Training, 2008) requires partnerships and engagement with the local Aboriginal community. A case study of this policy in action was undertaken in a small rural city in the State.This paper provides an analysis of the strategies by which schools participating in three programs aimed at improving Indigenous education. Through a Stronger Smarter Learning Community, Make It Count and 8-Ways projects, schools have been able to make significant changes in their schools’ ethos. Significantly, public education in this rural city has achieved results that reflect high expectations.Interviews with principals, teachers, Aboriginal students and their community highlighted the increasing interaction between the Aboriginal parents and community and the schools, the increasing warmth and welcome extended both ways, and the impact that these approaches are having on curriculum, teaching and learning. The strategies, small steps, clear goals, respect and flexibility resulted in changes in learning mathematics. The analysis illustrates how the Stronger Smarter, Make it Count and 8-ways approaches facilitated changing teachers’ perceptions, skills, practices and curriculum and resulted in a culturally responsive, place-based mathematics curriculum

The line and the number are not naked in Papua New Guinea

Two key mathematical concepts, the line and the number, are considered in terms of the cultural context of several examples from the many cultures of Papua New Guinea. This paper highlights how the continuous line in a topological sense is significant diverse in cultural practices, which are relatively common in the nation though with cultural variations with each language group. In particular, it looks at the significance of the line in art, string-bag making, and in coverings. Number is also considered with evidence of invented ways and borrowed ideas in which people developed systems for large numbers of objects indicating a strong sense of number. Evidence is given from both Austronesian and Non-Austronesian languages. The implications for using children’s home background in terms of new starting points for education together with new understandings of mathematics in a cultural context in this country are also highlighted

Spatial thinking processes employed by primary school students engaged in mathematical problem solving

This thesis describes changes in the spatial thinking of Year 2 and Year 4 students who participated in a six-week long spatio-mathematical program. The main investigation, which contained quantitative and qualitative components, was designed to answer questions which were identified in a comprehensive review of pertinent literatures dealing with (a) young children\u27s development of spatial concepts and skills, (b) how students solve problems and learn in different types of classrooms, and (c) the special roles of visual imagery, equipment, and classroom discourse in spatial problem solving. The quantitative investigation into the effects of a two-dimensional spatial program used a matched-group experimental design. Parallel forms of a specially developed spatio-mathematical group test were administered on three occasions—before, immediately after, and six to eight weeks after the spatial program. The test contained items requiring spatial thinking about two-dimensional space and other items requiring transfer to thinking about three-dimensional space. The results of the experimental group were compared with those of a ‘control’ group who were involved in number problem-solving activities. The investigation took into account gender and year at school. In addition, the effects of different classroom organisations on spatial thinking were investigated~one group worked mainly individually and the other group in small cooperative groups. The study found that improvements in scores on the delayed posttest of two-dimensional spatial thinking by students who were engaged in the spatial learning experiences were statistically significantly greater than those of the control group when pretest scores were used as covariates. Gender was the only variable to show an effect on the three-dimensional delayed posttest. The study also attempted to explain how improvements in, spatial thinking occurred. The qualitative component of the study involved students in different contexts. Students were video-taped as they worked, and much observational and interview data were obtained and analysed to develop categories which were described and inter-related in a model of children\u27s responsiveness to spatial problem-solving experiences. The model and the details of children\u27s thinking were related to literatures on visual imagery, selective attention, representation, and concept construction

Professional Development: A Case Study of Mrs. G

This dissertation is a case study of one teacher who participated in a project that investigated the effects of the Texas Instruments NavigatorTM, a wireless communication system on student algebra achievement and related pedagogy. The larger study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) based at The Ohio State University (OSU), funded by the U. S. Department of Education, involved approximately 120 self-selected participants across the United States. A partial requirement for participation was agreement to attend professional development provided by the CCMS project. The professional development included a week-long summer institute at OSU prior to implementation of the TI-NavigatorTM, attendance at annual International T3 meetings, participation in the cohort listserve, and semi-annual telephone interviews. During data collection of the CCMS project, many of the participants exhibited an enthusiasm for implementation of the tool and the pedagogy supported by the CCMS project. The subject of this case study, Mrs. G, was among those perceived as high implementers. This longitudinal study attempts to verify alignment of her instruction with the pedagogy promoted in the professional development sessions provided by the project. Transcripts from professional development sessions were compared with Mrs. G’s comments about her perception of her implementation of the project. Transcribed classroom observations were then analyzed using NVivo software to quantify evidence of implementation of the pedagogy with respect to the three constructs of classroom discourse, levels of questioning and formative assessment. The results of the analyses indicated that Mrs. G implemented the pedagogy advocated by the professional development sessions of the CCMS project. According to the literature key elements were in place for successful professional development. The teacher was allowed autonomy and choice in her professional development In Mrs. G’s words, “Professional development must be relevant to my profession and support my goals… student understanding.” Implications are that pre-service programs should instill in prospective teachers the importance of life-long learning and equip them with strategies to seek out professional development opportunities that are relevant to them. In-service teachers should in turn be given autonomy and choice in determining which professional development opportunities will complement their programs

