Riemann-Hypothesis Millennium-Problem(MP) Physics Proof via CATEGORY-SEMANTICS(C-S)/F=C Aristotle SQUARE-of-OPPOSITION(SoO) DEduction-LOGIC DichotomY

NASA Astrophysics Data System (ADS)

Baez, J.; Lapidaryus, M.; Siegel, Edward Carl-Ludwig

2011-03-01

Riemann-hypothesis physics-proof combines: Siegel-Antonoff-Smith[AMS Joint Mtg.(2002)-Abs.973-03-126] digits on-average statistics HIll[Am. J. Math 123, 3, 887(1996)] logarithm-function's (1,0)-fixed-point base=units=scale-invariance proven Newcomb[Am. J. Math. 4, 39(1881)]-Weyl[Goett. Nachr.(1914); Math. Ann. 7, 313(1916)]-Benford[Proc. Am. Phil. Soc. 78, 4, 51(1938)]-law [Kac, Math. of Stat.-Reasoning(1955); Raimi, Sci. Am. 221, 109(1969)] algebraic-inversion to ONLY Bose-Einstein quantum-statistics(BEQS) with digit d = 0 gapFUL Bose-Einstein Condensation(BEC) insight that digits are quanta are bosons were always digits, via Siegel-Baez category-semantics tabular list-format matrix truth-table analytics in Plato-Aristotle classic "square-of-opposition" : FUZZYICS=CATEGORYICS/Category-Semantics, with Goodkind Bose-Einstein condensation(BEC) ABOVE ground-state with/and Rayleigh(cut-limit of "short-cut method";1870)-Polya(1922)-"Anderson"(1958) localization [Doyle and Snell, Random-Walks and Electrical-Networks, MAA(1981)-p.99-100!!!].

Chemically Aware Model Builder (camb): an R package for property and bioactivity modelling of small molecules.

PubMed

Murrell, Daniel S; Cortes-Ciriano, Isidro; van Westen, Gerard J P; Stott, Ian P; Bender, Andreas; Malliavin, Thérèse E; Glen, Robert C

2015-01-01

In silico predictive models have proved to be valuable for the optimisation of compound potency, selectivity and safety profiles in the drug discovery process. camb is an R package that provides an environment for the rapid generation of quantitative Structure-Property and Structure-Activity models for small molecules (including QSAR, QSPR, QSAM, PCM) and is aimed at both advanced and beginner R users. camb's capabilities include the standardisation of chemical structure representation, computation of 905 one-dimensional and 14 fingerprint type descriptors for small molecules, 8 types of amino acid descriptors, 13 whole protein sequence descriptors, filtering methods for feature selection, generation of predictive models (using an interface to the R package caret), as well as techniques to create model ensembles using techniques from the R package caretEnsemble). Results can be visualised through high-quality, customisable plots (R package ggplot2). Overall, camb constitutes an open-source framework to perform the following steps: (1) compound standardisation, (2) molecular and protein descriptor calculation, (3) descriptor pre-processing and model training, visualisation and validation, and (4) bioactivity/property prediction for new molecules. camb aims to speed model generation, in order to provide reproducibility and tests of robustness. QSPR and proteochemometric case studies are included which demonstrate camb's application.Graphical abstractFrom compounds and data to models: a complete model building workflow in one package.

Mixed Nash equilibria in Eisert-Lewenstein-Wilkens (ELW) games

NASA Astrophysics Data System (ADS)

Bolonek-Lasoń, Katarzyna; Kosiński, Piotr

2017-01-01

The classification of all mixed Nash equilibria for the original ELW game is presented. It is based on the quaternionic form of the game proposed by Landsburg (Proc. Am. Math. Soc. 139 (2011), 4423; Rochester Working Paper No 524 (2006); Wiley Encyclopedia of Operations Research and Management Science (Wiley and Sons, New York, (2011)). This approach allows to reduce the problem of finding the Nash equilibria to relatively simple analysis of the extrema of certain quadratic forms.

Olson Order of Quantum Observables

NASA Astrophysics Data System (ADS)

Dvurečenskij, Anatolij

2016-11-01

M.P. Olson, Proc. Am. Math. Soc. 28, 537-544 (1971) showed that the system of effect operators of the Hilbert space can be ordered by the so-called spectral order such that the system of effect operators is a complete lattice. Using his ideas, we introduce a partial order, called the Olson order, on the set of bounded observables of a complete lattice effect algebra. We show that the set of bounded observables is a Dedekind complete lattice.

On Generalizations of Cochran’s Theorem and Projection Matrices.

DTIC Science & Technology

1980-08-01

Definiteness of the Estimated Dispersion Matrix in a Multivariate Linear Model ," F. Pukelsheim and George P.H. Styan, May 1978. TECHNICAL REPORTS...with applications to the analysis of covariance," Proc. Cambridge Philos. Soc., 30, pp. 178-191. Graybill , F. A. and Marsaglia, G. (1957...34Idempotent matrices and quad- ratic forms in the general linear hypothesis," Ann. Math. Statist., 28, pp. 678-686. Greub, W. (1975). Linear Algebra (4th ed

A Riemann-Hilbert approach to asymptotic questions for orthogonal polynomials

NASA Astrophysics Data System (ADS)

Deift, P.; Kriecherbauer, T.; McLaughlin, K. T.-R.; Venakides, S.; Zhou, X.

2001-08-01

A few years ago the authors introduced a new approach to study asymptotic questions for orthogonal polynomials. In this paper we give an overview of our method and review the results which have been obtained in Deift et al. (Internat. Math. Res. Notices (1997) 759, Comm. Pure Appl. Math. 52 (1999) 1491, 1335), Deift (Orthogonal Polynomials and Random Matrices: A Riemann-Hilbert Approach, Courant Lecture Notes, Vol. 3, New York University, 1999), Kriecherbauer and McLaughlin (Internat. Math. Res. Notices (1999) 299) and Baik et al. (J. Amer. Math. Soc. 12 (1999) 1119). We mainly consider orthogonal polynomials with respect to weights on the real line which are either (1) Freud-type weights d[alpha](x)=e-Q(x) dx (Q polynomial or Q(x)=x[beta], [beta]>0), or (2) varying weights d[alpha]n(x)=e-nV(x) dx (V analytic, limx-->[infinity] V(x)/logx=[infinity]). We obtain Plancherel-Rotach-type asymptotics in the entire complex plane as well as asymptotic formulae with error estimates for the leading coefficients, for the recurrence coefficients, and for the zeros of the orthogonal polynomials. Our proof starts from an observation of Fokas et al. (Comm. Math. Phys. 142 (1991) 313) that the orthogonal polynomials can be determined as solutions of certain matrix valued Riemann-Hilbert problems. We analyze the Riemann-Hilbert problems by a steepest descent type method introduced by Deift and Zhou (Ann. Math. 137 (1993) 295) and further developed in Deift and Zhou (Comm. Pure Appl. Math. 48 (1995) 277) and Deift et al. (Proc. Nat. Acad. Sci. USA 95 (1998) 450). A crucial step in our analysis is the use of the well-known equilibrium measure which describes the asymptotic distribution of the zeros of the orthogonal polynomials.

