What makes mathematics lessons interesting in the middle school : student and teacher perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics at Massey University

Some researchers have suggested that students in schools find mathematics classes boring, and that this attitude towards learning mathematics gets stronger as students grow older. Using reports of students and teachers, this study investigates how interest is used and developed in intermediate school mathematics classes. Five teachers and 101 Year 7 and 8 students from a single co-educational suburban state intermediate school participated in the study. One teacher and ten student focus group discussions to explore attitudes to and uses of interest in their mathematics classrooms were audio-taped. The results of these discussions were used to develop themes that formed the basis of separate student and staff questionnaires for all participants. Further data was obtained from a mathematics class journal kept by participants, and from individual interviews with all staff and seven randomly chosen students. The study showed that both teachers and students had similar ideas about what students found interesting, and revealed several aspects of classroom practices that heightened and/or developed interest in learning mathematics. The most notable of these were: using hands-on activities; teacher enthusiasm; group work and student progress. Mathematical content was rarely seen as interesting in itself, although probability, symmetry and transformations, geometry and problem solving were regarded as the most interesting sub-strands of the curriculum, while number, measurement and 'all of mathematics' garnered least support. Bookwork using textbooks or worksheets was usually considered boring, and activities such as external mathematics competitions and challenging or easy mathematics polarised student opinion. Interest has a complex and generally positive association with learning. Student reports suggest that two interest factors that have the potential to be used more effectively in mathematics lessons are teacher enthusiasm and group work. The catch phase of situational interest, the aspect of interest most frequently used, was rarely developed further. This study suggests that mathematics learning will benefit from further developing interest in mathematics classes by linking situational interest factors with mathematical content, student experiences and clarity about each student's progress. Teachers need professional development and resource support for this to happen

Analysis of a Custom Support Vector Machine for Photometric Redshift Estimation and the Inclusion of Galaxy Shape Information

Aims: We present a custom support vector machine classification package for photometric redshift estimation, including comparisons with other methods. We also explore the efficacy of including galaxy shape information in redshift estimation. Support vector machines, a type of machine learning, utilize optimization theory and supervised learning algorithms to construct predictive models based on the information content of data in a way that can treat different input features symmetrically. Methods: The custom support vector machine package we have developed is designated SPIDERz and made available to the community. As test data for evaluating performance and comparison with other methods, we apply SPIDERz to four distinct data sets: 1) the publicly available portion of the PHAT-1 catalog based on the GOODS-N field with spectroscopic redshifts in the range $z < 3.6$, 2) 14365 galaxies from the COSMOS bright survey with photometric band magnitudes, morphology, and spectroscopic redshifts inside $z < 1.4$, 3) 3048 galaxies from the overlap of COSMOS photometry and morphology with 3D-HST spectroscopy extending to $z < 3.9$, and 4) 2612 galaxies with five-band photometric magnitudes and morphology from the All-wavelength Extended Groth Strip International Survey and $z < 1.57$. Results: We find that SPIDER-z achieves results competitive with other empirical packages on the PHAT-1 data, and performs quite well in estimating redshifts with the COSMOS and AEGIS data, including in the cases of a large redshift range ($0 < z < 3.9$). We also determine from analyses with both the COSMOS and AEGIS data that the inclusion of morphological information does not have a statistically significant benefit for photometric redshift estimation with the techniques employed here.Comment: Submitted to A&A, 11 pages, 10 figures, 1 table, updated to version in revisio

An overview on the role and potential of forage production on lowland organic livestock farms

This report was presented at the UK Organic Research 2002 Conference of the Colloquium of Organic Researchers (COR). This paper outlines some of the factors influencing the level of forage production on organic lowland farms. Optimal forage production is achieved by maintaining soil fertility, providing a balance between N-fixing and N-demanding crops and producing sufficient quantities of quality feed to meet the requirements of the organic livestock enterprise. A key objective for organic systems is to increase the efficiency of forage production by improving the nutrient input/output balance of the wholefarm system. Improving forage quality reduces the requirement for external feed sources, leading to increased self-sufficiency in the wholefarm system. Legumes provide the main source of nitrogen for forage production with energy shortage and an erratic supply of protein the main limiting factors in the provision of balanced diets from home-grown crops

Comparison Tables of State Nutrient Trading Programs in the Chesapeake Bay Watershed

Examines opportunities for wastewater treatment plants to trade credits or offsets with other plants or farms releasing lower volumes of nutrients across states. Compares design elements of programs in Maryland, Pennsylvania, Virginia, and West Virginia

Ferromagnetism in highly perfect metallic platelets

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