Primary Mathematics Trainee Teacher Confidence and its Relationship to Mathematical Knowledge

The purpose of this paper is to examine trainee primary school teachers’ confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge –MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test data were collected from a cohort of 210 trainee teachers. It was found that confidence to do and to teach mathematics was reasonably strongly correlated with competence. Trainee teachers’ confidence varied greatly depending on the specific mathematics they were attempting. When presented with specific tasks, trainees were well aware of the link between personal numeracy levels and their potential to teach primary mathematics. A further finding was that the trainee teachers tended to over report their confidence. It is unknown if this is a cultural manifestation or a limitation of the scale. The data also add to the body of knowledge with respect to the MCK of about-to-graduate primary teachers

Middle School Mathematics Pre-service Teacher’s Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention

Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service entry to such a mathematics curriculum course on the basis of proxy measures of mathematics knowledge, without which the teaching of the discipline becomes challenging

TB118: Composition of Precipitation at the National Atmospheric Deposition Program/National Trends Network (NADP/NTN) Site in Greenville, Maine

This report presents results of the analyses of samples collected at the Greenville, Maine, NADP station. The Greenville NADP/NTN station is in Piscataquis County at longitude 69°39\u2752 and latitude 4S°29\u2723 at approximately 322 meters elevation.https://digitalcommons.library.umaine.edu/aes_techbulletin/1078/thumbnail.jp

COLLABORATIVE RESEARCH: Interactive Effects of Chronic N Deposition, Acidification, and Phosphorus Limitation on Coupled Element Cycling in Streams

Human activity has doubled the amount of nitrogen on the landscape, creating a pollution problem and changing the balance among multiple nutrients that limit biological activity in ecosystems. At the same time, other disturbances, such as acidification, interact with nitrogen enrichment in ways that strongly influence the productivity and health of terrestrial and aquatic ecosystems. This project examines the interactions among multiple elements and disturbances (nitrogen, phosphorus, metals, and acidification) along a continuum from the atmosphere through soils to streams. This project takes advantage of two unique experiments in which entire watersheds have been experimentally enriched with nitrogen and acid for nearly two decades. A series of new studies in those watersheds examine how chemical and biological changes in soils alter the ability of streams to take up, use, and retain nitrogen and phosphorus. These nutrient interactions are then related to important biological processes that affect the productivity and health of streams.This research addresses an important pollution problem that requires an approach that integrates biology and geochemistry along flow paths that link the terrestrial and aquatic ecosystems. This type of integration is a challenge, but needed for effective environmental management, environmental research, and science teaching. Results from this project and interactions between university and US Forest Service researchers will inform effective management of watersheds faced with multiple pollution problems. A series of collaborative workshops in which high school, undergraduate, and graduate students work with researchers and teachers will promote multidisciplinary learning. The collaboration will seek to develop a computer simulation model for use in teaching integrated biology and chemistry in high school and college science curricula

Exploring the impact of pedagogic approaches in technology practice upon the construction of feminine identity

Females participate to a limited extent in science, engineering and technology (SET) industries that are central to innovation and building national economies. The causes of this under representation, in part, have their roots embedded in how females perceive school mathematics, science and technology subjects as being inconsistent with their gender identity. A participatory action research methodology was used to investigate the effect of two different pedagogical approaches for teaching middle school mathematics and science through technology practice on female students’ attitudes to SET. Quantitative and qualitative data related to enjoyment, intention to undertake further such study, perceived usefulness and interest in career options involving SET, and perceptions of the investigative nature of the two approaches, were sought using, interviews, classroom observations, and a modified survey instrument. The findings indicated that female students responded in a more positive manner when careful scaffolding and the establishment of explicit linkages between the construction activity and mathematics principles were part of the pedagogical approach. In addition, there were specific types of projects that females found authentic. The implications of these findings for SET syllabus authors, pre- and inservice teacher educators, and classroom teachers are explored

LTREB: Forest Ecosystem Response to Changes in Atmospheric Chemistry and Climate at the Bear Brook Watershed in Maine (BBWM)

