Why Makik Can Do Math: Race and Status in Integrated Classrooms

This case study reports on the small group interactions and achievements of Malik, an African American sixth grader, who attended a Maryland elementary school in 1997. Student achievement was measured by the Maryland Functional Mathematics Test (MFMT-I), which was given on a pre/post basis. Students\u27 scores on the MFMT-I were analyzed using the ANOVA. The analysis revealed a significant difference (F = 3-330, p \u3c .05) between the scores of Caucasian (M = 342.12) and African American students (M = 323-56). However, Malik\u27s MFMT-I score rose from 293 to 353. A passing score is 340. This study examines Malik\u27s interactions to ascertain what factors influenced his achievement. The findings are that Malik had a positive attitude about mathematics and a strong command of mathematical and scientific language. Recommendations are that teachers become cultural brokers to help all children learn the language of mathematics and encourage all students to become self-advocates to overcome negative social dynamics in small groups

Developing a model for identifying students at risk of failure in a first year accounting unit

This paper reports on the process involved in attempting to build a predictive model capable of indentifying students at risk of failure in a first year accounting unit in an Australian university. Identifying attributes that contribute to students being at risk can lead to the development of appropriate intervention strategies and support services. In this study, regression analysis was used to model the impact of individual factors on grade performance based on a review of the literature and using data extracted from a university’s student information database for all students who completed a first year accounting unit in one semester. The overall findings were that while the explanatory power of the model was poor, a number of variables were found to have a significant impact on performance. These variables included: younger students, males, those enrolled in non-business majors, and those with English as a second language. Further research in this area is warranted with the overall aim of reducing student failure and subsequent student attrition as well as developing appropriate intervention strategies

Evaluating Joseph Campbell\u27s Underexplored Ideas In the Light of Modern Psychology

Joseph Campbell was a scholar of mythology and comparative religion who attained great popularity by promoting the value of mythology in people\u27s lives. Interestingly, he attained this status even though there was little scientific evidence for his ideas. In recent years, researchers have begun to evaluate Campbell\u27s ideas in rigorous, empirical ways, with most of this research being focused on the implications of the hero\u27s journey. There are still a number of Campbell\u27s psychology-related ideas, however, that have not been evaluated scientifically. These are the ideas we evaluated in this paper. Because we focused on the underexplored ideas, we could find no research directly assessing them. So, we evaluated them indirectly, using research that seemed relevant but that was conducted for independent reasons. This evaluation led us to conclude that Campbell was right in many of his psychology-related ideas, and that researchers could benefit if they took these ideas seriously and incorporated them into their research and theorizin

Beyond the Numbers: A Benjamin Banneker Association Conference Series

The authors discuss how the white male math myth can be effectively debunked by conferences such as the Benjamin Banneker Association Beyond the Numbers conference series, which focus on urban mathematical education and highlight the achievements of black children

Mathematics Teachers’ Perspectives on Online Professional Development Modules

This study examines mathematics teachers’ perspectives regarding newly developed online professional learning for elementary mathematics teachers of multilingual learners. We examined the responses of 12 teachers on surveys that included both Likert scale and open response items to explore the learning, strengths and weaknesses of the modules. Overall, this study demonstrates the potential for online professional learning at the intersection of language and mathematics and suggests important ways for teacher learning across time to be supported

The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers’ Beliefs

Beliefs about teaching mathematics and urban students’ ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers’ beliefs about teaching mathematics to urban students were changed after teachers taught brief sample lessons to their peers and watched video episodes of quality teaching. These findings suggest preservice teacher beliefs can be positively changed after taking reform-based mathematics methods courses. Additional studies are needed to determine if these changes can be sustained during teacher induction

Using GIS to Teach Placed-Based Mathematics in Rural Classrooms

The purpose of this article is to promote the use of GIS and place-based education (PBE) in rural mathematics classrooms. The pedagogy of place is disappearing from rural communities because of declining enrollments, lack of support, and federal mandates to focus more on basic academic skills. However, PBE does not stand in opposition to standards-based instruction and academic achievement; rather, it enhances instructional strategies for getting at these aims. We present examples of place that can be used to engage rural students in meaningful mathematics activities to improve their content knowledge and problem-solving ability. Barriers exist to full implementation of this work. Yet, we offer a vision of what is possible through the use of technological tools like GIS for teachers who teach in rural communities. Additional studies regarding the effect of using GIS are needed to bring the vision of situated place-based education closer to fruition

Using Culturally Relevant Experiential Education to Enhance Urban Children’s Knowledge and Engagement in Science

Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site, and field trips to nature- and science-themed sites. Pre- and posttests, focus group interviews, journals, and student work samples were analyzed. Findings/Conclusions: Children’s science content knowledge as well as their engagement in science lessons and field trips were positively influenced during the study. Implications: This study provides a template for establishing culturally relevant experiential learning opportunities to engage underrepresented children in science

Impact of Cardiorespiratory Fitness on Markers of Cardiovascular Disease in Professional Firefighters

Higher cardiorespiratory fitness (CRF) levels (V̇O2max) are associated with lower oxidative stress and inflammatory markers in addition to lower cardiovascular disease (CVD) risk; however, there are a lack of data examining this relationship among firefighters. CVD is the leading cause of mortality among firefighters and correlates with low CRF. PURPOSE: To examine differences in markers of CVD risk between firefighters classified as having either high or low levels of CRF. METHODS: Forty-six professional firefighters performed a maximal graded exercise test (GXT; Bruce Protocol), where V̇O2max was estimated from the Foster equation using time to exhaustion. Fasted blood samples were also taken to assess traditional and non-traditional biomarkers of CVD risk: HDL, LDL, glucose, cholesterol, triglycerides, advanced oxidation protein products (AOPP), homeostatic model assessment for insulin resistance (HOMA-IR) and C-reactive protein (CRP). Body fat percentage (BF%) was determined via Dual-Energy X-Ray Absorptiometry (DEXA),V̇O2max values were categorized based on American College of Sports Medicine (ACSM) guidelines to establish a high fitness group (n=19; V̇O2max = 44.7 ± 5.2 ml·kg-1·min-1; age = 35.94 ± 9.73 yrs; height = 178.86 ± 7.28 cm; waist circumference = 35.5 ± 2.73 cm; BF% = 19.9 ± 2.66) and a low fitness group (n=27; V̇O2max = 28.2 ± 4.9ml·kg-1·min-1; age = 38.5 ± 9.33 yrs; height = 179.21 ± 8.48 cm; waist circumference = 40.06 ± 4.29 cm; BF% = 27.2 ± 5.07). Non-parametric Mann-Whitney U tests were used to assess differences in CVD risk markers between the high and low fitness groups. Effect sizes were calculated as Cohen’s d (i.e., small [0.2-0.5], medium [0.5-0.8], large [\u3e 0.8]). RESULTS: Participants classified as high fitness had significantly (p \u3c 0.05) higher V̇O2max and HDL concentrations coupled with significantly lower BF%, cholesterol, triglycerides, LDL, insulin, HOMA-IR, CRP, and AOPP. Half of the observed differences demonstrated a medium effect size (LDL, insulin, HOMA-IR, CRP, and AOPP), while large effect sizes were noted for V̇O2max, BF%, cholesterol, triglycerides, HDL, LDL/HDL risk ratio. CONCLUSION: The high fitness group exhibited lower CVD risk levels and higher HDL levels compared to the low fitness group. Considering the results, firefighters are encouraged to maintain high CRF as well as lower BF% in an effort to reduce the risk of CVD and on-duty cardiac events