Alignment of Standards and Assessments as an Accountability Criterion. ERIC Digest.

ERIC Educational Resources Information Center

La Marca, Paul M.

This digest provides an overview of the concept of alignment and the role it plays in assessment and accountability systems. It also discusses methodological issues affecting the study of alignment and explores the relationship between alignment and test score interpretation. Alignment refers to the degree of match between test content and subject…

Oral Assessment in Mathematics: Implementation and Outcomes

ERIC Educational Resources Information Center

Iannone, P.; Simpson, A.

2012-01-01

In this article, we report the planning and implementation of an oral assessment component in a first-year pure mathematics module of a degree course in mathematics. Our aim was to examine potential barriers to using oral assessments, explore the advantages and disadvantages compared to existing common assessment methods and document the outcomes…

State Standards and State Assessment Systems: A Guide to Alignment. Series on Standards and Assessments.

ERIC Educational Resources Information Center

La Marca, Paul M.; Redfield, Doris; Winter, Phoebe C.

Alignment of content standards, performance standards, and assessments is crucial. This guide contains information to assist states and districts in aligning their assessment systems to their content and performance standards. It includes a review of current literature, both published and fugitive. The research is woven together with a few basic…

Assessing Students' Mathematical Problem Posing

ERIC Educational Resources Information Center

Silver, Edward A.; Cai, Jinfa

2005-01-01

Specific examples are used to discuss assessment, an integral part of mathematics instruction, with problem posing and assessment of problem posing. General assessment criteria are suggested to evaluate student-generated problems in terms of their quantity, originality, and complexity.

Using assessment to individualize early mathematics instruction.

PubMed

Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri; Crowe, Elizabeth C; Tighe, Elizabeth L; Wood, Taffeta S; Morrison, Frederick J

2018-02-01

Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills. Second graders received mathematics instruction in small flexible learning groups based on their assessed learning needs. Results of the study (n=32 teachers, 370 students) revealed significant treatment effects on standardized mathematics assessments. With effect sizes (d) of 0.41-0.60, we show that we can significantly improve 2nd graders' mathematics achievement, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive. The instructional regime, ISI-Math, was implemented by regular classroom teachers and it led to about a 4-month achievement advantage on standardized mathematics tests when compared to students in control classrooms. These results were realized within one school year. Moreover, treatment effects were the same regardless of school-level poverty and students' gender, initial mathematics or vocabulary scores. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos

ERIC Educational Resources Information Center

Green, Kris; Emerson, Allen

2008-01-01

The first part of this two-part paper [see EJ787497] described the development of a new freshman business mathematics (FBM) course at our college. In this paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modelling, to realistic business problems. These memos have…

Systematic Assessment Through Mathematical Model For Sustainability Reporting In Malaysia Context

NASA Astrophysics Data System (ADS)

Lanang, Wan Nurul Syahirah Wan; Turan, Faiz Mohd; Johan, Kartina

2017-08-01

Sustainability assessment have been studied and increasingly recognized as a powerful and valuable tool to measure the performance of sustainability in a company or industry. Nowadays, there are many existing tools that the users can use for sustainable development. There are various initiatives exists on tools for sustainable development, though most of the tools focused on environmental, economy and social aspects. Using the Green Project Management (GPM) P5 concept that suggests the firms not only needs to engage in mainly 3Ps principle: planet, profit, people responsible behaviours, but also, product and process need to be included in the practices, this study will introduce a new mathematical model for assessing the level of sustainability practice in the company. Based on multiple case studies, involving in-depth interviews with senior directors, feedback from experts, and previous engineering report, a systematic approach is done with the aims to obtain the respective data from the feedbacks and to be developed into a new mathematical model. By reviewing on the methodology of this research it comprises of several phases where it starts with the analyzation of the parameters and criteria selection according to the Malaysian context of industry. Moving on to the next step is data analysis involving regression and finally the normalisation process will be done to determine the result of this research either succeeded or not. Lastly, this study is expected to provide a clear guideline to any company or organization to assimilate the sustainability assessment in their development stage. In future, the better understanding towards the sustainability assessment is attained to be aligned unitedly in order to integrated the process approach into the systematic approach for the sustainability assessment.

Manitoba Mathematics Assessment Program, 1981. Final Report.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This document contains conclusions, recommendations, a summary of results, and interpretations of the 1981 Mathematics Assessment Program. The Assessment Program involved the production of achievement tests and teacher questionnaires for the third, sixth, ninth, and twelth-grade students. These were a test related to general mathematics skills,…

Clinical Assessment in Mathematics: Learning the Craft.

ERIC Educational Resources Information Center

Hunting, Robert P.; Doig, Brian A.

1997-01-01

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

Integrating Mathematics across the Curriculum. NCTM-Aligned Activities.

ERIC Educational Resources Information Center

Martin, Hope

An effective curriculum gives students the opportunity to perceive relationships among different topics in mathematics, use mathematics in their everyday lives, and apply mathematical thinking and problem solving to other curriculum areas. This book contains fun and creative ways to integrate mathematics across the curriculum with a diversity of…

A new statistical framework to assess structural alignment quality using information compression

PubMed Central

Collier, James H.; Allison, Lloyd; Lesk, Arthur M.; Garcia de la Banda, Maria; Konagurthu, Arun S.

2014-01-01

Motivation: Progress in protein biology depends on the reliability of results from a handful of computational techniques, structural alignments being one. Recent reviews have highlighted substantial inconsistencies and differences between alignment results generated by the ever-growing stock of structural alignment programs. The lack of consensus on how the quality of structural alignments must be assessed has been identified as the main cause for the observed differences. Current methods assess structural alignment quality by constructing a scoring function that attempts to balance conflicting criteria, mainly alignment coverage and fidelity of structures under superposition. This traditional approach to measuring alignment quality, the subject of considerable literature, has failed to solve the problem. Further development along the same lines is unlikely to rectify the current deficiencies in the field. Results: This paper proposes a new statistical framework to assess structural alignment quality and significance based on lossless information compression. This is a radical departure from the traditional approach of formulating scoring functions. It links the structural alignment problem to the general class of statistical inductive inference problems, solved using the information-theoretic criterion of minimum message length. Based on this, we developed an efficient and reliable measure of structural alignment quality, I-value. The performance of I-value is demonstrated in comparison with a number of popular scoring functions, on a large collection of competing alignments. Our analysis shows that I-value provides a rigorous and reliable quantification of structural alignment quality, addressing a major gap in the field. Availability: http://lcb.infotech.monash.edu.au/I-value Contact: arun.konagurthu@monash.edu Supplementary information: Online supplementary data are available at http://lcb.infotech.monash.edu.au/I-value/suppl.html PMID:25161241

Curriculum-Embedded Assessment in Mathematics.

ERIC Educational Resources Information Center

Doig, Brian

The curriculum-embedded procedures used to construct, validate, and refine assessment tasks for mathematics are described and discussed. Curriculum-embedded assessment places assessment tasks in the day-to-day context of the classroom. The test of a curriculum-embedded task is whether it could be regarded as curriculum material per se. In…

The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

ERIC Educational Resources Information Center

Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

2016-01-01

Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

To Assess Students' Attitudes, Skills and Competencies in Mathematical Modeling

ERIC Educational Resources Information Center

Lingefjard, Thomas; Holmquist, Mikael

2005-01-01

Peer-to-peer assessment, take-home exams and a mathematical modeling survey were used to monitor and assess students' attitudes, skills and competencies in mathematical modeling. The students were all in a secondary mathematics, teacher education program with a comprehensive amount of mathematics studies behind them. Findings indicate that…

Supporting Assessment in Undergraduate Mathematics

ERIC Educational Resources Information Center

Steen, Lynn Arthur, Ed.

2006-01-01

This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…

Reshaping Assessment Practices: Mathematics Assessment under Challenge. Proceedings from the National Conference on Assessment in the Mathematical Sciences (1st, Geelong, Victoria, Australia November 20-24, 1991).

ERIC Educational Resources Information Center

Stephens, Max, Ed.; Izard, John, Ed.

The purpose of the Australian conference on mathematical assessment was to address the challenges to traditional methods of assessment that have resulted as part of the call for reform in the mathematics curriculum. The 28 papers presented were: "Who Assesses Whom and To What Purpose?" (Leone Burton; "Assessment of the Learned…

Constructing Aligned Assessments Using Automated Test Construction

ERIC Educational Resources Information Center

Porter, Andrew; Polikoff, Morgan S.; Barghaus, Katherine M.; Yang, Rui

2013-01-01

We describe an innovative automated test construction algorithm for building aligned achievement tests. By incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction…

Learning Mathematics in High School Courses beyond Mathematics: Combating the Need for Post-Secondary Remediation in Mathematics

ERIC Educational Resources Information Center

Young, R. Brent; Hodge, Angie; Edwards, M. Craig; Leising, James G.

2012-01-01

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…

Mathematics Assessment Sampler 3-5

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, 2005

2005-01-01

The sample assessment items in this volume are sorted according to the strands of number and operations, algebra, geometry, measurement, and data analysis and probability. Because one goal of assessment is to determine students' abilities to communicate mathematically, the writing team suggests ways to extend or modify multiple-choice and…

Assessing Understanding through Reading and Writing in Mathematics

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

2010-01-01

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

A quick and reliable procedure for assessing foot alignment in athletes.

PubMed

De Michelis Mendonça, Luciana; Bittencourt, Natália Franco Netto; Amaral, Giovanna Mendes; Diniz, Lívia Santos; Souza, Thales Rezende; da Fonseca, Sérgio Teixeira

2013-01-01

Quick procedures with proper psychometric properties that can capture the combined alignment of the foot-ankle complex in a position that may be more representative of the status of the lower limb during ground contact are essential for assessing a large group of athletes. The assessed lower limb was positioned with the calcaneus surface facing upward in a way that all of the marks could be seen at the center of the camera display. After guaranteeing maintenance of the foot at 90° of dorsiflexion actively sustained by the athlete, the examiner took the picture of the foot-ankle alignment. Intraclass correlation coefficients ranging from 0.82 to 0.93 demonstrated excellent intratester and intertester reliability for the proposed measurements of forefoot, rearfoot, and shank-forefoot alignments. The intraclass correlation coefficient between the shank-forefoot measures and the sum of the rearfoot and forefoot measures was 0.98, suggesting that the shank-forefoot alignment measures can represent the combined rearfoot and forefoot alignments. This study describes a reliable and practical measurement procedure for rearfoot, forefoot, and shank-forefoot alignments that can be applied to clinical and research situations as a screening procedure for risk factors for lower-limb injuries in athletes.

Tracing the Assessment Triangle with Learning Progression-Aligned Assessments in Mathematics

ERIC Educational Resources Information Center

Lai, Emily R.; Kobrin, Jennifer L.; DiCerbo, Kristen E.; Holland, Laura R.

2017-01-01

We describe an application of the assessment triangle, using a learning progression as the "cognition" vertex. We summarize two studies to evaluate whether evidence of student performance is consistent with our progression. In Study 1, we conducted think alouds using draft assessment activities and evaluated responses in relation to the…

Engineering Mathematics Assessment Using "MapleTA"

ERIC Educational Resources Information Center

Jones, Ian S.

2008-01-01

The assessment of degree level engineering mathematics students using the computer-aided assessment package MapleTA is discussed. Experience of academic and practical issues for both online coursework and examination assessments is presented, hopefully benefiting other academics in this novel area of activity. (Contains 6 figures and 1 table.)

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

NASA Astrophysics Data System (ADS)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Assessing Mathematics: 1. APU Framework and Modes of Assessment.

ERIC Educational Resources Information Center

Foxman, Derek; Mitchell, Peter

1983-01-01

The "what" and "how" of the Assessment of Performance Unit surveys of the mathematics performance of 11- and 15-year-olds in England, Wales, and Northern Ireland are explained. The framework and forms of assessment are detailed, and the experience of the testers noted. (MNS)

A Means for Updating and Validating Mathematics Programs

ERIC Educational Resources Information Center

Dunlap, Laurie A.

2012-01-01

This article describes how to design program assessment for mathematics departments, in two-year and four-year colleges across the Midwest, based on a set of components that was generated from a Delphi survey. An example is provided to illustrate how this was done at a small four-year college. There is an alignment between these components and a…

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment.

PubMed

Brendefur, Jonathan L; Johnson, Evelyn S; Thiede, Keith W; Strother, Sam; Severson, Herb H

2018-01-01

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students at risk for poor math outcomes and a diagnostic tool to provide a more in-depth profile of children's specific strengths and weaknesses in mathematics. The PMA allows teachers and school personnel to make better instructional decisions by providing more targeted analyses.

Tests of Alignment among Assessment, Standards, and Instruction Using Generalized Linear Model Regression

ERIC Educational Resources Information Center

Fulmer, Gavin W.; Polikoff, Morgan S.

2014-01-01

An essential component in school accountability efforts is for assessments to be well-aligned with the standards or curriculum they are intended to measure. However, relatively little prior research has explored methods to determine statistical significance of alignment or misalignment. This study explores analyses of alignment as a special case…

Assessing Mathematics 4. Problem Solving: The APU Approach.

ERIC Educational Resources Information Center

Foxman, Derek; And Others

1984-01-01

Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

Early Mathematics Fluency with CCSSM

ERIC Educational Resources Information Center

Matney, Gabriel T.

2014-01-01

To develop second-grade students' confidence and ease, this author presents examples of learning tasks (Number of the Day, Word Problem Solving, and Modeling New Mathematical Ideas) that align with Common Core State Standards for Mathematics and that build mathematical fluency to promote students' creative expression of mathematical…

Screencasts: Formative Assessment for Mathematical Thinking

ERIC Educational Resources Information Center

Soto, Melissa; Ambrose, Rebecca

2016-01-01

Increased attention to reasoning and justification in mathematics classrooms requires the use of more authentic assessment methods. Particularly important are tools that allow teachers and students opportunities to engage in formative assessment practices such as gathering data, interpreting understanding, and revising thinking or instruction.…

Self and Peer Assessment of Mathematical Processes

ERIC Educational Resources Information Center

Onion, Alice; Javaheri, Elnaz

2011-01-01

This article explores using Bowland assessment tasks and Nuffield Applying Mathematical Processes (AMP) activities as part of a scheme of work. The Bowland tasks and Nuffield AMP activities are designed to develop students' mathematical thinking; they are focused on key processes. Unfamiliar demands are made on the students and they are challenged…

Classroom Assessment in Japanese Mathematics Education.

ERIC Educational Resources Information Center

Nagasaki, Eizo; Becker, Jerry P.

In Japan, assessment in classroom teaching cannot be considered apart from classroom lessons. This paper describes typical mathematics classroom situations and some of the developments in classroom assessment underway in Japan. The first section of the paper discusses classroom teaching, including whole-class instruction, discussion, objectives,…

Results from the Fourth Mathematics Assessment of the National Assessment of Educational Progress.

ERIC Educational Resources Information Center

Lindquist, Mary Montgomery, Ed.

The National Assessment of Educational Progress (NAEP) completed its fourth mathematics assessment during the 1985-86 school year and finished the analyses of the results in 1988. This monograph, prepared by an interpretive team of the National Council of Teachers of Mathematics, represents a comprehensive discussion of the results of the fourth…

Bibliography of Assessment Alternatives: Mathematics. January 1998 Edition. Innovative Assessment.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

Mathematics alternative assessment continues to be a hot topic with much activity on development, standards setting, and relation to reform. This document defines alternative assessment as any assessment in which students construct a response to a question rather than choosing a response from a list. This annotated bibliography contains the…

Mathematics Framework for the 2011 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2010

2010-01-01

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. The NAEP Assessment in mathematics has two components that differ in…

Evaluation of mathematical algorithms for automatic patient alignment in radiosurgery.

PubMed

Williams, Kenneth M; Schulte, Reinhard W; Schubert, Keith E; Wroe, Andrew J

2015-06-01

Image registration techniques based on anatomical features can serve to automate patient alignment for intracranial radiosurgery procedures in an effort to improve the accuracy and efficiency of the alignment process as well as potentially eliminate the need for implanted fiducial markers. To explore this option, four two-dimensional (2D) image registration algorithms were analyzed: the phase correlation technique, mutual information (MI) maximization, enhanced correlation coefficient (ECC) maximization, and the iterative closest point (ICP) algorithm. Digitally reconstructed radiographs from the treatment planning computed tomography scan of a human skull were used as the reference images, while orthogonal digital x-ray images taken in the treatment room were used as the captured images to be aligned. The accuracy of aligning the skull with each algorithm was compared to the alignment of the currently practiced procedure, which is based on a manual process of selecting common landmarks, including implanted fiducials and anatomical skull features. Of the four algorithms, three (phase correlation, MI maximization, and ECC maximization) demonstrated clinically adequate (ie, comparable to the standard alignment technique) translational accuracy and improvements in speed compared to the interactive, user-guided technique; however, the ICP algorithm failed to give clinically acceptable results. The results of this work suggest that a combination of different algorithms may provide the best registration results. This research serves as the initial groundwork for the translation of automated, anatomy-based 2D algorithms into a real-world system for 2D-to-2D image registration and alignment for intracranial radiosurgery. This may obviate the need for invasive implantation of fiducial markers into the skull and may improve treatment room efficiency and accuracy. © The Author(s) 2014.

Students' Perceptions of Assessment in Undergraduate Mathematics

ERIC Educational Resources Information Center

Iannone, Paola; Simpson, Adrian

2013-01-01

A consistent message emerges from research on undergraduate students' perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this…

Comparison of Virginia's 2009 Mathematics Standards of Learning with the Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Virginia Department of Education, 2011

2011-01-01

This first draft of the "Comparison of Virginia's 2009 Mathematics Standards of Learning (SOL) with the Common Core State Standards (CCSS) for Mathematics" provides a side-by-side overview demonstrating how the 2009 Mathematics SOL are aligned to the CCSS. The comparison was made using Virginia's complete standards program for supporting…

Students' Preferences in Undergraduate Mathematics Assessment

ERIC Educational Resources Information Center

Iannone, P.; Simpson, A.

2015-01-01

Existing research into students' preferences for assessment methods has been developed from a restricted sample: in particular, the voice of students in the 'hard-pure sciences' has rarely been heard. We conducted a mixed method study to explore mathematics students' preferences of assessment methods. In contrast to the message from the general…

Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities

ERIC Educational Resources Information Center

Parrish, Polly R.; Stodden, Robert A.

2009-01-01

This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…

Accuracy Estimation and Parameter Advising for Protein Multiple Sequence Alignment

PubMed Central

DeBlasio, Dan

2013-01-01

Abstract We develop a novel and general approach to estimating the accuracy of multiple sequence alignments without knowledge of a reference alignment, and use our approach to address a new task that we call parameter advising: the problem of choosing values for alignment scoring function parameters from a given set of choices to maximize the accuracy of a computed alignment. For protein alignments, we consider twelve independent features that contribute to a quality alignment. An accuracy estimator is learned that is a polynomial function of these features; its coefficients are determined by minimizing its error with respect to true accuracy using mathematical optimization. Compared to prior approaches for estimating accuracy, our new approach (a) introduces novel feature functions that measure nonlocal properties of an alignment yet are fast to evaluate, (b) considers more general classes of estimators beyond linear combinations of features, and (c) develops new regression formulations for learning an estimator from examples; in addition, for parameter advising, we (d) determine the optimal parameter set of a given cardinality, which specifies the best parameter values from which to choose. Our estimator, which we call Facet (for “feature-based accuracy estimator”), yields a parameter advisor that on the hardest benchmarks provides more than a 27% improvement in accuracy over the best default parameter choice, and for parameter advising significantly outperforms the best prior approaches to assessing alignment quality. PMID:23489379

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

PubMed

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

towards a theory-based multi-dimensional framework for assessment in mathematics: The "SEA" framework

NASA Astrophysics Data System (ADS)

Anku, Sitsofe E.

1997-09-01

Using the reform documents of the National Council of Teachers of Mathematics (NCTM) (NCTM, 1989, 1991, 1995), a theory-based multi-dimensional assessment framework (the "SEA" framework) which should help expand the scope of assessment in mathematics is proposed. This framework uses a context based on mathematical reasoning and has components that comprise mathematical concepts, mathematical procedures, mathematical communication, mathematical problem solving, and mathematical disposition.

Formative Assessment in Mathematics for Engineering Students

ERIC Educational Resources Information Center

Ní Fhloinn, Eabhnat; Carr, Michael

2017-01-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the…

The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie

2010-01-01

The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…

Re-Animating the Mathematical Concept: A Materialist Look at Students Practicing Mathematics with Digital Technology

ERIC Educational Resources Information Center

Chorney, Sean

2017-01-01

This paper proposes a philosophical approach to the mathematical engagement involving students and a digital tool. This philosophical proposal aligns with other theories of learning that have been implemented in mathematics education but rearticulates some metaphors so as to promote insight and ideas to further support continued investigations…

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

PubMed

Holt, Emily A; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

2015-01-01

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

PubMed Central

Holt, Emily A.; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

2015-01-01

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students’ critical thinking. We assessed students’ higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students’ high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students’ critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning. PMID:26340659

Automated Registration of Multimodal Optic Disc Images: Clinical Assessment of Alignment Accuracy.

PubMed

Ng, Wai Siene; Legg, Phil; Avadhanam, Venkat; Aye, Kyaw; Evans, Steffan H P; North, Rachel V; Marshall, Andrew D; Rosin, Paul; Morgan, James E

2016-04-01

To determine the accuracy of automated alignment algorithms for the registration of optic disc images obtained by 2 different modalities: fundus photography and scanning laser tomography. Images obtained with the Heidelberg Retina Tomograph II and paired photographic optic disc images of 135 eyes were analyzed. Three state-of-the-art automated registration techniques Regional Mutual Information, rigid Feature Neighbourhood Mutual Information (FNMI), and nonrigid FNMI (NRFNMI) were used to align these image pairs. Alignment of each composite picture was assessed on a 5-point grading scale: "Fail" (no alignment of vessels with no vessel contact), "Weak" (vessels have slight contact), "Good" (vessels with <50% contact), "Very Good" (vessels with >50% contact), and "Excellent" (complete alignment). Custom software generated an image mosaic in which the modalities were interleaved as a series of alternate 5×5-pixel blocks. These were graded independently by 3 clinically experienced observers. A total of 810 image pairs were assessed. All 3 registration techniques achieved a score of "Good" or better in >95% of the image sets. NRFNMI had the highest percentage of "Excellent" (mean: 99.6%; range, 95.2% to 99.6%), followed by Regional Mutual Information (mean: 81.6%; range, 86.3% to 78.5%) and FNMI (mean: 73.1%; range, 85.2% to 54.4%). Automated registration of optic disc images by different modalities is a feasible option for clinical application. All 3 methods provided useful levels of alignment, but the NRFNMI technique consistently outperformed the others and is recommended as a practical approach to the automated registration of multimodal disc images.

Mathematics Teachers' Capacity for Change

ERIC Educational Resources Information Center

Golding, Jennie

2017-01-01

Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and…

Writing Assessment in the Department of Mathematics at Rochester Institute of Technology.

ERIC Educational Resources Information Center

Birken, Marcia

The goal of writing assessment in the Department of Mathematics at Rochester Institute of Technology (RIT) is to assure that students can communicate about mathematics or statistics in a manner appropriate to their future careers. A five-member writing committee, composed of mathematics faculty, assess students at three different times during…

Using Problem Solving to Assess Young Children's Mathematics Knowledge

ERIC Educational Resources Information Center

Charlesworth, Rosalind; Leali, Shirley A.

2012-01-01

Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…

Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade

ERIC Educational Resources Information Center

Hill-Cunningham, Pamela Renee

2012-01-01

Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina…

The Alignment of State Standards and Assessments in Elementary Reading. CIERA Report.

ERIC Educational Resources Information Center

Wixson, Karen K.; Fisk, Maria Chesley; Dutro, Elizabeth; McDaniel, Julie

A study examined the alignment between state standards and assessments in elementary reading. The impetus for the study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of…

The Role of Self-Assessment in Foundation of Mathematics Learning

NASA Astrophysics Data System (ADS)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

System alignment using the Talbot effect

NASA Astrophysics Data System (ADS)

Chevallier, Raymond; Le Falher, Eric; Heggarty, Kevin

1990-08-01

The Talbot effect is utilized to correct an alignment problem related to a neural network used for image recognition, which required the alignment of a spatial light modulator (SLM) with the input module. A mathematical model which employs the Fresnel diffraction theory is presented to describe the method. The calculation of the diffracted amplitude describes the wavefront sphericity and the original object transmittance function in order to qualify the lateral shift of the Talbot image. Another explanation is set forth in terms of plane-wave illumination in the neural network. Using a Fourier series and by describing planes where all the harmonics are in phase, the reconstruction of Talbot images is explained. The alignment is effective when the lenslet array is aligned on the even Talbot images of the SLM pixels and the incident wave is a plane wave. The alignment is evaluated in terms of source and periodicity errors, tilt of the incident plane waves, and finite object dimensions. The effects of the error sources are concluded to be negligible, the lenslet array is shown to be successfully aligned with the SLM, and other alignment applications are shown to be possible.

Formative assessment in mathematics for engineering students

NASA Astrophysics Data System (ADS)

Ní Fhloinn, Eabhnat; Carr, Michael

2017-07-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.

Initial Understandings of Fraction Concepts Evidenced by Students with Mathematics Learning Disabilities and Difficulties: A Framework

ERIC Educational Resources Information Center

Hunt, Jessica H.; Welch-Ptak, Jasmine J.; Silva, Juanita M.

2016-01-01

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students…

A Preliminary Report of National Estimates from the National Assessment of Educational Progress, 1992 Mathematics Assessment.

ERIC Educational Resources Information Center

Elliott, Emerson J., Comp.

This report contains preliminary results from the 1992 mathematics assessment by the National Assessment of Educational Progress (NAEP) of nationally representative samples of about 26,000 4th, 8th and 12th grade students in 1,500 public schools and private schools in 44 states; and compares data to findings from the 1990 NAEP mathematics tests.…

Narrative assessment: making mathematics learning visible in early childhood settings

NASA Astrophysics Data System (ADS)

Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

2015-09-01

Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.

Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

ERIC Educational Resources Information Center

Jansen, Amanda; Berk, Dawn; Meikle, Erin

2017-01-01

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

The number of reduced alignments between two DNA sequences

PubMed Central

2014-01-01

Background In this study we consider DNA sequences as mathematical strings. Total and reduced alignments between two DNA sequences have been considered in the literature to measure their similarity. Results for explicit representations of some alignments have been already obtained. Results We present exact, explicit and computable formulas for the number of different possible alignments between two DNA sequences and a new formula for a class of reduced alignments. Conclusions A unified approach for a wide class of alignments between two DNA sequences has been provided. The formula is computable and, if complemented by software development, will provide a deeper insight into the theory of sequence alignment and give rise to new comparison methods. AMS Subject Classification Primary 92B05, 33C20, secondary 39A14, 65Q30 PMID:24684679

Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

ERIC Educational Resources Information Center

House, J. Daniel; Telese, James A.

2016-01-01

Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

New Approaches to Assessment in Science and Mathematics.

ERIC Educational Resources Information Center

Crow, Tracy, Ed.

1997-01-01

This issue of ENC Focus serves as a guide to 29 instructional materials that utilize some form of alternative assessment. These materials focus on mathematics, science, and integrated topics. The products included utilize one or more of the following means of student assessment: (1) portfolios; (2) journals; (3) interviews; (4) surveys; (5)…

Getting Real: Implementing Assessment Alternatives in Mathematics.

ERIC Educational Resources Information Center

Hopkins, Martha H.

1997-01-01

Recounts experiences of a university professor who returned to the elementary classroom and attempted to implement the National Council of Teachers of Mathematics Standards and appropriate assessment methods, including nontraditional paper-and-pencil tasks, journal-like writing assignments, focused observations, and performance-based assessments…

Designing Tasks to Promote and Assess Mathematical Transfer in Primary School Children

ERIC Educational Resources Information Center

Clark, Julie; Page, Shaileigh; Thornton, Steve

2013-01-01

This study aims to design learning situations and tasks that promote and assess the capacity of primary school children to transfer mathematical knowledge to new contexts. We discuss previous studies investigating mathematical transfer, and particularly the strengths and limitations of tasks used to assess transfer in these studies. We describe…

Differential Improvement in Student Understanding of Mathematical Principles following Formative Assessment Intervention

ERIC Educational Resources Information Center

Phelan, Julia; Choi, Kilchan; Vendlinski, Terry; Baker, Eva; Herman, Joan

2011-01-01

The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students…

Aligning the unalignable: bacteriophage whole genome alignments.

PubMed

Bérard, Sèverine; Chateau, Annie; Pompidor, Nicolas; Guertin, Paul; Bergeron, Anne; Swenson, Krister M

2016-01-13

In recent years, many studies focused on the description and comparison of large sets of related bacteriophage genomes. Due to the peculiar mosaic structure of these genomes, few informative approaches for comparing whole genomes exist: dot plots diagrams give a mostly qualitative assessment of the similarity/dissimilarity between two or more genomes, and clustering techniques are used to classify genomes. Multiple alignments are conspicuously absent from this scene. Indeed, whole genome aligners interpret lack of similarity between sequences as an indication of rearrangements, insertions, or losses. This behavior makes them ill-prepared to align bacteriophage genomes, where even closely related strains can accomplish the same biological function with highly dissimilar sequences. In this paper, we propose a multiple alignment strategy that exploits functional collinearity shared by related strains of bacteriophages, and uses partial orders to capture mosaicism of sets of genomes. As classical alignments do, the computed alignments can be used to predict that genes have the same biological function, even in the absence of detectable similarity. The Alpha aligner implements these ideas in visual interactive displays, and is used to compute several examples of alignments of Staphylococcus aureus and Mycobacterium bacteriophages, involving up to 29 genomes. Using these datasets, we prove that Alpha alignments are at least as good as those computed by standard aligners. Comparison with the progressive Mauve aligner - which implements a partial order strategy, but whose alignments are linearized - shows a greatly improved interactive graphic display, while avoiding misalignments. Multiple alignments of whole bacteriophage genomes work, and will become an important conceptual and visual tool in comparative genomics of sets of related strains. A python implementation of Alpha, along with installation instructions for Ubuntu and OSX, is available on bitbucket (https://bitbucket.org/thekswenson/alpha).