Digest - International Conference on Optical and Millimeter Wave Propagation and Scattering in the Atmosphere Held in Florence, Italy on May 27-30, 1986.

DTIC Science & Technology

1986-05-01

Physics Division, Graduate School of Applied Science and Technology, The Hebrew University of Jerusalem , Jerusalem , ISRAEL Introduction The correlation...A.M. Yaqlom, J. Math. Phys., 1, 48, 1960. 8] G. Eichmann , J.O.S.A., 61, 161, 1971. 9) D. Eve, Proc. Roy. Soc. (London), A347, 405, 1976. 10] L.S...the Turbulent Atmosphere on Wave Propagation, Israel Program for Scientific Translations, Jerusalem , 1971. 123 Fried, D.L., J. Opt. Soc. Am. 55, 1427

Implicit constitutive models with a thermodynamic basis: a study of stress concentration

NASA Astrophysics Data System (ADS)

Bridges, C.; Rajagopal, K. R.

2015-02-01

Motivated by the recent generalization of the class of elastic bodies by Rajagopal (Appl Math 48:279-319, 2003), there have been several recent studies that have been carried out within the context of this new class. Rajagopal and Srinivasa (Proc R Soc Ser A 463:357-367, 2007, Proc R Soc Ser A: Math Phys Eng Sci 465:493-500, 2009) provided a thermodynamic basis for such models and appealing to the idea that rate of entropy production ought to be maximized they developed nonlinear rate equations of the form where T is the Cauchy stress and D is the stretching tensor as well as , where S is the Piola-Kirchhoff stress tensor and E is the Green-St. Venant strain tensor. We follow a similar procedure by utilizing the Gibb's potential and the left stretch tensor V from the Polar Decomposition of the deformation gradient, and we show that when the displacement gradient is small one arrives at constitutive relations of the form . This is, of course, in stark contrast to traditional elasticity wherein one obtains a single model, Hooke's law, when the displacement gradient is small. By solving a classical boundary value problem, with a particular form for f( T), we show that when the stresses are small, the strains are also small which is in agreement with traditional elasticity. However, within the context of our model, when the stress blows up the strains remain small, unlike the implications of Hooke's law. We use this model to study boundary value problems in annular domains to illustrate its efficacy.

Systematic study on the TD-DFT calculated electronic circular dichroism spectra of chiral aromatic nitro compounds: A comparison of B3LYP and CAM-B3LYP.

PubMed

Komjáti, Balázs; Urai, Ákos; Hosztafi, Sándor; Kökösi, József; Kováts, Benjámin; Nagy, József; Horváth, Péter

2016-02-15

B3LYP is one of the most widely used functional for the prediction of electronic circular dichroism spectra, however if the studied molecule contains aromatic nitro group computations may fail to produce reliable results. A test set of molecules of known stereochemistry were synthesized to study this phenomenon in detail. Spectra were computed by B3LYP and CAM-B3LYP functionals with 6-311++G(2d,2p) basis set. It was found that the range separated CAM-B3LYP gives better predictions than B3LYP for all test molecules. Fragment population analysis revealed that the nitro groups form highly localized molecule orbitals but the exact composition depends on the functional. CAM-B3LYP allows sufficient spatial overlap between the nitro group and distant parts of the molecule, which is necessary for the accurate description of excited states especially for charge transfer states. This phenomenon and the synthesized test molecules can be used to benchmark theoretical methods as well as to help the development of new functionals intended for spectroscopical studies. Copyright © 2015 Elsevier B.V. All rights reserved.

Antiholomorphic perturbations of Weierstrass Zeta functions and Green’s function on tori

NASA Astrophysics Data System (ADS)

Bogdanov, Konstantin; Mamayusupov, Khudoyor; Mukherjee, Sabyasachi; Schleicher, Dierk

2017-08-01

In Bergweiler and Eremenko (2016 Proc. Am. Math. Soc. 144 2911-22), Bergweiler and Eremenko computed the number of critical points of the Green’s function on a torus by investigating the dynamics of a certain family of antiholomorphic meromorphic functions on tori. They also observed that hyperbolic maps are dense in this family of meromorphic functions in a rather trivial way. In this paper, we study the parameter space of this family of meromorphic functions, which can be written as antiholomorphic perturbations of Weierstrass Zeta functions. On the one hand, we give a complete topological description of the hyperbolic components and their boundaries, and on the other hand, we show that these sets admit natural parametrizations by associated dynamical invariants. This settles a conjecture, made in Lin and Wang (2010 Ann. Math. 172 911-54), on the topology of the regions in the upper half plane {H} where the number of critical points of the Green’s function remains constant.

The excited states of a porphine-quinone complex under an external electrostatic field calculated by TDDFT

NASA Astrophysics Data System (ADS)

Aittala, Pekka J.; Cramariuc, Oana; Hukka, Terttu I.

2011-01-01

The potential energy curves (PECs) of the Q, B, and the lowest charge transfer (CT) states of a porphine-2,5-dimethyl-1,4-benzoquinone (PQ) complex have been studied by using the time-dependent density functional theory (TDDFT) with the CAM-B3LYP functional without and with the presence of an external electrostatic field. The PECs calculated using CAM-B3LYP with the original parameters α = 0.19, β = 0.65, and μ = 0.33 a0-1 are practically identical with those obtained using BH&HLYP. Applying of CAM-B3LYP with parameters α = 0.19, β = 0.81, and μ = 0.25 a0-1 yields PECs of the excited states that agree well with the PECs calculated previously using the CC2 method.

A Macroscopic Multifractal Analysis of Parabolic Stochastic PDEs

NASA Astrophysics Data System (ADS)

Khoshnevisan, Davar; Kim, Kunwoo; Xiao, Yimin

2018-05-01

It is generally argued that the solution to a stochastic PDE with multiplicative noise—such as \\dot{u}= 1/2 u''+uξ, where {ξ} denotes space-time white noise—routinely produces exceptionally-large peaks that are "macroscopically multifractal." See, for example, Gibbon and Doering (Arch Ration Mech Anal 177:115-150, 2005), Gibbon and Titi (Proc R Soc A 461:3089-3097, 2005), and Zimmermann et al. (Phys Rev Lett 85(17):3612-3615, 2000). A few years ago, we proved that the spatial peaks of the solution to the mentioned stochastic PDE indeed form a random multifractal in the macroscopic sense of Barlow and Taylor (J Phys A 22(13):2621-2626, 1989; Proc Lond Math Soc (3) 64:125-152, 1992). The main result of the present paper is a proof of a rigorous formulation of the assertion that the spatio-temporal peaks of the solution form infinitely-many different multifractals on infinitely-many different scales, which we sometimes refer to as "stretch factors." A simpler, though still complex, such structure is shown to also exist for the constant-coefficient version of the said stochastic PDE.