Bringing ethnomathematics to elementary school teachers in Papua New Guinea: a design-based research project

After 40 years of ethnomathematics research in Papua New Guinea and policies encouraging ethnomathematics in schools, it was time to look at professional learning for teachers so they could effectively implement the policies. Within a design-based research methodology, we designed a set of interlinked principles, tried them in several workshops for teachers, and revised the principles to take account of needs based on reflexivity and evaluations. We developed a manual to use in the workshops. We are continuing this research through several different phases, moving from direct delivery of the professional learning to teachers in various provinces and ecologies to delivery to trainers who then teach the teachers in three provinces, and finally by technology delivery. Early evaluation data suggest that the key principles showing the importance of culture, language and mathematical thinking in the teaching of early mathematics are sound. Workshops have been well received as teachers inquire into the mathematics of their own cultures. The need for a stronger understanding of early mathematics learning in general has been identified. The use of video of cultural practice and of young children learning to count and investigate has had a significant impact

Marshall University Music Department Presents a Faculty Recital, Woodwind Quintets

https://mds.marshall.edu/music_perf/1198/thumbnail.jp

Tracking along-arc sediment inputs to the Aleutian arc using thallium isotopes.

Sediment transport from the subducted slab to the mantle wedge is an important process in understanding the chemical and physical conditions of arc magma generation. The Aleutian arc offers an excellent opportunity to study sediment transport processes because the subducted sediment flux varies systematically along strike (Kelemen et al., 2003) and many lavas exhibit unambiguous signatures of sediment addition to the sub-arc mantle (Morris et al., 1990). However, the exact sediment contribution to Aleutian lavas and how these sediments are transported from the slab to the surface are still debated. Thallium (Tl) isotope ratios have great potential to distinguish sediment fluxes in subduction zones because pelagic sediments and low-temperature altered oceanic crust are highly enriched in Tl and display heavy and light Tl isotope compositions, respectively, compared with the upper mantle and continental crust. Here, we investigate the Tl isotope composition of lavas covering almost the entire Aleutian arc a well as sediments outboard of both the eastern (DSDP Sites 178 and 183) and central (ODP Hole 886C) portions of the arc. Sediment Tl isotope compositions change systematically from lighter in the Eastern to heavier in the Central Aleutians reflecting a larger proportion of pelagic sediments when distal from the North American continent. Lavas in the Eastern and Central Aleutians mirror this systematic change to heavier Tl isotope compositions to the west, which shows that the subducted sediment composition is directly translated to the arc east of Kanaga Island. Moreover, quantitative mixing models of Tl and Pb, Sr and Nd isotopes reveal that bulk sediment transfer of ∼0.6–1.0% by weight in the Eastern Aleutians and ∼0.2–0.6% by weight in the Central Aleutians can account for all four isotope systems. Bulk mixing models, however, require that fractionation of trace element ratios like Ce/Pb, Cs/Tl, and Sr/Nd in the Central and Eastern Aleutians occurs after the sediment component was mixed with the mantle wedge. Models of Sr and Nd isotopes that involve sediment melting require either high degrees of sediment melting (>50%), in which case trace element ratios like Ce/Pb, Cs/Tl, and Sr/Nd of Aleutian lavas need to be produced after mixing with the mantle, or significant fluid additions from the underlying oceanic crust with Sr and Nd isotope compositions indistinguishable from the mantle wedge as well as high Sr/Nd ratios similar to that of low (<20%) degree sediment melts. Thallium isotope data from Western Aleutian lavas exhibit compositions slightly lighter than the upper mantle, which implies a negligible sediment flux at this location and probably involvement of low-temperature altered oceanic crust in the generation of these lavas. In general, the lightest Tl isotope compositions are observed for the highest Sr/Y ratios and most unradiogenic Sr and Pb isotope compositions, which is broadly consistent with derivation of these lavas via melting of eclogitized altered oceanic crust