Self-aligning and compressed autosophy video databases

NASA Astrophysics Data System (ADS)

Holtz, Klaus E.

1993-04-01

Autosophy, an emerging new science, explains `self-assembling structures,' such as crystals or living trees, in mathematical terms. This research provides a new mathematical theory of `learning' and a new `information theory' which permits the growing of self-assembling data network in a computer memory similar to the growing of `data crystals' or `data trees' without data processing or programming. Autosophy databases are educated very much like a human child to organize their own internal data storage. Input patterns, such as written questions or images, are converted to points in a mathematical omni dimensional hyperspace. The input patterns are then associated with output patterns, such as written answers or images. Omni dimensional information storage will result in enormous data compression because each pattern fragment is only stored once. Pattern recognition in the text or image files is greatly simplified by the peculiar omni dimensional storage method. Video databases will absorb input images from a TV camera and associate them with textual information. The `black box' operations are totally self-aligning where the input data will determine their own hyperspace storage locations. Self-aligning autosophy databases may lead to a new generation of brain-like devices.

Mathematics: Program Assessment and Improvement Planning Manual.

ERIC Educational Resources Information Center

Whitman, Nancy C.; And Others

This document provides a model for assessing a school's mathematics program and planning for program improvement. A systematic process for instructional improvement focuses upon students' needs and the identification of successful instructional strategies to meet these needs. The improvement plan and the implementation of intervention strategies…

Equity of Student Use of Graphing Calculators for Mathematics Learning and Assessment

ERIC Educational Resources Information Center

Klecker, Beverly M.; Klecker, Richard L.

2015-01-01

This study examined equity through the differences average scale scores on the NAEP 2015 12th-grade mathematics test by parents' socioeconomic status (SES) and students' use of graphing calculators in the classroom and while taking the NAEP 2015 assessment. Data were national public composite mathematics 12-grade 2015 NAEP assessment scores. The…

Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards

ERIC Educational Resources Information Center

Achieve, Inc., 2014

2014-01-01

In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each…

An Empirical Development of an Instrument To Assess Mathematics Anxiety and Apprehension.

ERIC Educational Resources Information Center

Ikegulu, T. Nelson

The development and psychometric properties of the Mathematics Anxiety-Apprehension Survey (MAAS), a measure of instructional and/or classroom mathematics phobia are discussed. This instrument was designed to assess levels of mathematics anxiety and apprehension in students with varying levels of education and socio-demographic factors. The highly…

Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

ERIC Educational Resources Information Center

Shield, Malcolm; Dole, Shelley

2013-01-01

Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…

Student Teachers' Views about Assessment and Evaluation Methods in Mathematics

ERIC Educational Resources Information Center

Dogan, Mustafa

2011-01-01

This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a…

An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children's patterning skills

NASA Astrophysics Data System (ADS)

Papic, Marina

2015-12-01

This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.

"Let's Count": Improving Community Approaches to Early Years Mathematics Learning, Teaching and Dispositions through Noticing, Exploring and Talking about Mathematics

ERIC Educational Resources Information Center

Perry, Bob; Hampshire, Ann; Gervaxoni, Ann; O'Neill, Will

2016-01-01

"Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective…

How Well Do the NSF Funded Elementary Mathematics Curricula Align with the GAISE Report Recommendations?

ERIC Educational Resources Information Center

Bargagliotti, Anna E.

2012-01-01

Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007),…

Exploring Crossing Differential Item Functioning by Gender in Mathematics Assessment

ERIC Educational Resources Information Center

Ong, Yoke Mooi; Williams, Julian; Lamprianou, Iasonas

2015-01-01

The purpose of this article is to explore crossing differential item functioning (DIF) in a test drawn from a national examination of mathematics for 11-year-old pupils in England. An empirical dataset was analyzed to explore DIF by gender in a mathematics assessment. A two-step process involving the logistic regression (LR) procedure for…

Fitting-free algorithm for efficient quantification of collagen fiber alignment in SHG imaging applications.

PubMed

Hall, Gunnsteinn; Liang, Wenxuan; Li, Xingde

2017-10-01

Collagen fiber alignment derived from second harmonic generation (SHG) microscopy images can be important for disease diagnostics. Image processing algorithms are needed to robustly quantify the alignment in images with high sensitivity and reliability. Fourier transform (FT) magnitude, 2D power spectrum, and image autocorrelation have previously been used to extract fiber information from images by assuming a certain mathematical model (e.g. Gaussian distribution of the fiber-related parameters) and fitting. The fitting process is slow and fails to converge when the data is not Gaussian. Herein we present an efficient constant-time deterministic algorithm which characterizes the symmetricity of the FT magnitude image in terms of a single parameter, named the fiber alignment anisotropy R ranging from 0 (randomized fibers) to 1 (perfect alignment). This represents an important improvement of the technology and may bring us one step closer to utilizing the technology for various applications in real time. In addition, we present a digital image phantom-based framework for characterizing and validating the algorithm, as well as assessing the robustness of the algorithm against different perturbations.

Developing Classroom Formative Assessment in Dutch Primary Mathematics Education

ERIC Educational Resources Information Center

van den Berg, M.; Harskamp, E. G.; Suhre, C. J. M.

2016-01-01

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students' understanding of learning goals and provide timely feedback. To improve the teachers' formative assessment practice, researchers, curriculum…

Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

ERIC Educational Resources Information Center

Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

2015-01-01

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

Social Representations of High School Students about Mathematics Assessment

ERIC Educational Resources Information Center

Martínez-Sierra, Gustavo; Valle-Zequeida, María E.; Miranda-Tirado, Marisa; Dolores-Flores, Crisólogo

2016-01-01

The perceptions of students about assessment in mathematics classes have been sparsely investigated. In order to fill this gap, this qualitative study aims to identify the social "representations" (understood as the system of values, ideas, and practices about a social object) of high school students regarding "assessment in…

Secondary Teachers' Conceptions and Practices of Assessment Models: The Case for Mathematics Teachers in Jordan

ERIC Educational Resources Information Center

Al Duwairi, Ahmed

2013-01-01

This study aimed at investigating the extent to which secondary schools mathematics teachers practice to assessment models in their mathematics teaching and learning. Definitely, the study aimed at answering the following questions: (1) To what extent do secondary schools mathematics teachers practice each of the assessment models in their…

Is Tutoring Teaching? Exploring Tutoring's Potential to Improve Mathematics Teacher Education

ERIC Educational Resources Information Center

Rasche, Alexander N.

2017-01-01

This study investigated the tutoring practices of mathematics tutors working in one university tutoring center and the corresponding rationale exhibited by the mathematics tutors. This study illustrates how the tutoring practices of mathematics tutors align with the Eight Mathematics Teaching Practices outlined in NCTM's recent publication…

Exploration of the Alignment of State Data and Infrastructure to Mathematics and Science Success Indicators

ERIC Educational Resources Information Center

Mandinach, Ellen B.; Hauk, Shandy

2017-01-01

A range of education initiatives in the U.S. are focusing on ways to improve curriculum, instruction, teacher development, and student assessment related to science, technology, engineering, and mathematics (STEM) education. Key indicators to monitor the quality of STEM education have been proposed by the National Research Council. This paper is…

An optimal beam alignment method for large-scale distributed space surveillance radar system

NASA Astrophysics Data System (ADS)

Huang, Jian; Wang, Dongya; Xia, Shuangzhi

2018-06-01

Large-scale distributed space surveillance radar is a very important ground-based equipment to maintain a complete catalogue for Low Earth Orbit (LEO) space debris. However, due to the thousands of kilometers distance between each sites of the distributed radar system, how to optimally implement the Transmitting/Receiving (T/R) beams alignment in a great space using the narrow beam, which proposed a special and considerable technical challenge in the space surveillance area. According to the common coordinate transformation model and the radar beam space model, we presented a two dimensional projection algorithm for T/R beam using the direction angles, which could visually describe and assess the beam alignment performance. Subsequently, the optimal mathematical models for the orientation angle of the antenna array, the site location and the T/R beam coverage are constructed, and also the beam alignment parameters are precisely solved. At last, we conducted the optimal beam alignment experiments base on the site parameters of Air Force Space Surveillance System (AFSSS). The simulation results demonstrate the correctness and effectiveness of our novel method, which can significantly stimulate the construction for the LEO space debris surveillance equipment.

Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam

ERIC Educational Resources Information Center

Khoshaim, Heba Bakr; Rashid, Saima

2016-01-01

Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…

The Common Core Mathematics Companion: The Standards Decoded, High School

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, 2017

2017-01-01

When it comes to mathematics, standards aligned is achievement aligned… In the short time since "The Common Core Mathematics Companions" for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical mathematics ideas easy to teach. With this brand-new volume, high school mathematics…

Generalizability and Validity of a Mathematics Performance Assessment.

ERIC Educational Resources Information Center

Lane, Suzanne; And Others

1996-01-01

Evidence from test results of 3,604 sixth and seventh graders is provided for the generalizability and validity of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument, which is designed to measure program outcomes and growth in mathematics. (SLD)

The Fantastic Four of Mathematics Assessment Items

ERIC Educational Resources Information Center

Greenlees, Jane

2011-01-01

In this article, the author makes reference to four comic book characters to make the point that together they are a formidable team, but on their own they are vulnerable. She examines the four components of mathematics assessment items and the need for implicit instruction within the classroom for student success. Just like the "Fantastic Four"…

Challenges Associated with Curriculum Alignment, Change and Assessment Reforms in Namibia

ERIC Educational Resources Information Center

Iipinge, Sakaria M.; Kasanda, Choshi D.

2013-01-01

Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school…

Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

ERIC Educational Resources Information Center

Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

2009-01-01

This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

ERIC Educational Resources Information Center

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

2016-01-01

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Assessing the Quality of the Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Cobb, Paul; Jackson, Kara

2011-01-01

The authors comment on Porter, McMaken, Hwang, and Yang's recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing…

Rural High School Mathematics Teachers' Response to Mathematics Reform Curriculum Integration and Professional Development

ERIC Educational Resources Information Center

Cox, Teodora B.

2009-01-01

The purpose of this qualitative study was to examine rural high school mathematics teachers' responses to the initial implementation of Louisiana's "Comprehensive Curriculum" during their second year of involvement in a professional development program. The curriculum changes were the culmination of an alignment between standards,…

Does alignment of constructivist teaching, curriculum, and assessment strategies promote meaningful learning?

NASA Astrophysics Data System (ADS)

Jimarez, Teresa

Despite our national efforts to attract more students to the science, technology, engineering, and mathematics (STEM) fields, the number of students continues to be small. Empirical studies have suggested that in order to actively engage students in the science learning processes, lessons need to be designed which consider student prior experiences and provide a sound curriculum, within an environment promoting social interaction---that is, allowing for sharing and negotiation of those ideas which promote reflective thinking. These premises require an embedded assessment system that continuously provides feedback to both student and teacher. This technique allows adaptation and modification of lessons to better facilitate conceptual understanding. This study focused on the use of constructivist strategies that, when aligned, promoted conceptual understanding while facilitating development of science process skills. Skill development leads to meaningful learning, known to promote a change of attitude toward science. A mixed research design embedded in a case study approach was used to understand the complexity of the variables examined in this study. Both quantitative and qualitative methods of data collection were used to strengthen the validity and interpretation of the findings. Students from one of three ninth-grade physical science classes were selected for this study. The students numbered 29, 13 boys and 16 girls; the majority of these students were of Hispanic background. The analysis of data suggested that the use of constructivist strategies promotes conceptual understanding of science concepts and development of science process skills and a change of attitude towards science. This study concluded that selecting teaching and multiple assessment strategies is vital to engage students in science careers. Due to the limited nature of this case study, the researcher recommends a replication or followup with a different teacher and school, including a control

Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School

ERIC Educational Resources Information Center

Popa, Nicoleta Laura; Pauc, Ramona Loredana

2015-01-01

Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-11-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

Assessing Mathematics Self-Efficacy: How Many Categories Do We Really Need?

ERIC Educational Resources Information Center

Toland, Michael D.; Usher, Ellen L.

2016-01-01

The present study tested whether a reduced number of categories is optimal for assessing mathematics self-efficacy among middle school students using a 6-point Likert-type format or a 0- to 100-point format. Two independent samples of middle school adolescents (N = 1,913) were administered a 24-item Middle School Mathematics Self-Efficacy Scale…

A validation study of an alternate state science assessment: Alignment of the Pennsylvania Alternate System of Assessment (PASA) science assessment

NASA Astrophysics Data System (ADS)

Heh, Peter

The current study examined the validation and alignment of the PASA-Science by determining whether the alternate science assessment anchors linked to the regular education science anchors; whether the PASA-Science assessment items are science; whether the PASA-Science assessment items linked to the alternate science eligible content, and what PASA-Science assessment content was considered important by parents and teachers. Special education and science education university faculty determined all but one alternate science assessment anchor linked to the regular science assessment anchors. Special education and science education teachers determined that the PASA-Science assessment items are indeed science and linked to the alternate science eligible content. Finally, parents and teachers indicated the most important science content assessed in the PASA-Science involved safety and independence.

Radiographic assessment of knee-ankle alignment after total knee arthroplasty for varus and valgus knee osteoarthritis.

PubMed

Gao, Fuqiang; Ma, Jinhui; Sun, Wei; Guo, Wanshou; Li, Zirong; Wang, Weiguo

2017-01-01

There are unanswered questions about knee-ankle alignment after total knee arthroplasty (TKA) for varus and valgus osteoarthritis (OA) of the knee. The aim of this retrospective study was to assess knee-ankle alignment after TKA. The study consisted of 149 patients who had undergone TKA due to varus and valgus knee OA. The alignment and angles in the selected knees and ankles were measured on full-length standing anteroposterior radiographs, both pre-operatively and post-operatively. The paired t-test and Pearson's correlation tests were used for statistical analysis. The results showed that ankle alignment correlated with knee alignment both pre-operatively and postoperatively (P<0.05). The pre-operative malalignment of the knee was corrected (P<0.05), and the ankle tilt angle was accordingly improved in the operative side after TKA (P<0.05). In addition, TKA had little effect on knee-ankle alignment on the non-operative side (P>0.05). These findings indicated that routine TKA could correct the varus or valgus deformity of a knee, and improve the tilt of the ankle. Ankle alignment correlated with knee alignment both pre-operatively and postoperatively. Both pre-operative knee and ankle malalignment can be simultaneously corrected following TKA. Level III. Copyright © 2016 Elsevier B.V. All rights reserved.

An Investigation of Assessment and Feedback Practices in Fully Asynchronous Online Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-01-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…

Physically motivated global alignment method for electron tomography

DOE PAGES

Sanders, Toby; Prange, Micah; Akatay, Cem; ...

2015-04-08

Electron tomography is widely used for nanoscale determination of 3-D structures in many areas of science. Determining the 3-D structure of a sample from electron tomography involves three major steps: acquisition of sequence of 2-D projection images of the sample with the electron microscope, alignment of the images to a common coordinate system, and 3-D reconstruction and segmentation of the sample from the aligned image data. The resolution of the 3-D reconstruction is directly influenced by the accuracy of the alignment, and therefore, it is crucial to have a robust and dependable alignment method. In this paper, we develop amore » new alignment method which avoids the use of markers and instead traces the computed paths of many identifiable ‘local’ center-of-mass points as the sample is rotated. Compared with traditional correlation schemes, the alignment method presented here is resistant to cumulative error observed from correlation techniques, has very rigorous mathematical justification, and is very robust since many points and paths are used, all of which inevitably improves the quality of the reconstruction and confidence in the scientific results.« less

Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

ERIC Educational Resources Information Center

Hebert, Michael A.; Powell, Sarah R.

2016-01-01

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

Assessment of school mathematics: Teachers' perceptions and practices

NASA Astrophysics Data System (ADS)

Pfannkuch, Maxine

2001-12-01

This is the first report of a proposed ten-year interval longitudinal study about teacher assessment practice in Auckland, New Zealand. Interviews with teachers of Year 3, 6, 8, 10, and 13 students are analysed. These interviews indicate that primary teachers are using a variety of assessment strategies in a mastery-based system. Their judgement of mathematical performance is dominated by the belief that all students must feel that they are achieving. The secondary teacher interviews indicate common use of alternative assessment strategies in non-examination classes. Judgement of student performance is benchmarked against national examinations. It is conjectured that an education system effect determines teachers' assessment practices.

Mathematics Framework for the 2013 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2012

2012-01-01

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

Assessment of a field-aligned ICRF antenna

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wukitch, S. J.; Brunner, D.; Ennever, P.

Impurity contamination and localized heat loads associated with ion cyclotron range of frequency (ICRF) antenna operation are among the most challenging issues for ICRF utilization.. Another challenge is maintaining maximum coupled power through plasma variations including edge localized modes (ELMs) and confinement transitions. Here, we report on an experimental assessment of a field aligned (FA) antenna with respect to impurity contamination, impurity sources, RF enhanced heat flux and load tolerance. In addition, we compare the modification of the scrape of layer (SOL) plasma potential of the FA antenna to a conventional, toroidally aligned (TA) antenna, in order to explore themore » underlying physics governing impurity contamination linked to ICRF heating. The FA antenna is a 4-strap ICRF antenna where the current straps and antenna enclosure sides are perpendicular to and the Faraday screen rods are parallel to the total magnetic field. In principle, alignment with respect to the total magnetic field minimizes integrated E∥ (electric field along a magnetic field line) via symmetry. Consistent with expectations, we observed that the impurity contamination and impurity source at the FA antenna are reduced compared to the TA antenna. In both L and H-mode discharges, the radiated power is 20–30% lower for a FA-antenna heated discharge than a discharge heated with the TA-antennas. Further we observe that the fraction of RF energy deposited upon the antenna is less than 0.4 % of the total injected RF energy in dipole phasing. The total deposited energy increases significantly when the FA antenna is operated in monopole phasing. The FA antenna also exhibits an unexpected load tolerance for ELMs and confinement transitions compared to the TA antennas. However, inconsistent with expectations, we observe RF induced plasma potentials to be nearly identical for FA and TA antennas when operated in dipole phasing. In monopole phasing, the FA antenna has the highest

Analyzing the Curriculum Alignment of Teachers

ERIC Educational Resources Information Center

Turan-Özpolat, Esen; Bay, Erdal

2017-01-01

The purpose of this research was to analyze the curriculum alignment of teachers in secondary education 5th grade Science course. Alignment levels of teachers in dimensions of acquisition, content, teaching methods and techniques, activity, material and measurement - assessment, and the reasons for their alignment/non-alignment to the curriculum…

What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

ERIC Educational Resources Information Center

Österholm, Magnus

2015-01-01

The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

Classification systems for causes of stillbirth and neonatal death, 2009-2014: an assessment of alignment with characteristics for an effective global system.

PubMed

Leisher, Susannah Hopkins; Teoh, Zheyi; Reinebrant, Hanna; Allanson, Emma; Blencowe, Hannah; Erwich, Jan Jaap; Frøen, J Frederik; Gardosi, Jason; Gordijn, Sanne; Gülmezoglu, A Metin; Heazell, Alexander E P; Korteweg, Fleurisca; Lawn, Joy; McClure, Elizabeth M; Pattinson, Robert; Smith, Gordon C S; Tunçalp, Ӧzge; Wojcieszek, Aleena M; Flenady, Vicki

2016-09-15

To reduce the burden of 5.3 million stillbirths and neonatal deaths annually, an understanding of causes of deaths is critical. A systematic review identified 81 systems for classification of causes of stillbirth (SB) and neonatal death (NND) between 2009 and 2014. The large number of systems hampers efforts to understand and prevent these deaths. This study aimed to assess the alignment of current classification systems with expert-identified characteristics for a globally effective classification system. Eighty-one classification systems were assessed for alignment with 17 characteristics previously identified through expert consensus as necessary for an effective global system. Data were extracted independently by two authors. Systems were assessed against each characteristic and weighted and unweighted scores assigned to each. Subgroup analyses were undertaken by system use, setting, type of death included and type of characteristic. None of the 81 systems were aligned with more than 9 of the 17 characteristics; most (82 %) were aligned with four or fewer. On average, systems were aligned with 19 % of characteristics. The most aligned system (Frøen 2009-Codac) still had an unweighted score of only 9/17. Alignment with individual characteristics ranged from 0 to 49 %. Alignment was somewhat higher for widely used as compared to less used systems (22 % v 17 %), systems used only in high income countries as compared to only in low and middle income countries (20 % vs 16 %), and systems including both SB and NND (23 %) as compared to NND-only (15 %) and SB-only systems (13 %). Alignment was higher with characteristics assessing structure (23 %) than function (15 %). There is an unmet need for a system exhibiting all the characteristics of a globally effective system as defined by experts in the use of systems, as none of the 81 contemporary classification systems assessed was highly aligned with these characteristics. A particular concern in terms of

Engineering survey planning for the alignment of a particle accelerator: part I. Proposition of an assessment method

NASA Astrophysics Data System (ADS)

Junqueira Leão, Rodrigo; Raffaelo Baldo, Crhistian; Collucci da Costa Reis, Maria Luisa; Alves Trabanco, Jorge Luiz

2018-03-01

The performance of particle accelerators depends highly on the relative alignment between their components. The position and orientation of the magnetic lenses that form the trajectory of the charged beam is kept to micrometric tolerances in a range of hundreds of meters of the length of the machines. Therefore, the alignment problem is fundamentally of a dimensional metrology nature. There is no common way of expressing these tolerances in terms of terminology and alignment concept. The alignment needs for a certain machine is normally given in terms of deviations between the position of any magnet in the accelerator and the fitted line that relates the actual position of the magnets’ assembly. Root mean square errors and standard deviations are normally used interchangeably and measurement uncertainty is often neglected. Although some solutions have been employed successfully in several accelerators, there is no off-the-shelf solution to perform the alignment. Also, each alignment campaign makes use of different measuring instruments to achieve the desired results, which makes the alignment process a complex measurement chain. This paper explores these issues by reviewing the tolerances specified for the alignment of particle accelerators, and proposes a metric to assess the quality of the alignment. The metric has the advantage of fully integrating the measurement uncertainty in the process.

Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

ERIC Educational Resources Information Center

Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne

2018-01-01

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…

Aligning for Innovation - Alignment Strategy to Drive Innovation

NASA Technical Reports Server (NTRS)

Johnson, Hurel; Teltschik, David; Bussey, Horace, Jr.; Moy, James

2010-01-01

With the sudden need for innovation that will help the country achieve its long-term space exploration objectives, the question of whether NASA is aligned effectively to drive the innovation that it so desperately needs to take space exploration to the next level should be entertained. Authors such as Robert Kaplan and David North have noted that companies that use a formal system for implementing strategy consistently outperform their peers. They have outlined a six-stage management systems model for implementing strategy, which includes the aligning of the organization towards its objectives. This involves the alignment of the organization from the top down. This presentation will explore the impacts of existing U.S. industrial policy on technological innovation; assess the current NASA organizational alignment and its impacts on driving technological innovation; and finally suggest an alternative approach that may drive the innovation needed to take the world to the next level of space exploration, with NASA truly leading the way.

Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

ERIC Educational Resources Information Center

Darlington, Ellie

2014-01-01

This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

Cognitive assessment in mathematics with the least squares distance method.

PubMed

Ma, Lin; Çetin, Emre; Green, Kathy E

2012-01-01

This study investigated the validation of comprehensive cognitive attributes of an eighth-grade mathematics test using the least squares distance method and compared performance on attributes by gender and region. A sample of 5,000 students was randomly selected from the data of the 2005 Turkish national mathematics assessment of eighth-grade students. Twenty-five math items were assessed for presence or absence of 20 cognitive attributes (content, cognitive processes, and skill). Four attributes were found to be misspecified or nonpredictive. However, results demonstrated the validity of cognitive attributes in terms of the revised set of 17 attributes. The girls had similar performance on the attributes as the boys. The students from the two eastern regions significantly underperformed on the most attributes.

Assessing the relevance of higher education courses.

PubMed

Gómez, Pedro; González, María Jose; Gil, Francisco; Lupiáñez, José Luis; Moreno, María Francisca; Rico, Luis; Romero, Isabel

2007-05-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this alignment, a process that we call assessing the relevance of a course. Using information from the course syllabus (objectives, contents and assessment scheme), our instrument produces indicators for characterizing the syllabus in terms of a competence list and for assessing its coherence. Because assessment involves quality, the results obtained can also be used to revise and improve the course syllabus. We illustrate this process with an example of a methods course from a mathematics teacher education program at a Spanish university.

Developing non-routine problems for assessing students’ mathematical literacy

NASA Astrophysics Data System (ADS)

Murdiyani, N. M.

2018-03-01

The purpose of this study is to develop non-routine problems for assessing the mathematics literacy skills of students, which is valid, practical, and effective. It is based on the previous research said that Indonesian students’ mathematical literacy is still low. The results of this study can be used as a guide in developing the evaluation questions that can train students to improve the ability of solving non-routine problems in everyday life. This research type is formative evaluation that consists of preliminary, self evaluation, expert reviews, one-to-one, small group, and field test. The sample of this research is grade 8 students at one of Junior High School in Yogyakarta. This study results in mathematics literacy problems prototype consisting of level 1 to level 6 problems similar to PISA problems. This study also discusses the examples of students’ answer and their reasoning.

An Examination of Preservice Teachers' Capacity to Create Mathematical Modeling Problems for Children

ERIC Educational Resources Information Center

Paolucci, Catherine; Wessels, Helena

2017-01-01

This study examined preservice teachers' (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1 to 3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum. PSTs were given criteria adapted from Galbraith's MMP design principles to guide…

Assessing Mathematics 5. Attitudes and Sex Differences: Some APU Findings.

ERIC Educational Resources Information Center

Joffe, Lynn; Foxman, Derek

1984-01-01

From the Assessment of Performance Unit (APU) in Britain, illustrative comments of 11- and 15-year-olds concerning mathematics are presented. Sex differences in attitudes and in test performance are also given. (MNS)

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

PubMed

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Aligning Science Assessment Standards: Oklahoma and the 2009 National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 022

ERIC Educational Resources Information Center

Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric

2007-01-01

This policy research document is intended for Oklahoma policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…

Mathematics authentic assessment on statistics learning: the case for student mini projects

NASA Astrophysics Data System (ADS)

Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment

ERIC Educational Resources Information Center

Ali, Liaqat

2018-01-01

In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student's deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy…

An extensive assessment of network alignment algorithms for comparison of brain connectomes.

PubMed

Milano, Marianna; Guzzi, Pietro Hiram; Tymofieva, Olga; Xu, Duan; Hess, Christofer; Veltri, Pierangelo; Cannataro, Mario

2017-06-06

Recently the study of the complex system of connections in neural systems, i.e. the connectome, has gained a central role in neurosciences. The modeling and analysis of connectomes are therefore a growing area. Here we focus on the representation of connectomes by using graph theory formalisms. Macroscopic human brain connectomes are usually derived from neuroimages; the analyzed brains are co-registered in the image domain and brought to a common anatomical space. An atlas is then applied in order to define anatomically meaningful regions that will serve as the nodes of the network - this process is referred to as parcellation. The atlas-based parcellations present some known limitations in cases of early brain development and abnormal anatomy. Consequently, it has been recently proposed to perform atlas-free random brain parcellation into nodes and align brains in the network space instead of the anatomical image space, as a way to deal with the unknown correspondences of the parcels. Such process requires modeling of the brain using graph theory and the subsequent comparison of the structure of graphs. The latter step may be modeled as a network alignment (NA) problem. In this work, we first define the problem formally, then we test six existing state of the art of network aligners on diffusion MRI-derived brain networks. We compare the performances of algorithms by assessing six topological measures. We also evaluated the robustness of algorithms to alterations of the dataset. The results confirm that NA algorithms may be applied in cases of atlas-free parcellation for a fully network-driven comparison of connectomes. The analysis shows MAGNA++ is the best global alignment algorithm. The paper presented a new analysis methodology that uses network alignment for validating atlas-free parcellation brain connectomes. The methodology has been experimented on several brain datasets.

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers' Goals with Their Items

ERIC Educational Resources Information Center

Sandlin, Benjamin; Harshman, Jordan; Yezierski, Ellen

2015-01-01

A 2011 report by the Department of Education states that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Chemistry teachers have goals for items in their formative assessments, but the degree of alignment between what is assessed by these items and the teachers' goals…

Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades

ERIC Educational Resources Information Center

Graf, Edith Aurora; Arieli-Attali, Meirav

2015-01-01

Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…

Discrete mathematics course supported by CAS MATHEMATICA

NASA Astrophysics Data System (ADS)

Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

2017-08-01

In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our approach, we conducted an anonymous survey. The results of the survey provide evidence that our approach contributes to high outcomes and aligns with the course aims and objectives.

Developing and Piloting a Framework for Studying the Alignment of Mathematics Examinations with the Curriculum: The Case of Lebanon

ERIC Educational Resources Information Center

Osta, Iman

2007-01-01

This research aimed at developing a methodological framework to investigate the alignment of the Lebanese national math exam tests with the curriculum at the middle school level, during the transitory period of a major curricular reform. The focus is on exploring the characteristics of an "assessment culture" set by the national exams…

Mathematics beliefs and achievement of adolescent students in Japan: results from the TIMSS 1999 assessment.

PubMed

House, J Daniel

2005-12-01

A recent study (1) of undergraduate students in a precalculus course indicated that they expressed slightly positive attitudes toward mathematics. It is important, however, to examine relationships between students' initial attitudes and achievement outcomes. The present purpose was to assess the relationship between self-beliefs and mathematics achievement for a large national sample of students from the TIMSS 1999 international sample (eighth graders) from Japan. Several significant relationships between mathematics beliefs and test scores were noted. In addition, the overall multiple regression equation that assessed the joint significance of the complete set of self-belief variables was significant (F7.65 = 159.48, p < .001) and explained 20.6% of the variance in mathematics achievement test scores.

Developing teachers' models for assessing students' competence in mathematical modelling through lesson study

NASA Astrophysics Data System (ADS)

Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent

2017-08-01

Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle.