A Macroscopic Multifractal Analysis of Parabolic Stochastic PDEs

NASA Astrophysics Data System (ADS)

Khoshnevisan, Davar; Kim, Kunwoo; Xiao, Yimin

2018-04-01

It is generally argued that the solution to a stochastic PDE with multiplicative noise—such as \\dot{u}= 1/2 u''+uξ, where {ξ} denotes space-time white noise—routinely produces exceptionally-large peaks that are "macroscopically multifractal." See, for example, Gibbon and Doering (Arch Ration Mech Anal 177:115-150, 2005), Gibbon and Titi (Proc R Soc A 461:3089-3097, 2005), and Zimmermann et al. (Phys Rev Lett 85(17):3612-3615, 2000). A few years ago, we proved that the spatial peaks of the solution to the mentioned stochastic PDE indeed form a random multifractal in the macroscopic sense of Barlow and Taylor (J Phys A 22(13):2621-2626, 1989; Proc Lond Math Soc (3) 64:125-152, 1992). The main result of the present paper is a proof of a rigorous formulation of the assertion that the spatio-temporal peaks of the solution form infinitely-many different multifractals on infinitely-many different scales, which we sometimes refer to as "stretch factors." A simpler, though still complex, such structure is shown to also exist for the constant-coefficient version of the said stochastic PDE.

Riemann-Hypothesis Millennium-Problem(MP) Physics Proof via CATEGORY-SEMANTICS(C-S)/F =C Aristotle SQUARE-of-OPPOSITION(SoO) DEduction-LOGIC DichotomY

NASA Astrophysics Data System (ADS)

Baez, Joao-Joan; Lapidaryus, Michelle; Siegel, Edward Carl-Ludwig

2013-03-01

Riemann-hypothesis physics-proof combines: Siegel-Antono®-Smith[AMS Joint Mtg.(2002)- Abs.973-03-126] digits on-average statistics HIll[Am. J. Math 123, 3, 887(1996)] logarithm-function's (1,0)- xed-point base =units =scale-invariance proven Newcomb [Am. J. Math. 4, 39(1881)]-Weyl[Goett. Nachr.(1914); Math. Ann.7, 313(1916)]-Benford[Proc. Am. Phil. Soc. 78, 4, 51(1938)]-law [Kac,Math. of Stat.-Reasoning(1955); Raimi, Sci. Am. 221, 109(1969)] algebraic-inversion to ONLY Bose-Einstein quantum-statistics(BEQS) with digit d = 0 gapFUL Bose-Einstein Condensation(BEC) insight that digits are quanta are bosons because bosons are and always were quanta are and always were digits, via Siegel-Baez category-semantics tabular list-format matrix truth-table analytics in Plato-Aristotle classic ''square-of-opposition'' : FUZZYICS =CATEGORYICS/Category-Semantics, with Goodkind Bose-Einstein Condensation (BEC) ABOVE ground-state with/and Rayleigh(cut-limit of ''short-cut method''1870)-Polya(1922)-''Anderson''(1958) localization [Doyle and Snell,Random-Walks and Electrical-Networks, MAA(1981)-p.99-100!!!] in Brillouin[Wave-Propagation in Periodic-Structures(1946) Dover(1922)]-Hubbard-Beeby[J.Phys.C(1967)] Siegel[J.Nonxline-Sol.40,453(1980)] generalized-disorder collective-boson negative-dispersion mode-softening universality-principle(G...P) first use of the ``square-of-opposition'' in physics since Plato and Aristote!!!

Paleoindian demography and the extraterrestrial impact hypothesis

NASA Astrophysics Data System (ADS)

Buchanan, Briggs; Collard, Mark; Edinborough, Kevan

2008-08-01

Recently it has been suggested that one or more large extraterrestrial (ET) objects struck northern North America 12,900 ± 100 calendar years before present (calBP) [Firestone RB, et al. (2007) Proc Natl Acad Sci USA 104: 16016-16021]. This impact is claimed to have triggered the Younger Dryas major cooling event and resulted in the extinction of the North American megafauna. The impact is also claimed to have caused major cultural changes and population decline among the Paleoindians. Here, we report a study in which ≈1,500 radiocarbon dates from archaeological sites in Canada and the United States were used to test the hypothesis that the ET resulted in population decline among the Paleoindians. Following recent studies [e.g., Gamble C, Davies W, Pettitt P, Hazelwood L, Richards M (2005) Camb Archaeol J 15:193-223), the summed probability distribution of the calibrated dates was used to identify probable changes in human population size between 15,000 and 9,000 calBP. Subsequently, potential biases were evaluated by modeling and spatial analysis of the dated occupations. The results of the analyses were not consistent with the predictions of extraterrestrial impact hypothesis. No evidence of a population decline among the Paleoindians at 12,900 ± 100 calBP was found. Thus, minimally, the study suggests the extraterrestrial impact hypothesis should be amended.

Paleoindian demography and the extraterrestrial impact hypothesis.

PubMed

Buchanan, Briggs; Collard, Mark; Edinborough, Kevan

2008-08-19

Recently it has been suggested that one or more large extraterrestrial (ET) objects struck northern North America 12,900 +/- 100 calendar years before present (calBP) [Firestone RB, et al. (2007) Proc Natl Acad Sci USA 104: 16016-16021]. This impact is claimed to have triggered the Younger Dryas major cooling event and resulted in the extinction of the North American megafauna. The impact is also claimed to have caused major cultural changes and population decline among the Paleoindians. Here, we report a study in which approximately 1,500 radiocarbon dates from archaeological sites in Canada and the United States were used to test the hypothesis that the ET resulted in population decline among the Paleoindians. Following recent studies [e.g., Gamble C, Davies W, Pettitt P, Hazelwood L, Richards M (2005) Camb Archaeol J 15:193-223), the summed probability distribution of the calibrated dates was used to identify probable changes in human population size between 15,000 and 9,000 calBP. Subsequently, potential biases were evaluated by modeling and spatial analysis of the dated occupations. The results of the analyses were not consistent with the predictions of extraterrestrial impact hypothesis. No evidence of a population decline among the Paleoindians at 12,900 +/- 100 calBP was found. Thus, minimally, the study suggests the extraterrestrial impact hypothesis should be amended.

