Tools for cognition: Student free access to manipulative materials in controlversus autonomy-oriented middle grades teachers’ classrooms

This study investigated how middle grades students provided with free access to manipulative materials use these mathematical tools in classrooms where their teachers are identified as Control-Oriented and Autonomy-Oriented. Also of interest in this investigation was how Control-Oriented and Autonomy-Oriented teachers administered the free access treatment in their classrooms. A Pre -- Post -1 Post -2 design was used with two treatments. During Treatment 1, teachers used the manipulatives for mathematics instruction using the strategies learned in the summer professional development workshop. During Treatment 2, teachers provided students with free access to the manipulative materials. Results indicated teachers\u27 control orientations--control versus autonomy--were significantly different. The study also reveals that when students are allowed some measure of control in the selection and use of manipulative materials given the time to overcome their initial apprehension, they will spontaneously and selectively use these materials effectively as appropriate mathematical tools to mediate learning. Contains 20 references

Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups

This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following the treatment. Follow-up paired samples individual t-tests on the low, average, and high achieving groups indicated a statistically significant gain for students in the low achieving group, but only numerical gains for students in the average and high achieving groups. There were no significant differences between the average achieving student groups in the virtual manipulatives and physical manipulatives treatments. Qualitative data gathered during the study indicated that the different achievement groups experienced the virtual manipulatives in different ways, with the high achieving group recognizing patterns quickly and transitioning to the use of symbols, while the average and low achieving groups relied heavily on pictorial representations as they methodically worked stepby- step through processes and procedures with mathematical symbols

Prospective Longitudinal Study of the Pregnancy DNA Methylome: The US Pregnancy, Race, Environment, Genes (PREG) Study

Purpose The goal of the Pregnancy, Race, Environment, Genes study was to understand how social and environmental determinants of health (SEDH), pregnancy-specific environments (PSE) and biological processes influence the timing of birth and account for the racial disparity in preterm birth. The study followed a racially diverse longitudinal cohort throughout pregnancy and included repeated measures of PSE and DNA methylation (DNAm) over the course of gestation and up to 1 year into the postpartum period. Participants All women were between 18 and 40 years of age with singleton pregnancies and no diagnosis of diabetes or indication of assisted reproductive technology. Both mother and father had to self-identify as either African-American (AA) or European-American (EA). Maternal peripheral blood samples along with self-report questionnaires measuring SEDH and PSE factors were collected at four pregnancy visits, and umbilical cord blood was obtained at birth. A subset of participants returned for two additional postpartum visits, during which additional questionnaires and maternal blood samples were collected. The pregnancy and postpartum extension included n=240 (AA=126; EA=114) and n=104 (AA=50; EA=54), respectively. Findings to date One hundred seventy-seven women (AA=89, EA=88) met full inclusion criteria out of a total of 240 who were initially enrolled. Of the 63 participants who met exclusion criteria after enrolment, 44 (69.8%) were associated with a medical reason. Mean gestational age at birth was significantly shorter for the AA participants by 5.1 days (M=272.5 (SD=10.5) days vs M=277.6 (SD=8.3)). Future plans Future studies will focus on identifying key environmental factors that influence DNAm change across pregnancy and account for racial differences in preterm birth

Nurses Alumni Association Bulletin, Fall 1986

Alumni Calendar Officers and Committee Chairmen The President\u27s Message Treasurer\u27s Report Nurses\u27 Relief Fund Scholarship Fund Surgery for the Unborn- A Nurse\u27s Own Story Further Remembrances Martha From the Tju Historian Old Main Congratulations to Our Graduates Advanced Placement Program and Masters in Rehabilitation Jefferson Surgical Center Opens Profile in Courage- Update Fiftieth Anniversary Happy Birthday Resume of Minutes of Alumni Association Meetings Alumni Office News Committee Reports Bulletin Social Scholarship Finance In Memoriam, Names of Deceased Graduates Luncheon Pictures Class Notes Caps, Pins, Transcripts, Class Address Lists Change of Address Form 1986CAHS Alumni Directory Bequests Relief Fund Application Scholarship Fund Application Membership Application Notice, Alumni Luncheo

Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland

The beneficial role that children’s literature plays in facilitating the meaningful integration and advancement of literacy and numeracy in the primary mathematics classroom has been well validated by research findings internationally. In Ireland, supporting the development of literacy and numeracy is a key educational priority. Consequently, a myriad of policy initiatives such as the Literacy and Numeracy for Learning and Life strategy have been introduced. All aim to address concerns about young people’s lack of basic literacy and numeracy skills and to consider new teaching and learning modalities to enhance same. Despite this, no official emphasis is given to incorporating literature in the Irish primary school mathematics curriculum. Therefore, it is pertinent and timely that this study seeks to ascertain pre-service and in-service teachers’ views on the use of literature to support mathematics teaching and learning and to investigate perceived barriers to and enablers for the integration of children’ literature in the mathematics classroom in Ireland. The analysis of the findings will be framed using Ajzen (1991)’s Theory of Planned Behavior (TPB) model. This research is part of a large international research collaboration (see www.mathsthroughstories.org), in which the beliefs of teachers with respect to children’s literature are investigated

BMQ

BMQ: Boston Medical Quarterly was published from 1950-1966 by the Boston University School of Medicine and the Massachusetts Memorial Hospitals

An Examination of Children’s Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps

The purpose of this study was to examine shifts in young children\u27s learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children\u27s learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns in the children\u27s interactions that were related to the shifts in their learning progression levels. These results suggest that an open-ended number of tasks with a variety of representations and tasks at varying levels of difficulty led to children refining their understanding and shaping their concept image of mathematical ideas resulting in incremental shifts in learning. The results of this study have important implications about how mathematical tasks in touch-screen apps may prompt children\u27s incremental learning progression shifts to occur, and thereby promote opportunities for learning. We propose that design features in mathematics apps can be created to support and encourage these learning shifts

Mariana serpentinite mud volcanism exhumes subducted seamount materials: implications for the origin of life

The subduction of seamounts and ridge features at convergent plate boundaries plays an important role in the deformation of the overriding plate and influences geochemical cycling and associated biological processes. Active serpentinization of forearc mantle and serpentinite mud volcanism on the Mariana forearc (between the trench and active volcanic arc) provides windows on subduction processes. Here, we present (1) the first observation of an extensive exposure of an undeformed Cretaceous seamount currently being subducted at the Mariana Trench inner slope; (2) vertical deformation of the forearc region related to subduction of Pacific Plate seamounts and thickened crust; (3) recovered Ocean Drilling Program and International Ocean Discovery Program cores of serpentinite mudflows that confirm exhumation of various Pacific Plate lithologies, including subducted reef limestone; (4) petrologic, geochemical and paleontological data from the cores that show that Pacific Plate seamount exhumation covers greater spatial and temporal extents; (5) the inference that microbial communities associated with serpentinite mud volcanism may also be exhumed from the subducted plate seafloor and/or seamounts; and (6) the implications for effects of these processes with regard to evolution of life.Copyright 2020 The Authors. Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/ by/4.0/, which permits unrestricted use, provided the original author and source are credited

Genomic, Pathway Network, and Immunologic Features Distinguishing Squamous Carcinomas

This integrated, multiplatform PanCancer Atlas study co-mapped and identified distinguishing molecular features of squamous cell carcinomas (SCCs) from five sites associated with smokin

Pan-Cancer Analysis of lncRNA Regulation Supports Their Targeting of Cancer Genes in Each Tumor Context

Long noncoding RNAs (lncRNAs) are commonly dys-regulated in tumors, but only a handful are known toplay pathophysiological roles in cancer. We inferredlncRNAs that dysregulate cancer pathways, onco-genes, and tumor suppressors (cancer genes) bymodeling their effects on the activity of transcriptionfactors, RNA-binding proteins, and microRNAs in5,185 TCGA tumors and 1,019 ENCODE assays.Our predictions included hundreds of candidateonco- and tumor-suppressor lncRNAs (cancerlncRNAs) whose somatic alterations account for thedysregulation of dozens of cancer genes and path-ways in each of 14 tumor contexts. To demonstrateproof of concept, we showed that perturbations tar-geting OIP5-AS1 (an inferred tumor suppressor) andTUG1 and WT1-AS (inferred onco-lncRNAs) dysre-gulated cancer genes and altered proliferation ofbreast and gynecologic cancer cells. Our analysis in-dicates that, although most lncRNAs are dysregu-lated in a tumor-specific manner, some, includingOIP5-AS1, TUG1, NEAT1, MEG3, and TSIX, synergis-tically dysregulate cancer pathways in multiple tumorcontexts