Automatic alignment of pre- and post-interventional liver CT images for assessment of radiofrequency ablation

NASA Astrophysics Data System (ADS)

Rieder, Christian; Wirtz, Stefan; Strehlow, Jan; Zidowitz, Stephan; Bruners, Philipp; Isfort, Peter; Mahnken, Andreas H.; Peitgen, Heinz-Otto

2012-02-01

Image-guided radiofrequency ablation (RFA) is becoming a standard procedure for minimally invasive tumor treatment in clinical practice. To verify the treatment success of the therapy, reliable post-interventional assessment of the ablation zone (coagulation) is essential. Typically, pre- and post-interventional CT images have to be aligned to compare the shape, size, and position of tumor and coagulation zone. In this work, we present an automatic workflow for masking liver tissue, enabling a rigid registration algorithm to perform at least as accurate as experienced medical experts. To minimize the effect of global liver deformations, the registration is computed in a local region of interest around the pre-interventional lesion and post-interventional coagulation necrosis. A registration mask excluding lesions and neighboring organs is calculated to prevent the registration algorithm from matching both lesion shapes instead of the surrounding liver anatomy. As an initial registration step, the centers of gravity from both lesions are aligned automatically. The subsequent rigid registration method is based on the Local Cross Correlation (LCC) similarity measure and Newton-type optimization. To assess the accuracy of our method, 41 RFA cases are registered and compared with the manually aligned cases from four medical experts. Furthermore, the registration results are compared with ground truth transformations based on averaged anatomical landmark pairs. In the evaluation, we show that our method allows to automatic alignment of the data sets with equal accuracy as medical experts, but requiring significancy less time consumption and variability.

Antares alignment gimbal positioner

NASA Astrophysics Data System (ADS)

Day, R. D.; Viswanathan, V. K.; Saxman, A. C.; Lujan, R. E.; Woodfin, W. C.; Sweatt, W. C.

Antares is a 24-beam 40-TW carbon dioxide (CO2) laser fusion system currently under construction at the Los Alamos National Laboratory. The Antares alignment gimbal positioner (AGP) is an optomechanical instrument that will be used for target alignment and alignment of the 24 laser beams, as well as beam quality assessments. The AGP will be capable of providing pointing, focusing, an wavefront optical path difference, as well as aberration information at both helium neon (He-Ne) and CO2 wavelengths. It is designed to allow the laser beams to be aligned to any position within a 1 cm cube to a tolerance of 10 micrometers.

Antares Alignment Gimbal Positioner

NASA Astrophysics Data System (ADS)

Day, R. D.; Viswanathan, V. K.; Saxman, A. C.; Lujan, R. E.; Woodfin, G. L.; Sweatt, W. C.

1981-12-01

Antares is a 24-beam 40-TW carbon-dioxide (CO2) laser fusion system currently under construction at the Los Alamos National Laboratory. The Antares alignment gimbal positioner (AGP) is an optomechanical instrument that will be used for target alignment and alignment of the 24 laser beams, as well as beam quality assessments. The AGP will be capable of providing pointing, focusing, and wavefront optical path difference, as well as aberration information at both helium-neon (He-Ne) and CO2 wavelengths. It is designed to allow the laser beams to be aligned to any position within a 1-cm cube to a tolerance of 10 μm.

Assessing the Effectiveness of a Mathematics-Focused, Instructional Technology Program for Grades 6-8: A 5-Year Trend Analysis of NASA CONNECT(tm) Evaluation Data

NASA Technical Reports Server (NTRS)

Glassman, Nanci A.; Perry, Jeannine B.; Giersch, Christopher E.; Lambert, Matthew A.; Pinelli, Thomas E.

2004-01-01

NASA CONNECT is a research-, inquiry, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the series over the first five seasons (1998-99 through 2002-03) reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Primary School Teachers’ Assessment Profiles in Mathematics Education

PubMed Central

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice. PMID:24466255

Primary school teachers' assessment profiles in mathematics education.

PubMed

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.

Assessing Student Learning in Gender Inclusive Tertiary Mathematics and Physics Education.

ERIC Educational Resources Information Center

Wistedt, Inger

1998-01-01

The merits and limitations of an alternative assessment method implemented in an inclusive university education program are discussed based on data from a study in which 24 Swedish university students presented mathematics and physics project results. The study shows how an interdisciplinary approach to assessment can promote critical reflection…

Findings from a Multi-Year Scale-up Effectiveness Trial of Everyday Mathematics

ERIC Educational Resources Information Center

Vaden-Kiernan, Michael; Borman, Geoffrey; Caverly, Sarah; Bell, Nance; Ruiz de Castilla, Veronica; Sullivan, Kate; Rodriguez, Debra

2015-01-01

This study addresses the effectiveness of "Everyday Mathematics" (EM), a widely used core mathematics curriculum that reflects over two decades of National Science Foundation (NSF)-sponsored research and development studies (Klein, 2007; National Research Council, 2004) and aligns well with recommended policies and practices by the…

Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Matthews, Percival G.; Taylor, Roger S.; McEldoon, Katherine L.

2011-01-01

Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175)…

Assessment Administration Guide. Indigenous Mathematics Project. Working Paper 3.

ERIC Educational Resources Information Center

Souviney, Randall J.

The assessement materials described in this report were used by the Indigenous Mathematics Project to document various achievement and cognitive development factors at five sites in Papua New Guinea. The achievement instruments are criteria-referenced and consist of the Primary Maths Achievement Test, The Test of Arithmetic Skills, and the reading…

Assessing Mathematics Automatically Using Computer Algebra and the Internet

ERIC Educational Resources Information Center

Sangwin, Chris

2004-01-01

This paper reports some recent developments in mathematical computer-aided assessment which employs computer algebra to evaluate students' work using the Internet. Technical and educational issues raised by this use of computer algebra are addressed. Working examples from core calculus and algebra which have been used with first year university…

Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme

ERIC Educational Resources Information Center

Rogerson-Revell, Pamela

2015-01-01

This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…

Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies

ERIC Educational Resources Information Center

Leung, Shuk-kwan S.

2013-01-01

This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…

Effect of Directed Study of Mathematics Vocabulary on Standardized Mathematics Assessment Questions

ERIC Educational Resources Information Center

Waite, Adel Marlane

2017-01-01

The problems under investigation included (a) Did a directed study of mathematics vocabulary significantly affect student performance levels on standardized mathematical questions? and (b) Did the strategies used in this study significantly affect student performance levels on standardized mathematical questions? The population consisted of…

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

NASA Astrophysics Data System (ADS)

Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Developing Teachers' Models for Assessing Students' Competence in Mathematical Modelling through Lesson Study

ERIC Educational Resources Information Center

Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent

2017-01-01

Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage…

Antares alignment gimbal positioner

DOE Office of Scientific and Technical Information (OSTI.GOV)

Day, R.D.; Viswanathan, V.K.; Saxman, A.C.

1981-01-01

Antares is a 24-beam 40-TW carbon-dioxide (CO/sub 2/) laser fusion system currently under construction at the Los Alamos National Laboratory. The Antares alignment gimbal positioner (AGP) is an optomechanical instrument that will be used for target alignment and alignment of the 24 laser beams, as well as beam quality assessments. The AGP will be capable of providing pointing, focusing, and wavefront optical path difference, as well as aberration information at both helium-neon (He-Ne) and CO/sub 2/ wavelengths. It is designed to allow the laser beams to be aligned to any position within a 1-cm cube to a tolerance of 10more » ..mu..m.« less

The Relationship between Studying Music and Mathematics Performance on the New Jersey High School Proficiency Assessment

ERIC Educational Resources Information Center

Prokop, Kristie L.

2011-01-01

On assessments such as Trends in International Mathematics and Science Study (TIMSS) (Stigler & Hiebert, 1999) and Program for International Assessment (PISA) ("PISA 2006 Science Competencies for Tomorrow's World", 2007) students in the United States have not been performing as well in mathematics as students in other countries. In…

Gender-Related Differential Item Functioning on a Middle-School Mathematics Performance Assessment.

ERIC Educational Resources Information Center

Lane, Suzanne; And Others

This study examined gender-related differential item functioning (DIF) using a mathematics performance assessment, the QUASAR Cognitive Assessment Instrument (QCAI), administered to middle school students. The QCAI was developed for the Quantitative Understanding: Amplifying Student Achievement and Reading (QUASAR) project, which focuses on…

Development and Validation of an Instrument for Assessing Mathematics Classroom Environment in Tertiary Institutions

ERIC Educational Resources Information Center

Yin, Hongbiao; Lu, Genshu

2014-01-01

This report describes the development and validation of an instrument, the University Mathematics Classroom Environment Questionnaire (UMCEQ), for assessing the mathematics classroom environment in tertiary institutions in China. Through the use of multiple methods, including exploratory and confirmatory factor analyses, on two independent samples…

Assessing the Internal Dynamics of Mathematical Problem Solving in Small Groups.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

The purpose of this exploratory study was to examine the problem-solving behaviors and perceptions of (n=27) seventh-grade students as they worked on solving a mathematical problem within a small-group setting. An assessment system was developed that allowed for this analysis. To assess problem-solving behaviors within a small group a Group…

Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics

ERIC Educational Resources Information Center

Allsopp, David H.; Kyger, Maggie M.; Lovin, LouAnn; Gerretson, Helen; Carson, Katie L.; Ray, Sharon

2008-01-01

Ms. Carlisi teaches middle school mathematics for students who were retained at least 1 year and who were identified as at risk of failure in mathematics. About half of her class of 14 students has identified learning disabilities and/or emotional and behavioral difficulties. Ms. Carlisi worries constantly that she is not going to be able to help…

Elementary Mathematics Teachers' Beliefs and Practices: Understanding the Influence of Teaching in a STEAM Setting

ERIC Educational Resources Information Center

Negreiros, Melissa

2017-01-01

Many elementary mathematics teachers hold beliefs about the teaching and learning of mathematics and enact practices that are not aligned with the recommendations of reform efforts in the field of mathematics education (Stigler & Hiebert, 2009). For standards-based reform to gain any significant success, many teachers will have to alter the…

Functional Alignment of Metabolic Networks.

PubMed

Mazza, Arnon; Wagner, Allon; Ruppin, Eytan; Sharan, Roded

2016-05-01

Network alignment has become a standard tool in comparative biology, allowing the inference of protein function, interaction, and orthology. However, current alignment techniques are based on topological properties of networks and do not take into account their functional implications. Here we propose, for the first time, an algorithm to align two metabolic networks by taking advantage of their coupled metabolic models. These models allow us to assess the functional implications of genes or reactions, captured by the metabolic fluxes that are altered following their deletion from the network. Such implications may spread far beyond the region of the network where the gene or reaction lies. We apply our algorithm to align metabolic networks from various organisms, ranging from bacteria to humans, showing that our alignment can reveal functional orthology relations that are missed by conventional topological alignments.

Results and Interpretations of the 1990 through 2000 Mathematics Assessment of the National Assessment of Educational Progress

ERIC Educational Resources Information Center

Kloosterman, Peter, Ed.; Lester, Frank K., Jr., Ed.

2004-01-01

Often referred to as "The Nation's Report Card," the mathematics assessments of the National Assessment of Educational Progress (NAEP) have come to be regarded by many policymakers as the primary yardstick by which to judge our schools' success in meeting national expectations. This monograph reports and interprets trends in NAEP…

Iterative non-sequential protein structural alignment.

PubMed

Salem, Saeed; Zaki, Mohammed J; Bystroff, Christopher

2009-06-01

Structural similarity between proteins gives us insights into their evolutionary relationships when there is low sequence similarity. In this paper, we present a novel approach called SNAP for non-sequential pair-wise structural alignment. Starting from an initial alignment, our approach iterates over a two-step process consisting of a superposition step and an alignment step, until convergence. We propose a novel greedy algorithm to construct both sequential and non-sequential alignments. The quality of SNAP alignments were assessed by comparing against the manually curated reference alignments in the challenging SISY and RIPC datasets. Moreover, when applied to a dataset of 4410 protein pairs selected from the CATH database, SNAP produced longer alignments with lower rmsd than several state-of-the-art alignment methods. Classification of folds using SNAP alignments was both highly sensitive and highly selective. The SNAP software along with the datasets are available online at http://www.cs.rpi.edu/~zaki/software/SNAP.

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program

ERIC Educational Resources Information Center

Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam

2014-01-01

The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive skill…

What Are We Developing? A Case Study of a College Mathematics Program

ERIC Educational Resources Information Center

Johnson, Pete

2007-01-01

Over one-third of all college mathematics enrollments are in courses considered to be developmental. While such courses have been the subject of a large body of research, one question that seems not to have been studied empirically is the alignment of the content of developmental and college level mathematics courses. This paper gives the results…

Implementation of Formative Assessment--Effects of Quality of Programme Delivery on Students' Mathematics Achievement and Interest

ERIC Educational Resources Information Center

Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard

2018-01-01

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…

The Influence of Test Mode and Visuospatial Ability on Mathematics Assessment Performance

ERIC Educational Resources Information Center

Logan, Tracy

2015-01-01

Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment--computer-based (CBT) and pencil-and-paper based (PPT)--and visuospatial ability…

Identification and Assessment of Taiwanese Children's Conceptions of Learning Mathematics

ERIC Educational Resources Information Center

Chiu, Mei-Shiu

2012-01-01

The aim of the present study was to identify children's conceptions of learning mathematics and to assess the identified conceptions. Children's conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative data analysis methods, which results in a structure of 5 major conceptions, each…

Effective Computer-Aided Assessment of Mathematics; Principles, Practice and Results

ERIC Educational Resources Information Center

Greenhow, Martin

2015-01-01

This article outlines some key issues for writing effective computer-aided assessment (CAA) questions in subjects with substantial mathematical or statistical content, especially the importance of control of random parameters and the encoding of wrong methods of solution (mal-rules) commonly used by students. The pros and cons of using CAA and…

Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam

ERIC Educational Resources Information Center

Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark

2016-01-01

With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…

What Form of Mathematics Are Assessments Assessing? The Case of Multiplication and Division in Fourth Grade NAEP Items

ERIC Educational Resources Information Center

Kosko Karl W.; Singh, Rashmi

2018-01-01

Multiplicative reasoning is a key concept in elementary school mathematics. Item statistics reported by the National Assessment of Educational Progress (NAEP) assessment provide the best current indicator for how well elementary students across the U.S. understand this, and other concepts. However, beyond expert reviews and statistical analysis,…

International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?

PubMed

Areepattamannil, Shaljan; Khine, Myint Swe; Melkonian, Michael; Welch, Anita G; Al Nuaimi, Samira Ahmed; Rashad, Fatimah F

2015-10-01

Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Relation between easyCBM and Smarter Balanced Reading and Mathematics Assessments

ERIC Educational Resources Information Center

Alonzo, Julie

2016-01-01

This study investigated the relation between the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States. Data for the study were obtained from a convenience sample of approximately 1,000 students per grade in grades 3-8 provided by two school districts in the…

An Incidence Loss Model for Wave Rotors with Axially Aligned Passages

NASA Technical Reports Server (NTRS)

Paxson, Daniel E.

1998-01-01

A simple mathematical model is described to account for the losses incurred when the flow in the duct (port) of a wave rotor is not aligned with the passages. The model, specifically for wave rotors with axially aligned passages, describes a loss mechanism which is sensitive to incident flow angle and Mach number. Implementation of the model in a one-dimensional CFD based wave rotor simulation is presented. Comparisons with limited experimental results are consistent with the model. Sensitivity studies are presented which highlight the significance of the incidence loss relative to other loss mechanisms in the wave rotor.

A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

ERIC Educational Resources Information Center

Contino, Julie

2013-01-01

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the…

The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics

ERIC Educational Resources Information Center

Beaver, Cheryl; Beaver, Scott

2011-01-01

Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of…

Assessing Students' Conceptions of Reform Mathematics.

ERIC Educational Resources Information Center

Star, Jon R.; Hoffmann, Amanda J.

As the use of National Science Foundation (NSF)-sponsored, reform- oriented mathematics curricula has become more prevalent across the U.S., an increasing number of researchers are attempting to study the "impact" of reform. In particular, mathematics educators are interested in determining whether reforms are having the desired effects on…

Study of the Reliability of CCSS-Aligned Math Measures (2012 Research Version): Grades 6-8. Technical Report #1312

ERIC Educational Resources Information Center

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2012-01-01

In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of…

Overcoming low-alignment signal contrast induced alignment failure by alignment signal enhancement

NASA Astrophysics Data System (ADS)

Lee, Byeong Soo; Kim, Young Ha; Hwang, Hyunwoo; Lee, Jeongjin; Kong, Jeong Heung; Kang, Young Seog; Paarhuis, Bart; Kok, Haico; de Graaf, Roelof; Weichselbaum, Stefan; Droste, Richard; Mason, Christopher; Aarts, Igor; de Boeij, Wim P.

2016-03-01

Overlay is one of the key factors which enables optical lithography extension to 1X node DRAM manufacturing. It is natural that accurate wafer alignment is a prerequisite for good device overlay. However, alignment failures or misalignments are commonly observed in a fab. There are many factors which could induce alignment problems. Low alignment signal contrast is one of the main issues. Alignment signal contrast can be degraded by opaque stack materials or by alignment mark degradation due to processes like CMP. This issue can be compounded by mark sub-segmentation from design rules in combination with double or quadruple spacer process. Alignment signal contrast can be improved by applying new material or process optimization, which sometimes lead to the addition of another process-step with higher costs. If we can amplify the signal components containing the position information and reduce other unwanted signal and background contributions then we can improve alignment performance without process change. In this paper we use ASML's new alignment sensor (as was introduced and released on the NXT:1980Di) and sample wafers with special stacks which can induce poor alignment signal to demonstrate alignment and overlay improvement.

Language matters in demonstrations of understanding in early years mathematics assessment

NASA Astrophysics Data System (ADS)

Mushin, Ilana; Gardner, Rod; Munro, Jennifer M.

2013-09-01

In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This paper uses Conversation Analysis to investigate the role that language plays in Year 1 oral maths assessment in an Australian Indigenous community school. This approach allows us to monitor the very subtle communicative gestures, verbal and non-verbal, that contribute to the trajectory of a particular test task. Here we are able to bring to light a range of ways in which language may interfere with demonstrations of understanding of mathematical concepts. These include particular mathematical words (e.g., size, shape, same), as well as problems with what is being asked in an instruction. We argue that while all children must learn new mathematical language in their early years of schooling, the challenge for the students we have recorded may be compounded by the language differences between the Indigenous variety of language they speak in the community, and the Standard Australian English of the classroom and teachers.

Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

PubMed

House, J Daniel

2009-04-01

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

Assessing Journal Quality in Mathematics Education

ERIC Educational Resources Information Center

Nivens, Ryan Andrew; Otten, Samuel

2017-01-01

In this Research Commentary, we describe 3 journal metrics--the Web of Science's Impact Factor, Scopus's SCImago Journal Rank, and Google Scholar Metrics' h5-index--and compile the rankings (if they exist) for 69 mathematics education journals. We then discuss 2 paths that the mathematics education community should consider with regard to these…

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations.

ERIC Educational Resources Information Center

Brown, Catherine A.; And Others

1988-01-01

Suggests that secondary school students seem to have reasonably good procedural knowledge in areas of mathematics as rational numbers, probability, measurement, and data organization and interpretation. It appears, however, that students are lacking the conceptual knowledge enabling them to successfully do the assessment items on applications,…

Meta Didactic-Mathematical Knowledge of Teachers: Criteria for the Reflection and Assessment on Teaching Practice

ERIC Educational Resources Information Center

Breda, Adriana; Pino-Fan, Luis Roberto; Font, Vicenç

2017-01-01

The objective of this study is to demonstrate that the criteria of didactical suitability, proposed by the theoretical framework known as the Onto-Semiotic Approach (OSA) of mathematical knowledge and instruction, are powerful tools for organizing the reflection and assessment of instruction processes carried out by mathematics teachers. To this…

Comparing Two Versions of Professional Development for Teachers Using Formative Assessment in Networked Mathematics Classrooms

ERIC Educational Resources Information Center

Yin, Yue; Olson, Judith; Olson, Melfried; Solvin, Hannah; Brandon, Paul R.

2015-01-01

This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV…

Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction

ERIC Educational Resources Information Center

Fulmer, Gavin W.

2010-01-01

School accountability decisions based on standardized tests hinge on the degree of alignment of the test with a state's standards. Yet no established criteria were available for judging strength of alignment. Previous studies of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret…

Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction

ERIC Educational Resources Information Center

Fulmer, Gavin W.

2011-01-01

School accountability decisions based on standardized tests hinge on the degree of alignment of the test with the state's standards documents. Yet, there exist no established criteria for judging strength of alignment. Previous measures of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to…

Content and Alignment of State Writing Standards and Assessments as Predictors of Student Writing Achievement: An Analysis of 2007 National Assessment of Educational Progress Data

ERIC Educational Resources Information Center

Troia, Gary A.; Olinghouse, Natalie G.; Zhang, Mingcai; Wilson, Joshua; Stewart, Kelly A.; Mo, Ya; Hawkins, Lisa

2018-01-01

We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state…

Adults' Use of Mathematics and Its Influence on Mathematical Competence

ERIC Educational Resources Information Center

Duchhardt, Christoph; Jordan, Anne-Katrin; Ehmke, Timo

2017-01-01

The Programme for the International Assessment of Adult Competencies (PIAAC) has recently drawn additional attention to "mathematical literacy" as an important influential factor for individuals' life chances. High levels of mathematical literacy have thereby been linked to using mathematics in daily and working life frequently. In this…

The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes

ERIC Educational Resources Information Center

Nguyen, Diem M.; Hsieh, Yi-Chuan; Allen, G. Donald

2006-01-01

This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and…

Technology Alignment and Portfolio Prioritization (TAPP)

NASA Technical Reports Server (NTRS)

Funaro, Gregory V.; Alexander, Reginald A.

2015-01-01

Technology Alignment and Portfolio Prioritization (TAPP) is a method being developed by the Advanced Concepts Office, at NASA Marshall Space Flight Center. The TAPP method expands on current technology assessment methods by incorporating the technological structure underlying technology development, e.g., organizational structures and resources, institutional policy and strategy, and the factors that motivate technological change. This paper discusses the methods ACO is currently developing to better perform technology assessments while taking into consideration Strategic Alignment, Technology Forecasting, and Long Term Planning.

The relationship between standards-based reporting systems and third-grade mathematics and science achievement

NASA Astrophysics Data System (ADS)

Prejean-Harris, Rose M.

Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

NAEP 1992 Mathematics State Report for the Virgin Islands. The Trial State Assessment Program.

ERIC Educational Resources Information Center

National Assessment of Educational Progress, Princeton, NJ.

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics to shift to standards-based reporting of National…

ATACseqQC: a Bioconductor package for post-alignment quality assessment of ATAC-seq data.

PubMed

Ou, Jianhong; Liu, Haibo; Yu, Jun; Kelliher, Michelle A; Castilla, Lucio H; Lawson, Nathan D; Zhu, Lihua Julie

2018-03-01

ATAC-seq (Assays for Transposase-Accessible Chromatin using sequencing) is a recently developed technique for genome-wide analysis of chromatin accessibility. Compared to earlier methods for assaying chromatin accessibility, ATAC-seq is faster and easier to perform, does not require cross-linking, has higher signal to noise ratio, and can be performed on small cell numbers. However, to ensure a successful ATAC-seq experiment, step-by-step quality assurance processes, including both wet lab quality control and in silico quality assessment, are essential. While several tools have been developed or adopted for assessing read quality, identifying nucleosome occupancy and accessible regions from ATAC-seq data, none of the tools provide a comprehensive set of functionalities for preprocessing and quality assessment of aligned ATAC-seq datasets. We have developed a Bioconductor package, ATACseqQC, for easily generating various diagnostic plots to help researchers quickly assess the quality of their ATAC-seq data. In addition, this package contains functions to preprocess aligned ATAC-seq data for subsequent peak calling. Here we demonstrate the utilities of our package using 25 publicly available ATAC-seq datasets from four studies. We also provide guidelines on what the diagnostic plots should look like for an ideal ATAC-seq dataset. This software package has been used successfully for preprocessing and assessing several in-house and public ATAC-seq datasets. Diagnostic plots generated by this package will facilitate the quality assessment of ATAC-seq data, and help researchers to evaluate their own ATAC-seq experiments as well as select high-quality ATAC-seq datasets from public repositories such as GEO to avoid generating hypotheses or drawing conclusions from low-quality ATAC-seq experiments. The software, source code, and documentation are freely available as a Bioconductor package at https://bioconductor.org/packages/release/bioc/html/ATACseqQC.html .

Mathematics Objectives and Measurement Specifications 1986-1990. Exit Level. Texas Educational Assessment of Minimum Skills (TEAMS).

ERIC Educational Resources Information Center

Texas Education Agency, Austin. Div. of Educational Assessment.

This document lists the objectives for the Texas educational assessment program in mathematics. Eighteen objectives for exit level mathematics are listed, by category: number concepts (4); computation (3); applied computation (5); statistical concepts (3); geometric concepts (2); and algebraic concepts (1). Then general specifications are listed…

Master Class: Children's Literature and Mathematics--an Unhealthy Alliance?

ERIC Educational Resources Information Center

Young, Terrell

1999-01-01

Responds to current interest in the integration of children's literature and mathematics. Suggests that although using trade books instead of textbooks in teaching math holds promise, it is potentially negative. Concludes that aligning children's literature and math has the potential to help children better understand and appreciate both…

Multistage Complexity in Language Proficiency Assessment: A Framework for Aligning Theoretical Perspectives, Test Development, and Psychometrics

ERIC Educational Resources Information Center

Luecht, Richard M.

2003-01-01

This article contends that the necessary links between constructs and test scores/decisions in language assessment must be established through principled design procedures that align three models: (1) a theoretical construct model; (2) a test development model; and (3) a psychometric scoring model. The theoretical construct model articulates the…

Assessment Mathematics Teacher's Competencies

ERIC Educational Resources Information Center

Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.

2007-01-01

This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…

AlignNemo: a local network alignment method to integrate homology and topology.

PubMed

Ciriello, Giovanni; Mina, Marco; Guzzi, Pietro H; Cannataro, Mario; Guerra, Concettina

2012-01-01

Local network alignment is an important component of the analysis of protein-protein interaction networks that may lead to the identification of evolutionary related complexes. We present AlignNemo, a new algorithm that, given the networks of two organisms, uncovers subnetworks of proteins that relate in biological function and topology of interactions. The discovered conserved subnetworks have a general topology and need not to correspond to specific interaction patterns, so that they more closely fit the models of functional complexes proposed in the literature. The algorithm is able to handle sparse interaction data with an expansion process that at each step explores the local topology of the networks beyond the proteins directly interacting with the current solution. To assess the performance of AlignNemo, we ran a series of benchmarks using statistical measures as well as biological knowledge. Based on reference datasets of protein complexes, AlignNemo shows better performance than other methods in terms of both precision and recall. We show our solutions to be biologically sound using the concept of semantic similarity applied to Gene Ontology vocabularies. The binaries of AlignNemo and supplementary details about the algorithms and the experiments are available at: sourceforge.net/p/alignnemo.

Computer-Aided Assessment Questions in Engineering Mathematics Using "MapleTA"[R

ERIC Educational Resources Information Center

Jones, I. S.

2008-01-01

The use of "MapleTA"[R] in the assessment of engineering mathematics at Liverpool John Moores University (JMU) is discussed with particular reference to the design of questions. Key aspects in the formulation and coding of questions are considered. Problems associated with the submission of symbolic answers, the use of randomly generated numbers…

Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

ERIC Educational Resources Information Center

Zhang, Danhui; Orrill, Chandra; Campbell, Todd

2015-01-01

The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards

ERIC Educational Resources Information Center

Bottge, Brian A.; Cho, Sun-Joo

2013-01-01

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…

Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

PubMed Central

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2015-01-01

The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163 non-LEP) were assessed on a brief static mathematics test, an extended static mathematics test, static tests of domain-general abilities associated with CAs and WPs (vocabulary; reasoning), and DA. Near end of 1st grade, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. Neither the brief static mathematics test nor reasoning was significant in predicting either outcome. The potential value of a gated screening process, using an extended mathematics assessment to predict CAs and using DA to predict WPs, is discussed. PMID:26523068

Learning to Assess and Assessing to Learn: A Descriptive Study of a District-Wide Mathematics Assessment Implementation

ERIC Educational Resources Information Center

Ringer, Catharina W.

2013-01-01

In today's mathematics education, there is an increasing emphasis on students' understanding of the mathematics set forth in standards documents such as the "Principles and Standards for School Mathematics" (National Council of Teachers of Mathematics, 2000) and, most recently, the "Common Core State Standards for Mathematics"…

Text-image alignment for historical handwritten documents

NASA Astrophysics Data System (ADS)

Zinger, S.; Nerbonne, J.; Schomaker, L.

2009-01-01

We describe our work on text-image alignment in context of building a historical document retrieval system. We aim at aligning images of words in handwritten lines with their text transcriptions. The images of handwritten lines are automatically segmented from the scanned pages of historical documents and then manually transcribed. To train automatic routines to detect words in an image of handwritten text, we need a training set - images of words with their transcriptions. We present our results on aligning words from the images of handwritten lines and their corresponding text transcriptions. Alignment based on the longest spaces between portions of handwriting is a baseline. We then show that relative lengths, i.e. proportions of words in their lines, can be used to improve the alignment results considerably. To take into account the relative word length, we define the expressions for the cost function that has to be minimized for aligning text words with their images. We apply right to left alignment as well as alignment based on exhaustive search. The quality assessment of these alignments shows correct results for 69% of words from 100 lines, or 90% of partially correct and correct alignments combined.

Why do early mathematics skills predict later reading? The role of mathematical language.

PubMed

Purpura, David J; Logan, Jessica A R; Hassinger-Das, Brenna; Napoli, Amy R

2017-09-01

A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills-specifically language-for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy development, the reason for this relation is not well understood. The purpose of this study was to identify how and why early mathematics is predictive of early literacy development. Participants included 125 preschool children 3-5 years old (M = 4 years 3 months). Participants were assessed on mathematics, literacy, and cognitive measures in both the fall and spring of their preschool year. Mediation analyses indicated that the relation between early mathematics and literacy skills is mediated by children's mathematical language skills. These findings suggest that, in prior research identifying mathematical performance as a significant predictor of later literacy skills, mathematical performance may have acted only as a proxy measure for more complex language skills such as those assessed on a mathematical language measure. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Development and Scaling of the easyCBM CCSS Middle School Mathematics Measures. Technical Report #1207

ERIC Educational Resources Information Center

Anderson, Daniel; Irvin, P. Shawn; Patarapichayatham, Chalie; Alonzo, Julie; Tindal, Gerald

2012-01-01

In the following technical report, we describe the development and scaling of the easyCBM CCSS middle school mathematics measures, designed for use within a response to intervention framework. All items were developed in collaboration with experienced middle school mathematics teachers and were written to align with the Common Core State…

Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy--The Case for Food Science and Technology Education

ERIC Educational Resources Information Center

Jideani, V. A.; Jideani, I. A.

