Dyanta Smith, Oral History Interview, 2022

In October and November of 2022, You Li\u27s Journalism 313 students conducted oral history interviews with one another to document the student experience of the COVID-19 pandemic. In this interview, EMU undergraduate Dyanta Smith talks about adjusting to pandemic life.https://commons.emich.edu/covidoralhist/1023/thumbnail.jp

An investigation into the capacities of pre-service post-primary mathematics teachers to effectively teach problem-solving.

Problem-solving has always been a part of mathematics, but the formal study of problem-solving has a short history. There is widespread agreement that the development of students’ problem-solving capabilities is a main goal of mathematics instruction with emphasis on problem-solving in curricula nationally and internationally. In Ireland, problem-solving is specifically mentioned in post-primary curricula. However, according to the PISA and TIMSS results, it appears that students in Ireland have a lower performance in translating real-world situations into mathematical representations than in applying procedures. Since teachers play a key role in students’ problem-solving, the aim of this research was to investigate and develop the capacities of pre-service post-primary mathematics teachers (PSMTs) to effectively teach mathematical problem-solving. These capacities involve: knowledge of problems, knowledge of problem-solving, knowledge of problem-posing, and affective factors and beliefs. This research focuses on designing a university module to investigate and develop these capacities in PSMTs in Ireland. Based on these capacities, specific instruments were developed for the intervention, namely: mathematical task classification instruments and rubric, mathematical problem generation and reformulation instruments, implementation of taught strategies rubric, and open-ended affective questions. These instruments were implemented alongside pre-existing instruments: the Indiana Mathematics Belief scale (Kloosterman & Stage, 1992), a mathematical problem-solving proficiency rubric (Oregon, 2010), and ‘Think Aloud’ interviews. This intervention was developed and implemented with four cohorts of PSMTs over four years. Our findings include that PSMTs: demonstrate adequate ability to communicate reasoning and use representations while problem-solving but have difficulty in reflecting on their solution; have difficulty in posing mathematical problems; and text based tasks are often misclassified as mathematical problems. In relation to the affective domain, the beliefs stated by the PSMTs about problem-solving, in some instances, contradicted the affective factors expressed while problem-solving. These findings have led to refinements of the module mentioned above, and to suggestions for further developments

The journey or the destination? An investigation into the beliefs of pre-service post-primary mathematics teachers regarding problem-solving

It has been widely reported that the affective domain is an important contributor to problem-solving behaviour among students. Cognitive resources available to students are related to the students’ beliefs around what they consider useful in learning maths (Schoenfeld, 1983). Problem-solving holds a key position in both Junior Cycle and Senior Cycle curricula in Ireland. Given that much research has shown that the teachers’ beliefs about problem-solving play an integral role in building positive attitudes to problem solving among their students, it is essential to investigate the beliefs of prospective mathematics teachers. The aim of this study was to investigate the affective domain of pre-service post-primary mathematics teachers in Ireland. This study was conducted in a university setting and involved the implementation of both quantitative and qualitative measures; the existing Indiana Mathematical Belief Scale (IMB), and open-ended questionnaires. Participants in the survey were enrolled in a module on mathematical problem solving. The open-ended questionnaire asked participants to describe how they felt at different stages during their attempt to solve a mathematical problem. This was then analysed using an inductive approach. A statistical analysis of the IMB (n=151) showed that students strongly believed that an increase in effort can have a positive influence on mathematical ability. However, it was concerning to find that students believe that problem-solving involves learning step-by-step procedures. Another positive finding of the IMB was that students strongly value the understanding of mathematical concepts over memorization of procedures. In contradiction to this, it was found through the analysis of the open-ended questionnaire that students had a greater focus on achieving an answer rather than on the problem-solving process. We discuss the implications for the design of the module, which seeks to support the development of the capacities required for the successful teaching of mathematical problem solving

Understandings of creative practice and pedagogy by teacher education communities in West Bank, Palestine, and North West England

This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 27/01/2020, available online: https://www.tandfonline.com/doi/full/10.1080/01596306.2019.1708706.This paper discusses a collaborative research project that aimed to explore approaches to creative practices and pedagogies by teacher education communities in the West Bank, Palestine, and North West England (Bethlehem and Chester). The project explored the values, attitudes and perceptions of teacher educators and student teachers in relation to creative pedagogies and the conditions under which they flourished in each community. We found that creativity was understood to take many forms, according to the cultural values and conditions present in each community, and that creative pedagogical forms emerged from the specificities of their cultural and political contexts. Creativity in education is a contentious issue in both cultures, but an area that both education communities wished to explore further. Despite the differences, there were surprising commonalities between the two communities about the value of creative practices and the relation of creativity to democratic and critical practices in the classroom

Is fear DEIS chun chainnte: An initiative to support teaching for robust understanding in post-primary mathematics classrooms

