Addressing Conflicting Reviewer Feedback

Addressing conflicting reviewer feedback is a common issue that all scholars face. In this Mentoring Corner, authors provide an example of manuscript feedback, including conflicting feedback, to describe a procedure for processing and organizing reviewer feedback. They describe how this process can be used to distill and address reviewer feedback in a way that may help new scholars progress manuscripts further in the publication process

Preservice Teachers’ Algebraic Reasoning and Symbol Use on a Multistep Fraction Word Problem

Previous research on preservice teachers’ understanding of fractions and algebra has focused on one or the other. To extend this research, we examined 85 undergraduate elementary education majors and middle school mathematics education majors’ solutions and solution paths (i.e., the ways or methods in which preservice teachers solve word problems) when combining fractions with algebra on a multistep word problem. In this article, we identify and describe common strategy clusters and approaches present in the preservice teachers’ written work. Our results indicate that preservice teachers’ understanding of algebra include arithmetic methods, proportions, and is related to their understanding of a whole

Integrating Knowledge for Instruction: A Tale of Two Teachers

Teacher knowledge is a critical factor that influences pedagogical decisions. If we want teachers to make appropriate choices in the classroom we must know and understand the types of knowledge used during this decision-making process. To this end, we sought to understand how, and the extent to which, two 5th grade teachers drew upon and integrated their knowledge of mathematics, learners, and pedagogy while teaching. Stimulated recall interviews were analyzed to uncover the types of knowledge and interactions that occurred. Both teachers primarily used their knowledge of learners and pedagogy, with the knowledge of mathematics playing a supportive role. In addition, the teachers integrated their knowledge in one of two ways: a) one knowledge type was used to justify or explain a statement about a second knowledge type and b) a discussion of one knowledge type lead to an implication or reflection about a second knowledge type. These interactions allowed the teachers to use and build their connected knowledge. Understanding how teachers integrate and use their knowledge has implications for the structure of teacher professional development

Preservice teachers’ pictorial strategies for a multistep multiplicative fraction problem

Previous research has documented that preservice teachers (PSTs) struggle with under- standing fraction concepts and operations, and misconceptions often stem from their understanding of the referent whole. This study expands research on PSTs’ understanding of wholes by investigating pictorial strategies that 85 PSTs constructed for a multistep fraction task in a multiplicative context. The results show that many PSTs were able to construct valid pictorial strategies, and the strategies were widely diverse with respect to how they made sense of an unknown referent whole of a fraction in multiple steps, how they represented the wholes in their drawings, in which order they did multiple steps, and which type of model they used (area or set). Based on their wide range of pictorial strategies, we discuss potential benefits of PSTs’ construction of their own representations for a word problem in developing problem solving skills

Relationship of salt marsh vegetation zonation to spatial patterns in soil moisture, salinity and topography

An intertidal San Francisco Bay salt marsh was used to study the spatial relationships between vegetation patterns and hydrologic and edaphic variables. Multiple abiotic variables were represented by six metrics: elevation, distance to major tidal channels and to the nearest channel of any size, edaphic conditions during dry and wet circumstances, and the magnitude of tidally induced changes in soil saturation and salinity. A new approach, quantitative differential electromagnetic induction (Q-DEMI), was developed to obtain the last metric. The approach converts the difference in soil electrical conductivity (ECa) between dry and wet conditions to quantitative maps of tidally induced changes in root zone soil water content and salinity. The result is a spatially exhaustive map of edaphic changes throughout the mapped area of the ecosystem. Spatially distributed data on the six metrics were used to explore two hypotheses: (1) multiple abiotic variables relevant to vegetation zonation each exhibit different, uncorrelated, spatial patterns throughout an intertidal salt marsh; (2) vegetation zones and habitats of individual plant species are uniquely characterized by different combinations of key metrics. The first hypothesis was supported by observed, uncorrelated spatial variability in the metrics. The second hypothesis was supported by binary logistic regression models that identified key vegetation zone and species habitat characteristics from among the six metrics. Based on results from 108 models, the Q-DEMI map of saturation and salinity change was the most useful metric of those tested for distinguishing different vegetation zones and plant species habitats in the salt marsh