2012-01-01

Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…

Using automatic alignment to analyze endangered language data: Testing the viability of untrained alignment

PubMed Central

DiCanio, Christian; Nam, Hosung; Whalen, Douglas H.; Timothy Bunnell, H.; Amith, Jonathan D.; García, Rey Castillo

2013-01-01

While efforts to document endangered languages have steadily increased, the phonetic analysis of endangered language data remains a challenge. The transcription of large documentation corpora is, by itself, a tremendous feat. Yet, the process of segmentation remains a bottleneck for research with data of this kind. This paper examines whether a speech processing tool, forced alignment, can facilitate the segmentation task for small data sets, even when the target language differs from the training language. The authors also examined whether a phone set with contextualization outperforms a more general one. The accuracy of two forced aligners trained on English (hmalign and p2fa) was assessed using corpus data from Yoloxóchitl Mixtec. Overall, agreement performance was relatively good, with accuracy at 70.9% within 30 ms for hmalign and 65.7% within 30 ms for p2fa. Segmental and tonal categories influenced accuracy as well. For instance, additional stop allophones in hmalign's phone set aided alignment accuracy. Agreement differences between aligners also corresponded closely with the types of data on which the aligners were trained. Overall, using existing alignment systems was found to have potential for making phonetic analysis of small corpora more efficient, with more allophonic phone sets providing better agreement than general ones. PMID:23967953

Using automatic alignment to analyze endangered language data: testing the viability of untrained alignment.

PubMed

DiCanio, Christian; Nam, Hosung; Whalen, Douglas H; Bunnell, H Timothy; Amith, Jonathan D; García, Rey Castillo

2013-09-01

While efforts to document endangered languages have steadily increased, the phonetic analysis of endangered language data remains a challenge. The transcription of large documentation corpora is, by itself, a tremendous feat. Yet, the process of segmentation remains a bottleneck for research with data of this kind. This paper examines whether a speech processing tool, forced alignment, can facilitate the segmentation task for small data sets, even when the target language differs from the training language. The authors also examined whether a phone set with contextualization outperforms a more general one. The accuracy of two forced aligners trained on English (hmalign and p2fa) was assessed using corpus data from Yoloxóchitl Mixtec. Overall, agreement performance was relatively good, with accuracy at 70.9% within 30 ms for hmalign and 65.7% within 30 ms for p2fa. Segmental and tonal categories influenced accuracy as well. For instance, additional stop allophones in hmalign's phone set aided alignment accuracy. Agreement differences between aligners also corresponded closely with the types of data on which the aligners were trained. Overall, using existing alignment systems was found to have potential for making phonetic analysis of small corpora more efficient, with more allophonic phone sets providing better agreement than general ones.

MaxAlign: maximizing usable data in an alignment.

PubMed

Gouveia-Oliveira, Rodrigo; Sackett, Peter W; Pedersen, Anders G

2007-08-28

The presence of gaps in an alignment of nucleotide or protein sequences is often an inconvenience for bioinformatical studies. In phylogenetic and other analyses, for instance, gapped columns are often discarded entirely from the alignment. MaxAlign is a program that optimizes the alignment prior to such analyses. Specifically, it maximizes the number of nucleotide (or amino acid) symbols that are present in gap-free columns - the alignment area - by selecting the optimal subset of sequences to exclude from the alignment. MaxAlign can be used prior to phylogenetic and bioinformatical analyses as well as in other situations where this form of alignment improvement is useful. In this work we test MaxAlign's performance in these tasks and compare the accuracy of phylogenetic estimates including and excluding gapped columns from the analysis, with and without processing with MaxAlign. In this paper we also introduce a new simple measure of tree similarity, Normalized Symmetric Similarity (NSS) that we consider useful for comparing tree topologies. We demonstrate how MaxAlign is helpful in detecting misaligned or defective sequences without requiring manual inspection. We also show that it is not advisable to exclude gapped columns from phylogenetic analyses unless MaxAlign is used first. Finally, we find that the sequences removed by MaxAlign from an alignment tend to be those that would otherwise be associated with low phylogenetic accuracy, and that the presence of gaps in any given sequence does not seem to disturb the phylogenetic estimates of other sequences. The MaxAlign web-server is freely available online at http://www.cbs.dtu.dk/services/MaxAlign where supplementary information can also be found. The program is also freely available as a Perl stand-alone package.

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

NASA Astrophysics Data System (ADS)

Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Assessment in Action: Collaborative Action Research Focused on Mathematics and Science Assessments. Reports of Twenty-Three Teacher-Research Projects.

ERIC Educational Resources Information Center

Dearn, Ceri; And Others

The works reported in this book represent a second phase to a 2-day summer conference that focused on assessment in mathematics and science classrooms. This book presents research and findings of a subset of the conference participants who investigated a self-selected aspect of assessment in their educational environments. Action research was the…

The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. At each grade, students responded to…

The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument.

ERIC Educational Resources Information Center

Lane, Suzanne

1993-01-01

A conceptual framework is presented for the development of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument (QCAI) that focuses on the ability of middle-school students to problem solve, reason, and communicate mathematically. The instrument will provide programatic rather than…

The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds

ERIC Educational Resources Information Center

Ginsburg, Herbert P.

2009-01-01

The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…

Influence of Computer-Aided Assessment on Ways of Working with Mathematics

ERIC Educational Resources Information Center

Rønning, Frode

2017-01-01

This paper is based on an on-going project for modernizing the basic education in mathematics for engineers at the Norwegian University of Science and Technology. One of the components in the project is using a computer-aided assessment system (Maple T.A.) for handling students' weekly hand-ins. Successful completion of a certain number of problem…

Math Fundamentals: Selected Results from the First National Assessment of Mathematics.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

This report, the first of several to be published on the results of the 1972-73 assessment of mathematics, begins with a brief general discussion of the project. The findings with respect to pure computation and computation with translation are then presented in some detail. Data collected from subjects at four age levels (9, 13, 17, and adult)…

Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments

ERIC Educational Resources Information Center

Reilly, David; Neumann, David L.; Andrews, Glenda

2015-01-01

Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

ERIC Educational Resources Information Center

Wilburne, Jane M.; Long, Michael

2010-01-01

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

How Might the Use of Technology in Formative Assessment Support Changes in Mathematics Teaching?

ERIC Educational Resources Information Center

Olsher, Shai; Yerushalmy, Michal; Chazan, Daniel

2016-01-01

Technological developments make it feasible to assess students' mathematics work automatically when students are working in rich digital environments and thus offer important affordances for assessment in the service of instruction. In this article, we illustrate how these technological advances might be harnessed to support the work of teachers…

Customer-Provider Strategic Alignment: A Maturity Model

NASA Astrophysics Data System (ADS)

Luftman, Jerry; Brown, Carol V.; Balaji, S.

This chapter presents a new model for assessing the maturity of a ­customer-provider relationship from a collaborative service delivery perspective: the Customer-Provider Strategic Alignment Maturity (CPSAM) Model. This model builds on recent research for effectively managing the customer-provider relationship in IT service outsourcing contexts and a validated model for assessing alignment across internal IT service units and their business customers within the same organization. After reviewing relevant literature by service science and information systems researchers, the six overarching components of the maturity model are presented: value measurements, governance, partnership, communications, human resources and skills, and scope and architecture. A key assumption of the model is that all of the components need be addressed to assess and improve customer-provider alignment. Examples of specific metrics for measuring the maturity level of each component over the five levels of maturity are also presented.

The relative importance of two different mathematical abilities to mathematical achievement.

PubMed

Nunes, Terezinha; Bryant, Peter; Barros, Rossana; Sylva, Kathy

2012-03-01

Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of mathematical achievement over 5 years and (2) to test the specificity of this prediction. Data from Avon Longitudinal Study of Parents and Children (ALSPAC) were available on 2,579 participants for analyses of KS2 achievement and on 1,680 for the analyses of KS3 achievement. Hierarchical regression analyses were used to assess the independence and specificity of the contribution of mathematical reasoning and arithmetic skill to the prediction of achievement in KS2 and KS3 mathematics, science, and English. Age, intelligence, and working memory (WM) were controls in these analyses. Mathematical reasoning and arithmetic did make independent contributions to the prediction of mathematical achievement; mathematical reasoning was by far the stronger predictor of the two. These predictions were specific in so far as these measures were more strongly related to mathematics than to science or English. Intelligence and WM were non-specific predictors; intelligence contributed more to the prediction of science than of maths, and WM predicted maths and English equally well. There is clear justification for making a distinction between mathematical reasoning and arithmetic skills. The implication is that schools must plan explicitly to improve mathematical reasoning as well as arithmetic skills. ©2011 The British Psychological Society.

Core Skills Assessment to Improve Mathematical Competency

ERIC Educational Resources Information Center

Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat

2013-01-01

Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these…

Instructional Alignment under No Child Left Behind

ERIC Educational Resources Information Center

Polikoff, Morgan S.

2012-01-01

The alignment of instruction with the content of standards and assessments is the key mediating variable separating the policy of standards-based reform (SBR) from the outcome of improved student achievement. Few studies have investigated SBR's effects on instructional alignment, and most have serious methodological limitations. This research uses…

Assessing Mathematical Problem Solving Using Comparative Judgement

ERIC Educational Resources Information Center

Jones, Ian; Swan, Malcolm; Pollitt, Alastair

2015-01-01

There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical…

Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

ERIC Educational Resources Information Center

Kogan, Marina; Laursen, Sandra L.

2014-01-01

As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades…

Promoting Mathematics Teachers' Discourse-Based Assessment Practice in Junior High Schools: An Exploratory Study

ERIC Educational Resources Information Center

Chen, Chang-Hua

2012-01-01

This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on teacher discourse in sessions and in DAP in the classroom. DAP is a type of formative assessment practice which consists of questioning and feedback.…

Composite Nature of Layered Hybrid Perovskites: Assessment on Quantum and Dielectric Confinements and Band Alignment.

PubMed

Traore, Boubacar; Pedesseau, Laurent; Assam, Linda; Che, Xiaoyang; Blancon, Jean-Christophe; Tsai, Hsinhan; Nie, Wanyi; Stoumpos, Constantinos C; Kanatzidis, Mercouri G; Tretiak, Sergei; Mohite, Aditya D; Even, Jacky; Kepenekian, Mikaël; Katan, Claudine

2018-04-24

Layered hybrid organic-inorganic perovskites (HOPs) have re-emerged as potential technological solutions for next-generation photovoltaic and optoelectronic applications. Their two-dimensional (2D) nature confers them a significant flexibility and results in the appearance of quantum and dielectric confinements. Such confinements are at the origin of their fascinating properties, and understanding them from a fundamental level is of paramount importance for optimization. Here, we provide an in-depth investigation of band alignments of 2D HOP allowing access to carriers' confinement potentials. 2D HOPs are conceptualized as composite materials in which pseudoinorganic and -organic components are defined. In this way, computational modeling of band alignments becomes affordable using first-principles methods. First, we show that the composite approach is suitable to study the position-dependent dielectric profiles and enables clear differentiation of the respective contributions of inorganic and organic components. Then we apply the composite approach to a variety of 2D HOPs, assessing the impact on the confinement potentials of well and barrier thickness, of the nature of the inorganic well, and of structural transitions. Using the deduced potentials, we further discuss the limitations of the effective mass approximation, scrutinizing the electronic properties of this family of composite materials. Our simulations demonstrate type-I dominant band alignment in 2D HOPs. Finally, we outline design principles on band alignment toward achieving specific optoelectronic properties. Thus, we present alternative theoretical methods to inspect the properties of 2D hybrid perovskites and expect that the composite approach will be applicable to other classes of layered materials.

The Study of Constructed-Response Assessment of Elementary Mathematics Education in Korea

ERIC Educational Resources Information Center

Kim, Min Kyeong; Cho, Mi Kyung

2015-01-01

Recently, many countries have considered various assessment methods in order to measure multiple ways of students' thinking skills and problem solving ability. Recently, the Ministry of Education, Science and Technology [MOEST] (2009) in Korea revised the mathematics curriculum, which now more focuses on enabling students to explain mathematically…

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

PubMed

Stotsky, Sandra

2009-01-01

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

Core skills assessment to improve mathematical competency

NASA Astrophysics Data System (ADS)

Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

2013-12-01

Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

PubMed

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

Detection of Gender-Based Differential Item Functioning in a Mathematics Performance Assessment.

ERIC Educational Resources Information Center

Wang, Ning; Lane, Suzanne

This study used three different differential item functioning (DIF) procedures to examine the extent to which items in a mathematics performance assessment functioned differently for matched gender groups. In addition to examining the appropriateness of individual items in terms of DIF with respect to gender, an attempt was made to identify…

Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data

ERIC Educational Resources Information Center

Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.

2018-01-01

Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In…

AlignMe—a membrane protein sequence alignment web server

PubMed Central

Stamm, Marcus; Staritzbichler, René; Khafizov, Kamil; Forrest, Lucy R.

2014-01-01

We present a web server for pair-wise alignment of membrane protein sequences, using the program AlignMe. The server makes available two operational modes of AlignMe: (i) sequence to sequence alignment, taking two sequences in fasta format as input, combining information about each sequence from multiple sources and producing a pair-wise alignment (PW mode); and (ii) alignment of two multiple sequence alignments to create family-averaged hydropathy profile alignments (HP mode). For the PW sequence alignment mode, four different optimized parameter sets are provided, each suited to pairs of sequences with a specific similarity level. These settings utilize different types of inputs: (position-specific) substitution matrices, secondary structure predictions and transmembrane propensities from transmembrane predictions or hydrophobicity scales. In the second (HP) mode, each input multiple sequence alignment is converted into a hydrophobicity profile averaged over the provided set of sequence homologs; the two profiles are then aligned. The HP mode enables qualitative comparison of transmembrane topologies (and therefore potentially of 3D folds) of two membrane proteins, which can be useful if the proteins have low sequence similarity. In summary, the AlignMe web server provides user-friendly access to a set of tools for analysis and comparison of membrane protein sequences. Access is available at http://www.bioinfo.mpg.de/AlignMe PMID:24753425

Assessing the Mathematical Thinking of Young Children in New Zealand: The Initial School Years

ERIC Educational Resources Information Center

Young-Loveridge, Jenny

2011-01-01

This paper provides an overview of assessment policy and practice in mathematics for early years classrooms in New Zealand between 1993 and the present day. It describes the introduction of school entry assessment for children starting school at age five. A numeracy initiative, the Numeracy Development Projects (NDP), for students in Years 1-10…

An Alignment Analysis of Washington State's College Readiness Mathematics Standards with Various Local Placement Tests

ERIC Educational Resources Information Center

Achieve, Inc., 2006

2006-01-01

For the past two years, Achieve, Inc. has worked with the Transition Mathematics Project (TMP), a collaborative project of K-12 schools, community and technical colleges, and baccalaureate institutions within the state of Washington, as it developed mathematics standards that "define the core knowledge and skills expected of students entering…

Caries assessment: establishing mathematical link of clinical and benchtop method

NASA Astrophysics Data System (ADS)

Amaechi, Bennett T.

2009-02-01

It is well established that the development of new technologies for early detection and quantitative monitoring of dental caries at its early stage could provide health and economic benefits ranging from timely preventive interventions to reduction of the time required for clinical trials of anti-caries agents. However, the new technologies currently used in clinical setting cannot assess and monitor caries using the actual mineral concentration within the lesion, while a laboratory-based microcomputed tomography (MCT) has been shown to possess this capability. Thus we envision the establishment of mathematical equations relating the measurements of each of the clinical technologies to that of MCT will enable the mineral concentration of lesions detected and assessed in clinical practice to be extrapolated from the equation, and this will facilitate preventitive care in dentistry to lower treatment cost. We utilize MCT and the two prominent clinical caries assessment devices (Quantitative Light-induced Fluorescence [QLF] and Diagnodent) to longitudinally monitor the development of caries in a continuous flow mixed-organisms biofilm model (artificial mouth), and then used the collected data to establish mathematical equation relating the measurements of each of the clinical technologies to that of MCT. A linear correlation was observed between the measurements of MicroCT and that of QLF and Diagnodent. Thus mineral density in a carious lesion detected and measured using QLF or Diagnodent can be extrapolated using the developed equation. This highlights the usefulness of MCT for monitoring the progress of an early caries being treated with therapeutic agents in clinical practice or trials.

Mathematical Self-Efficacy and Understanding: Using Geographic Information Systems to Mediate Urban High School Students' Real-World Problem Solving

ERIC Educational Resources Information Center

DeBay, Dennis J.

2013-01-01

To explore student mathematical self-efficacy and understanding of graphical data, this dissertation examines students solving real-world problems in their neighborhood, mediated by professional urban planning technologies. As states and schools are working on the alignment of the Common Core State Standards for Mathematics (CCSSM), traditional…

Prospects for School Mathematics. Seventy-Five Years of Progress.

ERIC Educational Resources Information Center

Carl, Iris M., Ed.

This book offers a broad view for a varied audience of what the vision expressed in all three National Council of Teachers of Mathematics' Standards documents will look like when aligned with practice and outlines ways in which desired changes can be realized. Six sections and 21 chapters in the book are: Section I--History: (1) "Paths to the…

Electric-Field-Induced Alignment of Block Copolymer/Nanoparticle Blends

DOE Office of Scientific and Technical Information (OSTI.GOV)

Liedel, Clemens; Schindler, Kerstin; Pavan, Mariela J.

External electric fi elds readily align birefringent block-copolymer mesophases. In this study the effect of gold nanoparticles on the electric-fi eld-induced alignment of a lamellae-forming polystyrene- block -poly(2-vinylpyridine) copolymer is assessed. Nanoparticles are homogeneously dispersed in the styrenic phase and promote the quantitative alignment of lamellar domains by substantially lowering the critical field strength above which alignment proceeds. The results suggest that the electric-fi eldassisted alignment of nanostructured block copolymer/nanoparticle composites may offer a simple way to greatly mitigate structural and orientational defects of such fi lms under benign experimental conditions.

Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics

ERIC Educational Resources Information Center

Sangwin, Christopher J.; Naismith, Laura

2008-01-01

We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…

What Should Common Core Assessments Measure?

ERIC Educational Resources Information Center

Chandler, Kayla; Fortune, Nicholas; Lovett, Jennifer N.; Scherrer, Jimmy

2016-01-01

The Common Core State Standards for mathematics promote ideals about learning mathematics by providing specific standards focused on conceptual understanding and incorporating practices in which students must participate to develop conceptual understanding. Thus, how we define learning is pivotal because our current definition isn't aligned with…

African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

ERIC Educational Resources Information Center

Noble, Richard, III; Morton, Crystal Hill

2013-01-01

This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…

A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

NASA Astrophysics Data System (ADS)

Contino, Julie

2013-02-01

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the standards. This study reports an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum) and New York State Physical Setting/Earth Science Regents Examination (Regents Exam)—the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49 % overlap with the Core Curriculum and a 27 % overlap with the Regents Exam. The Core Curriculum and Regents Exam, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter Alignment Index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels. The Core focused on cognitive skills of Understand and Apply while the Regents concentrated more on Apply followed by Understand and Remember. It is suggested that the NSES be revised and the Core updated to include quantifiable emphasis on the major understandings such as percentage of time.

Conducting a Mathematics Camp for Girls & Other Mathematics Enthusiasts

ERIC Educational Resources Information Center

Wiest, Lynda

2008-01-01

Throughout much of the world, boys continue to outscore girls on standardized mathematics tests. For example, in most of the 57 countries that participated in the Programme for International Student Assessment (PISA) 2006, boys' performance was significantly higher than girls on the mathematics scale. This fact alone can harm girls' opportunities…

A Robust Self-Alignment Method for Ship's Strapdown INS Under Mooring Conditions

PubMed Central

Sun, Feng; Lan, Haiyu; Yu, Chunyang; El-Sheimy, Naser; Zhou, Guangtao; Cao, Tong; Liu, Hang

2013-01-01

Strapdown inertial navigation systems (INS) need an alignment process to determine the initial attitude matrix between the body frame and the navigation frame. The conventional alignment process is to compute the initial attitude matrix using the gravity and Earth rotational rate measurements. However, under mooring conditions, the inertial measurement unit (IMU) employed in a ship's strapdown INS often suffers from both the intrinsic sensor noise components and the external disturbance components caused by the motions of the sea waves and wind waves, so a rapid and precise alignment of a ship's strapdown INS without any auxiliary information is hard to achieve. A robust solution is given in this paper to solve this problem. The inertial frame based alignment method is utilized to adapt the mooring condition, most of the periodical low-frequency external disturbance components could be removed by the mathematical integration and averaging characteristic of this method. A novel prefilter named hidden Markov model based Kalman filter (HMM-KF) is proposed to remove the relatively high-frequency error components. Different from the digital filters, the HMM-KF barely cause time-delay problem. The turntable, mooring and sea experiments favorably validate the rapidness and accuracy of the proposed self-alignment method and the good de-noising performance of HMM-KF. PMID:23799492

Use of mathematical modelling to assess the impact of vaccines on antibiotic resistance.

PubMed

Atkins, Katherine E; Lafferty, Erin I; Deeny, Sarah R; Davies, Nicholas G; Robotham, Julie V; Jit, Mark

2018-06-01

Antibiotic resistance is a major global threat to the provision of safe and effective health care. To control antibiotic resistance, vaccines have been proposed as an essential intervention, complementing improvements in diagnostic testing, antibiotic stewardship, and drug pipelines. The decision to introduce or amend vaccination programmes is routinely based on mathematical modelling. However, few mathematical models address the impact of vaccination on antibiotic resistance. We reviewed the literature using PubMed to identify all studies that used an original mathematical model to quantify the impact of a vaccine on antibiotic resistance transmission within a human population. We reviewed the models from the resulting studies in the context of a new framework to elucidate the pathways through which vaccination might impact antibiotic resistance. We identified eight mathematical modelling studies; the state of the literature highlighted important gaps in our understanding. Notably, studies are limited in the range of pathways represented, their geographical scope, and the vaccine-pathogen combinations assessed. Furthermore, to translate model predictions into public health decision making, more work is needed to understand how model structure and parameterisation affects model predictions and how to embed these predictions within economic frameworks. Copyright © 2018 Elsevier Ltd. All rights reserved.

Authentic assessment based showcase portfolio on learning of mathematical problem solving in senior high school

NASA Astrophysics Data System (ADS)

Sukmawati, Zuhairoh, Faihatuz

2017-05-01

The purpose of this research was to develop authentic assessment model based on showcase portfolio on learning of mathematical problem solving. This research used research and development Method (R & D) which consists of four stages of development that: Phase I, conducting a preliminary study. Phase II, determining the purpose of developing and preparing the initial model. Phase III, trial test of instrument for the initial draft model and the initial product. The respondents of this research are the students of SMAN 8 and SMAN 20 Makassar. The collection of data was through observation, interviews, documentation, student questionnaire, and instrument tests mathematical solving abilities. The data were analyzed with descriptive and inferential statistics. The results of this research are authentic assessment model design based on showcase portfolio which involves: 1) Steps in implementing the authentic assessment based Showcase, assessment rubric of cognitive aspects, assessment rubric of affective aspects, and assessment rubric of skill aspect. 2) The average ability of the students' problem solving which is scored by using authentic assessment based on showcase portfolio was in high category and the students' response in good category.

The influence of test mode and visuospatial ability on mathematics assessment performance

NASA Astrophysics Data System (ADS)

Logan, Tracy

2015-12-01

Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment—computer-based (CBT) and pencil-and-paper based (PPT)—and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning.

ICT-Based Dynamic Assessment to Reveal Special Education Students' Potential in Mathematics

ERIC Educational Resources Information Center

Peltenburg, Marjolijn; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander

2010-01-01

This paper reports on a research project on information and communication technology (ICT)-based dynamic assessment. The project aims to reveal the mathematical potential of students in special education. The focus is on a topic that is generally recognised as rather difficult for weak students: subtraction up to 100 with crossing the ten. The…

Incorporating Partial Credit in Computer-Aided Assessment of Mathematics in Secondary Education

ERIC Educational Resources Information Center

Ashton, Helen S.; Beevers, Cliff E.; Korabinski, Athol A.; Youngson, Martin A.

2006-01-01

In a mathematical examination on paper, partial credit is normally awarded for an answer that is not correct, but, nevertheless, contains some of the correct working. Assessment on computer normally marks an incorrect answer wrong and awards no marks. This can lead to discrepancies between marks awarded for the same examination given in the two…

An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments

ERIC Educational Resources Information Center

Hansen, Eric G.; Shute, Valerie J.; Landau, Steven

2010-01-01

This study examined the usability of an assessment-for-learning (AfL) system that provides audio-tactile graphics for algebra content (geometric sequences) for individuals with visual impairments--two who are blind and two with low vision. It found that the system is generally usable as a mathematics AfL system. (Contains 4 tables.)

The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

ERIC Educational Resources Information Center

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences.

ERIC Educational Resources Information Center

Jones, Lyle V., Ed.; And Others

The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational…

Beauty and the beast: Aligning national curriculum standards with state (high school) graduation requirements

DOE Office of Scientific and Technical Information (OSTI.GOV)

Linder-Scholer, B.

1994-12-31

An overview of SCI/MATH/MN - Minnesota`s standards-based, systemic approach to the reform and improvement of the K-12 science and mathematics education delivery system - is offered as an illustration of the challenges of aligning state educational practices with the national curriculum standards, and as a model for business involvement in state educational policy issues that will enable fundamental, across-the-system reform. SCI/MATH/MN illustrates the major challenges involved in developing a statewide vision for math and science education reform, articulating frameworks aligned with the national standards, building capacity for system-oriented change at the local level, and involving business in systemic reform.

WWC Review of the Report "The Impact of Indiana's System of Interim Assessments on Mathematics and Reading." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

The study, "The Impact of Indiana's System of Interim Assessments on Mathematics and Reading," examined the effects of using Diagnostic Assessment Tools (DAT) on mathematics and reading outcomes for students in 59 Indiana schools during the 2009-10 academic year. DAT consists of interim assessment tools--Wireless Generation's mCLASS for…

IUS prerelease alignment

NASA Technical Reports Server (NTRS)

Evans, F. A.

1978-01-01

Space shuttle orbiter/IUS alignment transfer was evaluated. Although the orbiter alignment accuracy was originally believed to be the major contributor to the overall alignment transfer error, it was shown that orbiter alignment accuracy is not a factor affecting IUS alignment accuracy, if certain procedures are followed. Results are reported of alignment transfer accuracy analysis.

Implementation of Statistics Textbook Support with ICT and Portfolio Assessment Approach to Improve Students Teacher Mathematical Connection Skills

NASA Astrophysics Data System (ADS)

Hendikawati, P.; Dewi, N. R.

2017-04-01

Statistics needed for use in the data analysis process and had a comprehensive implementation in daily life so that students must master the well statistical material. The use of Statistics textbook support with ICT and portfolio assessment approach was expected to help the students to improve mathematical connection skills. The subject of this research was 30 student teachers who take Statistics courses. The results of this research are the use of Statistics textbook support with ICT and portfolio assessment approach can improve students mathematical connection skills.

Attitude algorithm and initial alignment method for SINS applied in short-range aircraft

NASA Astrophysics Data System (ADS)

Zhang, Rong-Hui; He, Zhao-Cheng; You, Feng; Chen, Bo

2017-07-01

This paper presents an attitude solution algorithm based on the Micro-Electro-Mechanical System and quaternion method. We completed the numerical calculation and engineering practice by adopting fourth-order Runge-Kutta algorithm in the digital signal processor. The state space mathematical model of initial alignment in static base was established, and the initial alignment method based on Kalman filter was proposed. Based on the hardware in the loop simulation platform, the short-range flight simulation test and the actual flight test were carried out. The results show that the error of pitch, yaw and roll angle is fast convergent, and the fitting rate between flight simulation and flight test is more than 85%.

SU-E-J-33: Comparison Between Soft Tissue Alignment and Bony Alignment for Pancreatic Cancer Radiotherapy

DOE Office of Scientific and Technical Information (OSTI.GOV)

Suh, Y; Crane, C; Krishnan, S

Purpose An IGRT modality for pancreatic cancer treatment with dose escalation at our institution is in-room daily CT imaging. The purpose of this study is to assess the difference between soft tissue alignment and bony alignment for pancreatic tumor localization. Methods Eighteen patients with pancreatic tumors who underwent IMRT treatment with an inspiration breath-hold technique between July 2012 and February 2015 are included in this study. Prior to each treatment, a CT scan was acquired. The CT image guidance started with auto-alignment to either the bony anatomy (vertebral bodies) or fiducials (for the six patients with the stent in/near themore » tumor) and then, when necessary, manual adjustments were made based on soft tissue alignment using clinical software (CT-Assisted Targeting system). The difference between soft tissue alignment and bony/fiducial alignment was evaluated. Results Of all 380 treatments, manual adjustment was made in 225 treatments, ranging from 11% (3 treatments out of 28) to 96% (27 treatments out of 28) per patient. The mean of the difference between soft tissue alignment and bony/fiducial alignment per patient ranged from −3.6 to 0.3 mm, −1.5 to 2.8 mm, and −3.3 to 3.4 mm in the AP, SI, and RL directions, respectively. The maximum difference over all treatments was −9.5, −14.6, and −14.6 mm in the AP, SI, and RL directions, respectively. Conclusion About 60% of the time, manual adjustment based on soft tissue alignment was required. The extent of manual adjustment was usually small but varied significantly from patient to patient. The ultimate goal of the IGRT modality using daily CT imaging is not to fully cover the target but to spare organs-at-risk as much as possible to avoid them moving into higher dose gradients than accepted in the treatment plan. To this end, manual adjustment based on soft tissue alignment is critically important.« less

Using Portfolio Assignments to Assess Students' Mathematical Thinking

ERIC Educational Resources Information Center

Fukawa-Connelly, Timothy; Buck, Stephen

2010-01-01

Writing in mathematics can improve procedural knowledge and communication skills and may also help students better understand and then remember problems. The majority of mathematics teachers know that they ought to include some writing assignments in their instructional plans, but the challenge of covering the curriculum and the time required to…

The Interactional Accomplishment of Not Knowing in Elementary School Science and Mathematics: Implications for Classroom Performance Assessment Practices

ERIC Educational Resources Information Center

Reis, Giuliano; Barwell, Richard

2013-01-01

The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction.…

Assessing Attitudes toward Mathematics across Teacher Education Contexts

ERIC Educational Resources Information Center

Jong, Cindy; Hodges, Thomas E.

