Graphics calculator use in examinations: accident or design?

As graphics calculators become more available, interest will focus on how to incorporate them appropriately into curriculum structures, and particularly into examinations. We describe and exemplify a typology of use of graphics calculators in mathematics examinations, from the perspective of people designing examinations, together with some principles for the awarding of partial credit to student responses. This typology can be used to help design examinations in which students are permitted to use graphics calculators as well as to interrogate existing examination practice

Understanding what you are doing: A new angle on CAS?

Powerful Computer Algebra Systems (CAS) are often used only with reluctance in early undergraduate mathematics teaching, partly because of concerns that they may not encourage students to understand what they are doing. In this exploratory study, a version of a CAS that has been designed for secondary school students was used, with a view to considering the value of this sort of student learning support for first year undergraduate students enrolled in degree programs other than mathematics. Workshops were designed to help students understand aspects of elementary symbolic manipulation, through the use of the Algebra mode of an algebraic calculator, the Casio Algebra FX 2.0. The Algebra mode of this calculator allows a user to undertake elementary algebraic manipulation, routinely providing all intermediate results, in contrast to more powerful CAS software, which usually provides simplified results only. The students were volunteers from an introductory level unit, designed to provide a bridge between school and university studies of mathematics and with a focus on algebra and calculus. The two structured workshop sessions focussed respectively on the solution of linear equations and on relationships between factorising and expanding; attention focussed on using the calculators as personal learning devices. Following the workshops, structured interviews were used to systematically record student reactions to the experience. As a result of the study, the paper offers advice on the merits of using algebraic calculators in this sort of way

Graphics calculators in the mathematics curriculum: Integration or differentiation?

Graphics calculators are examples of powerful technologies that we want our students to learn to use well. However if we use them in our courses only for learning, students will not regard them with due importance because they are not integrated into the assessment. On the other hand, if graphics calculators are integrated into both learning and assessment there are risks associated with students becoming calculator dependent, issues of equity arise associated with calculator access and there may be problems with setting an appropriate examination. We discuss this dilemma in the light of our experiences and the reactions of our students over the last two years

Symbolic manipulation on a TI-92: New threat or hidden treasures?

The availability of hand held devices that can undertake symbolic manipulation is a recent phenomenon, potentially of great significance for both the algebra and calculus curriculum in the secondary and lower undergraduate years. The significance to date of symbolic manipulation for mathematics is described, and parallels drawn with the significance of arithmetic skills for the primary school. It is suggested that, while symbolic manipulation is central to mathematics, many students develop only a restricted competence with the associated mathematical ideas. The Texas Instruments TI-92 is used to suggest some potential beneficial uses of technology that involves symbolic manipulation

Graphics calculators and assessment

Graphics calculators are powerful tools for learning mathematics and we want our students to learn to use them effectively. The use of these hand held personal computers provides opportunities for learning in interactive and dynamic ways. However, it is not until their use is totally integrated into all aspects of the curriculum that students regard them with due importance. This includes their use in all kinds of assessment tasks such as assignments, tests and examinations as well as in activities and explorations aimed at developing students’ understanding. The incorporation of graphics calculators into assessment tasks requires careful construction of these tasks. In this paper, discuss issues of equity relating to calculator models, levels of calculator use and the purpose and design of appropriate tasks. We also describe a typology we have developed to assist in the design and wording of assessment tasks which encourage appropriate use of graphics calculators, but which do not compromise important course objectives

Constitutionalism, religion, and education

This article compares the constitutional protection of religious education in Egypt, Ireland, and Norway. It shows that such protection has, in each case, path-dependent qualities that suggest religious education is relatively immune to constitutional attack. This immunity has been marked both at the point of independence and in the more secularizing periods that followed. It cannot be explained by different historical trajectories or by differences in confessional culture. Although the stakes are high in this area (for states, religious bodies, and parents), contrary to what separationist understandings of the modern state would expect, each state has maintained an openly accommodationist relationship with religious bodies in this field more than any other. The conclusion explores some reasons for why these accommodationist practices, which span three centuries, have continued

Research on oxygen toxicity at the cellular level Final report, 15 Apr. 1965 - 15 Jun. 1966

Oxygen toxicity at cellular level in manned spacecraf

Collaborative Systems Thinking: Towards an Understanding of Team-level Systems Thinking

As the engineering workforce ages, skills with long development periods are lost with retiring individuals faster than are younger engineers developing the skills. Systems thinking is one such skill. Recent research, (Davidz 2006), has shown the importance of experiential learning in systems thinking skill development. However, an engineering career begun today has fewer program experiences than in past decades because of extended program lifecycles and a reduction in the number of new large-scale engineering programs. This pattern is clearly visible in the aerospace industry, which (Stephens 2003) cites as already experiencing a systems thinking shortage. The ongoing research outlined in this paper explores systems thinking as an emergent property of teams. Collaborative systems thinking, a term coined by the authors to denote teamlevel systems thinking, may offer an opportunity to leverage and develop a skill in short supply by concentrating on the team in addition to the individual. This paper introduces the proposed definition for collaborative systems thinking, as developed by the authors, and the outlines the structure and progress of ongoing case research into the role of organizational culture and standard process usage in the development of collaborative systems thinking

Psychological adjustment of men with prostate cancer: A review of the literature

OBJECTIVE: Prostate cancer (PCA) is the most common malignancy and a major cause of death in men but, importantly, a substantial proportion will live for several years following diagnosis. However, they face the prospect of experiencing symptoms, side-effects of treatment and diminished quality of life. The patient's psychological adjustment is particularly complex, given the potential trajectory of the disease, from the point of diagnosis, with its immediate impact, to the phase of palliative care, with its attendant issue of facing mortality. Since a comprehensive review of the literature on psychological adjustment of men with PCA has not yet been done, we have documented relevant research, integrated findings and drawn conclusions, where possible, in order to map out clinical and research implications. METHOD: We searched 5 databases for the period 1994 - July 2006, during which most of the work in the field has been done. RESULTS: We found few studies of substance among the 60 we examined to draw conclusions about psychological adjustment to prostate cancer and its treatment. This is in marked contrast to the picture in breast cancer. While some patterns have emerged, many gaps remain to be filled. DISCUSSION: Aspects of methodology need attention, particularly longitudinal, prospective designs, incorporation of control groups and the use of valid and reliable measures. There is scope for qualitative studies as a complement to quantitative research

Psychosocial adjustment in newly diagnosed prostate cancer

Objective: To examine the psychological and social adjustment of men with early or advanced stage prostate cancer and to compare them with a matched group of cancer-free community volunteers. Methods: A longitudinal observational study in which 367 men recently diagnosed with early (n =211) or advanced stage (n = 156), prostate cancer were compared to 169 cancer-free men from the community, of similar age and residential area, using self-report measures of psychosocial adjustment. Results: On the mental health subscales of the Short-Form 36-item Health Survey, men with advanced disease had lower vitality and social functioning than the other two groups, and lower mental health scores than the comparison group. Both patient groups had lower role-emotional scores than the comparison group. With regard to the Brief Symptom Inventory, the advanced disease group had higher somatization scores, and lower interpersonal sensitivity and paranoid ideation scores than the early stage group and the community comparison group. In terms of psychiatric morbidity, there were higher rates of anxiety disorders but not depressive disorders in both patient groups although overall diagnosis rates were low. No differences were found in terms of couple or family functioning. Conclusions: There is impairment in psychosocial function in men with prostate cancer, particularly those with advanced disease, but no increase in the rate of formal psychiatric disorder or adverse effects on the couples and families. This suggests directions for psychosocial interventions with these patient group