CYBERWAR-2012/13: Siegel 2011 Predicted Cyberwar Via ACHILLES-HEEL DIGITS BEQS BEC ZERO-DIGIT BEC of/in ACHILLES-HEEL DIGITS Log-Law Algebraic-Inversion to ONLY BEQS BEC Digit-Physics U Barabasi Network/Graph-Physics BEQS BEC JAMMING Denial-of-Access(DOA) Attacks 2012-Instantiations

NASA Astrophysics Data System (ADS)

Huffmann, Master; Siegel, Edward Carl-Ludwig

2013-03-01

Newcomb-Benford(NeWBe)-Siegel log-law BEC Digit-Physics Network/Graph-Physics Barabasi et.al. evolving-``complex''-networks/graphs BEC JAMMING DOA attacks: Amazon(weekends: Microsoft I.E.-7/8(vs. Firefox): Memorial-day, Labor-day,...), MANY U.S.-Banks:WF,BoA,UB,UBS,...instantiations AGAIN militate for MANDATORY CONVERSION to PARALLEL ANALOG FAULT-TOLERANT but slow(er) SECURITY-ASSURANCE networks/graphs in parallel with faster ``sexy'' DIGITAL-Networks/graphs:``Cloud'', telecomm: n-G,..., because of common ACHILLES-HEEL VULNERABILITY: DIGITS!!! ``In fast-hare versus slow-tortoise race, Slow-But-Steady ALWAYS WINS!!!'' (Zeno). {Euler [#s(1732)] ∑- ∏()-Riemann[Monats. Akad. Berlin (1859)] ∑- ∏()- Kummer-Bernoulli (#s)}-Newcomb [Am.J.Math.4(1),39 (81) discovery of the QUANTUM!!!]-{Planck (01)]}-{Einstein (05)]-Poincar e [Calcul Probabilités,313(12)]-Weyl[Goett. Nach.(14); Math.Ann.77,313(16)]-(Bose (24)-Einstein(25)]-VS. -Fermi (27)-Dirac(27))-Menger [Dimensiontheorie(29)]-Benford [J.Am. Phil.Soc.78,115(38)]-Kac[Maths Stats.-Reason. (55)]- Raimi [Sci.Am.221,109(69)]-Jech-Hill [Proc.AMS,123,3,887(95)] log-function

On character amenability of Banach algebras

NASA Astrophysics Data System (ADS)

Kaniuth, E.; Lau, A. T.; Pym, J.

2008-08-01

We continue our work [E. Kaniuth, A.T. Lau, J. Pym, On [phi]-amenability of Banach algebras, Math. Proc. Cambridge Philos. Soc. 144 (2008) 85-96] in the study of amenability of a Banach algebra A defined with respect to a character [phi] of A. Various necessary and sufficient conditions of a global and a pointwise nature are found for a Banach algebra to possess a [phi]-mean of norm 1. We also completely determine the size of the set of [phi]-means for a separable weakly sequentially complete Banach algebra A with no [phi]-mean in A itself. A number of illustrative examples are discussed.

New stability conditions for mixed linear Levin-Nohel integro-differential equations

NASA Astrophysics Data System (ADS)

Dung, Nguyen Tien

2013-08-01

For the mixed Levin-Nohel integro-differential equation, we obtain new necessary and sufficient conditions of asymptotic stability. These results improve those obtained by Becker and Burton ["Stability, fixed points and inverse of delays," Proc. - R. Soc. Edinburgh, Sect. A 136, 245-275 (2006)], 10.1017/S0308210500004546 and Jin and Luo ["Stability of an integro-differential equation," Comput. Math. Appl. 57(7), 1080-1088 (2009)], 10.1016/j.camwa.2009.01.006 when b(t) = 0 and supplement the 3/2-stability theorem when a(t, s) = 0. In addition, the case of the equations with several delays is discussed as well.

Polar Wavelet Transform and the Associated Uncertainty Principles

NASA Astrophysics Data System (ADS)

Shah, Firdous A.; Tantary, Azhar Y.

2018-06-01

The polar wavelet transform- a generalized form of the classical wavelet transform has been extensively used in science and engineering for finding directional representations of signals in higher dimensions. The aim of this paper is to establish new uncertainty principles associated with the polar wavelet transforms in L2(R2). Firstly, we study some basic properties of the polar wavelet transform and then derive the associated generalized version of Heisenberg-Pauli-Weyl inequality. Finally, following the idea of Beckner (Proc. Amer. Math. Soc. 123, 1897-1905 1995), we drive the logarithmic version of uncertainty principle for the polar wavelet transforms in L2(R2).

Calcium balance in dialysis is best managed by adjusting dialysate calcium guided by kinetic modeling of the interrelationship between calcium intake, dose of vitamin D analogues and the dialysate calcium concentration.

PubMed

Gotch, Frank; Levin, Nathan W; Kotanko, Peter

2010-01-01

Calcium mass balance (Ca(MB)) is determined by the difference between Ca absorbed between dialyses (Ca(Abs)) and the Ca removed during dialysis (J(d)Ca(2+)). A mathematical model to quantify (1) Ca(Abs) as a function of Ca intake (Ca(INT)) and the doses of vitamin D analogues, and (2) J(d)Ca(2+) as a function of Ca(2+) dialysance, the mean plasma Ca(2+) ((M)C(pi)Ca(2+)) minus dialysate Ca(2+) (C(di)Ca(2+)), ultrafiltration rate (Q(f)) and treatment time is developed in this paper. The model revealed a basic design flaw in clinical studies of Ca-based as opposed to non-Ca-based binders in that C(di)Ca(2+) must be reduced with the Ca-based binders in order to avoid a positive Ca(MB) relative to the non-Ca-based binders. The model was also used to analyze Ca(MB) in 320 Renal Research Institute hemodialysis patients and showed that all patients irrespective of type of binder were in positive Ca(MB) between dialyses (mean +/- SD 160 +/- 67 mg/day) with current doses of vitamin D analogues prescribed. Calculation of the optimal C(di)Ca(2+) for the 320 Renal Research Institute patients revealed that in virtually all instances, the C(di)Ca(2+) required for neutral Ca(MB), where Ca removal during dialysis was equal to Ca accumulation between dialyses, was less than 2.50 mEq/l and averaged about 2.00 mEq/l. This sharply contradicts the recent KDIGO (Kidney Disease: Improving Global Outcomes) Clinical Practice Guideline for the Diagnosis, Evaluation, Prevention, and Treatment of Chronic Kidney Disease - Mineral and Bone Disorder, that suggests a C(di)Ca(2+) of 2.5-3.0 mEq/l. Review of the KDIGO work group discussions shows that this discrepancy stems from the unwarranted work group assumption that intradialytic Ca(MB) is zero. We strongly believe that this guideline for dialysate Ca(2+) is inappropriate and should be modified to more realistically reflect the needs of dialysis patients. Copyright (c) 2010 S. Karger AG, Basel.

Optimisation de fonctionnements de pompe à chaleur chimique : synchronisation et commande du procédé

NASA Astrophysics Data System (ADS)

Cassou, T.; Amouroux, M.; Labat, P.

1995-04-01

We present the mathematical modelling of a chemical heat pump and the associated simulator. This simulator is able to determine the influence of different parameters (which would be associated to the heat exchanges or to the chemical kinetics), but also to simulate the main operating modes. An optimal management of process represents the objective to reach; we materialize it by a continuous and steady production of the power delivered by the machine. Nous présentons le modèle mathématique d'un pilote de pompe à chaleur chimique et le simulateur numérique correspondant. Ce simulateur est capable de déterminer l'influence de divers paramètres (qu'ils soient liés aux échanges de chaleur ou à la cinétique chimique), mais aussi de simuler les principaux modes de fonctionnement. Une gestion optimale du procédé représente le but à atteindre: une conduite optimisée du système permet, par une gestion des différentes phases, une production continue et stable de la puissance délivrée par la machine.