2015-01-01

This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n = 146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that…

Kinematically aligned TKA can align knee joint line to horizontal.

PubMed

Ji, Hyung-Min; Han, Jun; Jin, Dong San; Seo, Hyunseok; Won, Ye-Yeon

2016-08-01

The joint line of the native knee is horizontal to the floor and perpendicular to the vertical weight-bearing axis of the patient in a bipedal stance. The purposes of this study were as follows: (1) to find out the distribution of the native joint line in a population of normal patients with normal knees; (2) to compare the native joint line orientation between patients receiving conventional mechanically aligned total knee arthroplasty (TKA), navigated mechanically aligned TKA, and kinematically aligned TKA; and (3) to determine which of the three TKA methods aligns the postoperative knee joint perpendicular to the weight-bearing axis of the limb in bipedal stance. To determine the joint line orientation of a native knee, 50 full-length standing hip-to-ankle digital radiographs were obtained in 50 young, healthy individuals. The angle between knee joint line and the line parallel to the floor was measured and defined as joint line orientation angle (JLOA). JLOA was also measured prior to and after conventional mechanically aligned TKA (65 knees), mechanically aligned TKA using imageless navigation (65 knees), and kinematically aligned TKA (65 knees). The proportion of the knees similar to the native joint line was calculated for each group. The mean JLOA in healthy individuals was parallel to the floor (0.2° ± 1.1°). The pre-operative JLOA of all treatment groups slanted down to the lateral side. Postoperative JLOA slanted down to the lateral side in conventional mechanically aligned TKA (-3.3° ± 2.2°) and in navigation mechanically aligned TKA (-2.6° ± 1.8°), while it was horizontal to the floor in kinematically aligned TKA (0.6° ± 1.7°). Only 6.9 % of the conventional mechanically aligned TKA and 16.9 % of the navigation mechanically aligned TKA were within one SD of the mean JLOA of the native knee, while the proportion was significantly higher (50.8 %) in kinematically aligned TKA. The portion was statistically greater in mechanically

Formative Assessment for Middle School Mathematics Instruction: An Evidence-Based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves

ERIC Educational Resources Information Center

Holmberg, Carrie

2017-01-01

This study involved empirical investigation of a moves-based conceptualization of teacher practices of planning, enacting, and reflecting on formative assessment (FA) in mathematics classrooms in a high-needs school district in California. A qualitative case study of six middle school mathematics teachers' practices of "posing"…

Alignment of an acoustic manipulation device with cepstral analysis of electronic impedance data.

PubMed

Hughes, D A; Qiu, Y; Démoré, C; Weijer, C J; Cochran, S

2015-02-01

Acoustic particle manipulation is an emerging technology that uses ultrasonic standing waves to position objects with pressure gradients and acoustic radiation forces. To produce strong standing waves, the transducer and the reflector must be aligned properly such that they are parallel to each other. This can be a difficult process due to the need to visualise the ultrasound waves and as higher frequencies are introduced, this alignment requires higher accuracy. In this paper, we present a method for aligning acoustic resonators with cepstral analysis. This is a simple signal processing technique that requires only the electrical impedance measurement data of the resonator, which is usually recorded during the fabrication process of the device. We first introduce the mathematical basis of cepstral analysis and then demonstrate and validate it using a computer simulation of an acoustic resonator. Finally, the technique is demonstrated experimentally to create many parallel linear traps for 10 μm fluorescent beads inside an acoustic resonator. Copyright © 2014 Elsevier B.V. All rights reserved.

Photodetection and Photoswitch Based On Polarized Optical Response of Macroscopically Aligned Carbon Nanotubes.

PubMed

Zhang, Ling; Wu, Yang; Deng, Lei; Zhou, Yi; Liu, Changhong; Fan, Shoushan

2016-10-12

Light polarization is extensively applied in optical detection, industry processing and telecommunication. Although aligned carbon nanotube naturally suppresses the transmittance of light polarized parallel to its axial direction, there is little application regarding the photodetection of carbon nanotube based on this anisotropic interaction with linearly polarized light. Here, we report a photodetection device realized by aligned carbon nanotube. Because of the different absorption behavior of polarized light with respect to polarization angles, such device delivers an explicit response to specific light wavelength regardless of its intensity. Furthermore, combining both experimental and mathematical analysis, we found that the light absorption of different wavelength causes characteristic thermoelectric voltage generation, which makes aligned carbon nanotube promising in optical detection. This work can also be utilized directly in developing new types of photoswitch that features a broad spectrum application from near-ultraviolet to intermediate infrared with easy integration into practical electric devices, for instance, a "wavelength lock".

Learning to Write about Mathematics

ERIC Educational Resources Information Center

Parker, Renee; Breyfogle, M. Lynn

2011-01-01

Beginning in third grade, Pennsylvania students are required to take the Pennsylvania State Standardized Assessment (PSSA), which presents multiple-choice mathematics questions and open-ended mathematics problems. Consistent with the Communication Standard of the National Council of Teachers of Mathematics, while solving the open-ended problems,…

The fractured landscape of RNA-seq alignment: the default in our STARs.

PubMed

Ballouz, Sara; Dobin, Alexander; Gingeras, Thomas R; Gillis, Jesse

2018-06-01

Many tools are available for RNA-seq alignment and expression quantification, with comparative value being hard to establish. Benchmarking assessments often highlight methods' good performance, but are focused on either model data or fail to explain variation in performance. This leaves us to ask, what is the most meaningful way to assess different alignment choices? And importantly, where is there room for progress? In this work, we explore the answers to these two questions by performing an exhaustive assessment of the STAR aligner. We assess STAR's performance across a range of alignment parameters using common metrics, and then on biologically focused tasks. We find technical metrics such as fraction mapping or expression profile correlation to be uninformative, capturing properties unlikely to have any role in biological discovery. Surprisingly, we find that changes in alignment parameters within a wide range have little impact on both technical and biological performance. Yet, when performance finally does break, it happens in difficult regions, such as X-Y paralogs and MHC genes. We believe improved reporting by developers will help establish where results are likely to be robust or fragile, providing a better baseline to establish where methodological progress can still occur.

Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment

ERIC Educational Resources Information Center

Klecker, Beverly M.; Klecker, Richard L.

2014-01-01

This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math class?…

Microbial alignment in flow changes ocean light climate.

PubMed

Marcos; Seymour, Justin R; Luhar, Mitul; Durham, William M; Mitchell, James G; Macke, Andreas; Stocker, Roman

2011-03-08

The growth of microbial cultures in the laboratory often is assessed informally with a quick flick of the wrist: dense suspensions of microorganisms produce translucent "swirls" when agitated. Here, we rationalize the mechanism behind this phenomenon and show that the same process may affect the propagation of light through the upper ocean. Analogous to the shaken test tubes, the ocean can be characterized by intense fluid motion and abundant microorganisms. We demonstrate that the swirl patterns arise when elongated microorganisms align preferentially in the direction of fluid flow and alter light scattering. Using a combination of experiments and mathematical modeling, we find that this phenomenon can be recurrent under typical marine conditions. Moderate shear rates (0.1 s(-1)) can increase optical backscattering of natural microbial assemblages by more than 20%, and even small shear rates (0.001 s(-1)) can increase backscattering from blooms of large phytoplankton by more than 30%. These results imply that fluid flow, currently neglected in models of marine optics, may exert an important control on light propagation, influencing rates of global carbon fixation and how we estimate these rates via remote sensing.

Assessment of Training Programs for Elementary Mathematics Teachers on Developed Curricula and Attitudes towards Teaching in Najran-Saudi Arabia

ERIC Educational Resources Information Center

Aly, Hassan Shawky; Abdulhakeem, Hassan Daker

2016-01-01

This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs…

Testing the Efficacy of a Tier 2 Mathematics Intervention: A Conceptual Replication Study

ERIC Educational Resources Information Center

Doabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Kurtz-Nelson, Evangeline; Fien, Hank; Smolkowski, Keith; Baker, Scott K.

2016-01-01

The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the…

Comparative Analysis of the Measurement of Total Instructional Alignment

ERIC Educational Resources Information Center

Kick, Laura C.

2013-01-01

In 2007, Lisa Carter created the Total Instructional Alignment system--a process that aligns standards, curriculum, assessment, and instruction. Employed in several hundred school systems, the TIA process is a successful professional development program. The researcher developed an instrument to measure the success of the TIA process with the…

Exploring grade 3 teachers' resistance to `take up' progressive mathematics teaching roles

NASA Astrophysics Data System (ADS)

Westaway, Lise; Graven, Mellony

2018-03-01

This article addresses the question: Why teachers of mathematics have yet to `take up' progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers' identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers' beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to `take-up' progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

Learning by Doing: A Manual for Teaching and Assessing Higher-Order Thinking in Science and Mathematics.

ERIC Educational Resources Information Center

National Assessment of Educational Progress, Princeton, NJ.

The National Assessment of Educational Progress (NAEP), the Nation's Report Card, has developed and pilot-tested a variety of hands-on science and mathematics tasks. These tasks were developed as prototypes for use in future national assessments, but the concepts measured and the innovative approaches used are equally suitable for classroom…

Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Academies Press, 2016

2016-01-01

Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S.…

Approaches to Studying the Enacted Mathematics Curriculum. Research in Mathematics Education

ERIC Educational Resources Information Center

Heck, Dan, Ed.; Chval, Kathryn, Ed.; Weiss, Iris, Ed.; Ziebarth, Steven W., Ed.

2012-01-01

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they…

[Joint application of mathematic models in assessing the residual risk of hepatitis C virus transmitted through blood transfusion].

PubMed

Wang, Xun; Jia, Yao; Xie, Yun-zheng; Li, Xiu-mei; Liu, Xiao-ying; Wu, Xiao-fei

2011-09-01

The practicable and effective methods for residual risk assessment on transfusion-transmitted disease was to establish the mathematic models. Based on the characteristics of the repeat donors which donated their blood on a regular base, a model of sero-conversion during the interval of donations was established to assess the incidence of the repeat donors. Based on the characteristics of the prevalence in the population, a model of 'prevalence increased with the age of the donor' was established to assess the incidence of those first-time donors. And based on the impact of the windows period through blood screening program, a model of residual risk associated with the incidence and the length of the windows period was established to assess the residual risk of blood transfusion. In this paper, above said 3 kinds of mathematic models were jointly applied to assess the residual risk of hepatitis C virus (HCV) which was transmitted through blood transfusion in Shanghai, based on data from the routine blood collection and screening program. All the anti-HCV unqualified blood donations were confirmed before assessment. Results showed that the residual risk of HCV transmitted through blood transfusion during Jan. 1(st), 2007 to Dec. 31(st), 2008 in Shanghai was 1:101 000. Data showed that the results of residual risk assessment with mathematic models was valuable. The residual risk of transfusion-transmitted HCV in Shanghai was at a safe level, according to the results in this paper.

Assessing Barriers to the Reform of U.S. Mathematics Instruction from an International Perspective

ERIC Educational Resources Information Center

Desimone, Laura M.; Smith, Thomas; Baker, David; Ueno, Koji

2005-01-01

The authors assessed five commonly perceived barriers to increased use of conceptual teaching in mathematics in the United States related to teacher autonomy, trade-offs with computational strategies, student achievement, class size, and teacher qualifications. These barriers were examined through the use of data from nationally representative…

Assessment of a Problem Posing Task in a Jamaican Grade Four Mathematics Classroom

ERIC Educational Resources Information Center

Munroe, Kayan Lloyd

2016-01-01

This paper analyzes how a teacher of mathematics used problem posing in the assessment of the cognitive development of 26 students at the grade-four level. The students, ages 8 to 10 years, were from a rural elementary school in western Jamaica. Using a picture as a prompt, students were asked to generate three arithmetic problems and to offer…

A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement

ERIC Educational Resources Information Center

Ma, X.

2005-01-01

Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7-12), in comparison to their…

The Mathematics Attitudes and Perceptions Survey: An Instrument to Assess Expert-Like Views and Dispositions among Undergraduate Mathematics Students

ERIC Educational Resources Information Center

Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

2016-01-01

One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of…

Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions

ERIC Educational Resources Information Center

Way, Jennifer; Reece, Amelia; Bobis, Janette; Anderson, Judy; Martin, Andrew

2015-01-01

The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with…

Sagittal alignment after single cervical disc arthroplasty.

PubMed

Guérin, Patrick; Obeid, Ibrahim; Gille, Olivier; Bourghli, Anouar; Luc, Stéphane; Pointillart, Vincent; Vital, Jean-Marc

2012-02-01

Prospective study. To analyze the sagittal balance after single-level cervical disc replacement (CDR) and range of motion (ROM). To define clinical and radiologic parameters those have a significant correlation with segmental and overall cervical curvature after CDR. Clinical outcomes and ROM after CDR with Mobi-C (LDR, Troyes, France) prosthesis have been documented in few studies. No earlier report of this prosthesis has studied correlations between static and dynamic parameters or those between static parameters and clinical outcomes. Forty patients were evaluated. Clinical outcome was assessed using the Short Form-36 questionnaire, Neck Disability Index, and a Visual Analog Scale. Spineview software (Surgiview, Paris, France) was used to investigate sagittal balance parameters and ROM. The mean follow-up was 24.3 months (range: 12 to 36 mo). Clinical outcomes were satisfactory. There was a significant improvement of Short Form-36, Neck Disability Index, and Visual Analog Scale scores. Mean ROM was 8.3 degrees preoperatively and 11.0 degrees postoperatively (P=0.013). Mean preoperative C2C7 curvature was 12.8 and 16.0 degrees at last follow-up (P=0.001). Mean preoperative functional spinal unit (FSU) angle was 2.3 and 5.3 degrees postoperatively (P<0.0001). Mean postoperative shell angle was 5.5 degrees. There was a significant correlation between postoperative C2C7 alignment and preoperative C2C7 alignment, change of C2C7 alignment, preoperative and postoperative FSU angle, and prosthesis shell angle. There was also a significant correlation between postoperative FSU angle and preoperative C2C7 alignment, preoperative FSU angle, change of FSU angle, and prosthesis shell angle. Regression analysis showed that prosthesis shell angle and preoperative FSU angle contributed significantly to postoperative FSU angle. Moreover, preoperative C2C7 alignment, preoperative FSU angle, postoperative FSU angle, and prosthesis shell angle contributed significantly to

The implementation of skill assessment by the educators on the mathematics learning process in senior high school

NASA Astrophysics Data System (ADS)

Lestariani, I.; Sujadi, I.; Pramudya, I.

2018-03-01

The purpose of research to describe and know the implementation of skill assessment on the mathematics learning process with the high school mathematics teacher as the subject because it is less fully implemented. This research is the type of the descriptive qualitative method. The data was collecting observation method, interview and documentation. The result showed that on the planning stage of the implementation of skill assessment, there were many teachers who had not prepared all the completeness with various assessment techniques through performance, project and portfolio. The teacher was prepared the list of questions. On the implementation stage, there were many teachers who had not understand the stage of completing the assessment with the appropriate instrument method and development. On the reporting stage, discovered that teachers faced the difficulty on preparing scoring report with the range value. Aside from that, the teachers had not prepared the assessment instrument very well on the planning stage. It can be concluded that the implementation of skill assessment has been implemented but not maximally because educators don’t understand about the skill assessment and the number of instrument that must be prepared before the assessment.

An Analysis of Mathematics Interventions: Increased Time-on-Task Compared with Computer-Assisted Mathematics Instruction

ERIC Educational Resources Information Center

Calhoun, James M., Jr.

2011-01-01

Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…

State Capacity for Leadership: Ensuring Meaningful Higher Education Involvement in State Implementation of New Assessments Aligned with the Common Core State Standards

ERIC Educational Resources Information Center

National Center for Higher Education Management Systems (NJ1), 2011

2011-01-01

The Common Core State Standards (CCSS) and assessments aligned to them represent a significant milestone in public education reform in the U.S. Developed with consultation from higher education, the rigorous new standards and the assessments now being drafted by two consortia promise to help students reach higher levels of academic achievement and…

Composite Nature of Layered Hybrid Perovskites: Assessment on Quantum and Dielectric Confinements and Band Alignment

DOE PAGES

Traore, Boubacar; Pedesseau, Laurent; Assam, Linda; ...

2018-02-26

Layered hybrid organic–inorganic perovskites (HOPs) have re-emerged as potential technological solutions for next-generation photovoltaic and optoelectronic applications. Their two-dimensional (2D) nature confers them a significant flexibility and results in the appearance of quantum and dielectric confinements. Such confinements are at the origin of their fascinating properties, and understanding them from a fundamental level is of paramount importance for optimization. Here, we provide an in-depth investigation of band alignments of 2D HOP allowing access to carriers’ confinement potentials. 2D HOPs are conceptualized as composite materials in which pseudoinorganic and -organic components are defined. In this way, computational modeling of band alignmentsmore » becomes affordable using first-principles methods. First, we show that the composite approach is suitable to study the position-dependent dielectric profiles and enables clear differentiation of the respective contributions of inorganic and organic components. Then we apply the composite approach to a variety of 2D HOPs, assessing the impact on the confinement potentials of well and barrier thickness, of the nature of the inorganic well, and of structural transitions. Using the deduced potentials, we further discuss the limitations of the effective mass approximation, scrutinizing the electronic properties of this family of composite materials. Our simulations demonstrate type-I dominant band alignment in 2D HOPs. Finally, we outline design principles on band alignment toward achieving specific optoelectronic properties. Furthermore, we present alternative theoretical methods to inspect the properties of 2D hybrid perovskites and expect that the composite approach will be applicable to other classes of layered materials.« less

Composite Nature of Layered Hybrid Perovskites: Assessment on Quantum and Dielectric Confinements and Band Alignment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Traore, Boubacar; Pedesseau, Laurent; Assam, Linda

Layered hybrid organic–inorganic perovskites (HOPs) have re-emerged as potential technological solutions for next-generation photovoltaic and optoelectronic applications. Their two-dimensional (2D) nature confers them a significant flexibility and results in the appearance of quantum and dielectric confinements. Such confinements are at the origin of their fascinating properties, and understanding them from a fundamental level is of paramount importance for optimization. Here, we provide an in-depth investigation of band alignments of 2D HOP allowing access to carriers’ confinement potentials. 2D HOPs are conceptualized as composite materials in which pseudoinorganic and -organic components are defined. In this way, computational modeling of band alignmentsmore » becomes affordable using first-principles methods. First, we show that the composite approach is suitable to study the position-dependent dielectric profiles and enables clear differentiation of the respective contributions of inorganic and organic components. Then we apply the composite approach to a variety of 2D HOPs, assessing the impact on the confinement potentials of well and barrier thickness, of the nature of the inorganic well, and of structural transitions. Using the deduced potentials, we further discuss the limitations of the effective mass approximation, scrutinizing the electronic properties of this family of composite materials. Our simulations demonstrate type-I dominant band alignment in 2D HOPs. Finally, we outline design principles on band alignment toward achieving specific optoelectronic properties. Furthermore, we present alternative theoretical methods to inspect the properties of 2D hybrid perovskites and expect that the composite approach will be applicable to other classes of layered materials.« less

Triangular Alignment (TAME). A Tensor-based Approach for Higher-order Network Alignment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mohammadi, Shahin; Gleich, David F.; Kolda, Tamara G.

2015-11-01

Network alignment is an important tool with extensive applications in comparative interactomics. Traditional approaches aim to simultaneously maximize the number of conserved edges and the underlying similarity of aligned entities. We propose a novel formulation of the network alignment problem that extends topological similarity to higher-order structures and provide a new objective function that maximizes the number of aligned substructures. This objective function corresponds to an integer programming problem, which is NP-hard. Consequently, we approximate this objective function as a surrogate function whose maximization results in a tensor eigenvalue problem. Based on this formulation, we present an algorithm called Triangularmore » AlignMEnt (TAME), which attempts to maximize the number of aligned triangles across networks. We focus on alignment of triangles because of their enrichment in complex networks; however, our formulation and resulting algorithms can be applied to general motifs. Using a case study on the NAPABench dataset, we show that TAME is capable of producing alignments with up to 99% accuracy in terms of aligned nodes. We further evaluate our method by aligning yeast and human interactomes. Our results indicate that TAME outperforms the state-of-art alignment methods both in terms of biological and topological quality of the alignments.« less

Multi-profile Bayesian alignment model for LC-MS data analysis with integration of internal standards

PubMed Central

Tsai, Tsung-Heng; Tadesse, Mahlet G.; Di Poto, Cristina; Pannell, Lewis K.; Mechref, Yehia; Wang, Yue; Ressom, Habtom W.

2013-01-01

Motivation: Liquid chromatography-mass spectrometry (LC-MS) has been widely used for profiling expression levels of biomolecules in various ‘-omic’ studies including proteomics, metabolomics and glycomics. Appropriate LC-MS data preprocessing steps are needed to detect true differences between biological groups. Retention time (RT) alignment, which is required to ensure that ion intensity measurements among multiple LC-MS runs are comparable, is one of the most important yet challenging preprocessing steps. Current alignment approaches estimate RT variability using either single chromatograms or detected peaks, but do not simultaneously take into account the complementary information embedded in the entire LC-MS data. Results: We propose a Bayesian alignment model for LC-MS data analysis. The alignment model provides estimates of the RT variability along with uncertainty measures. The model enables integration of multiple sources of information including internal standards and clustered chromatograms in a mathematically rigorous framework. We apply the model to LC-MS metabolomic, proteomic and glycomic data. The performance of the model is evaluated based on ground-truth data, by measuring correlation of variation, RT difference across runs and peak-matching performance. We demonstrate that Bayesian alignment model improves significantly the RT alignment performance through appropriate integration of relevant information. Availability and implementation: MATLAB code, raw and preprocessed LC-MS data are available at http://omics.georgetown.edu/alignLCMS.html Contact: hwr@georgetown.edu Supplementary information: Supplementary data are available at Bioinformatics online. PMID:24013927

New Outcomes: Learning Improvement in Mathematics Integrating Technology - NO LIMIT! An Enhancing Education through Technology Project. Final Report: Years Five and Six (2005-2007)

ERIC Educational Resources Information Center

Popejoy, Kate

2009-01-01

NO LIMIT! (New Outcomes: Learning Improvement in Mathematics Integrating Technology) in Washington state was a six-year initiative originally designed to enhance mathematics teaching and learning in the middle grades through integration of technology, alignment of pedagogical practice with NCTM standards, and strong mentorship of teachers. The…

A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students

ERIC Educational Resources Information Center

Harwell, Michael; Moreno, Mario; Phillips, Alison; Guzey, S. Selcen; Moore, Tamara J.; Roehrig, Gillian H.

2015-01-01

The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing…

The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students

NASA Astrophysics Data System (ADS)

Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

2016-08-01

One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education.

Radiologic analysis of hindfoot alignment: Comparison of Méary, long axial, and hindfoot alignment views.

PubMed

Neri, T; Barthelemy, R; Tourné, Y

2017-12-01

Among radiographic views available for assessing hindfoot alignment, the antero-posterior weight-bearing view with metal cerclage of the hindfoot (Méary view) is the most widely used in France. Internationally, the long axial view (LAV) and hindfoot alignment view (HAV) are used also. The objective of this study was to compare the reliability of these three views. The Méary view with cerclage of the hindfoot is as reliable as the LAV and HAV for assessing hindfoot alignment. All three views were obtained in each of 22 prospectively included patients. Intra-observer and inter-observer reliabilities were assessed by having two observers collect the radiographic measurements then computing the intra-class correlation coefficients (ICCs). The intra-observer and inter-observer ICCs were 0.956 and 0.988 with the Méary view, 0.990 and 0.765 with the HAV, and 0.997 and 0.991 with the LAV, respectively. Correlations were far stronger between the LAV and HAV than between each of these and the Méary view. Compared to the LAV and HAV, the Méary view indicated a greater degree of hindfoot valgus. Intra-observer reliability was excellent with both the LAV and HAV, whereas inter-observer reliability was better with the LAV. Excellent reliability was also obtained with the Méary view. Combining the Méary view to obtain a radiographic image of the clinical deformity with the LAV to measure the angular deviation of the hindfoot axis may be useful when assessing hindfoot malalignment. A comparison of the three views in a larger population is needed before clinical recommendations can be made. II, prospective study. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

The History of Mathematics and Mathematical Education

ERIC Educational Resources Information Center

Grattan-Guinness, I.

1977-01-01

Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

Curriculum-Based Assessment, Socio-Demographic and Educational Measures as Predictors of Mathematics FCAT: Implications for Emancipatory Inquiry

ERIC Educational Resources Information Center

Behar-Horenstein, Linda S.; Hudson-Vassell, Michael; Hudson-Vassell, Charisse N.; Garvan, Cynthia W.

2015-01-01

Using critical lenses, this study examined the predictive value added of curriculum-based assessment (CBA), with socio-demographic and educational variables on the mathematics portion of Florida Comprehensive Assessment Test (FCAT). Gender, race, socio-economic status, and exceptional student education (ESE) were compared in a de-identified post…

Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

ERIC Educational Resources Information Center

Johnson, C. Michael

2013-01-01

Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

ERIC Educational Resources Information Center

Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad

2016-01-01

This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…

Focusing on learning through constructive alignment with task-oriented portfolio assessment

NASA Astrophysics Data System (ADS)

Cain, A.; Grundy, J.; Woodward, C. J.

2018-07-01

Approaches to learning have been shown to have a significant impact on student success in technical units. This paper reports on an action research study that applied the principles of constructive alignment to improve student learning outcomes in programming units. The proposed model uses frequent formative feedback to engage students with unit material, and encourage them to adopt deep approaches to learning. Our results provide a set of guiding principles and a structured teaching approach that focuses students on meeting unit learning objectives, the goal of constructive alignment. The results are demonstrated via descriptions of the resulting teaching and learning environment, student results, and staff and student reflections.

X-ray verification of an optically aligned off-plane grating module

NASA Astrophysics Data System (ADS)

Donovan, Benjamin D.; McEntaffer, Randall L.; Tutt, James H.; DeRoo, Casey T.; Allured, Ryan; Gaskin, Jessica A.; Kolodziejczak, Jeffery J.

2018-01-01

Off-plane x-ray reflection gratings are theoretically capable of achieving high resolution and high diffraction efficiencies over the soft x-ray bandpass, making them an ideal technology to implement on upcoming x-ray spectroscopy missions. To achieve high effective area, these gratings must be aligned into grating modules. X-ray testing was performed on an aligned grating module to assess the current optical alignment methods. Results indicate that the grating module achieved the desired alignment for an upcoming x-ray spectroscopy suborbital rocket payload with modest effective area and resolving power. These tests have also outlined a pathway towards achieving the stricter alignment tolerances of future x-ray spectrometer payloads, which require improvements in alignment metrology, grating fabrication, and testing techniques.

Alignment-Annotator web server: rendering and annotating sequence alignments

PubMed Central

Gille, Christoph; Fähling, Michael; Weyand, Birgit; Wieland, Thomas; Gille, Andreas

2014-01-01

Alignment-Annotator is a novel web service designed to generate interactive views of annotated nucleotide and amino acid sequence alignments (i) de novo and (ii) embedded in other software. All computations are performed at server side. Interactivity is implemented in HTML5, a language native to web browsers. The alignment is initially displayed using default settings and can be modified with the graphical user interfaces. For example, individual sequences can be reordered or deleted using drag and drop, amino acid color code schemes can be applied and annotations can be added. Annotations can be made manually or imported (BioDAS servers, the UniProt, the Catalytic Site Atlas and the PDB). Some edits take immediate effect while others require server interaction and may take a few seconds to execute. The final alignment document can be downloaded as a zip-archive containing the HTML files. Because of the use of HTML the resulting interactive alignment can be viewed on any platform including Windows, Mac OS X, Linux, Android and iOS in any standard web browser. Importantly, no plugins nor Java are required and therefore Alignment-Anotator represents the first interactive browser-based alignment visualization. Availability: http://www.bioinformatics.org/strap/aa/ and http://strap.charite.de/aa/. PMID:24813445

Development of a reinforced electrochemically aligned collagen bioscaffold for tendon tissue engineering applications

NASA Astrophysics Data System (ADS)

Uquillas Paredes, Jorge Alfredo

Type-I collagen is a promising biomaterial that can be used to synthesize bioscaffolds as a strategy to regenerate and repair damaged tendons. The existing in vitro prepared collagen bioscaffolds are in the form of gels, foams, or extruded fibers. These bioscaffolds readily present sites for attachment of biological factors and cells; however, they have extremely poor biomechanical properties in comparison to the properties of native tendons. The biomechanical function of type-I collagen bioscaffolds needs to be elevated to the level of natural tissues for this biomaterial to replace mechanically challenged tendons in a functionally meaningful way. The overall goal of this dissertation is to develop a reinforced electrochemically aligned collagenous bioscaffold for applications in tendon tissue engineering. The bioscaffold is synthesized by a unique electrochemical process via isoelectric focusing (IEF) to attain a very high degree of molecular alignment and packing density. This dissertation presents progress made on four aims: A) development of simple and descriptive electrochemical theory via the mathematical model of IEF and the forces acting on collagen alignment under an electric field; B) optimization of the post-alignment PBS treatment step to achieve d- banding pattern in uncrosslinked electrochemically aligned collagen (ELAC) bioscaffolds; C) optimization of the best crosslinking protocol to produce the strongest possible ELAC biomaterial with excellent cellular compatibility; and D) in vivo evaluation of the biocompatibility and biodegradability properties of electronically aligned collagen bioscaffolds. The results of this dissertation provide strong evidence showing that reinforced ELAC bioscaffolds could be used clinically in the future to repair damaged tendons.

