Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations

Mode expansion for the density profile of crystal-fluid interfaces: Hard spheres as a test case

We present a technique for analyzing the full three-dimensional density profiles of a planar crystal-fluid interface in terms of density modes. These density modes can also be related to crystallinity order parameter profiles which are used in coarse-grained, phase field type models of the statics and dynamics of crystal-fluid interfaces and are an alternative to crystallinity order parameters extracted from simulations using local crystallinity criteria. We illustrate our results for the hard sphere system using finely-resolved, three-dimensional density profiles from density functional theory of fundamental measure type.Comment: submitted for the special issue of the CODEF III conferenc

Improved methods for the travelling salesperson problem with hotel selection

In this talk, a new formulation and a new metaheuristic solution procedure for the travelling salesperson problem with hotel selection (TSPHS) is presented. The metaheuristic is a multi-start procedure that outperforms existing heuristics on all benchmark instances. We also provide a number of new optimal solutions found by a commercial solver extended with a dedicated cutting plane procedure, as well as new best known solutions for most benchmark instances

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings

Lateral shift of the transmitted light beam through a left-handed slab

It is reported that when a light beam travels through a slab of left-handed medium in the air, the lateral shift of the transmitted beam can be negative as well as positive. The necessary condition for the lateral shift to be positive is given. The validity of the stationary-phase approach is demonstrated by numerical simulations for a Gaussian-shaped beam. A restriction to the slab's thickness is provided that is necessary for the beam to retain its profile in the traveling. It is shown that the lateral shift of the reflected beam is equal to that of the transmitted beam in the symmetric configuration.Comment: 14 pages, 4 figure

A critical reflection on computing the sampling variance of the partial correlation coefficient

The partial correlation coefficient quantifies the relationship between two variables while taking into account the effect of one or multiple control variables. Researchers often want to synthesize partial correlation coefficients in a meta-analysis since these can be readily computed based on the reported results of a linear regression analysis. The default inverse variance weights in standard meta-analysis models require researchers to compute not only the partial correlation coefficients of each study but also its corresponding sampling variance. The existing literature is diffuse on how to estimate this sampling variance, because two estimators exist that are both widely used. We critically reflect on both estimators, study their statistical properties, and provide recommendations for applied researchers. We also compute the sampling variances of studies using both estimators in a meta-analysis on the partial correlation between self-confidence and sports performance

Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers

© 2016, Springer Science+Business Media Dordrecht. Proportional reasoning, the ability to use ratios in situations involving comparison of quantities, is essential for mathematical competence, especially in the middle school years, and is an important determinant of success beyond school. Research shows students find proportional reasoning and its foundational concepts difficult. Proportional reasoning does not always develop naturally, however some research suggests that with targeted teaching, its development can be promoted. This paper reports on a large Australian study involving over 130 teachers and their students. A major goal of the study was to investigate the efficacy of ongoing teacher professional development for promoting middle years students’ proportional reasoning. A series of professional development workshops was designed to enhance the teachers’ understanding of proportional reasoning and to extend their repertoire of teaching strategies to promote their students’ proportional reasoning skills. The workshop design was informed by research literature on proportional reasoning teaching and learning as well as the results of a diagnostic instrument administered to over 2500 middle years students prior to the professional development. Between workshops, the teachers implemented a variety of targeted teaching activities. This paper reports on pre- and post- instrument student data collected at the beginning and end of the first year of the project (i.e., after completion of half of the workshops). The findings suggest that targeted professional development and explicit teaching can make a difference to students’ proportional reasoning

A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology

This paper reports on a study that investigated the pedagogical practices and beliefs of pre-service and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teachers modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers learning as increasing participation in sociocultural practices, and uses Valsiners concepts of the Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action to offer a dynamic way of theorising teacher learning as identity formation