On one-dimensional compressible Navier-Stokes equations for a reacting mixture in unbounded domains

NASA Astrophysics Data System (ADS)

Li, Siran

2017-10-01

In this paper we consider the one-dimensional Navier-Stokes system for a heat-conducting, compressible reacting mixture which describes the dynamic combustion of fluids of mixed kinds on unbounded domains. This model has been discussed on bounded domains by Chen (SIAM J Math Anal 23:609-634, 1992) and Chen-Hoff-Trivisa (Arch Ration Mech Anal 166:321-358, 2003), among others, in which the reaction rate function is a discontinuous function obeying the Arrhenius' law of thermodynamics. We prove the global existence of weak solutions to this model on one-dimensional unbounded domains with large initial data in H^1. Moreover, the large-time behaviour of the weak solution is identified. In particular, the uniform-in-time bounds for the temperature and specific volume have been established via energy estimates. For this purpose we utilise techniques developed by Kazhikhov-Shelukhin (cf. Kazhikhov in Siber Math J 23:44-49, 1982; Solonnikov and Kazhikhov in Annu Rev Fluid Mech 13:79-95, 1981) and refined by Jiang (Commun Math Phys 200:181-193, 1999, Proc R Soc Edinb Sect A 132:627-638, 2002), as well as a crucial estimate in the recent work by Li-Liang (Arch Ration Mech Anal 220:1195-1208, 2016). Several new estimates are also established, in order to treat the unbounded domain and the reacting terms.

Study of the Effect of Free-Stream Turbulence upon Disturbances in the Pre-Transitional Laminar Boundary Layer. Part I. Laminar Boundary Layer Distortion by Surface Roughness; Effect upon Stability. Part II.

DTIC Science & Technology

1982-04-01

Boundary Layer Near a Plate." NACA Rept. 562, 1936. 5) A. A. Hall and G. S. Hislop , "Experiments on the Transition of the Laminar Boundary Layer on a...Cylinder." Proc. 5th Inter. Congr. Appl. Math, 1938. 7) G. S. Hislop , "The Transition of a Laminar Boundary Layer in a Wind Tunnel." Ph.D. Thesis...Small Vertical Cylinder Attached to a Flat Plate", h Fa- Elul"s, Vol. 23, Part 1, pp. 221-223, Jan. 1980 . 9. A. Von Doenhoff and E. A. Horton, "A Low

Internal waves in sheared flows: Lower bound of the vorticity growth and propagation discontinuities in the parameter space

NASA Astrophysics Data System (ADS)

Fraternale, Federico; Domenicale, Loris; Staffilani, Gigliola; Tordella, Daniela

2018-06-01

This study provides sufficient conditions for the temporal monotonic decay of enstrophy for two-dimensional perturbations traveling in the incompressible, viscous, plane Poiseuille, and Couette flows. Extension of Synge's procedure [J. L. Synge, Proc. Fifth Int. Congress Appl. Mech. 2, 326 (1938); Semicentenn. Publ. Am. Math. Soc. 2, 227 (1938)] to the initial-value problem allow us to find the region of the wave-number-Reynolds-number map where the enstrophy of any initial disturbance cannot grow. This region is wider than that of the kinetic energy. We also show that the parameter space is split into two regions with clearly distinct propagation and dispersion properties.

Paleoindian demography and the extraterrestrial impact hypothesis

PubMed Central

Buchanan, Briggs; Collard, Mark; Edinborough, Kevan

2008-01-01

Recently it has been suggested that one or more large extraterrestrial (ET) objects struck northern North America 12,900 ± 100 calendar years before present (calBP) [Firestone RB, et al. (2007) Proc Natl Acad Sci USA 104: 16016–16021]. This impact is claimed to have triggered the Younger Dryas major cooling event and resulted in the extinction of the North American megafauna. The impact is also claimed to have caused major cultural changes and population decline among the Paleoindians. Here, we report a study in which ≈1,500 radiocarbon dates from archaeological sites in Canada and the United States were used to test the hypothesis that the ET resulted in population decline among the Paleoindians. Following recent studies [e.g., Gamble C, Davies W, Pettitt P, Hazelwood L, Richards M (2005) Camb Archaeol J 15:193–223), the summed probability distribution of the calibrated dates was used to identify probable changes in human population size between 15,000 and 9,000 calBP. Subsequently, potential biases were evaluated by modeling and spatial analysis of the dated occupations. The results of the analyses were not consistent with the predictions of extraterrestrial impact hypothesis. No evidence of a population decline among the Paleoindians at 12,900 ± 100 calBP was found. Thus, minimally, the study suggests the extraterrestrial impact hypothesis should be amended. PMID:18697936

Nonlocal operators, parabolic-type equations, and ultrametric random walks

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

Chacón-Cortes, L. F., E-mail: fchaconc@math.cinvestav.edu.mx; Zúñiga-Galindo, W. A., E-mail: wazuniga@math.cinvestav.edu.mx

2013-11-15

In this article, we introduce a new type of nonlocal operators and study the Cauchy problem for certain parabolic-type pseudodifferential equations naturally associated to these operators. Some of these equations are the p-adic master equations of certain models of complex systems introduced by Avetisov, V. A. and Bikulov, A. Kh., “On the ultrametricity of the fluctuation dynamicmobility of protein molecules,” Proc. Steklov Inst. Math. 265(1), 75–81 (2009) [Tr. Mat. Inst. Steklova 265, 82–89 (2009) (Izbrannye Voprosy Matematicheskoy Fiziki i p-adicheskogo Analiza) (in Russian)]; Avetisov, V. A., Bikulov, A. Kh., and Zubarev, A. P., “First passage time distribution and the numbermore » of returns for ultrametric random walks,” J. Phys. A 42(8), 085003 (2009); Avetisov, V. A., Bikulov, A. Kh., and Osipov, V. A., “p-adic models of ultrametric diffusion in the conformational dynamics of macromolecules,” Proc. Steklov Inst. Math. 245(2), 48–57 (2004) [Tr. Mat. Inst. Steklova 245, 55–64 (2004) (Izbrannye Voprosy Matematicheskoy Fiziki i p-adicheskogo Analiza) (in Russian)]; Avetisov, V. A., Bikulov, A. Kh., and Osipov, V. A., “p-adic description of characteristic relaxation in complex systems,” J. Phys. A 36(15), 4239–4246 (2003); Avetisov, V. A., Bikulov, A. H., Kozyrev, S. V., and Osipov, V. A., “p-adic models of ultrametric diffusion constrained by hierarchical energy landscapes,” J. Phys. A 35(2), 177–189 (2002); Avetisov, V. A., Bikulov, A. Kh., and Kozyrev, S. V., “Description of logarithmic relaxation by a model of a hierarchical random walk,” Dokl. Akad. Nauk 368(2), 164–167 (1999) (in Russian). The fundamental solutions of these parabolic-type equations are transition functions of random walks on the n-dimensional vector space over the field of p-adic numbers. We study some properties of these random walks, including the first passage time.« less

Leading Wave Amplitude of a Tsunami

NASA Astrophysics Data System (ADS)

Kanoglu, U.