Investigating Conversational Dynamics: Interactive Alignment, Interpersonal Synergy, and Collective Task Performance

ERIC Educational Resources Information Center

Fusaroli, Riccardo; Tylén, Kristian

2016-01-01

This study investigates interpersonal processes underlying dialog by comparing two approaches, "interactive alignment" and "interpersonal synergy", and assesses how they predict collective performance in a joint task. While the interactive alignment approach highlights imitative patterns between interlocutors, the synergy…

Mathematical Modeling Is Also Physics--Interdisciplinary Teaching between Mathematics and Physics in Danish Upper Secondary Education

ERIC Educational Resources Information Center

Michelsen, Claus

2015-01-01

Mathematics plays a crucial role in physics. This role is brought about predominantly through the building, employment, and assessment of mathematical models, and teachers and educators should capture this relationship in the classroom in an effort to improve students' achievement and attitude in both physics and mathematics. But although there…

Identifying and Aligning Expectations in a Mentoring Relationship

PubMed Central

Huskins, W. Charles; Silet, Karin; Weber‐Main, Anne Marie; Begg, Melissa D.; Fowler, Jr, Vance G.; Hamilton, John; Fleming, Michael

2011-01-01

Abstract The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar’s research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities. Clin Trans Sci 2011; Volume 4: 439–447 PMID:22212226

Factors Affecting Student Learning Outcomes: A School-Level Analysis of the 1990 NAEP Mathematics Trial State Assessment.

ERIC Educational Resources Information Center

Kim, Lori Yoonkyung

Data from the 1990 National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA) in mathematics were analyzed to determine what educational factors influence student learning, how these factors influence learning, and how important these factors are to student achievement. NAEP TSA data were collected from more than 100,000…

Common Formative Assessments Developed through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States

ERIC Educational Resources Information Center

Hill, Tory C.

2013-01-01

The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment,…

Investigating the Alignment of Bhutanese Mathematics Teachers' Planned Approaches within the Context of a Reformed Curriculum

ERIC Educational Resources Information Center

Dolma, Phuntsho; Nutchey, David; Watters, James J.; Chandra, Vinesh

2018-01-01

Reform of mathematics education has been in focus in many countries including those in major economic transition. This paper reports a segment of a study which was conducted in Bhutan, where a reformed elementary mathematics curriculum has been recently introduced. The reformed curriculum is based on social constructivism and its design has been…

Mathematics Self-Related Beliefs and Online Learning

ERIC Educational Resources Information Center

Ichinose, Cherie; Bonsangue, Martin

2016-01-01

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

Mathematical Modeling in the High School Curriculum

ERIC Educational Resources Information Center

Hernández, Maria L.; Levy, Rachel; Felton-Koestler, Mathew D.; Zbiek, Rose Mary

2016-01-01

In 2015, mathematics leaders and instructors from the Society for Industrial and Applied Mathematics (SIAM) and the Consortium for Mathematics and Its Applications (COMAP), with input from NCTM, came together to write the "Guidelines for Assessment and Instruction in Mathematical Modeling Education" (GAIMME) report as a resource for…

Computational design and engineering of polymeric orthodontic aligners.

PubMed

Barone, S; Paoli, A; Razionale, A V; Savignano, R

2016-10-05

Transparent and removable aligners represent an effective solution to correct various orthodontic malocclusions through minimally invasive procedures. An aligner-based treatment requires patients to sequentially wear dentition-mating shells obtained by thermoforming polymeric disks on reference dental models. An aligner is shaped introducing a geometrical mismatch with respect to the actual tooth positions to induce a loading system, which moves the target teeth toward the correct positions. The common practice is based on selecting the aligner features (material, thickness, and auxiliary elements) by only considering clinician's subjective assessments. In this article, a computational design and engineering methodology has been developed to reconstruct anatomical tissues, to model parametric aligner shapes, to simulate orthodontic movements, and to enhance the aligner design. The proposed approach integrates computer-aided technologies, from tomographic imaging to optical scanning, from parametric modeling to finite element analyses, within a 3-dimensional digital framework. The anatomical modeling provides anatomies, including teeth (roots and crowns), jaw bones, and periodontal ligaments, which are the references for the down streaming parametric aligner shaping. The biomechanical interactions between anatomical models and aligner geometries are virtually reproduced using a finite element analysis software. The methodology allows numerical simulations of patient-specific conditions and the comparative analyses of different aligner configurations. In this article, the digital framework has been used to study the influence of various auxiliary elements on the loading system delivered to a maxillary and a mandibular central incisor during an orthodontic tipping movement. Numerical simulations have shown a high dependency of the orthodontic tooth movement on the auxiliary element configuration, which should then be accurately selected to maximize the aligner

Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

ERIC Educational Resources Information Center

Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

2016-01-01

In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…

Evaluation and Assessment in Mathematics Education. Science and Technology Education Document Series No. 32.

ERIC Educational Resources Information Center

Robitaille, David F.

This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers…

On-Line Mathematics Assessment: The Impact of Mode on Performance and Question Answering Strategies

ERIC Educational Resources Information Center

Johnson, Martin; Green, Sylvia

2006-01-01

The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and question answering strategies. In this project 104 eleven-year-olds were given two sets of matched mathematics questions, one set on-line and the other on paper. Facility values were analyzed to…

Students' Use of CAS Calculators--Effects on the Trustworthiness and Fairness of Mathematics Assessments

ERIC Educational Resources Information Center

Pantzare, Anna Lind

2012-01-01

Calculators with computer algebra systems (CAS) are powerful tools when working with equations and algebraic expressions in mathematics. When calculators are allowed to be used during assessments but are not available or provided to every student, they may cause bias. The CAS calculators may also have an impact on the trustworthiness of results.…

The Construction of Mathematical Literacy Problems for Geometry

NASA Astrophysics Data System (ADS)

Malasari, P. N.; Herman, T.; Jupri, A.

2017-09-01

The students of junior high school should have mathematical literacy ability to formulate, apply, and interpret mathematics in problem solving of daily life. Teaching these students are not enough by giving them ordinary mathematics problems. Teaching activities for these students brings consequence for teacher to construct mathematical literacy problems. Therefore, the aim of this study is to construct mathematical literacy problems to assess mathematical literacy ability. The steps of this study that consists of analysing, designing, theoretical validation, revising, limited testing to students, and evaluating. The data was collected with written test to 38 students of grade IX at one of state junior high school. Mathematical literacy problems consist of three essays with three indicators and three levels at polyhedron subject. The Indicators are formulating and employing mathematics. The results show that: (1) mathematical literacy problems which are constructed have been valid and practical, (2) mathematical literacy problems have good distinguishing characteristics and adequate distinguishing characteristics, (3) difficulty levels of problems are easy and moderate. The final conclusion is mathematical literacy problems which are constructed can be used to assess mathematical literacy ability.

Anisotropic piezoresistivity characteristics of aligned carbon nanotube-polymer nanocomposites

NASA Astrophysics Data System (ADS)

Sengezer, Engin C.; Seidel, Gary D.; Bodnar, Robert J.

2017-09-01

Dielectrophoresis under the application of AC electric fields is one of the primary fabrication techniques for obtaining aligned carbon nanotube (CNT)-polymer nanocomposites, and is used here to generate long range alignment of CNTs at the structural level. The degree of alignment of CNTs within this long range architecture is observed via polarized Raman spectroscopy so that its influence on the electrical conductivity and piezoresistive response in both the alignment and transverse to alignment directions can be assessed. Nanocomposite samples consisting of randomly oriented, well dispersed single-wall carbon nanotubes (SWCNTs) and of long range electric field aligned SWCNTs in a photopolymerizable monomer blend (urethane dimethacrylate and 1,6-hexanediol dimethacrylate) are quantitatively and qualitatively evaluated. Piezoresistive sensitivities in form of gauge factors were measured for randomly oriented, well dispersed specimens with 0.03, 0.1 and 0.5 wt% SWCNTs and compared with gauge factors in both the axial and transverse to SWCNT alignment directions for electric field aligned 0.03 wt% specimens under both quasi-static monotonic and cyclic tensile loading. Gauge factors in the axial direction were observed to be on the order of 2, while gauge factors in the transverse direction demonstrated a 5 fold increase with values on the order of 10 for aligned specimens. Based on Raman analysis, it is believed the higher sensitivity of the transverse direction is related to architectural evolution of misaligned bridging structures which connect alignment structures under load due to Poisson’s contraction.

Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data

PubMed Central

Stoet, Gijsbert; Geary, David C.

2013-01-01

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits. PMID:23516422

Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data.

PubMed

Stoet, Gijsbert; Geary, David C

2013-01-01

We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.

Various methods for assessing static lower extremity alignment: implications for prospective risk-factor screenings.

PubMed

Nguyen, Anh-Dung; Boling, Michelle C; Slye, Carrie A; Hartley, Emily M; Parisi, Gina L

2013-01-01

Accurate, efficient, and reliable measurement methods are essential to prospectively identify risk factors for knee injuries in large cohorts. To determine tester reliability using digital photographs for the measurement of static lower extremity alignment (LEA) and whether values quantified with an electromagnetic motion-tracking system are in agreement with those quantified with clinical methods and digital photographs. Descriptive laboratory study. Laboratory. Thirty-three individuals participated and included 17 (10 women, 7 men; age = 21.7 ± 2.7 years, height = 163.4 ± 6.4 cm, mass = 59.7 ± 7.8 kg, body mass index = 23.7 ± 2.6 kg/m2) in study 1, in which we examined the reliability between clinical measures and digital photographs in 1 trained and 1 novice investigator, and 16 (11 women, 5 men; age = 22.3 ± 1.6 years, height = 170.3 ± 6.9 cm, mass = 72.9 ± 16.4 kg, body mass index = 25.2 ± 5.4 kg/m2) in study 2, in which we examined the agreement among clinical measures, digital photographs, and an electromagnetic tracking system. We evaluated measures of pelvic angle, quadriceps angle, tibiofemoral angle, genu recurvatum, femur length, and tibia length. Clinical measures were assessed using clinically accepted methods. Frontal- and sagittal-plane digital images were captured and imported into a computer software program. Anatomic landmarks were digitized using an electromagnetic tracking system to calculate static LEA. Intraclass correlation coefficients and standard errors of measurement were calculated to examine tester reliability. We calculated 95% limits of agreement and used Bland-Altman plots to examine agreement among clinical measures, digital photographs, and an electromagnetic tracking system. Using digital photographs, fair to excellent intratester (intraclass correlation coefficient range = 0.70-0.99) and intertester (intraclass correlation coefficient range = 0.75-0.97) reliability were observed for static knee alignment and limb

Factors driving physician-hospital alignment in orthopaedic surgery.

PubMed

Page, Alexandra E; Butler, Craig A; Bozic, Kevin J

2013-06-01

The relationships between physicians and hospitals are viewed as central to the proposition of delivering high-quality health care at a sustainable cost. Over the last two decades, major changes in the scope, breadth, and complexities of these relationships have emerged. Despite understanding the need for physician-hospital alignment, identification and understanding the incentives and drivers of alignment prove challenging. Our review identifies the primary drivers of physician alignment with hospitals from both the physician and hospital perspectives. Further, we assess the drivers more specific to motivating orthopaedic surgeons to align with hospitals. We performed a comprehensive literature review from 1992 to March 2012 to evaluate published studies and opinions on the issues surrounding physician-hospital alignment. Literature searches were performed in both MEDLINE(®) and Health Business™ Elite. Available literature identifies economic and regulatory shifts in health care and cultural factors as primary drivers of physician-hospital alignment. Specific to orthopaedics, factors driving alignment include the profitability of orthopaedic service lines, the expense of implants, and issues surrounding ambulatory surgery centers and other ancillary services. Evolving healthcare delivery and payment reforms promote increased collaboration between physicians and hospitals. While economic incentives and increasing regulatory demands provide the strongest drivers, cultural changes including physician leadership and changing expectations of work-life balance must be considered when pursuing successful alignment models. Physicians and hospitals view each other as critical to achieving lower-cost, higher-quality health care.

Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues. NCES 2007-462

ERIC Educational Resources Information Center

Baxter, G. P.; Ahmed, S.; Sikali, E.; Waits, T.; Sloan, M.; Salvucci, S.

2007-01-01

In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This…

Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned?

ERIC Educational Resources Information Center

Ellington, Aimee J.; Whitenack, Joy W.; Inge, Vickie L.; Murray, Megan K.; Schneider, Patti J.

2012-01-01

This article describes the design and implementation of an assessment instrument for Numbers and Operations, the first course in a program to train elementary mathematics specialists. We briefly describe the course and its content, and then we elaborate on the process we used to develop the assessment instrument and the corresponding rubric for…

Alignment-Annotator web server: rendering and annotating sequence alignments.

PubMed

Gille, Christoph; Fähling, Michael; Weyand, Birgit; Wieland, Thomas; Gille, Andreas

2014-07-01

Alignment-Annotator is a novel web service designed to generate interactive views of annotated nucleotide and amino acid sequence alignments (i) de novo and (ii) embedded in other software. All computations are performed at server side. Interactivity is implemented in HTML5, a language native to web browsers. The alignment is initially displayed using default settings and can be modified with the graphical user interfaces. For example, individual sequences can be reordered or deleted using drag and drop, amino acid color code schemes can be applied and annotations can be added. Annotations can be made manually or imported (BioDAS servers, the UniProt, the Catalytic Site Atlas and the PDB). Some edits take immediate effect while others require server interaction and may take a few seconds to execute. The final alignment document can be downloaded as a zip-archive containing the HTML files. Because of the use of HTML the resulting interactive alignment can be viewed on any platform including Windows, Mac OS X, Linux, Android and iOS in any standard web browser. Importantly, no plugins nor Java are required and therefore Alignment-Anotator represents the first interactive browser-based alignment visualization. http://www.bioinformatics.org/strap/aa/ and http://strap.charite.de/aa/. © The Author(s) 2014. Published by Oxford University Press on behalf of Nucleic Acids Research.

Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers

NASA Astrophysics Data System (ADS)

Lewis, Gary M.

2014-06-01

Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) Professional Standards for Teaching Mathematics experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating whole-class mathematical discussions with students taking a central, substantive role. During such discussions, students offer conjectures, ideas, and solutions and use mathematical argumentation and verification processes. Such teaching can create uncertainty and stress as teachers occupy a revised teaching role. They avoid evaluating student ideas during class; instead, they ask questions to move students' thinking forward, pose problems that deepen students' mathematical understanding, and choose between competing directions the discussion may take. Ultimately, teachers decide whether to continue pursuing such teaching goals or revert back to more familiar, teacher-centered methods. Supportive networks showed promise at helping novices navigate their first few years of teaching; organized networks helped novices meet their teaching goals while limiting the impact of their challenges on their well-being and teaching goals. The results of this study may inform teacher educators, administrators, and colleagues on how to support novices in pursuing teaching better aligned with novices' teaching ideals and reformer's visions.

Selected Effects of a Curriculum Integration Intervention on the Mathematics Performance of Secondary Students Enrolled in an Agricultural Power and Technology Course: An Experimental Study

ERIC Educational Resources Information Center

Parr, Brian; Edwards, M. Craig; Leising, James G.

2009-01-01

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…

Standardized Tests as Outcome Measures for Evaluating Instructional Interventions in Mathematics and Science

NASA Astrophysics Data System (ADS)

Sussman, Joshua Michael

psychometric model of alignment grounded in item response modeling generate the results that address the following research question: how do differences between what a test measures and what an intervention teaches influence the results of an evaluation? The simulation derives a functional relationship between alignment, defined as the match between the test and the intervention, and treatment sensitivity, defined as the statistical power for detecting the impact of an intervention. The paper presents a new model of the effect of misalignment on the results of an evaluation and recommendations for outcome measure selection. The third paper documents the educational effectiveness of the Learning Mathematics through Representations (LMR) lesson sequence for students classified as English Learners (ELs). LMR is a research-based curricular unit designed to support upper elementary students' understandings of integers and fractions, areas considered foundational for the development of higher mathematics. The experimental evaluation contains a multilevel analysis of achievement data from two assessments: a standardized test and a researcher-developed assessment. The study coordinates the two sources of research data with a theoretical mechanism of action in order to rigorously document the effectiveness and educational equity of LMR for ELs using multiple sources of information.

Mutual information optimization for mass spectra data alignment.

PubMed

Zoppis, Italo; Gianazza, Erica; Borsani, Massimiliano; Chinello, Clizia; Mainini, Veronica; Galbusera, Carmen; Ferrarese, Carlo; Galimberti, Gloria; Sorbi, Sandro; Borroni, Barbara; Magni, Fulvio; Antoniotti, Marco; Mauri, Giancarlo

2012-01-01

"Signal" alignments play critical roles in many clinical setting. This is the case of mass spectrometry data, an important component of many types of proteomic analysis. A central problem occurs when one needs to integrate (mass spectrometry) data produced by different sources, e.g., different equipment and/or laboratories. In these cases some form of "data integration'" or "data fusion'" may be necessary in order to discard some source specific aspects and improve the ability to perform a classification task such as inferring the "disease classes'" of patients. The need for new high performance data alignments methods is therefore particularly important in these contexts. In this paper we propose an approach based both on an information theory perspective, generally used in a feature construction problem, and on the application of a mathematical programming task (i.e. the weighted bipartite matching problem). We present the results of a competitive analysis of our method against other approaches. The analysis was conducted on data from plasma/ethylenediaminetetraacetic acid (EDTA) of "control" and Alzheimer patients collected from three different hospitals. The results point to a significant performance advantage of our method with respect to the competing ones tested.

The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

Assessment in the Context of Mathematics Instruction Reform: The Design of Assessment in the QUASAR Project.

ERIC Educational Resources Information Center

Silver, Edward A.; Lane, Suzanne

Recent reports on mathematics education reform have focused the attention of educational practitioners and policymakers on new goals for mathematics education and new descriptions of mathematical proficiency. QUASAR is a national project (Quantitative Understanding: Amplifying Student Achievement and Reasoning) designed to improve the mathematics…

Mathematics Technical Report: Exercise Volume. National Assessment of Educational Progress. Report No. 04-MA-20.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

Included in Chapter 1 of this report are background information on the 1972-73 mathematics assessment; details of the computational formulas used in reporting results; and explanations of the technical documentation, exercise presentation, documentation pages, scoring guides, and data tables for released and unreleased exercises. The remainder of…

Inverting Image Data For Optical Testing And Alignment

NASA Technical Reports Server (NTRS)

Shao, Michael; Redding, David; Yu, Jeffrey W.; Dumont, Philip J.

1993-01-01

Data from images produced by slightly incorrectly figured concave primary mirror in telescope processed into estimate of spherical aberration of mirror, by use of algorithm finding nonlinear least-squares best fit between actual images and synthetic images produced by multiparameter mathematical model of telescope optical system. Estimated spherical aberration, in turn, converted into estimate of deviation of reflector surface from nominal precise shape. Algorithm devised as part of effort to determine error in surface figure of primary mirror of Hubble space telescope, so corrective lens designed. Modified versions of algorithm also used to find optical errors in other components of telescope or of other optical systems, for purposes of testing, alignment, and/or correction.

Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

ERIC Educational Resources Information Center

Olinghouse, Natalie G.; Lambert, Warren; Compton, Donald L.

2006-01-01

This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

Defining Mathematics Competency in the Service of Cognitively Based Assessment for Grades 6 through 8. Research Report. ETS RR-09-42

ERIC Educational Resources Information Center

Graf, Edith Aurora

2009-01-01

This report makes recommendations for the development of middle-school assessment in mathematics, based on a synthesis of scientific findings in cognitive psychology and mathematics education. The focus is on background research, rather than test specifications or example tasks. Readers interested in early development and pilot efforts associated…

The Association between Working Memory and Educational Attainment as Measured in Different Mathematical Subtopics in the Swedish National Assessment: Primary Education

ERIC Educational Resources Information Center

Nyroos, Mikaela; Wiklund-Hornqvist, Carola

2012-01-01

The aim of this study was to examine the relationship between working memory capacity and mathematical performance measured by the national curriculum assessment in third-grade children (n = 40). The national tests concerned six subareas within mathematics. One-way ANOVA, two-tailed Pearson correlation and multiple regression analyses were…

Orthodontic aligners and root resorption: A systematic review.

PubMed

Elhaddaoui, Rajae; Qoraich, Halima Saadia; Bahije, Loubna; Zaoui, Fatima

2017-03-01

Root resorption is one of the leading problems in orthodontic treatment. Most earlier studies have assessed the incidence and severity of root resorption following orthodontic treatment using fixed appliances as well as associated factors. However, few studies have assessed these parameters in the context of orthodontic treatment using thermoplastic splints or aligners. The aim of this systematic review was to assess the incidence and severity of root resorption following orthodontic treatment using aligners and associated factors. A comparative analysis was also made with fixed multi-bracket treatments. The data bases consulted were: Medline, Embase, EBSCO Host, Cochrane Library and Science Direct. Our search included meta-analyses, randomized and non-randomized controled trials, cohort studies and descriptive studies published before December 2015 and evidencing a connection with the incidence and severity of root resorption following orthodontic treatment using aligners alone or compared with fixed multi-bracket treatments. Among the 93 selected references, only 3 studies met our selection criteria. The incidence of root resorption ranged between 0 and 46%, of which 6% were severe cases. Relative to fixed multi-bracket non-extraction treatments to correct the same malocclusions, the incidence of resorption ranged between 2% and 50%, of which 22% were severe cases. In both techniques, the incidence of resorption was higher for the maxillary incisors and was not influenced by either age or sex. In malocclusion cases not requiring extractions, orthodontic aligner treatment is possibly associated with a lower incidence of resorption than fixed multi-bracket treatment. Further research encompassing extraction cases is needed to better assess the incidence and severity of root resorption following the use of these removable appliances. Copyright © 2016 CEO. Published by Elsevier Masson SAS. All rights reserved.

Using Quasi-Horizontal Alignment in the absence of the actual alignment.

PubMed

Banihashemi, Mohamadreza

2016-10-01

Horizontal alignment is a major roadway characteristic used in safety and operational evaluations of many facility types. The Highway Safety Manual (HSM) uses this characteristic in crash prediction models for rural two-lane highways, freeway segments, and freeway ramps/C-D roads. Traffic simulation models use this characteristic in their processes on almost all types of facilities. However, a good portion of roadway databases do not include horizontal alignment data; instead, many contain point coordinate data along the roadways. SHRP 2 Roadway Information Database (RID) is a good example of this type of data. Only about 5% of this geodatabase contains alignment information and for the rest, point data can easily be produced. Even though the point data can be used to extract actual horizontal alignment data but, extracting horizontal alignment is a cumbersome and costly process, especially for a database of miles and miles of highways. This research introduces a so called "Quasi-Horizontal Alignment" that can be produced easily and automatically from point coordinate data and can be used in the safety and operational evaluations of highways. SHRP 2 RID for rural two-lane highways in Washington State is used in this study. This paper presents a process through which Quasi-Horizontal Alignments are produced from point coordinates along highways by using spreadsheet software such as MS EXCEL. It is shown that the safety and operational evaluations of the highways with Quasi-Horizontal Alignments are almost identical to the ones with the actual alignments. In the absence of actual alignment the Quasi-Horizontal Alignment can easily be produced from any type of databases that contain highway coordinates such geodatabases and digital maps. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessing fit, interplay, and scale: Aligning governance and information for improved water management in a changing climate

NASA Astrophysics Data System (ADS)

Kirchhoff, C.; Dilling, L.

2011-12-01

Water managers have long experienced the challenges of managing water resources in a variable climate. However, climate change has the potential to reshape the experiential landscape by, for example, increasing the intensity and duration of droughts, shifting precipitation timing and amounts, and changing sea levels. Given the uncertainty in evaluating potential climate risks as well as future water availability and water demands, scholars suggest water managers employ more flexible and adaptive science-based management to manage uncertainty (NRC 2009). While such an approach is appropriate, for adaptive science-based management to be effective both governance and information must be concordant across three measures: fit, interplay and scale (Young 2002)(Note 1). Our research relies on interviews of state water managers and related experts (n=50) and documentary analysis in five U.S. states to understand the drivers and constraints to improving water resource planning and decision-making in a changing climate using an assessment of fit, interplay and scale as an evaluative framework. We apply this framework to assess and compare how water managers plan and respond to current or anticipated water resource challenges within each state. We hypothesize that better alignment between the data and management framework and the water resource problem improves water managers' facility to understand (via available, relevant, timely information) and respond appropriately (through institutional response mechanisms). In addition, better alignment between governance mechanisms (between the scope of the problem and identified appropriate responses) improves water management. Moreover, because many of the management challenges analyzed in this study concern present day issues with scarcity brought on by a combination of growth and drought, better alignment of fit, interplay, and scale today will enable and prepare water managers to be more successful in adapting to climate change

Who Succeeds in Mathematics? Caribbean Perspectives on the Mix of Schools and Mathematics

ERIC Educational Resources Information Center

George, Patricia

2012-01-01

Within the Caribbean, there has been a perception that students are underachieving in mathematics. This assessment has seemingly been based amongst other things upon the proportion of students who are successful in mathematics compared to other subjects in external examinations. This notion was investigated in a case study of secondary schools in…

Aligned Single Wall Carbon Nanotube Polymer Composites Using an Electric Field

NASA Technical Reports Server (NTRS)

Park, Cheol; Wiklinson, John; Banda, Sumanth; Ounaies, Zoubeida; Wise, Kristopher E.; Sauti, Godfrey; Lillehei, Peter T.; Harrison, Joycelyn S.

2005-01-01

While high shear alignment has been shown to improve the mechanical properties of single wall carbon nanotubes (SWNT)-polymer composites, it is difficult to control and often results in degradation of the electrical and dielectric properties of the composite. Here, we report a novel method to actively align SWNTs in a polymer matrix, which allows for control over the degree of alignment of SWNTs without the side effects of shear alignment. In this process, SWNTs are aligned via field-induced dipolar interactions among the nanotubes under an AC electric field in a liquid matrix followed by immobilization by photopolymerization while maintaining the electric field. Alignment of SWNTs was controlled as a function of magnitude, frequency, and application time of the applied electric field. The degree of SWNT alignment was assessed using optical microscopy and polarized Raman spectroscopy and the morphology of the aligned nanocomposites was investigated by high resolution scanning electron microscopy. The structure of the field induced aligned SWNTs is intrinsically different from that of shear aligned SWNTs. In the present work, SWNTs are not only aligned along the field, but also migrate laterally to form thick, aligned SWNT percolative columns between the electrodes. The actively aligned SWNTs amplify the electrical and dielectric properties in addition to improving the mechanical properties of the composite. All of these properties of the aligned nanocomposites exhibited anisotropic characteristics, which were controllable by tuning the applied field conditions.

The 1991 International Assessment of Educational Progress in Mathematics and Sciences: The Gender Differences Perspective.

ERIC Educational Resources Information Center

Beller, Michal; Gafni, Naomi

1996-01-01

Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

ERIC Educational Resources Information Center

Sagirli, Meryem Özturan

2014-01-01

This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

Mathematics for the Student Scientist

NASA Astrophysics Data System (ADS)

Lauten, A. Darien; Lauten, Gary N.

1998-03-01

The Earth Day:Forest Watch Program, introduces elementary, middle, and secondary students to field laboratory, and satellite-data analysis methods for assessing the health of Eastern White Pine ( Pinus strobus). In this Student-Scientist Partnership program, mathematics, as envisioned in the NCTM Standards, arises naturally and provides opportunities for science-mathematics interdisciplinary student learning. School mathematics becomes the vehicle for students to quantify, represent, analyze, and interpret meaningful, real data.

Evidencing Learning Outcomes: A Multi-Level, Multi-Dimensional Course Alignment Model

ERIC Educational Resources Information Center

Sridharan, Bhavani; Leitch, Shona; Watty, Kim

2015-01-01

This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned…

CombAlign: a code for generating a one-to-many sequence alignment from a set of pairwise structure-based sequence alignments.

PubMed

Zhou, Carol L Ecale

2015-01-01

In order to better define regions of similarity among related protein structures, it is useful to identify the residue-residue correspondences among proteins. Few codes exist for constructing a one-to-many multiple sequence alignment derived from a set of structure or sequence alignments, and a need was evident for creating such a tool for combining pairwise structure alignments that would allow for insertion of gaps in the reference structure. This report describes a new Python code, CombAlign, which takes as input a set of pairwise sequence alignments (which may be structure based) and generates a one-to-many, gapped, multiple structure- or sequence-based sequence alignment (MSSA). The use and utility of CombAlign was demonstrated by generating gapped MSSAs using sets of pairwise structure-based sequence alignments between structure models of the matrix protein (VP40) and pre-small/secreted glycoprotein (sGP) of Reston Ebolavirus and the corresponding proteins of several other filoviruses. The gapped MSSAs revealed structure-based residue-residue correspondences, which enabled identification of structurally similar versus differing regions in the Reston proteins compared to each of the other corresponding proteins. CombAlign is a new Python code that generates a one-to-many, gapped, multiple structure- or sequence-based sequence alignment (MSSA) given a set of pairwise sequence alignments (which may be structure based). CombAlign has utility in assisting the user in distinguishing structurally conserved versus divergent regions on a reference protein structure relative to other closely related proteins. CombAlign was developed in Python 2.6, and the source code is available for download from the GitHub code repository.

Mathematical aspects of assessing extreme events for the safety of nuclear plants

NASA Astrophysics Data System (ADS)

Potempski, Slawomir; Borysiewicz, Mieczyslaw

2015-04-01

In the paper the review of mathematical methodologies applied for assessing low frequencies of rare natural events like earthquakes, tsunamis, hurricanes or tornadoes, floods (in particular flash floods and surge storms), lightning, solar flares, etc., will be given in the perspective of the safety assessment of nuclear plants. The statistical methods are usually based on the extreme value theory, which deals with the analysis of extreme deviation from the median (or the mean). In this respect application of various mathematical tools can be useful, like: the extreme value theorem of Fisher-Tippett-Gnedenko leading to possible choices of general extreme value distributions, or the Pickands-Balkema-de Haan theorem for tail fitting, or the methods related to large deviation theory. In the paper the most important stochastic distributions relevant for performing rare events statistical analysis will be presented. This concerns, for example, the analysis of the data with the annual extreme values (maxima - "Annual Maxima Series" or minima), or the peak values, exceeding given thresholds at some periods of interest ("Peak Over Threshold"), or the estimation of the size of exceedance. Despite of the fact that there is a lack of sufficient statistical data directly containing rare events, in some cases it is still possible to extract useful information from existing larger data sets. As an example one can consider some data sets available from the web sites for floods, earthquakes or generally natural hazards. Some aspects of such data sets will be also presented taking into account their usefulness for the practical assessment of risk for nuclear power plants coming from extreme weather conditions.

