A Glimpse into Secondary Students’ Understanding of Functions

In this article we examine how secondary school students think about functional relationships. More specifically, we examined seven students’ intuitive knowledge in regards to representing two real-world situations with functions. We found students do not tend to represent functional relationships with coordinate graphs even though they are able to do so. Instead, these students tend to represent the physical characteristics of the situation. In addition, we discovered that middleschool students had sophisticated ideas of dependency and covariance. All the students were able to use their models of the situation to generalize and make predictions. These findings suggest that secondary students have the ability to describe covariant and dependent relations and that their models of functions tend to be more intuitive than mathematical-even for the students in algebra II and calculus. Our work suggests a possible framework that begins describing a way of analyzing students’ understanding of functions

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items fromthe Learning Mathematics for Teaching project (2005) measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes in MKT, self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs

Influence of Proportional Number Relationships on Item Accessibility and Students’ Strategies

Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a need for research to identify what characteristics make contextual tasks accessible to students as a point of entry and useful for educators in analyzing and pressing students’ thinking

Drop on a Bent Fibre

Inspired by the huge droplets attached on cypress tree leaf tips after rain, we find that a bent fibre can hold significantly more water in the corner than a horizontally placed fibre (typically up to three times or more). The maximum volume of the liquid that can be trapped is remarkably affected by the bending angle of the fibre and surface tension of the liquid. We experimentally find the optimal included angle ($\sim {36}{^\circ}$) that holds the most water. Analytical and semi-empirical models are developed to explain these counter-intuitive experimental observations and predict the optimal angle. The data and models could be useful for designing microfluidic and fog harvesting devices

O gene do receptor GABA A- γ2 (GABRG2) no transtorno obsessivo-compulsivo

OBJECTIVE: The γ-aminobutyric acid type A (GABA A) system may be implicated in obsessive-compulsive disorder, based on its major role in modulation of anxiety and its function as the principal inhibitory neurotransmitter system in the cortex. In addition, glutamatergic/GABAergic mechanisms appear to play a role in the pathophysiology of obsessive-compulsive disorder, making the GABA A receptor-γ2 (GABργ2) gene a good candidate for susceptibility in this disorder. METHOD: 118 probands meeting DSM-IV criteria for primary obsessive-compulsive disorder and their available parents were recruited for participation in this study and informed consent was obtained. An NciI restriction site polymorphism in the second intron was genotyped and data was analyzed using the Transmission Disequilibrium Test. RESULTS: In total, 61 of the participating families were informative (i.e., with at least one heterozygous parent). No biases were observed in the transmission of either of the two alleles (χ2 = 0.016, 1 d.f., p = 0.898) to the affected probands in the total sample. CONCLUSION/DISCUSSION: While these results do not provide support for a major role for the GABA A receptor-γ2 in obsessive-compulsive disorder, further investigations of this gene in larger samples are warranted

Let\u27s Learn: All About Geography (Pre K - 3rd Grade) Student Copy

Student activity book. Inside you will find fun activities to help you learn about maps and geography. Keep an eye out for Sandy, the Chinook Salmon, for fun facts and helpful hints along the way! The teacher copy can be found here: https://archives.pdx.edu/ds/psu/27716https://pdxscholar.library.pdx.edu/geographyed_instructional/1008/thumbnail.jp

What Should a Psychiatrist Know About Genetics? Review and Recommendations From the Residency Education Committee of the International Society of Psychiatric Genetics.

The International Society of Psychiatric Genetics (ISPG) created a Residency Education Committee with the purpose of identifying key genetic knowledge that should be taught in psychiatric training programs. Thirteen committee members were appointed by the ISPG Board of Directors, based on varied training, expertise, gender, and national origin. The Committee has met quarterly for the past 2 years, with periodic reports to the Board and to the members of the Society. The information summarized includes the existing literature in the field of psychiatric genetics and the output of ongoing large genomics consortia. An outline of clinically relevant areas of genetic knowledge was developed, circulated, and approved. This document was expanded and annotated with appropriate references, and the manuscript was developed. Specific information regarding the contribution of common and rare genetic variants to major psychiatric disorders and treatment response is now available. Current challenges include the following: (1) Genetic testing is recommended in the evaluation of autism and intellectual disability, but its use is limited in current clinical practice. (2) Commercial pharmacogenomic testing is widely available, but its utility has not yet been clearly established. (3) Other methods, such as whole exome and whole genome sequencing, will soon be clinically applicable. The need for informed genetic counseling in psychiatry is greater than ever before, knowledge in the field is rapidly growing, and genetic education should become an integral part of psychiatric training

A review of molecular genetic studies of neurocognitive deficits in schizophrenia.

Schizophrenia is a complex and debilitating illness with strong genetic loading. In line with its heterogeneous symptomatology, evidence suggests genetic etiologies for the phenotypes in schizophrenia. A search across endophenotypes has pointed towards consistent findings in its neurocognitive deficits. Extensive literature has demonstrated impaired cognition including executive function, attention, and memory in schizophrenia patients when compared to healthy subjects. This review (1) provides an overview of recent studies and (2) develops an up-to-date conceptualization of genetic variations influencing neurocognitive functions in schizophrenia patients. Several neurotransmitter system genes have been examined given knowledge of their role in brain functions and their reported genetic associations with schizophrenia and cognition. Several genetic variations have emerged as having preliminary effects on neurocognitive deficits in schizophrenia. These include genes in the neurotrophic, serotonin, cell adhesion, and sodium channel systems. Limited evidence also suggests the dopaminergic system genes, with the most studied catechol-o-methytransferase (COMT) gene showing inconsistent findings. Further investigations with larger samples and replications are required to elucidate genetic risk for cognitive deficits in schizophrenia

Are Devaney hairs fast escaping?

Beginning with Devaney, several authors have studied transcendental entire functions for which every point in the escaping set can be connected to infinity by a curve in the escaping set. Such curves are often called Devaney hairs. We show that, in many cases, every point in such a curve, apart from possibly a finite endpoint of the curve, belongs to the fast escaping set. We also give an example of a Devaney hair which lies in a logarithmic tract of a transcendental entire function and contains no fast escaping points.Comment: 22 pages, 1 figur

Immune sensing of Candida albicans requires cooperative recognition of mannans and glucans by lectin and Toll-like receptors

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