Interview with Ann Tartre by Andrea L’Hommedieu

Biographical NoteAnn Pauline Tartre was born in Biddeford, Maine, in 1966. Her father owned the Paquin & Carroll insurance company in Biddeford and her mother was a homemaker. Ann attended Tufts University in Boston, and after graduating, she moved back to Maine to work on Joe Brennan’s campaign for six months. In 1988, she began working in George Mitchell’s office before going on to graduate school at Yale to study environmental issues. She returned to Mitchell’s staff as environmental legislative aide during his tenure as majority leader. SummaryInterview includes discussion of: growing up in Biddeford, Maine; attending Tufts University; working as a field organizer for Joe Brennan; making the transition to Mitchell’s staff; working as a legislative correspondent after Mitchell became majority leader; working on the Clean Air Act with Kate Kimball and Jeff Peterson; working with Mary McAleney; the bond among the staff members coming from Maine; her personal interaction with Mitchell; Mitchell’s approach to researching issues; how the younger members of Mitchell’s staff interacted; influence of Senator Mitchell’s office on her later career; Mitchell’s stance on environmental issues and climate change; and Mitchell’s relationship with Senator Dole

SciPy 1.0: fundamental algorithms for scientific computing in Python.

SciPy is an open-source scientific computing library for the Python programming language. Since its initial release in 2001, SciPy has become a de facto standard for leveraging scientific algorithms in Python, with over 600 unique code contributors, thousands of dependent packages, over 100,000 dependent repositories and millions of downloads per year. In this work, we provide an overview of the capabilities and development practices of SciPy 1.0 and highlight some recent technical developments

Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’ computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale

From Acorns to Oak Trees: Charting Innovation Within Technology in Mathematics Education

Technology has created an expectation in all levels of education that requires us to understand how we can harness its potential for improving the depth and quality of mathematical learning. It is highly unlikely that there is a universal recipe or formula for how technology should be used that would satisfy every context or culture, but there have been recurring trends in the process of designing and implementing such innovative environments. By considering the papers included in proceedings of the past International Conferences on Technology in Mathematics Teaching (ICTMT), this chapter aims to highlight how a few key innovations have been seeded and taken root within this community. We begin by describing the ways in which innovation has been presented at ICTMT conferences with a view to exploring this from the perspectives of technology designers, researchers and teachers/lecturers from all levels of education. Given the extensive literature on this topic, it is not feasible to carry out a comprehensive survey of the complete literature base, however it is anticipated that the analysis of key ICTMT papers will be sufficient to present an informative and insightful picture and highlight some important knowledge and experience that has been elicited and disseminated