Impulsive-Analytic Disposition in Mathematical Problem Solving: A Survey and a Mathematics Test

ERIC Educational Resources Information Center

Lim, Kien H.; Wagler, Amy

2012-01-01

The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students' impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale…

Increased alignment sensitivity improves the usage of genome alignments for comparative gene annotation.

PubMed

Sharma, Virag; Hiller, Michael

2017-08-21

Genome alignments provide a powerful basis to transfer gene annotations from a well-annotated reference genome to many other aligned genomes. The completeness of these annotations crucially depends on the sensitivity of the underlying genome alignment. Here, we investigated the impact of the genome alignment parameters and found that parameters with a higher sensitivity allow the detection of thousands of novel alignments between orthologous exons that have been missed before. In particular, comparisons between species separated by an evolutionary distance of >0.75 substitutions per neutral site, like human and other non-placental vertebrates, benefit from increased sensitivity. To systematically test if increased sensitivity improves comparative gene annotations, we built a multiple alignment of 144 vertebrate genomes and used this alignment to map human genes to the other 143 vertebrates with CESAR. We found that higher alignment sensitivity substantially improves the completeness of comparative gene annotations by adding on average 2382 and 7440 novel exons and 117 and 317 novel genes for mammalian and non-mammalian species, respectively. Our results suggest a more sensitive alignment strategy that should generally be used for genome alignments between distantly-related species. Our 144-vertebrate genome alignment and the comparative gene annotations (https://bds.mpi-cbg.de/hillerlab/144VertebrateAlignment_CESAR/) are a valuable resource for comparative genomics. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.

Using Elephant's Toothpaste as an Engaging and Flexible Curriculum Alignment Project

ERIC Educational Resources Information Center

Eldridge, Daniel S.

2015-01-01

There is an increasing focus across all educational sectors to ensure that learning objectives are aligned with learning activities and assessments. An attractive approach previously published is that of curriculum alignment projects. This paper discusses the use of the fun and famous "Elephant's Toothpaste" experiment as a customizable…

Assessing Senior Secondary School Students' Mathematical Proficiency as Related to Gender and Performance in Mathematics in Nigeria

ERIC Educational Resources Information Center

Awofala, Adeneye O. A.

2017-01-01

The study investigated mathematical proficiency as related to gender and performance in mathematics among 400 Nigerian senior secondary school students from 10 elitist senior secondary schools in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive…

Assessing Preservice Teachers' Mathematics Cognitive Failures as Related to Mathematics Anxiety and Performance in Undergraduate Calculus

ERIC Educational Resources Information Center

Awofala, Adeneye O. A.; Odogwu, Helen N.

2017-01-01

The study investigated mathematics cognitive failures as related to mathematics anxiety, gender and performance in calculus among 450 preservice teachers from four public universities in the South West geo-political zone of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were…

The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Saderholm, Jon; Ronau, Robert N.; Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret

2017-01-01

This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Siegfried, John Zig Michael

2012-01-01

Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

Early numerical foundations of young children's mathematical development.

PubMed

Chu, Felicia W; vanMarle, Kristy; Geary, David C

2015-04-01

This study focused on the relative contributions of the acuity of the approximate number system (ANS) and knowledge of quantitative symbols to young children's early mathematical learning. At the beginning of preschool, 191 children (Mage=46 months) were administered tasks that assessed ANS acuity and explicit knowledge of the cardinal values represented by number words, and their mathematics achievement was assessed at the end of the school year. Children's executive functions, intelligence, and preliteracy skills and their parents' educational levels were also assessed and served as covariates. Both the ANS and cardinality tasks were significant predictors of end-of-year mathematics achievement with and without control of the covariates. As simultaneous predictors and with control of the covariates, cardinality remained significantly related to mathematics achievement, but ANS acuity did not. Mediation analyses revealed that the relation between ANS acuity and mathematics achievement was fully mediated by cardinality, suggesting that the ANS may facilitate children's explicit understanding of cardinal value and in this way may indirectly influence early mathematical learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Role of mathematical models in assessment of risk and in attempts to define management strategy.

PubMed

Flamm, W G; Winbush, J S

1984-06-01

Risk assessment of food-borne carcinogens is becoming a common practice at FDA. Actual risk is not being estimated, only the upper limit of risk. The risk assessment process involves a large number of steps and assumptions, many of which affect the numerical value estimated. The mathematical model which is to be applied is only one of the factors which affect these numerical values. To fulfill the policy objective of using the "worst plausible case" in estimating the upper limit of risk, recognition needs to be given to a proper balancing of assumptions and decisions. Interaction between risk assessors and risk managers should avoid making or giving the appearance of making specific technical decisions such as the choice of the mathematical model. The importance of this emerging field is too great to jeopardize it by inappropriately mixing scientific judgments with policy judgments. The risk manager should understand fully the points and range of uncertainty involved in arriving at the estimates of risk which must necessarily affect the choice of the policy or regulatory options available.

Reliability of digital photography for assessing lower extremity alignment in individuals with flatfeet and normal feet types.

PubMed

Ashnagar, Zinat; Hadian, Mohammad Reza; Olyaei, Gholamreza; Talebian Moghadam, Saeed; Rezasoltani, Asghar; Saeedi, Hassan; Yekaninejad, Mir Saeed; Mahmoodi, Rahimeh

2017-07-01

The aim of this study was to investigate the intratester reliability of digital photographic method for quantifying static lower extremity alignment in individuals with flatfeet and normal feet types. Thirteen females with flexible flatfeet and nine females with normal feet types were recruited from university communities. Reflective markers were attached over the participant's body landmarks. Frontal and sagittal plane photographs were taken while the participants were in a standardized standing position. The markers were removed and after 30 min the same procedure was repeated. Pelvic angle, quadriceps angle, tibiofemoral angle, genu recurvatum, femur length and tibia length were measured from photographs using the Image j software. All measured variables demonstrated good to excellent intratester reliability using digital photography in both flatfeet (ICC: 0.79-0.93) and normal feet type (ICC: 0.84-0.97) groups. The findings of the current study indicate that digital photography is a highly reliable method of measurement for assessing lower extremity alignment in both flatfeet and normal feet type groups. Copyright © 2016. Published by Elsevier Ltd.

Graders' Mathematics Achievement

ERIC Educational Resources Information Center

Bond, John B.; Ellis, Arthur K.

2013-01-01

The purpose of this experimental study was to investigate the effects of metacognitive reflective assessment instruction on student achievement in mathematics. The study compared the performance of 141 students who practiced reflective assessment strategies with students who did not. A posttest-only control group design was employed, and results…

AlignMiner: a Web-based tool for detection of divergent regions in multiple sequence alignments of conserved sequences

PubMed Central

2010-01-01

Background Multiple sequence alignments are used to study gene or protein function, phylogenetic relations, genome evolution hypotheses and even gene polymorphisms. Virtually without exception, all available tools focus on conserved segments or residues. Small divergent regions, however, are biologically important for specific quantitative polymerase chain reaction, genotyping, molecular markers and preparation of specific antibodies, and yet have received little attention. As a consequence, they must be selected empirically by the researcher. AlignMiner has been developed to fill this gap in bioinformatic analyses. Results AlignMiner is a Web-based application for detection of conserved and divergent regions in alignments of conserved sequences, focusing particularly on divergence. It accepts alignments (protein or nucleic acid) obtained using any of a variety of algorithms, which does not appear to have a significant impact on the final results. AlignMiner uses different scoring methods for assessing conserved/divergent regions, Entropy being the method that provides the highest number of regions with the greatest length, and Weighted being the most restrictive. Conserved/divergent regions can be generated either with respect to the consensus sequence or to one master sequence. The resulting data are presented in a graphical interface developed in AJAX, which provides remarkable user interaction capabilities. Users do not need to wait until execution is complete and can.even inspect their results on a different computer. Data can be downloaded onto a user disk, in standard formats. In silico and experimental proof-of-concept cases have shown that AlignMiner can be successfully used to designing specific polymerase chain reaction primers as well as potential epitopes for antibodies. Primer design is assisted by a module that deploys several oligonucleotide parameters for designing primers "on the fly". Conclusions AlignMiner can be used to reliably detect

Ranking of options of real estate use by expert assessments mathematical processing

NASA Astrophysics Data System (ADS)

Lepikhina, O. Yu; Skachkova, M. E.; Mihaelyan, T. A.

2018-05-01

The article is devoted to the development of the real estate assessment concept. In conditions of multivariate using of the real estate method based on calculating, the integral indicator of each variant’s efficiency is proposed. In order to calculate weights of criteria of the efficiency expert method, Analytic hierarchy process and its mathematical support are used. The method allows fulfilling ranking of alternative types of real estate use in dependence of their efficiency. The method was applied for one of the land parcels located on Primorsky district in Saint Petersburg.

Mathematics Laboratories--More than Fun

ERIC Educational Resources Information Center

Vance, James H.; Kieren, Thomas E.

1972-01-01

The study assessed the effectiveness of methematical laboratories as compared with the regular mathematics teaching program. A control group, mathematical laboratory group, and a third group called a Class Discovery Group were formed for making comparisons. Gains were higher on cumulative achievement, transfer, and divergent thinking measures for…

The Impact of Imaging Modality on the Measurement of Coronal Plane Alignment After Total Knee Arthroplasty.

PubMed

Nam, Denis; Vajapey, Sravya; Nunley, Ryan M; Barrack, Robert L

2016-10-01

The optimal coronal alignment after total knee arthroplasty (TKA) has become an area of increased debate. Sources of variability among investigations include the radiographic technique used for both preoperative surgical planning and postoperative alignment assessments. This study's purpose was to assess the impact of the imaging modality used on the measurement of coronal plane alignment after TKA. A consecutive series of patients undergoing TKA using the same cruciate-retaining prosthesis were included for analysis. Postoperatively, all patients received both a rotationally controlled, scout computed tomography scan and a hip-knee-ankle (HKA) image using the EOS Imaging system (EOS Inc., Paris, France). Two, independent observers measured the HKA angle, and femoral and tibial component alignment from each image. After classifying overall and component alignment as neutral, varus, or valgus, 40.6% (65 of 160) of knees had a discordant alignment classification for HKA, 28.1% (45 of 160) for femoral component alignment, and 26.9% (43 of 160) for tibial component alignment between their computed tomography and EOS images. Overall, 24.4% (39 of 160) of patients had a HKA difference of ≥3° between the 2 images, whereas 18.8% (30 of 160) and 20.0% (32 of 160) of patients had a femoral and tibial component alignment difference of ≥2°, respectively. Significant differences are present when comparing 2 measurement techniques of mechanical alignment after TKA. The impact of imaging modality on postoperative assessments must be accounted for and be consistent when comparing the results of different investigations. Copyright © 2016 Elsevier Inc. All rights reserved.

Line Up, Line Up: Using Technology to Align and Enhance Peer Learning and Assessment in a Student Centred Foundation Organic Chemistry Module

ERIC Educational Resources Information Center

Ryan, Barry J.

2013-01-01

This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these technologies. The peer learning technologies; Personal Response Devices (a.k.a. "Clickers") and "PeerWise"…

Mathematics deficits in adolescents with bipolar I disorder.

PubMed

Lagace, Diane C; Kutcher, Stanley P; Robertson, Heather A

2003-01-01

This study examined mathematical ability in adolescents with bipolar I disorder, compared to adolescents with major depressive disorder and psychiatrically healthy comparison subjects. Participants (N=119) included adolescents in remission from bipolar disorder (N=44) or major depressive disorder (N=30), as well as comparison subjects (N=45) with no psychiatric history. Participants were assessed with the following measures: the Wide-Range Achievement Test, Revised 2 (WRAT-R2), Peabody Individual Achievement Test, Bay Area Functional Performance Evaluation Task-Oriented Assessment (functional mathematics subtest), Test of Nonverbal Intellegence-2, and a self-report of mathematics performance. WRAT-R2 and Peabody Individual Achievement Test scores for spelling, mathematics, and reading revealed that adolescents with bipolar disorder had significantly lower achievement in mathematics, compared to subjects with major depressive disorder and comparison subjects. Results for the Test of Nonverbal Intellegence-2 were not significantly different between groups. Adolescents with bipolar disorder took significantly longer to complete the Bay Area Functional Performance Evaluation mathematics task. Significantly fewer adolescents with bipolar disorder (9%) reported above-average mathematics performance, compared with the other groups. Adolescents with remitted bipolar disorder have a specific profile of mathematics difficulties that differentiates them from both adolescents with unipolar depression and psychiatrically healthy comparison subjects. These mathematics deficits may not derive simply from more global deficits in nonverbal intelligence or executive functioning, but may be associated with neuroanatomical abnormalities that result in cognitive deficits, including a slowed response time. These deficits suggest the need for specialized assessment of mathematics as part of a comprehensive clinical follow-up treatment plan.

Aligning High School and College Instruction: Preparing Students for Success in College Level Mathematics

ERIC Educational Resources Information Center

Alexander, Julie

2013-01-01

Across the United States, students are entering college with a need for improvement in basic mathematics and communication skills. In 2008, the Florida Legislature passed Senate Bill 1908 which changed the expectations for the senior year of high school for many students. Students who score within certain levels on the mandatory high school…

StructAlign, a Program for Alignment of Structures of DNA-Protein Complexes.

PubMed

Popov, Ya V; Galitsyna, A A; Alexeevski, A V; Karyagina, A S; Spirin, S A

2015-11-01

Comparative analysis of structures of complexes of homologous proteins with DNA is important in the analysis of DNA-protein recognition. Alignment is a necessary stage of the analysis. An alignment is a matching of amino acid residues and nucleotides of one complex to residues and nucleotides of the other. Currently, there are no programs available for aligning structures of DNA-protein complexes. We present the program StructAlign, which should fill this gap. The program inputs a pair of complexes of DNA double helix with proteins and outputs an alignment of DNA chains corresponding to the best spatial fit of the protein chains.

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills

ERIC Educational Resources Information Center

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Using Citation Analysis Methods to Assess the Influence of Science, Technology, Engineering, and Mathematics Education Evaluations

ERIC Educational Resources Information Center

Greenseid, Lija O.; Lawrenz, Frances

2011-01-01

This study explores the use of citation analysis methods to assess the influence of program evaluations conducted within the area of science, technology, engineering, and mathematics (STEM) education. Citation analysis is widely used within scientific research communities to measure the relative influence of scientific research enterprises and/or…

Relationships of Out-of-School-Time Mathematics Lessons to Mathematical Literacy in Singapore and Australia

ERIC Educational Resources Information Center

Kaur, Berinderjeet; Areepattamannil, Shaljan

2013-01-01

This study, drawing on date from the Programme for International Student Assessment (PISA) 2009, examined the relationships of out-of-school-time mathematics lessons to mathematical literacy in Singapore and Australia. Results of two-level hierarchical linear modelling (HLM) analyses revealed that out-of-school-time enrichment lessons in…

L-GRAAL: Lagrangian graphlet-based network aligner.

PubMed

Malod-Dognin, Noël; Pržulj, Nataša

2015-07-01

Discovering and understanding patterns in networks of protein-protein interactions (PPIs) is a central problem in systems biology. Alignments between these networks aid functional understanding as they uncover important information, such as evolutionary conserved pathways, protein complexes and functional orthologs. A few methods have been proposed for global PPI network alignments, but because of NP-completeness of underlying sub-graph isomorphism problem, producing topologically and biologically accurate alignments remains a challenge. We introduce a novel global network alignment tool, Lagrangian GRAphlet-based ALigner (L-GRAAL), which directly optimizes both the protein and the interaction functional conservations, using a novel alignment search heuristic based on integer programming and Lagrangian relaxation. We compare L-GRAAL with the state-of-the-art network aligners on the largest available PPI networks from BioGRID and observe that L-GRAAL uncovers the largest common sub-graphs between the networks, as measured by edge-correctness and symmetric sub-structures scores, which allow transferring more functional information across networks. We assess the biological quality of the protein mappings using the semantic similarity of their Gene Ontology annotations and observe that L-GRAAL best uncovers functionally conserved proteins. Furthermore, we introduce for the first time a measure of the semantic similarity of the mapped interactions and show that L-GRAAL also uncovers best functionally conserved interactions. In addition, we illustrate on the PPI networks of baker's yeast and human the ability of L-GRAAL to predict new PPIs. Finally, L-GRAAL's results are the first to show that topological information is more important than sequence information for uncovering functionally conserved interactions. L-GRAAL is coded in C++. Software is available at: http://bio-nets.doc.ic.ac.uk/L-GRAAL/. n.malod-dognin@imperial.ac.uk Supplementary data are available at

Initial Navigation Alignment of Optical Instruments on GOES-R

NASA Astrophysics Data System (ADS)

Isaacson, P.; DeLuccia, F.; Reth, A. D.; Igli, D. A.; Carter, D.

2016-12-01

The GOES-R satellite is the first in NOAA's next-generation series of geostationary weather satellites. In addition to a number of space weather sensors, it will carry two principal optical earth-observing instruments, the Advanced Baseline Imager (ABI) and the Geostationary Lightning Mapper (GLM). During launch, currently scheduled for November of 2016, the alignment of these optical instruments is anticipated to shift from that measured during pre-launch characterization. While both instruments have image navigation and registration (INR) processing algorithms to enable automated geolocation of the collected data, the launch-derived misalignment may be too large for these approaches to function without an initial adjustment to calibration parameters. The parameters that may require adjustment are for Line of Sight Motion Compensation (LMC), and the adjustments will be estimated on orbit during the post-launch test (PLT) phase. We have developed approaches to estimate the initial alignment errors for both ABI and GLM image products. Our approaches involve comparison of ABI and GLM images collected during PLT to a set of reference ("truth") images using custom image processing tools and other software (the INR Performance Assessment Tool Set, or "IPATS") being developed for other INR assessments of ABI and GLM data. IPATS is based on image correlation approaches to determine offsets between input and reference images, and these offsets are the fundamental input to our estimate of the initial alignment errors. Initial testing of our alignment algorithms on proxy datasets lends high confidence that their application will determine the initial alignment errors to within sufficient accuracy to enable the operational INR processing approaches to proceed in a nominal fashion. We will report on the algorithms, implementation approach, and status of these initial alignment tools being developed for the GOES-R ABI and GLM instruments.

The Assessment of Mathematical Logic: Abstract Patterns and Familiar Contexts

ERIC Educational Resources Information Center

Teppo, Anne R.; Esty, Warren W.; Kirkpatrick, Kay

2003-01-01

Undergraduate students' written exams were analyzed from a freshman-level mathematics course that emphasized, among other topics, the study of mathematical logic. Findings indicate that on questions related to the negation of a conditional sentence, students performed much better when given natural-language contexts than they did on questions…

CAB-Align: A Flexible Protein Structure Alignment Method Based on the Residue-Residue Contact Area.

PubMed

Terashi, Genki; Takeda-Shitaka, Mayuko

2015-01-01

Proteins are flexible, and this flexibility has an essential functional role. Flexibility can be observed in loop regions, rearrangements between secondary structure elements, and conformational changes between entire domains. However, most protein structure alignment methods treat protein structures as rigid bodies. Thus, these methods fail to identify the equivalences of residue pairs in regions with flexibility. In this study, we considered that the evolutionary relationship between proteins corresponds directly to the residue-residue physical contacts rather than the three-dimensional (3D) coordinates of proteins. Thus, we developed a new protein structure alignment method, contact area-based alignment (CAB-align), which uses the residue-residue contact area to identify regions of similarity. The main purpose of CAB-align is to identify homologous relationships at the residue level between related protein structures. The CAB-align procedure comprises two main steps: First, a rigid-body alignment method based on local and global 3D structure superposition is employed to generate a sufficient number of initial alignments. Then, iterative dynamic programming is executed to find the optimal alignment. We evaluated the performance and advantages of CAB-align based on four main points: (1) agreement with the gold standard alignment, (2) alignment quality based on an evolutionary relationship without 3D coordinate superposition, (3) consistency of the multiple alignments, and (4) classification agreement with the gold standard classification. Comparisons of CAB-align with other state-of-the-art protein structure alignment methods (TM-align, FATCAT, and DaliLite) using our benchmark dataset showed that CAB-align performed robustly in obtaining high-quality alignments and generating consistent multiple alignments with high coverage and accuracy rates, and it performed extremely well when discriminating between homologous and nonhomologous pairs of proteins in both

Student Participation and Accommodations Handbook: Grades 3, 4, 5, 6, 7, 8, 10. Spring 2007. Hawai'i State Reading and Mathematics Assessment

ERIC Educational Resources Information Center

State of Hawaii Department of Education, 2007

2007-01-01

The Hawai'i State Assessment is an annual testing program that measures student progress on Hawai'i's reading, writing, and mathematics standards. This handbook provides all Department of Education personnel at the school, complex area, and state levels with information about participation in the Hawai'i State Reading and Mathematics Assessment…

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

PubMed Central

Dennin, Michael; Schultz, Zachary D.; Feig, Andrew; Finkelstein, Noah; Greenhoot, Andrea Follmer; Hildreth, Michael; Leibovich, Adam K.; Martin, James D.; Moldwin, Mark B.; O’Dowd, Diane K.; Posey, Lynmarie A.; Smith, Tobin L.; Miller, Emily R.

2017-01-01

Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. PMID:29196430

Formative Assessment and Professional Training: Reflections from a Mathematics course in Bioengineering

NASA Astrophysics Data System (ADS)

Carrere, C.; Milesi, S.; Lapyckyj, I.; Ravera, E.; Escher, L.; Miyara, A.; Pita, G.; Añino, M.

2016-04-01

Bioengineering is currently considered an interdisciplinary professional field which provides solutions to different problems arising in the area of health care. Its strategic importance is widely acknowledged since its developments and proposals could help diminish the level of technological dependence in the sector. The fast pace of innovation in the area of biomedical technology gives rise to permanent reflection on the learning goals and teaching strategies proposed by educators in the different training stages of a bioengineer. In this context, learning assessment appears as a controversial issue which needs to be debated and rethought. This paper describes the reflections of teachers of a Mathematics course within a Bioengineering program around the question, What approach to assessment favors the student’s participation, autonomy and training as a future bioengineer? The investigation was carried out in the framework of a Participatory Research Action project and helped us to redesign assessment activities from a different perspective.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

PubMed

Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

2015-12-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties

PubMed Central

Hassinger-Das, Brenna; Jordan, Nancy C.; Dyson, Nancy

2015-01-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as “equal,” “more,” and “less,” and associated number concepts would increase at-risk children’s vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts. PMID:26726261

Using Mathematics, Mathematical Applications, Mathematical Modelling, and Mathematical Literacy: A Theoretical Study

ERIC Educational Resources Information Center

Mumcu, Hayal Yavuz

2016-01-01

The purpose of this theoretical study is to explore the relationships between the concepts of using mathematics in the daily life, mathematical applications, mathematical modelling, and mathematical literacy. As these concepts are generally taken as independent concepts in the related literature, they are confused with each other and it becomes…

Optical derotator alignment using image-processing algorithm for tracking laser vibrometer measurements of rotating objects.

PubMed

Khalil, Hossam; Kim, Dongkyu; Jo, Youngjoon; Park, Kyihwan

2017-06-01

An optical component called a Dove prism is used to rotate the laser beam of a laser-scanning vibrometer (LSV). This is called a derotator and is used for measuring the vibration of rotating objects. The main advantage of a derotator is that it works independently from an LSV. However, this device requires very specific alignment, in which the axis of the Dove prism must coincide with the rotational axis of the object. If the derotator is misaligned with the rotating object, the results of the vibration measurement are imprecise, owing to the alteration of the laser beam on the surface of the rotating object. In this study, a method is proposed for aligning a derotator with a rotating object through an image-processing algorithm that obtains the trajectory of a landmark attached to the object. After the trajectory of the landmark is mathematically modeled, the amount of derotator misalignment with respect to the object is calculated. The accuracy of the proposed method for aligning the derotator with the rotating object is experimentally tested.

Motivational Qualities of Instructional Strategies and Computer Use for Mathematics Teaching in Japan and the United States: Results from the Timss 1999 Assessment.

ERIC Educational Resources Information Center

House, J. Daniel

2005-01-01

Recent mathematics assessments have indicated that students in several Asian countries have tended to score above international averages. Research findings indicate that there are cultural differences in expectations for student achievement in mathematics and in classroom practices and instructional strategies. The importance of the motivational…

An Assessment of the Level of Mathematics in Introductory Meteorology Textbooks.

NASA Astrophysics Data System (ADS)

Ulanski, Stan L.

1992-10-01

A review of introductory meteorology textbooks shows a wide difference in the level of mathematical treatment of atmospheric principles-from virtually none to fairly high. Particular deficiencies include lack of equations integrated into the text, problem-solving examples, and paucity of end-of-chapter questions requiring mathematical reasoning. These issues are raised in order to generate discussion among the meteorological community with regard to the degree of interaction between mathematics and meteorology in introductory courses.

Assessment of School Factors Related to Academic Achievement in Mathematics among Secondary School Students of Masaba South Sub County, Kenya

ERIC Educational Resources Information Center

Onderi, Peter Omae; Okwara, Michael Okello; Raburu, Pam; Barongo, Samson; Mokaya, Evans; Mokogi, Henry; Omae, David

2015-01-01

Performance in mathematics in Masaba Sub-County, Kenya has been poor for many years. In 2010 the mean score was 3.2282, while in 2011 it had a mean score of 3.9528 and in 2012 it had a mean of 4.0660 which is far below the maximum mean of 12.00. The purpose of this study was to assess factors related to academic achievement in mathematics in…

The dynamic nature of alignment and variations in normal knees.

PubMed

Deep, K; Eachempati, K K; Apsingi, S

2015-04-01

The restoration of knee alignment is an important goal during total knee arthroplasty (TKA). In the past surgeons aimed to restore neutral limb alignment during surgery. However, previous studies have demonstrated alignment to be dynamic, varying depending on the position of the limb and the degree of weight-bearing, and between patients. We used a validated computer navigation system to measure the femorotibial mechanical angle (FTMA) in 264 knees in 77 male and 55 female healthy volunteers aged 18 to 35 years (mean 26.2). We found the mean supine alignment to be a varus angle of 1.2° (standard deviation (sd) 4), with few patients having neutral alignment. FTMA differs significantly between males and females (with a mean varus of 1.7° (sd 4) and 0.4° (sd 3.9), respectively; p = 0.008). It changes significantly with posture, the knee hyperextending by a mean of 5.6°, and coronal plane alignment becoming more varus by 2.2° (sd 3.6) on standing compared with supine. Knee alignment is different in different individuals and is dynamic in nature, changing with different postures. This may have implications for the assessment of alignment in TKA, which is achieved in non-weight-bearing conditions and which may not represent the situation observed during weight-bearing. ©2015 The British Editorial Society of Bone & Joint Surgery.

Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education

ERIC Educational Resources Information Center

Leyva, Luis A.

2017-01-01

Gender research in mathematics education has experienced methodological and theoretical shifts over the past 45 years. Although achievement studies have used assessment tools to explore and subsequently challenge the assumption of male superiority on mathematics assessments, research on participation has unpacked these studies' sex-based…

Enhancing Mathematics by Online Assessments: Two Cases of Remedial Education

ERIC Educational Resources Information Center

Brouwer, Natasa; Ekimova, Lilia; Jasinska, Magdalena; van Gastel, Leendert; Virgailaite-Meckauskaite, Egle

2009-01-01

There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of…

Laboratory Experiments on Rotation and Alignment of the Analogs of Interstellar Dust Grains by Radiation

NASA Technical Reports Server (NTRS)

Abbas, M. M.; Craven, P. D.; Spann, J. F.; Tankosic, D.; LeClair, A.; Gallagher, D. L.; West, E. A.; Weingartner, J. C.; Witherow, W. K.; Tielens, A. G. G. M.

2004-01-01

The processes and mechanisms involved in the rotation and alignment of interstellar dust grains have been of great interest in astrophysics ever since the surprising discovery of the polarization of starlight more than half a century ago. Numerous theories, detailed mathematical models and numerical studies of grain rotation and alignment with respect to the Galactic magnetic field have been presented in the literature. In particular, the subject of grain rotation and alignment by radiative torques has been shown to be of particular interest in recent years. However, despite many investigations, a satisfactory theoretical understanding of the processes involved in grain rotation and alignment has not been achieved. As there appears to be no experimental data available on this subject, we have carried out some unique experiments to illuminate the processes involved in rotation of dust grains in the interstellar medium. In this paper we present the results of some preliminary laboratory experiments on the rotation of individual micron/submicron size nonspherical dust grains levitated in an electrodynamic balance evacuated to pressures of approximately 10(exp -3) to 10(exp -5) torr. The particles are illuminated by laser light at 5320 Angstroms, and the grain rotation rates are obtained by analyzing the low frequency (approximately 0-100 kHz) signal of the scattered light detected by a photodiode detector. The rotation rates are compared with simple theoretical models to retrieve some basic rotational parameters. The results are examined in the light of the current theories of alignment.

Mathematics Screening: The Development and Pilot Study of a Mathematics Screening Instrument for K-2 Grades

ERIC Educational Resources Information Center

Anderson, Stephen A.

2010-01-01

This paper summarizes an action research project to develop a math screening instrument that would be effective (valid and reliable) and efficient (time for administration). An instrument was developed after review of the mathematics assessment and mathematics disabilities literature. The instrument was administered to kindergarten, first, and…

Mathematics Competency Test: User's Manual.

ERIC Educational Resources Information Center

Vernon, P. E.; And Others

The Mathematics Competency Test is a 46-question written test assessing mathematics achievement for groups or individuals aged 11 to adult. It is suitable for use with groups or individuals in school, college and workplace contexts. The questions are open-ended and require constructed responses rather than recognition of a correct answer in a…

The Dyslexic Student and Mathematics in Higher Education

ERIC Educational Resources Information Center

Perkin, Glynis; Croft, Tony

2007-01-01

Difficulties that are encountered by dyslexic undergraduates with their learning and understanding of mathematics are explored. Specific consideration is given to issues arising through mathematical content, its delivery, the procedures and processes of doing mathematics, and its assessment. Particular difficulties, which have emerged through…

Grand Challenges and Opportunities in Mathematics Education Research

ERIC Educational Resources Information Center

Stephan, Michelle L.; Chval, Kathryn B.; Wanko, Jeffrey J.; Civil, Marta; Fish, Michael C.; Herbel-Eisenmann, Beth; Konold, Clifford; Wilkerson, Trena L.