The Bear Brook Watershed in Maine (BBWM) is a long-term paired, forested watershed research site with each watershed drained by a first order stream through a v-notch weir. One watershed (West Bear) has been treated bimonthly for 12 years with N and S by aerial helicopter applications, with the second watershed (East Bear) serving as the reference watershed. The objectives of this LTREB proposal are to: 1. Study the response of the calibrated East Bear Watershed to long-term patterns of ambient S, N, and base cation deposition. This will be accomplished by maintaining high quality deposition and stream export data from the reference watershed in support of research on ecosystem processes and change over time funded by this project and others. 2. Study the temporal progression of N saturation at the West Bear Watershed. This will be accomplished by continuing the decadal-scale whole ecosystem N & S addition experiment ongoing at the West Bear Watershed. 3. Determine if a definable relationship exists between short and longer-term climate and the biogeochemical and hydrologic processes currently under study at both watersheds. This will be accomplished by establishing an air and soil temperature measurement program across major ecosystem compartments at BBWM. Studies will focus on the relationships between temperature, N dynamics (mineralization, nitrification), and surface water N export in both the reference and treated watersheds, and we will evaluate the efficacy of using heat units to predict ecosystem behavior with respect to these processes. 4. Provide support to strengthen the data management efforts at the BBWM, thereby making this long-term record more accessible to the scientific community with an interpretive interface to be used by educators and policy makers through an expansive web presence. A major emphasis of this LTREB proposal is the development of a layered web presence on the BBWM project that provides access to data and highlights for policy makers, educators and researchers. 5. Provide support for graduate student training and undergraduate student experiences in research. Findings from this research have proven to be turnkey to date in regional and national debates on the effects of acid deposition and the risk of N saturation to forests and surface waters of New England. The compelling justification for supporting the long-term program of research at BBWM is that changes in response to changing ambient deposition of N and S (East Bear), long-term chemical manipulations (West Bear), and seasonal and inter-annual climate variation after 11+ years are showing mechanisms of response that were not discernable within the first 2-3 years of the study. These long-term mechanisms of response are frequently overlooked when research is conducted on short-term funding cycles. The long-term and unique responses being investigated at BBWM will be critical for adequately assessing policy and management options regarding air pollution and climate change in the 21st century

Beryllium Biochemistry in a Forested Ecosystem

High rates of atmospheric deposition of beryllium are toxic biologically and are exacerbated by synergistic interaction with aluminum. The Czech Republic is experiencing growing problems, and similar consequences may well soon be experienced in Maine. An expert international research team would pursue parallel pilot studies into the biogeochemical controls on Be fate and transport by examining beryllium biogeochemistry in forested ecosystems. This project funds the work in Maine and travel for international collaboration; the Czechs are supporting the work in their country. The plan for the pilot study is to develop chemical time series for beryllium fluxes into, through, and out of watersheds in a paired study in the Bear Brook Watershed where one watersheds is being artificially acidified with ammonium sulfate. The study evaluates the fluxes of total BE and 7Be at the forest floor, leaving the watersheds, and in litter fall. Be in stream vegetation and sediment is being evaluated before and after acidic discharge events to assess temporary exchangeable pools

Collaborative Research: Interactive Effects of Chronic N deposition, Acidification, and Phosphorus Limitation on Coupled Element Cycling in Streams

The overarching goal of this project is to understand how chronic acidification and nitrogen enrichment of watersheds influences coupled biogeochemical cycling in streams. Embedded in the project were two primary research elements: 1) examining nitrogen satuartion and the extent of coupling between nitrogen and phosphorus cycling and 2) resolving the interactions among acidification, phosphorus bioavailability and biotic demand for nitrogen and phosphorus. The research involved a series of stable isotope tracer experiments to document nitrogen uptake under ambient and elevated phosphrous conditions and examination of a suite of key microbial processes (denitrification, decomposition, microbial enzyme activity) at two whole-watershed experiment sites. A microcosm experiment was used to examine the influence of acidity stress on animal and microbial stoichiometry

LTREB: Biogeochemical Mechanisms of Response in the Third Decade of Whole-Ecosystem Experimental Manipulations at the Bear Brook Watershed in Maine (BBWM)

This grant will support the Bear Brook Watershed in Maine (BBWM) where research has been conducted for approximately 20 years on the effects of atmospheric sulfur and nitrogen deposition on forests. The research is conducted on two watersheds, each drained by a first order stream. One is treated bimonthly by helicopter to simulate atmospheric deposition of sulfur and nitrogen. Over the past 20 years, this research has identified and verified key factors governing forest response to air pollution, and also revealed major gaps in our understanding that are critical to determining the success of current and potential future regulations under the Clean Air Act and its amendments of 1990. Recent research is also studying how climate interacts with other air pollutants to determine water quality and forest health. This grant will support the project into the third decade where new ecological response mechanisms are emerging that can only be investigated by long-term, multi-decadal research.The broader impacts of this project include the training of undergraduate and graduate students who will be the scientific leaders of tomorrow. This research provides direct evidence of whole-ecosystem responses to chemical treatments that simulate air pollutants providing results not possible from controlled laboratory studies. The issue of acid deposition remains a concern for forest ecosystem health and water quality. There are also direct interactions between climate and acid deposition that few field research sites in the world are prepared to study. This research directly addresses those information needs for today and the future