2015-12-01

Okal and Synolakis (EGU General Assembly 2015, Geophysical Research Abstracts-Vol. 17-7622) recently discussed that why the maximum amplitude of a tsunami might not occur for the first wave. Okal and Synolakis list observations from 2011 Japan tsunami, which reached to Papeete, Tahiti with a fourth wave being largest and 72 min later after the first wave; 1960 Chilean tsunami reached Hilo, Hawaii with a maximum wave arriving 1 hour later with a height of 5m, first wave being only 1.2m. Largest later waves is a problem not only for local authorities both in terms of warning to the public and rescue efforts but also mislead the public thinking that it is safe to return shoreline or evacuated site after arrival of the first wave. Okal and Synolakis considered Hammack's (1972, Ph.D. Dissertation, Calif. Inst. Tech., 261 pp., Pasadena) linear dispersive analytical solution with a tsunami generation through an uplifting of a circular plug on the ocean floor. They performed parametric study for the radius of the plug and the depth of the ocean since these are the independent scaling lengths in the problem. They identified transition distance, as the second wave being larger, regarding the parameters of the problem. Here, we extend their analysis to an initial wave field with a finite crest length and, in addition, to a most common tsunami initial wave form of N-wave as presented by Tadepalli and Synolakis (1994, Proc. R. Soc. A: Math. Phys. Eng. Sci., 445, 99-112). We compare our results with non-dispersive linear shallow water wave results as presented by Kanoglu et al. (2013, Proc. R. Soc. A: Math. Phys. Eng. Sci., 469, 20130015), investigating focusing feature. We discuss the results both in terms of leading wave amplitude and tsunami focusing. Acknowledgment: The research leading to these results has received funding from the European Union's Seventh Framework Programme (FP7/2007-2013) under grant agreement no 603839 (Project ASTARTE - Assessment, Strategy and Risk Reduction for Tsunamis in Europe)

DFT study of electron absorption and emission spectra of pyramidal LnPc(OAc) complexes of some lanthanide ions in the solid state

NASA Astrophysics Data System (ADS)

Hanuza, J.; Godlewska, P.; Lisiecki, R.; Ryba-Romanowski, W.; Kadłubański, P.; Lorenc, J.; Łukowiak, A.; Macalik, L.; Gerasymchuk, Yu.; Legendziewicz, J.

2018-05-01

The electron absorption and emission spectra were measured for the pyramidal LnPc(OAc) complexes in the solid state and co-doped in silica glass, where Ln = Er, Eu and Ho. The theoretical electron spectra were determined from the quantum chemical DFT calculation using four approximations CAM-B3LYP/LANL2DZ, CAM-B3LYP/CC-PVDZ, B3LYP/LANL2DZ and B3LYP/CC-PVDZ. It was shown that the best agreement between the calculated and experimental structural parameters and spectroscopic data was reached for the CAM-B3LYP/LANL2DZ model. The emission spectra were measured using the excitations both in the ligand and lanthanide absorption ranges. The possibility of energy transfer between the phthalocyanine ligand and excited states of lanthanide ions was discussed. It was shown that the back energy transfer from metal states to phthalocyanine state is responsible for the observed emission of the studied complexes both in the polycrystalline state and silica glass.

A comparative study of DFT calculated and experimental UV/Visible spectra for thirty carboline and carbazole based compounds

NASA Astrophysics Data System (ADS)

Zara, Zeenat; Iqbal, Javed; Ayub, Khurshid; Irfan, Muhammad; Mahmood, Athar; Khera, Rasheed Ahmad; Eliasson, Bertil

2017-12-01

A comparative study of UV/Visible spectra of carboline and carbazole derivatives was conducted by employing the Density Functional Theory (DFT) approach. In this study, the geometries of ground and excited states, excitation energy and absorption spectra were estimated by using seven different DFT functional; CAM-B3LYP, B3LYP, MPW1PW91, PBE, B3PW91, WB97XD and HSE06 with 6-31G basis set. Moreover, five different basis sets 3-21G, 6-31G, DGDZVP, DGTZVP and SDD were also investigated with the CAM-B3LYP and WB97XD functional to take out the best combination of functional and basis set. CAM-B3LYP/6-31G and WB97XD/DGDZVP combination were found to have closest agreement with the experimental values of β-carboline derivatives and carbazole derivatives, respectively. This study provided an insight about the electronic characteristics of the selected compounds and provided an effective tool for developing and designing the better UV absorber compounds.

DFT study of electron absorption and emission spectra of pyramidal LnPc(OAc) complexes of some lanthanide ions in the solid state.

PubMed

Hanuza, J; Godlewska, P; Lisiecki, R; Ryba-Romanowski, W; Kadłubański, P; Lorenc, J; Łukowiak, A; Macalik, L; Gerasymchuk, Yu; Legendziewicz, J

2018-05-05

The electron absorption and emission spectra were measured for the pyramidal LnPc(OAc) complexes in the solid state and co-doped in silica glass, where Ln=Er, Eu and Ho. The theoretical electron spectra were determined from the quantum chemical DFT calculation using four approximations CAM-B3LYP/LANL2DZ, CAM-B3LYP/CC-PVDZ, B3LYP/LANL2DZ and B3LYP/CC-PVDZ. It was shown that the best agreement between the calculated and experimental structural parameters and spectroscopic data was reached for the CAM-B3LYP/LANL2DZ model. The emission spectra were measured using the excitations both in the ligand and lanthanide absorption ranges. The possibility of energy transfer between the phthalocyanine ligand and excited states of lanthanide ions was discussed. It was shown that the back energy transfer from metal states to phthalocyanine state is responsible for the observed emission of the studied complexes both in the polycrystalline state and silica glass. Copyright © 2018. Published by Elsevier B.V.

Optimal Time-decay Estimates for the Compressible Navier-Stokes Equations in the Critical L p Framework

NASA Astrophysics Data System (ADS)

Danchin, Raphaël; Xu, Jiang

2017-04-01

The global existence issue for the isentropic compressible Navier-Stokes equations in the critical regularity framework was addressed in Danchin (Invent Math 141(3):579-614, 2000) more than 15 years ago. However, whether (optimal) time-decay rates could be shown in critical spaces has remained an open question. Here we give a positive answer to that issue not only in the L 2 critical framework of Danchin (Invent Math 141(3):579-614, 2000) but also in the general L p critical framework of Charve and Danchin (Arch Ration Mech Anal 198(1):233-271, 2010), Chen et al. (Commun Pure Appl Math 63(9):1173-1224, 2010), Haspot (Arch Ration Mech Anal 202(2):427-460, 2011): we show that under a mild additional decay assumption that is satisfied if, for example, the low frequencies of the initial data are in {L^{p/2}(Rd)}, the L p norm (the slightly stronger dot B^0_{p,1} norm in fact) of the critical global solutions decays like t^{-d(1/p - 1/4} for {tto+∞,} exactly as firstly observed by Matsumura and Nishida in (Proc Jpn Acad Ser A 55:337-342, 1979) in the case p = 2 and d = 3, for solutions with high Sobolev regularity. Our method relies on refined time weighted inequalities in the Fourier space, and is likely to be effective for other hyperbolic/parabolic systems that are encountered in fluid mechanics or mathematical physics.