MEI 9: 9th Conference on Research in Mathematics Education on Conceptualising Success in Mathematics Education, DCU, Dublin, Ireland 10-14 October 2023This paper outlines a research project which aims to support the pedagogical practices of Mathematics teachers in socioeconomically underprivileged post-primary schools. In Ireland, the socioeconomic background of a student continues to determine how likely they are to experience high-quality post-primary education and make the transition to further or higher education. This is particularly relevant in mathematics, which remains a gateway subject in accessing third-level education. This research aims to address such inequity by supporting teachers to incorporate student-centred practices in their mathematics pedagogy. The project is undertaken in two phases: First, case studies of high-quality mathematics teaching and learning will be conducted in four schools. The findings from the case studies will inform the design of an intervention, which will involve 10 pilot schools across Ireland in the 2023-24 academic year. The research team (and research Mathematicians) will collaborate with the schools and support the teachers to reflect on and reform their teaching by engaging in school-based Lesson Study. This paper provides an outline of the project and initial findings which will contribute to research on the teaching and learning of mathematics in Ireland.Irish Research Counci

Coronal and heliospheric magnetic flux circulation and its relation to open solar flux evolution

Solar cycle 24 is notable for three features that can be found in previous cycles but which have been unusually prominent: (1) sunspot activity was considerably greater in the northern/southern hemisphere during the rising/declining phase; (2) accumulation of Open Solar Flux (OSF) during the rising phase was modest, but rapid in the early declining phase; (3) the Heliospheric Current Sheet (HCS) tilt showed large fluctuations. We show these features had a major influence on the progression of the cycle. All flux emergence causes a rise then a fall in OSF, but only OSF with footpoints in opposing hemispheres progresses the solar cycle via the evolution of the polar fields. Emergence in one hemisphere, or symmetric emergence without some form of footpoint exchange across the heliographic equator, causes poleward-migrating fields of both polarities in one or both (respectively) hemispheres which temporarily enhance OSF but do not advance the polar field cycle. The heliospheric field observed near Mercury and Earth reflects the asymmetries in emergence. Using magnetograms, we find evidence that the poleward magnetic flux transport (of both polarities) is modulated by the HCS tilt, revealing an effect on OSF loss rate. The declining phase rise in OSF was caused by strong emergence in the southern hemisphere with an anomalously low HCS tilt. This implies the recent fall in the southern polar field will be sustained and that the peak OSF has limited implications for the polar field at the next sunspot minimum and hence for the amplitude of cycle 25

Rapid marine oxygen variability: Driver of the Late Ordovician Mass Extinction

The timing and connections between global cooling, marine redox conditions, and biotic turnover are underconstrained for the Late Ordovician. The second most severe mass extinction occurred at the end of the Ordovician period, resulting in ~85% loss of marine species between two extinction pulses. As the only “Big 5” extinction that occurred during icehouse conditions, this interval is an important modern analog to constrain environmental feedbacks. We present a previously unexplored thallium isotope records from two paleobasins that record global marine redox conditions and document two distinct and rapid excursions suggesting vacillating (de)oxygenation. The strong temporal link between these perturbations and extinctions highlights the possibility that dynamic marine oxygen fluctuations, rather than persistent, stable global anoxia, played a major role in driving the extinction. This evidence for rapid oxygen changes leading to mass extinction has important implications for modern deoxygenation and biodiversity declines

From beginning to mature: investigating the development of teacher community through Lesson Study

This research investigates the potential of Lesson Study to develop teachers’ professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers’ conversations and reflections. Data was generated through audio recordings of teachers’ Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers’ participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers’ collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed

Distribution and characteristics of newly-defined subgroups of type 2 diabetes in randomised clinical trials : Post hoc cluster assignment analysis of over 12,000 study participants

Publisher Copyright: © 2022Aims: Newly-defined subgroups of type 2 diabetes mellitus (T2DM) have been reported from real-world cohorts but not in detail from randomised clinical trials (RCTs). Methods: T2DM participants, uncontrolled on different pre-study therapies (n = 12.738; 82 % Caucasian; 44 % with diabetes duration > 10 years) from 14 RCTs, were assigned to new subgroups according to age at onset of diabetes, HbA1c, BMI, and fasting C-peptide using the nearest centroid approach. Subgroup distribution, characteristics and influencing factors were analysed. Results: In both, pooled and single RCTs, “mild-obesity related diabetes” predominated (45 %) with mean BMI of 35 kg/m2. “Severe insulin-resistant diabetes” was found least often (4.6 %) and prevalence of “mild age-related diabetes” (23.9 %) was mainly influenced by age at onset of diabetes and age cut-offs. Subgroup characteristics were widely comparable to those from real-world cohorts, but all subgroups showed higher frequencies of diabetes-related complications which were associated with longer diabetes duration. A high proportion of “severe insulin-deficient diabetes” (25.4 %) was identified with poor pre-study glycaemic control. Conclusions: Classification of RCT participants into newly-defined diabetes subgroups revealed the existence of a heterogeneous population of T2DM. For future RCTs, subgroup-based randomisation of T2DM will better define the target population and relevance of the outcomes by avoiding clinical heterogeneity.Peer reviewe