2015-01-01

Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups…

Whole-body diffusion-weighted MR image stitching and alignment to anatomical MRI

NASA Astrophysics Data System (ADS)

Ceranka, Jakub; Polfliet, Mathias; Lecouvet, Frederic; Michoux, Nicolas; Vandemeulebroucke, Jef

2017-02-01

Whole-body diffusion-weighted (WB-DW) MRI in combination with anatomical MRI has shown a great poten- tial in bone and soft tissue tumour detection, evaluation of lymph nodes and treatment response assessment. Because of the vast body coverage, whole-body MRI is acquired in separate stations, which are subsequently combined into a whole-body image. However, inter-station and inter-modality image misalignments can occur due to image distortions and patient motion during acquisition, which may lead to inaccurate representations of patient anatomy and hinder visual assessment. Automated and accurate whole-body image formation and alignment of the multi-modal MRI images is therefore crucial. We investigated several registration approaches for the formation or stitching of the whole-body image stations, followed by a deformable alignment of the multi- modal whole-body images. We compared a pairwise approach, where diffusion-weighted (DW) image stations were sequentially aligned to a reference station (pelvis), to a groupwise approach, where all stations were simultaneously mapped to a common reference space while minimizing the overall transformation. For each, a choice of input images and corresponding metrics was investigated. Performance was evaluated by assessing the quality of the obtained whole-body images, and by verifying the accuracy of the alignment with whole-body anatomical sequences. The groupwise registration approach provided the best compromise between the formation of WB- DW images and multi-modal alignment. The fully automated method was found to be robust, making its use in the clinic feasible.

An IMU-to-Body Alignment Method Applied to Human Gait Analysis

PubMed Central

Vargas-Valencia, Laura Susana; Elias, Arlindo; Rocon, Eduardo; Bastos-Filho, Teodiano; Frizera, Anselmo

2016-01-01

This paper presents a novel calibration procedure as a simple, yet powerful, method to place and align inertial sensors with body segments. The calibration can be easily replicated without the need of any additional tools. The proposed method is validated in three different applications: a computer mathematical simulation; a simplified joint composed of two semi-spheres interconnected by a universal goniometer; and a real gait test with five able-bodied subjects. Simulation results demonstrate that, after the calibration method is applied, the joint angles are correctly measured independently of previous sensor placement on the joint, thus validating the proposed procedure. In the cases of a simplified joint and a real gait test with human volunteers, the method also performs correctly, although secondary plane errors appear when compared with the simulation results. We believe that such errors are caused by limitations of the current inertial measurement unit (IMU) technology and fusion algorithms. In conclusion, the presented calibration procedure is an interesting option to solve the alignment problem when using IMUs for gait analysis. PMID:27973406

An IMU-to-Body Alignment Method Applied to Human Gait Analysis.

PubMed

Vargas-Valencia, Laura Susana; Elias, Arlindo; Rocon, Eduardo; Bastos-Filho, Teodiano; Frizera, Anselmo

2016-12-10

This paper presents a novel calibration procedure as a simple, yet powerful, method to place and align inertial sensors with body segments. The calibration can be easily replicated without the need of any additional tools. The proposed method is validated in three different applications: a computer mathematical simulation; a simplified joint composed of two semi-spheres interconnected by a universal goniometer; and a real gait test with five able-bodied subjects. Simulation results demonstrate that, after the calibration method is applied, the joint angles are correctly measured independently of previous sensor placement on the joint, thus validating the proposed procedure. In the cases of a simplified joint and a real gait test with human volunteers, the method also performs correctly, although secondary plane errors appear when compared with the simulation results. We believe that such errors are caused by limitations of the current inertial measurement unit (IMU) technology and fusion algorithms. In conclusion, the presented calibration procedure is an interesting option to solve the alignment problem when using IMUs for gait analysis.

Competence with Fractions Predicts Gains in Mathematics Achievement

PubMed Central

Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C.

2012-01-01

Competence with fractions predicts later mathematics achievement, but the co-developmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this co-development through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grade (n = 212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted one year gains in mathematics achievement (β = .14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (β = .03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, and central executive span and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. PMID:22832199

Competence with fractions predicts gains in mathematics achievement.

PubMed

Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C

2012-11-01

Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. Copyright © 2012 Elsevier Inc. All rights reserved.

Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

2015-01-01

Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives…

The Use of Concept Maps to Assess Preservice Teacher Understanding: A Formative Approach in Mathematics Education

ERIC Educational Resources Information Center

Brakoniecki, Aaron; Shah, Fahmil

2017-01-01

The research reported in this article explored the methods by which concept maps served as formative assessment by capturing changes in the ways preservice mathematics teachers represented their understanding of algebra. The participants were enrolled in a course on high school algebra for teachers and created the maps on the first and last day of…

The Effects of Glossary and Read-Aloud Accommodations on English Language Learners' Performance on a Mathematics Assessment

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny

2012-01-01

Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how…

Reducing beam shaper alignment complexity: diagnostic techniques for alignment and tuning

NASA Astrophysics Data System (ADS)

Lizotte, Todd E.

2011-10-01

Safe and efficient optical alignment is a critical requirement for industrial laser systems used in a high volume manufacturing environment. Of specific interest is the development of techniques to align beam shaping optics within a beam line; having the ability to instantly verify by a qualitative means that each element is in its proper position as the beam shaper module is being aligned. There is a need to reduce these types of alignment techniques down to a level where even a newbie to optical alignment will be able to complete the task. Couple this alignment need with the fact that most laser system manufacturers ship their products worldwide and the introduction of a new set of variables including cultural and language barriers, makes this a top priority for manufacturers. Tools and methodologies for alignment of complex optical systems need to be able to cross these barriers to ensure the highest degree of up time and reduce the cost of maintenance on the production floor. Customers worldwide, who purchase production laser equipment, understand that the majority of costs to a manufacturing facility is spent on system maintenance and is typically the largest single controllable expenditure in a production plant. This desire to reduce costs is driving the trend these days towards predictive and proactive, not reactive maintenance of laser based optical beam delivery systems [10]. With proper diagnostic tools, laser system developers can develop proactive approaches to reduce system down time, safe guard operational performance and reduce premature or catastrophic optics failures. Obviously analytical data will provide quantifiable performance standards which are more precise than qualitative standards, but each have a role in determining overall optical system performance [10]. This paper will discuss the use of film and fluorescent mirror devices as diagnostic tools for beam shaper module alignment off line or in-situ. The paper will also provide an overview

Psychological Perspectives in Assessing Mathematics Learning Needs

ERIC Educational Resources Information Center

Augustyniak, Kristine; Murphy, Jacqueline; Phillips, Donna Kester

2005-01-01

While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the…

Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002

ERIC Educational Resources Information Center

Stephens, Maria; Landeros, Katherine; Perkins, Robert; Tang, Judy H.

2016-01-01

The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and…

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

ERIC Educational Resources Information Center

Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan

2016-01-01

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…

The Relationship between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols

ERIC Educational Resources Information Center

Regan, Blake B.

2012-01-01

This study examined the relationship between high school exit exams and mathematical proficiency. With the No Child Left Behind (NCLB) Act requiring all students to be proficient in mathematics by 2014, it is imperative that high-stakes assessments accurately evaluate all aspects of student achievement, appropriately set the yardstick by which…

The nonlinear relations of the approximate number system and mathematical language to early mathematics development.

PubMed

Purpura, David J; Logan, Jessica A R

2015-12-01

Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability. Participants included 114 children who were assessed in the fall and spring of preschool on a battery of academic and cognitive tasks. Children were 3.12 to 5.26 years old (M = 4.18, SD = .58) and 53.6% were girls. Both mixed-effect and quantile regressions were conducted. The mixed-effect regressions indicated that mathematical language, but not the ANS, nor other cognitive domains, predicted mathematics performance. However, the quantile regression analyses revealed a more nuanced relation among domains. Specifically, it was found that mathematical language and the ANS predicted mathematical performance at different points on the ability continuum. These dual nonlinear relations indicate that different mechanisms may enhance mathematical acquisition dependent on children's developmental abilities. (c) 2015 APA, all rights reserved).

Mathematical études: embedding opportunities for developing procedural fluency within rich mathematical contexts

NASA Astrophysics Data System (ADS)

Foster, Colin

2013-07-01

In a high-stakes assessment culture, it is clearly important that learners of mathematics develop the necessary fluency and confidence to perform well on the specific, narrowly defined techniques that will be tested. However, an overemphasis on the training of piecemeal mathematical skills at the expense of more independent engagement with richer, multifaceted tasks risks devaluing the subject and failing to give learners an authentic and enjoyable experience of being a mathematician. Thus, there is a pressing need for mathematical tasks which embed the practice of essential techniques within a richer, exploratory and investigative context. Such tasks can be justified to school management or to more traditional mathematics teachers as vital practice of important skills; at the same time, they give scope to progressive teachers who wish to work in more exploratory ways. This paper draws on the notion of a musical étude to develop a powerful and versatile approach in which these apparently contradictory aspects of teaching mathematics can be harmoniously combined. I illustrate the tactic in three central areas of the high-school mathematics curriculum: plotting Cartesian coordinates, solving linear equations and performing enlargements. In each case, extensive practice of important procedures takes place alongside more thoughtful and mathematically creative activity.

Engineering Undergraduates' Views of A-Level Mathematics and Further Mathematics as Preparation for Their Degree

ERIC Educational Resources Information Center

Darlington, Ellie; Bowyer, Jessica

2017-01-01

An ongoing reform programme of the post-16 Advanced "A"-level qualifications in England and Wales means that pre-university mathematics content and assessment will change from 2017. Undergraduate engineering is a subject that relies heavily on mathematics, and applicants to engineering degree programmes in the UK are required to have…

HubAlign: an accurate and efficient method for global alignment of protein-protein interaction networks.

PubMed

Hashemifar, Somaye; Xu, Jinbo

2014-09-01

High-throughput experimental techniques have produced a large amount of protein-protein interaction (PPI) data. The study of PPI networks, such as comparative analysis, shall benefit the understanding of life process and diseases at the molecular level. One way of comparative analysis is to align PPI networks to identify conserved or species-specific subnetwork motifs. A few methods have been developed for global PPI network alignment, but it still remains challenging in terms of both accuracy and efficiency. This paper presents a novel global network alignment algorithm, denoted as HubAlign, that makes use of both network topology and sequence homology information, based upon the observation that topologically important proteins in a PPI network usually are much more conserved and thus, more likely to be aligned. HubAlign uses a minimum-degree heuristic algorithm to estimate the topological and functional importance of a protein from the global network topology information. Then HubAlign aligns topologically important proteins first and gradually extends the alignment to the whole network. Extensive tests indicate that HubAlign greatly outperforms several popular methods in terms of both accuracy and efficiency, especially in detecting functionally similar proteins. HubAlign is available freely for non-commercial purposes at http://ttic.uchicago.edu/∼hashemifar/software/HubAlign.zip. Supplementary data are available at Bioinformatics online. © The Author 2014. Published by Oxford University Press.

Addressing Priorities for Elementary School Mathematics

ERIC Educational Resources Information Center

Venenciano, Linda; Dougherty, Barbara

2014-01-01

Findings from international assessments present an opportunity to reconsider mathematics education across the grades. If concepts taught in elementary grades lay the foundation for continued study, then children's introduction to school mathematics deserves particular attention. We consider Davydov's theory (1966), which sequences…

Online Mathematics Homework Increases Student Achievement

ERIC Educational Resources Information Center

Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A.

2016-01-01

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

Factors Affecting Minority Students' College Readiness in Mathematics

ERIC Educational Resources Information Center

Houser, Latisha Cheree-Square; An, Shuhua

2015-01-01

This study examined how gender; race/ethnicity; language; socioeconomic status; California Standards Test (CST) scores in mathematics, science, and ELA; and California High School Exit Exam mathematics predict college-ready results on the Early Assessment Program (EAP) in mathematics in urban areas of southern California. Approximately 1,700 high…

Redesigning and aligning assessment and evaluation for a federally funded math and science teacher educational program.

PubMed

Hardré, Patricia L; Slater, Janis; Nanny, Mark

2010-11-01

This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1) program evaluation design and implementation, develops strategies and tracks changes for year 2 implementation, and then reports enhancement of findings and recommendations for year 3. It includes lessons learned about assessment and evaluation over the project lifespan, with implications for research and evaluation of a range of related programs. This study functions as a classic illustration of how critical it is to observe first principles of assessment and evaluation for funded programs, the risks that arise when they are ignored, and the benefits that accrue when they are systematically observed. Copyright (c) 2009. Published by Elsevier Ltd.

Mathematics anxiety and mathematics achievement

NASA Astrophysics Data System (ADS)

Sherman, Brian F.; Wither (Post.), David P.

2003-09-01

This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics anxiety causes an impairment of mathematics achievement; that lack of mathematics achievement causes mathematics anxiety; or that there is a third underlying cause of the two.

Friend Influence and Susceptibility to Influence: Changes in Mathematical Reasoning as a Function of Relative Peer Acceptance and Interest in Mathematics

ERIC Educational Resources Information Center

DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa

2016-01-01

This study investigated friend influence over mathematics achievement in 202 same-sex friendship dyads (106 girl dyads). Participants were in the third grade (around age 9) at the outset. Each friend completed a questionnaire describing interest in mathematics and a standardized mathematical reasoning assessment. Peer nominations provided a…

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

ERIC Educational Resources Information Center

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

Tidal alignment of galaxies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Blazek, Jonathan; Vlah, Zvonimir; Seljak, Uroš

We develop an analytic model for galaxy intrinsic alignments (IA) based on the theory of tidal alignment. We calculate all relevant nonlinear corrections at one-loop order, including effects from nonlinear density evolution, galaxy biasing, and source density weighting. Contributions from density weighting are found to be particularly important and lead to bias dependence of the IA amplitude, even on large scales. This effect may be responsible for much of the luminosity dependence in IA observations. The increase in IA amplitude for more highly biased galaxies reflects their locations in regions with large tidal fields. We also consider the impact ofmore » smoothing the tidal field on halo scales. We compare the performance of this consistent nonlinear model in describing the observed alignment of luminous red galaxies with the linear model as well as the frequently used "nonlinear alignment model," finding a significant improvement on small and intermediate scales. We also show that the cross-correlation between density and IA (the "GI" term) can be effectively separated into source alignment and source clustering, and we accurately model the observed alignment down to the one-halo regime using the tidal field from the fully nonlinear halo-matter cross correlation. Inside the one-halo regime, the average alignment of galaxies with density tracers no longer follows the tidal alignment prediction, likely reflecting nonlinear processes that must be considered when modeling IA on these scales. Finally, we discuss tidal alignment in the context of cosmic shear measurements.« less

Tidal alignment of galaxies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Blazek, Jonathan; Vlah, Zvonimir; Seljak, Uroš, E-mail: blazek@berkeley.edu, E-mail: zvlah@stanford.edu, E-mail: useljak@berkeley.edu

We develop an analytic model for galaxy intrinsic alignments (IA) based on the theory of tidal alignment. We calculate all relevant nonlinear corrections at one-loop order, including effects from nonlinear density evolution, galaxy biasing, and source density weighting. Contributions from density weighting are found to be particularly important and lead to bias dependence of the IA amplitude, even on large scales. This effect may be responsible for much of the luminosity dependence in IA observations. The increase in IA amplitude for more highly biased galaxies reflects their locations in regions with large tidal fields. We also consider the impact ofmore » smoothing the tidal field on halo scales. We compare the performance of this consistent nonlinear model in describing the observed alignment of luminous red galaxies with the linear model as well as the frequently used 'nonlinear alignment model,' finding a significant improvement on small and intermediate scales. We also show that the cross-correlation between density and IA (the 'GI' term) can be effectively separated into source alignment and source clustering, and we accurately model the observed alignment down to the one-halo regime using the tidal field from the fully nonlinear halo-matter cross correlation. Inside the one-halo regime, the average alignment of galaxies with density tracers no longer follows the tidal alignment prediction, likely reflecting nonlinear processes that must be considered when modeling IA on these scales. Finally, we discuss tidal alignment in the context of cosmic shear measurements.« less

Homeotropic alignment of multiple bent-core liquid crystal phases using a polydimethylsiloxane alignment layer

NASA Astrophysics Data System (ADS)

Carlson, Eric D.; Foley, Lee M.; Guzman, Edward; Korblova, Eva D.; Visvanathan, Rayshan; Ryu, SeongHo; Gim, Min-Jun; Tuchband, Michael R.; Yoon, Dong Ki; Clark, Noel A.; Walba, David M.

2017-08-01

The control of the molecular orientation of liquid crystals (LCs) is important in both understanding phase properties and the continuing development of new LC technologies including displays, organic transistors, and electro-optic devices. Many techniques have been developed for successfully inducing alignment of calamitic LCs, though these techniques typically do not translate to the alignment of bent-core liquid crystals (BCLCs). Some techniques have been utilized to align various phases of BCLCs, but these techniques are often unsuccessful for general alignment of multiple materials and/or multiple phases. Here, we demonstrate that glass cells treated with polydimethylsiloxane (PDMS) thin films induce high quality homeotropic alignment of multiple mesophases of four BCLCs. On cooling to the lowest temperature phase the homeotropic alignment is lost, and spherulitic growth is seen in crystal and crystal-like phases including the dark conglomerate (DC) and helical nanofilament (HNF) phases. Evidence of homeotropic alignment is observed using polarized optical microscopy. We speculate that the methyl groups on the surface of the PDMS films strongly interact with the aliphatic tails of each mesogens, resulting in homeotropic alignment.

Sam's Progress with Learning Mathematics

ERIC Educational Resources Information Center

Haslam, Lynne

2007-01-01

Sam is 18 years old and has Down syndrome. He achieved a grade in the standard assessment of mathematics (GCSE) at 16 years of age. This paper describes the part played in his success in school by the Kumon method of teaching mathematics, identifies the benefits of the small steps and lots of practice built in to the method and illustrates the…

Middle School Mathematics Instruction in Instructionally Focused Urban Districts

ERIC Educational Resources Information Center

Boston, Melissa D.; Wilhelm, Anne Garrison

2017-01-01

Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students' learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high…

Using the SIS to better align the funding of residential services to assessed support needs.

PubMed

Giné, Climent; Font, Josep; Guàrdia-Olmos, Joan; Balcells-Balcells, Anna; Valls, Judit; Carbó-Carreté, Maria

2014-05-01

Resource allocation in social services has become an issue of the utmost importance, especially in these times in which budgets are tight. The aim of this study is to explore whether the SIS allows for the identification of groups of individuals presenting ID with different needs for support living in residential services in Catalonia, Spain, and if so whether or not a more efficient and fairer system of funding could be considered in comparison with the ICAP. The results show that the six categories of need for support resulting from this study could form the basis for better alignment the funding for those who live in this type of residence according to their assessed support needs. Copyright © 2014 Elsevier Ltd. All rights reserved.

Efficient alignment-free DNA barcode analytics.

PubMed

Kuksa, Pavel; Pavlovic, Vladimir

2009-11-10

In this work we consider barcode DNA analysis problems and address them using alternative, alignment-free methods and representations which model sequences as collections of short sequence fragments (features). The methods use fixed-length representations (spectrum) for barcode sequences to measure similarities or dissimilarities between sequences coming from the same or different species. The spectrum-based representation not only allows for accurate and computationally efficient species classification, but also opens possibility for accurate clustering analysis of putative species barcodes and identification of critical within-barcode loci distinguishing barcodes of different sample groups. New alignment-free methods provide highly accurate and fast DNA barcode-based identification and classification of species with substantial improvements in accuracy and speed over state-of-the-art barcode analysis methods. We evaluate our methods on problems of species classification and identification using barcodes, important and relevant analytical tasks in many practical applications (adverse species movement monitoring, sampling surveys for unknown or pathogenic species identification, biodiversity assessment, etc.) On several benchmark barcode datasets, including ACG, Astraptes, Hesperiidae, Fish larvae, and Birds of North America, proposed alignment-free methods considerably improve prediction accuracy compared to prior results. We also observe significant running time improvements over the state-of-the-art methods. Our results show that newly developed alignment-free methods for DNA barcoding can efficiently and with high accuracy identify specimens by examining only few barcode features, resulting in increased scalability and interpretability of current computational approaches to barcoding.

Efficient alignment-free DNA barcode analytics

PubMed Central

Kuksa, Pavel; Pavlovic, Vladimir

2009-01-01

Background In this work we consider barcode DNA analysis problems and address them using alternative, alignment-free methods and representations which model sequences as collections of short sequence fragments (features). The methods use fixed-length representations (spectrum) for barcode sequences to measure similarities or dissimilarities between sequences coming from the same or different species. The spectrum-based representation not only allows for accurate and computationally efficient species classification, but also opens possibility for accurate clustering analysis of putative species barcodes and identification of critical within-barcode loci distinguishing barcodes of different sample groups. Results New alignment-free methods provide highly accurate and fast DNA barcode-based identification and classification of species with substantial improvements in accuracy and speed over state-of-the-art barcode analysis methods. We evaluate our methods on problems of species classification and identification using barcodes, important and relevant analytical tasks in many practical applications (adverse species movement monitoring, sampling surveys for unknown or pathogenic species identification, biodiversity assessment, etc.) On several benchmark barcode datasets, including ACG, Astraptes, Hesperiidae, Fish larvae, and Birds of North America, proposed alignment-free methods considerably improve prediction accuracy compared to prior results. We also observe significant running time improvements over the state-of-the-art methods. Conclusion Our results show that newly developed alignment-free methods for DNA barcoding can efficiently and with high accuracy identify specimens by examining only few barcode features, resulting in increased scalability and interpretability of current computational approaches to barcoding. PMID:19900305

Laboratory Experiments on Rotation and Alignment of the Analogs of Interstellar Dust Grains by Radiation

NASA Technical Reports Server (NTRS)

Abbas, M. M.; Craven, P. D.; Spann, J. F.; Tankosic, D.; LeClair, A.; Gallagher, D. L.; West, E. A.; Weingartner, J. C.; Witherow, W. K.; Tielens, A. G. G. M.

2004-01-01

The processes and mechanisms involved in the rotation and alignment of interstellar dust grains have been of great interest in astrophysics ever since the surprising discovery of the polarization of starlight more than half a century ago. Numerous theories, detailed mathematical models, and numerical studies of grain rotation and alignment with respect to the Galactic magnetic field have been presented in the literature. In particular, the subject of grain rotation and alignment by radiative torques has been shown to be of particular interest in recent years. However, despite many investigations, a satisfactory theoretical understanding of the processes involved in subject, we have carried out some unique experiments to illuminate the processes involved in the rotation of dust grains in the interstellar medium. In this paper we present the results of some preliminary laboratory experiments on the rotation of individual micron/submicron-sized, nonspherical dust grains levitated in an electrodynamic balance evacuated to pressures of approximately 10(exp -3) to 10(exp -5) torr. The particles are illuminated by laser light at 5320 A, and the grain rotation rates are obtained by analyzing the low-frequency (approximately 0 - 100 kHz) signal of the scattered light detected by a photodiode detector. The rotation rates are compared with simple theoretical models to retrieve some basic rotational parameters. The results are examined in light of the current theories of alignment.

A magnetically actuated cellular strain assessment tool for quantitative analysis of strain induced cellular reorientation and actin alignment

NASA Astrophysics Data System (ADS)

Khademolhosseini, F.; Liu, C.-C.; Lim, C. J.; Chiao, M.

2016-08-01

Commercially available cell strain tools, such as pneumatically actuated elastomer substrates, require special culture plates, pumps, and incubator setups. In this work, we present a magnetically actuated cellular strain assessment tool (MACSAT) that can be implemented using off-the-shelf components and conventional incubators. We determine the strain field on the MACSAT elastomer substrate using numerical models and experimental measurements and show that a specific region of the elastomer substrate undergoes a quasi-uniaxial 2D stretch, and that cells confined to this region of the MACSAT elastomer substrate undergo tensile, compressive, or zero axial strain depending on their angle of orientation. Using the MACSAT to apply cyclic strain on endothelial cells, we demonstrate that actin filaments within the cells reorient away from the stretching direction, towards the directions of minimum axial strain. We show that the final actin orientation angles in strained cells are spread over a region of compressive axial strain, confirming previous findings on the existence of a varied pre-tension in the actin filaments of the cytoskeleton. We also demonstrate that strained cells exhibit distinctly different values of actin alignment coherency compared to unstrained cells and therefore propose that this parameter, i.e., the coherency of actin alignment, can be used as a new readout to determine the occurrence/extent of actin alignment in cell strain experiments. The tools and methods demonstrated in this study are simple and accessible and can be easily replicated by other researchers to study the strain response of other adherent cells.

The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance

ERIC Educational Resources Information Center

Welcome, Simone E.

2017-01-01

The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which…

Learning Mathematics.

ERIC Educational Resources Information Center

Lapointe, Archie E.; And Others

In 1990-91, 20 countries (Brazil, Canada, China, England, France, Hungary, Ireland, Israel, Italy, Jordan, Korea, Mozambique, Portugal, Scotland, Slovenia, Soviet Union, Spain, Switzerland, Taiwan, and the United States) surveyed the mathematics and science performance of 13-year-old students (and 14 countries also assessed 9-year-olds in the same…

The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

ERIC Educational Resources Information Center

Tan, May; Turner, Carolyn E.

2015-01-01

In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

Nuclear reactor alignment plate configuration

DOEpatents

Altman, David A; Forsyth, David R; Smith, Richard E; Singleton, Norman R

2014-01-28

An alignment plate that is attached to a core barrel of a pressurized water reactor and fits within slots within a top plate of a lower core shroud and upper core plate to maintain lateral alignment of the reactor internals. The alignment plate is connected to the core barrel through two vertically-spaced dowel pins that extend from the outside surface of the core barrel through a reinforcement pad and into corresponding holes in the alignment plate. Additionally, threaded fasteners are inserted around the perimeter of the reinforcement pad and into the alignment plate to further secure the alignment plate to the core barrel. A fillet weld also is deposited around the perimeter of the reinforcement pad. To accomodate thermal growth between the alignment plate and the core barrel, a gap is left above, below and at both sides of one of the dowel pins in the alignment plate holes through with the dowel pins pass.

Kansas Extended Curricular Standards for Mathematics.

ERIC Educational Resources Information Center

Kansas State Board of Education, Topeka.

This document is an extension of the Kansas Curricular Standards for Mathematics. These standards, benchmarks, and examples are intended to be used in developing curricular materials for students who are eligible for the alternative assessment. One difference in the extended mathematics standards from the general education standards is that grade…

Laser Safety: A Laser Alignment Practical Training Course

DOE Office of Scientific and Technical Information (OSTI.GOV)

Woods, Michael; Edstrom, Steve; /SLAC

2011-01-26

SLAC National Accelerator Laboratory has developed a Laser Alignment Practical Training Course as one of its core laser safety classes. The course is taught to small groups of up to three students and takes 1-3 hours to complete. This practical course is not a substitute for site-specific On-the-Job Training; it does, however, provide a good introduction in core laser safety practices that can be broadly applied. Alignment and diagnostic tasks are performed with low power lasers. Students learn safe alignment and diagnostic techniques and how to avoid common mistakes that might lead to an accident. The class is taught bymore » laser supervisors, enabling them to assess the skill level of new laser personnel and determine the subsequent level of supervision needed. The course has six alignment tasks. For each task, discussion points are given for the instructor to review with the students. The optics setup includes different wavelength lasers, a beam expander, mirrors, irises, a periscope, a beam-splitting polarizer and a diffraction grating. Diagnostic tools include viewing cards, an IR viewer and a ccd camera. Laser eyewear is available to block some laser wavelengths in the setup.« less

Influence of Writing Ability and Computation Skill on Mathematics Writing

ERIC Educational Resources Information Center

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

The Preschool Rating Instrument for Science and Mathematics (PRISM)

ERIC Educational Resources Information Center

Brenneman, Kimberly; Stevenson-Garcia, Judi; Jung, Kwanghee; Frede, Ellen

2011-01-01

Until recently, few valid and reliable assessments were available to measure young children's mathematics and science learning in a "comprehensive" way. Now, a number of mathematics assessments have been developed and subjected to testing (Klein, Starkey, & Wakeley, 2000; Ginsburg, 2008; Clements & Sarama, 2008), and progress has…

A Microworld-Based Role-Playing Game Development Approach to Engaging Students in Interactive, Enjoyable, and Effective Mathematics Learning

ERIC Educational Resources Information Center

Wang, Sheng-Yuan; Chang, Shao-Chen; Hwang, Gwo-Jen; Chen, Pei-Ying

2018-01-01

In traditional teacher-centered mathematics instruction, students might show low learning motivation owing to the lack of applied contexts. Game-based learning has been recognized as a potential approach to addressing this issue; however, without proper alignment between the gaming and math-applied contexts, the benefits of game-based learning…

Mathematical skills in Prader-Willi Syndrome.

PubMed

Bertella, L; Girelli, L; Grugni, G; Marchi, S; Molinari, E; Semenza, C

2005-02-01

This paper investigates mathematical skills in Prader-Willi Syndrome (PWS), a pathological condition because of congenital alterations of chromosome pair 15. The following questions were addressed: (1) Are mathematical skills in PWS relatively more impaired with respect to other cognitive functions (as has been repeatedly but anecdotally reported)?; and (2) What is the nature of the mathematical impairment? The first study employed the Wechsler Adult Intelligence Scale (WAIS) and an extensive battery of cognitive tasks for which norms are known. Both batteries include a mathematical section. The second study used a theoretically motivated series of mathematical tasks specifically designed to individually assess the different cognitive components underlying mathematical skills. Mathematical skills were found to be the most impaired cognitive abilities together with short-term memory capacity. No specific mathematical domain was seen to be unaffected in PWS participants. The clearest deficits observed concern 'syntactic' processes in number transcoding, multiplication, number facts retrieval and calculation procedures. Failure of mathematical skills is the most distinctive feature in the cognitive profile of PWS. However, to determine whether this is indeed a specific pattern of performance related to PWS, results must be compared with those obtained with patients manifesting other genetic disorders.