Presymplectic current and the inverse problem of the calculus of variations

NASA Astrophysics Data System (ADS)

Khavkine, Igor

2013-11-01

The inverse problem of the calculus of variations asks whether a given system of partial differential equations (PDEs) admits a variational formulation. We show that the existence of a presymplectic form in the variational bicomplex, when horizontally closed on solutions, allows us to construct a variational formulation for a subsystem of the given PDE. No constraints on the differential order or number of dependent or independent variables are assumed. The proof follows a recent observation of Bridges, Hydon, and Lawson [Math. Proc. Cambridge Philos. Soc. 148(01), 159-178 (2010)] and generalizes an older result of Henneaux [Ann. Phys. 140(1), 45-64 (1982)] from ordinary differential equations (ODEs) to PDEs. Uniqueness of the variational formulation is also discussed.

Presymplectic current and the inverse problem of the calculus of variations

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

Khavkine, Igor, E-mail: i.khavkine@uu.nl

2013-11-15

The inverse problem of the calculus of variations asks whether a given system of partial differential equations (PDEs) admits a variational formulation. We show that the existence of a presymplectic form in the variational bicomplex, when horizontally closed on solutions, allows us to construct a variational formulation for a subsystem of the given PDE. No constraints on the differential order or number of dependent or independent variables are assumed. The proof follows a recent observation of Bridges, Hydon, and Lawson [Math. Proc. Cambridge Philos. Soc. 148(01), 159–178 (2010)] and generalizes an older result of Henneaux [Ann. Phys. 140(1), 45–64 (1982)]more » from ordinary differential equations (ODEs) to PDEs. Uniqueness of the variational formulation is also discussed.« less

Global solvability and asymptotic behavior of a free boundary problem for the one-dimensional viscous radiative and reactive gas

NASA Astrophysics Data System (ADS)

Jiang, Jie; Zheng, Songmu

2012-12-01

In this paper, we study a Neumann and free boundary problem for the one-dimensional viscous radiative and reactive gas. We prove that under rather general assumptions on the heat conductivity κ, for any arbitrary large smooth initial data, the problem admits a unique global classical solution. Our global existence results improve those results by Umehara and Tani ["Global solution to the one-dimensional equations for a self-gravitating viscous radiative and reactive gas," J. Differ. Equations 234(2), 439-463 (2007), 10.1016/j.jde.2006.09.023; Umehara and Tani "Global solvability of the free-boundary problem for one-dimensional motion of a self-gravitating viscous radiative and reactive gas," Proc. Jpn. Acad., Ser. A: Math. Sci. 84(7), 123-128 (2008)], 10.3792/pjaa.84.123 and by Qin, Hu, and Wang ["Global smooth solutions for the compressible viscous and heat-conductive gas," Q. Appl. Math. 69(3), 509-528 (2011)]., 10.1090/S0033-569X-2011-01218-0 Moreover, we analyze the asymptotic behavior of the global solutions to our problem, and we prove that the global solution will converge to an equilibrium as time goes to infinity. This is the result obtained for this problem in the literature for the first time.

The Karlin-McGregor formula for a variant of a discrete version of Walsh's spider

NASA Astrophysics Data System (ADS)

Grünbaum, F. Alberto

2009-10-01

We consider a variant of a discrete space version of Walsh's spider, see Walsh (1978 Temps Locaux, Asterisque vol 52-53 (Paris: Soc. Math. de France)) as well as Evans and Sowers (2003 Ann. Probab. 31 486-527 and its references). This process can be seen as an instance of a quasi-birth-and-death process, a class of random walks for which the classical theory of Karlin and McGregor can be nicely adapted as in Dette, Reuther, Studden and Zygmunt (2006 SIAM J. Matrix Anal. Appl. 29 117-42), Grünbaum (2007 Probability, Geometry and Integrable Systems ed Pinsky and Birnir vol 55 (Berkeley, CA: MSRI publication) pp. 241-60, see also arXiv math PR/0703375), Grünbaum (2007 Dagstuhl Seminar Proc. 07461 on Numerical Methods in Structured Markov Chains ed Bini), Grünbaum (2008 Proceedings of IWOTA) and Grünbaum and de la Iglesia (2008 SIAM J. Matrix Anal. Appl. 30 741-63). We give here a weight matrix that makes the corresponding matrix-valued orthogonal polynomials orthogonal to each other. We also determine the polynomials themselves and thus obtain all the ingredients to apply a matrix-valued version of the Karlin-McGregor formula. Dedicated to Jack Schwartz, who passed away on March 2, 2009.

Analytic model for the long-term evolution of circular Earth satellite orbits including lunar node regression

NASA Astrophysics Data System (ADS)

Zhu, Ting-Lei; Zhao, Chang-Yin; Zhang, Ming-Jiang

2017-04-01

This paper aims to obtain an analytic approximation to the evolution of circular orbits governed by the Earth's J2 and the luni-solar gravitational perturbations. Assuming that the lunar orbital plane coincides with the ecliptic plane, Allan and Cook (Proc. R. Soc. A, Math. Phys. Eng. Sci. 280(1380):97, 1964) derived an analytic solution to the orbital plane evolution of circular orbits. Using their result as an intermediate solution, we establish an approximate analytic model with lunar orbital inclination and its node regression be taken into account. Finally, an approximate analytic expression is derived, which is accurate compared to the numerical results except for the resonant cases when the period of the reference orbit approximately equals the integer multiples (especially 1 or 2 times) of lunar node regression period.

Plane-Wave Implementation and Performance of à-la-Carte Coulomb-Attenuated Exchange-Correlation Functionals for Predicting Optical Excitation Energies in Some Notorious Cases.

PubMed

Bircher, Martin P; Rothlisberger, Ursula

2018-06-12

Linear-response time-dependent density functional theory (LR-TD-DFT) has become a valuable tool in the calculation of excited states of molecules of various sizes. However, standard generalized-gradient approximation and hybrid exchange-correlation (xc) functionals often fail to correctly predict charge-transfer (CT) excitations with low orbital overlap, thus limiting the scope of the method. The Coulomb-attenuation method (CAM) in the form of the CAM-B3LYP functional has been shown to reliably remedy this problem in many CT systems, making accurate predictions possible. However, in spite of a rather consistent performance across different orbital overlap regimes, some pitfalls remain. Here, we present a fully flexible and adaptable implementation of the CAM for Γ-point calculations within the plane-wave pseudopotential molecular dynamics package CPMD and explore how customized xc functionals can improve the optical spectra of some notorious cases. We find that results obtained using plane waves agree well with those from all-electron calculations employing atom-centered bases, and that it is possible to construct a new Coulomb-attenuated xc functional based on simple considerations. We show that such a functional is able to outperform CAM-B3LYP in some cases, while retaining similar accuracy in systems where CAM-B3LYP performs well.

