Analyzing common algebra-related misconceptions and errors of middle school students.

The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I is often considered the mathematics gateway to graduation from high school and success beyond. Therefore, preparation for algebra in the middle grades is essential to student success in Algebra I and high school. This study examines the following research question: What common algebra-related misconceptions and errors exist among students in grades six and eight as identified on student responses on an annual statewide standardized assessment? In this study, qualitative document analysis of existing data was used in order to analyze sixth- and eighth-grade student responses on a statewide standardized assessment. Secondary data sources consisted of Algebra I student responses which were also analyzed qualitatively using document analysis and follow-up interviews with key informants. The primary analysis indicated that (l) numerous misconceptions and errors identified in the review of literature were present on both the sixth- and eighth-grade open-responses; (2) basic computational errors with whole numbers (a secondary skill), were found consistently throughout the sixth- and eighth-grade open-responses; (3) a greater number of misconceptions and errors identified in the review of the literature were present on the eighth-grade items than were found on the sixth-grade items; (4) students often lost points for reasons other than mathematical misconceptions or errors; and (5) some refinement and reorganization of Welder\u27s (2007) framework could prove beneficial when using the framework for data analytic purposes. The results of this study provided information about the common misconceptions and errors students possess on prerequisite algebra skills. The findings revealed common algebra misconceptions and trends that can help guide instruction for middle school mathematics teachers. The findings have direct implications for classroom practice and further confirm the need for strong and knowledgeable teachers of mathematics at the elementary and middle grades. The researcher suggests that schools, both in the state whose standardized assessment was examined as well as other states, use this information to help build awareness of common prerequisite algebra-related misconceptions and errors in elementary and middle grades mathematics teachers

Interview with Jane Allen

Jane Allen talks about working at the Danville and Brinkhaven Post Officeshttps://digital.kenyon.edu/ps_interviews/1011/thumbnail.jp

Interview with Danna Bosche

Danna Bosche talks about working at the Gambier Post Officehttps://digital.kenyon.edu/ps_interviews/1010/thumbnail.jp

Interview with Alice Straus

Alice Straus talks about living in Gambier and her relation with the post office.https://digital.kenyon.edu/ps_interviews/1012/thumbnail.jp

Interview with John Chidester

John Chidester talks about being the director of the Public Library of Mount Vernon and Knox County as well as the library\u27s impact on the community.https://digital.kenyon.edu/ps_interviews/1014/thumbnail.jp

Interview with Jody Vance

Jody Vance talks about working at Kenyon and visiting the post office.https://digital.kenyon.edu/ps_interviews/1013/thumbnail.jp

Constructing Authentic and Meaningful STEAM Experiences Through University, School, and Community Partnerships

The aim of this article is to provide a model, an example, and suggestions for establishing and fostering meaningful partnerships to construct authentic and relevant STEAM learning experiences for preservice teachers. In order to prepare elementary preservice teachers to implement the Next Generation Science Standards alongside the Common Core State Standards for Mathematics in ways that are situated in relevant contexts and involve students in authentic inquiry-based problem solving, it is essential that PSTs actually experience modeled points of integration in their teacher preparation programs. It is our hope that this article inspires other teacher educators to develop partnerships with their university, local K–5 schools, and their community in order to best engage preservice teachers in meaningful STEAM-related learning and teaching

Collective Thinking for Extension Practice: A Time and Place for World Café

World café (WC) is a structured methodology that provides an opportunity for collective thinking through open dialogue. The WC concept affords the opportunity for individuals to engage in the sharing of ideas and knowledge. Participants rotate through timed discussions on different themes with different groups of individuals, providing for an intermixing of ideas. Facilitators benefit from accessing dialogue output and ideas related to chosen topics of discussion as a result of collective input. Extension professionals should consider WC for increasing communication and generating shared knowledge. Our approach to WC was implemented at the 2016 National Health Outreach Conference

Integrating engineering education

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1998.Includes bibliographical references (p. 121-129).by Sarah Bush.M.S

Forecasting 65+ travel : an integration of cohort analysis and travel demand modeling

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2003.Includes bibliographical references (leaves 96-104).Over the next 30 years, the Boomers will double the 65+ population in the United States and comprise a new generation of older Americans. This study forecasts the aging Boomers' travel. Previous efforts to forecast 65+ travel are lacking in key two respects: they have failed to incorporate generation differences and have forecasted only broad travel characteristics (e.g. vehicle miles traveled). Drawing on the theory of generations, this study investigates empirically whether cohort differences in travel exist between the Boomers and the current 65+ population. It incorporates theoretically motivated cohort variables related to the historical processes of motorization, proxied by registered automobiles per person, and gender role evolution, proxied by labor force participation rates of women. The resulting forecast predicts the aging Boomers' travel demand with respect to activities requiring travel, person miles traveled, usage of transit and non-motorized modes, and trip chaining propensity. Data extracted from the 1977, 1983, 1990, and 1995 National Personal Transportation Surveys (NPTS) are used to estimate discrete and joint discrete/continuous demand models. Multiple imputation is used to impute missing survey data. Iterative proportional fitting is used to simulate future populations for forecasting purposes. Although 65+ travel is predicted to increase across all the modeled travel indicators, the results indicate that the current national forecast of 65+ travel prepared for the National Highway Traffic Safety Administration and the U. S. Department of Health and Human Services may overestimate future demand. The forecasts also suggest that investment in transit could increase 65+ transit usage propensities; opportunities for increasing transit viability are identified.(cont.) Finally, in the estimated models, the cohort variables are significant, and with the exception of forecasted person-miles, cohort variable inclusion increases forecasted travel. The implication for transportation modeling is that historical location and generation membership affects transportation behavior. The implication for planners is that in preparing for future 65+ transportation needs, studying the current 65+ population is not adequate. The Boomers will comprise a new generation of 65+ with different associated travel needs.by Sara Bush.Ph.D