Матеріали інформаційно-методичного забезпечення дисципліни «Кримінальне правозастосування (Проблеми призначення покарань)»

В правовій державі кримінально-правовим засобам регулювання протидії злочинності відводиться ключова роль не тільки в сфері притягнення винних осіб до заслуженої відповідальності, а й у наданні правової допомоги громадя- нам та юридичним особам та забезпеченні їх правової безпеки, захисту прав і свобод потерпілих від злочинів особам, а також для того, щоб попередити в майбутньому можливість вчинення нових злочинів. Під час вивчення курсу «Кримінальне правозастосування (Проблеми при- значення покарань)» студенти отримують теоретичні знання і практичні навич- ки з організації діяльності по реалізації законодавчих приписів щодо криміна- льно-правової політики держави.Навчальна нормативна дисципліна «Кримінальне правозастосування (Проблеми призначення покарань)» передбачає опанування теорії, методології і методики застосування в практиці судів норм кримінального права України. Систематизований виклад положень навчальної дисципліни покликаний сфор- мувати практичні навички застосування норм кримінального права майбутніми юристами у правоохоронній діяльності

Anti-Crusoes, Alternative Crusoes: Revisions of the Island Story in the Twentieth Century

In lieu of an abstract, here are the chapter\u27s first two paragraphs: Everyone thinks they know the plot of Robinson Crusoe. The story of the man who is shipwrecked on an island alone is ubiquitous and feels deeply familiar, even for those who have not read it. Robinson Crusoe has been plagiarized, cannibalized, and serialized almost since the moment it hit the streets of London in 1719. Here is a passage from an Argentinean novel by Victoria Slavuski published in 1993 that captures the sense of familiarity and also the distance twentieth-century readers have in their relationship to Robinson Crusoe: “On days like these we promised each other that at long last we would take the time to read the copy of Robinson (Crusoe) that each household kept alongside the Bible and Twenty-five Ways to Prepare Lobster, written on Juan Fernandez by Amelita Riera. Nobody got past page fifteen of Robinson and almost nobody opened the Bible.”1 Literary critics often treat the multitude of twentieth-century versions of Crusoe as antagonistic to Defoe’s character. They tend to consider contemporary novels or films or poems as entities in competition with Robinson Crusoe’s fictional world. However, these modern renderings are never so neatly drawn. More often than not, writers use these alternative Crusoes to forge lines of affiliation and empathy, between the eighteenth century and our own time as well as between different regions and languages. Argentinean, Caribbean, and African Crusoes are in conversation with one another as much as they are in dialogue with the historic Defoe. Writers around the globe adapt and transform Crusoe and Defoe’s novel to establish a literary web of connection that has come to define our own global moment where fiction travels beyond national and linguistic borders. In this chapter I will move through a few observations on nineteenth-century Crusoes before delving into the twentieth-century map of literary islands crisscrossing the globe

A National Action Plan for Promoting Preconception Health and Health Care in the United States (2012–2014)

Preconception health and health care (PCHHC) has gained increasing popularity as a key prevention strategy for improving outcomes for women and infants, both domestically and internationally. The Action Plan for the National Initiative on Preconception Health and Health Care: A Report of the PCHHC Steering Committee (2012–2014) provides a model that states, communities, public, and private organizations can use to help guide strategic planning for promoting preconception care projects. Since 2005, a national public–private PCHHC initiative has worked to create and implement recommendations on this topic. Leadership and funding from the Centers for Disease Control and Prevention combined with the commitment of maternal and child health leaders across the country brought together key partners from the public and private sector to provide expertise and technical assistance to develop an updated national action plan for the PCHHC Initiative. Key activities for this process included the identification of goals, objectives, strategies, actions, and anticipated timelines for the five work-groups that were established as part of the original PCHHC Initiative. These are further described in the action plan. To assist other groups doing similar work, this article discusses the approach members of the PCHHC Initiative took to convene local, state, and national leaders to enhance the implementation of preconception care nationally through accomplishments, lessons learned, and projections for future directions