We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course

Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices

Microstructure and hard magnetic properties in bulk rods of Nd 60Fe 30Al 10 glass forming alloys

The Nd60Fe30Al10 alloy exhibits a large glass forming ability which allows to obtain relatively thick cast rods containing large volume fractions of amorphous phases. In this work the microstructure and the hard magnetic properties of as-cast rods are characterized. The alloy is processed by suction casting into a chilled copper mould to obtain cylinders 5 mm diameter and 50 mm length. This diameter is selected because it is an upper limit for this processing route, beyond which the hard properties largely deteriorate. A room temperature coercivity of 0.34 T is obtained. The sample microstructure is heterogeneous, with very different size scales near the surface and along the central zone. However, in both regions a large fraction of an amorphous ferromagnetic phase is observed; it is found that paramagnetic nanocrystalline phases, mainly Nd or Nd-rich particles embedded in the amorphous matrix, are somewhat coarser in the central zone. These larger nanocrystals, less efficient to pin domain walls, are proposed to be responsible for the lower coercive fields observed, as compared with those found in cylinders 1 to 3 mm diameter where no inhomogeneities are found. This conclusion is supported by microstructure, calorimetric and magnetic observations.Fil: Levingston, J. M.. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; ArgentinaFil: Valente, R.. Comisión Nacional de Energía Atómica. Gerencia del Área de Investigación y Aplicaciones No Nucleares. Gerencia de Física (Centro Atómico Bariloche); Argentina. Comisión Nacional de Energía Atómica. Gerencia del Área de Energía Nuclear. Instituto Balseiro; ArgentinaFil: Ghilarducci, Ada Albertina. Comisión Nacional de Energía Atómica. Gerencia del Área de Investigación y Aplicaciones No Nucleares. Gerencia de Física (Centro Atómico Bariloche); Argentina. Comisión Nacional de Energía Atómica. Gerencia del Área de Energía Nuclear. Instituto Balseiro; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; ArgentinaFil: Fabietti, Luis Maria Rodolfo. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física. Sección Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Física Enrique Gaviola. Universidad Nacional de Córdoba. Instituto de Física Enrique Gaviola; ArgentinaFil: Salva, Horacio Ramon. Comisión Nacional de Energía Atómica. Gerencia del Área de Investigación y Aplicaciones No Nucleares. Gerencia de Física (Centro Atómico Bariloche); Argentina. Comisión Nacional de Energía Atómica. Gerencia del Área de Energía Nuclear. Instituto Balseiro; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; ArgentinaFil: Urreta, S. E.. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentin

Slime Bash Social: A Tactile Manipulative for Child and Youth Play

The play product of slime has gained increasing popularity amongst children and youth throughout the United States. Slime can be thought of as a tactile manipulative that can be shaped, stretched, expanded, lumped together, twisted, squeezed, squashed, folded, rolled, shredded, twirled, swirled, pounded, and cut or pulled apart. As a learning tool, slime can and does support STEM initiatives and programs. Slime can be created using simple ingredients that are easily measured, combined, and prepared by children and youth. In addition, slime can incorporate components such as glitter, beads, shaving cream, color dyes and other items. This paper offers an interpretation of slime as a tactile manipulative which can be tied to STEM, art and other initiatives as well as combining with other program areas and formats. The paper also presents program examples drawn from throughout the United States. One program known as the Slime Bash Social sponsored by the University of Northern Iowa’s Institute for Youth Leaders is highlighted in this practical article. This program incorporated slime with other learning activities of dance and singing performances

A remark on the excess of Hadamard matrices and orthogonal designs

Some improved upper and lower bounds are given for the excess of Hadamard matrices. The excess of orthogonal designs is defined and discussed