Direct Dynamics Simulation of Dissociation of the [CH3--I--OH]- Ion-Molecule Complex

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

Xie, Jing; McClellan, Miranda; Sun, Rui

Direct dynamics simulations were used to study dissociation of the [CH3--I--OH]- complex ion, which was observed in a previous study of the OH- + CH3I gas phase reaction (J. Phys. Chem. A 2013, 117, 7162). Restricted B97-1 simulations were performed to study dissociation at 65, 75 and 100 kcal/mol and the [CH3--I--OH]- ion dissociated exponentially, in accord with RRKM theory. For these energies the major dissociation products are CH3I + OH-, CH2I- + H2O, and CH3OH + I-. Unrestricted B97-1 and restricted and unrestricted CAM-B3LYP simulations were also performed at 100 kcal/mol to compare with the restricted B97-1 results. Themore » {CH3I + OH-}:{CH2I- + H2O}:{CH3OH + I-} product ratio is 0.72 : 0.15 : 0.13, 0.81 : 0.05 : 0.14, 0.71 : 0.19 : 0.10 , and 0.83 : 0.13 : 0.04 for the restricted B97-1, unrestricted B97-1, restricted CAM-B3LYP, and unrestricted CAM-B3LYP simulations, respectively. Other product channels found are CH2 + I- + H2O, CH2 + I-(H2O), CH4 + IO-, CH3 - + IOH, and CH3 + IOH-. The CH3 - + IOH singlet products are only given by the restricted B97-1 simulation and the lower energy CH3 + IOH- doublet products are only formed by the unrestricted B97-1 simulation. Also studied were the direct and indirect atomic-level mechanisms for forming CH3I + OH-, CH2I- + H2O, and CH3OH + I-. The majority of CH3I + OH- were formed through a direct mechanism. For both CH2I- + H2O and CH3OH + I-, the direct mechanism is overall more important than the indirect mechanisms, with the round-about like mechanism the most important indirect mechanism at high excitation energies. Mechanism comparisons between the B97-1 and CAM-B3LYP simulations showed that formation of the CH3OH---I- complex is favored for the B97-1 simulations, while formation of the HO----HCH2I complex is favored for the CAM-B3LYP simulations. The unrestricted simulations give a higher percentage of indirect mechanisms than the restricted simulations. The possible role of the self-interaction error in the simulations is also discussed. The work presented here gives a detailed picture of the [CH3--I--OH]- dissociation dynamics, and is very important for unraveling the role of [CH3--I--OH]- in the dynamics of the OH-(H2O)n=1,2 + CH3I reactions.« less

A different Deutsch-Jozsa

NASA Astrophysics Data System (ADS)

Bera, Debajyoti

2015-06-01

One of the early achievements of quantum computing was demonstrated by Deutsch and Jozsa (Proc R Soc Lond A Math Phys Sci 439(1907):553, 1992) regarding classification of a particular type of Boolean functions. Their solution demonstrated an exponential speedup compared to classical approaches to the same problem; however, their solution was the only known quantum algorithm for that specific problem so far. This paper demonstrates another quantum algorithm for the same problem, with the same exponential advantage compared to classical algorithms. The novelty of this algorithm is the use of quantum amplitude amplification, a technique that is the key component of another celebrated quantum algorithm developed by Grover (Proceedings of the twenty-eighth annual ACM symposium on theory of computing, ACM Press, New York, 1996). A lower bound for randomized (classical) algorithms is also presented which establishes a sound gap between the effectiveness of our quantum algorithm and that of any randomized algorithm with similar efficiency.

Electromagnetic Scattering by a Morphologically Complex Object: Fundamental Concepts and Common Misconceptions

NASA Technical Reports Server (NTRS)

Mischenko, Michael I.; Travis, Larry D.; Cairns, Brian; Tishkovets, Victor P.; Dlugach, Janna M.; Rosenbush, Vera K.; Kiselev, Nikolai N.

2011-01-01

Following Keller(Proc Symp Appl Math 1962;13:227:46), we classify all theoretical treatments of electromagnetic scattering by a morphologically complex object into first- principle (or "honest" in Keller s terminology) and phenomenological (or "dishonest") categories. This helps us identify, analyze, and dispel several profound misconceptions widespread in the discipline of electromagnetic scattering by solitary particles and discrete random media. Our goal is not to call for a complete renunciation of phenomenological approaches but rather to encourage a critical and careful evaluation of their actual origin, virtues, and limitations. In other words, we do not intend to deter creative thinking in terms of phenomenological short-cuts, but we do want to raise awareness when we stray (often for practical reasons) from the fundamentals. The main results and conclusions are illustrated by numerically-exact data based on direct numerical solutions of the macroscopic Maxwell equations.

Tsunami Focusing and Leading Amplitude

NASA Astrophysics Data System (ADS)

Kanoglu, U.

2016-12-01

Tsunamis transform substantially through spatial and temporal spreading from their source region. This substantial spreading might result unique maximum tsunami wave heights which might be attributed to the source configuration, directivity, the waveguide structures of mid-ocean ridges and continental shelves, focusing and defocusing through submarine seamounts, random focusing due to small changes in bathymetry, dispersion, and, most likely, combination of some of these effects. In terms of the maximum tsunami wave height, after Okal and Synolakis (2016 Geophys. J. Int. 204, 719-735), it is clear that dispersion would be one of the reasons to drive the leading wave amplitude in a tsunami wave train. Okal and Synolakis (2016), referring to this phenomenon as sequencing -later waves in the train becoming higher than the leading one, considered Hammack's (1972, Ph.D. Dissertation, Calif. Inst. Tech., 261 pp) formalism, in addition to LeMéhauté and Wang's (1995 Water waves generated by underwater explosion, World Scientific, 367 pp), to evaluate linear dispersive tsunami propagation from a circular plug uplifted on an ocean of constant depth. They identified transition distance, as the second wave being larger, performing parametric study for the radius of the plug and the depth of the ocean. Here, we extend Okal and Synolakis' (2016) analysis to an initial wave field with a finite crest length and, in addition, to a most common tsunami initial wave form of N-wave (Tadepalli and Synolakis, 1994 Proc. R. Soc. A: Math. Phys. Eng. Sci. 445, 99-112). First, we investigate the focusing feature in the leading-depression side, which enhance tsunami wave height as presented by Kanoglu et al. (2013 Proc. R. Soc. A: Math. Phys. Eng. Sci. 469, 20130015). We then discuss the results in terms of leading wave amplitude presenting a parametric study and identify a simple relation for the transition distance. The solution presented here could be used to better analyze dispersive characteristics of shallow water-wave numerical models and for benchmarking, in addition to the benchmark problems in Synolakis et al. (2008 Pure Appl. Geophys. 165(11-12), 2197-2228). This study received funding from project ASTARTE-Assessment Strategy and Risk Reduction for Tsunamis in Europe, a collaborative project Grant 603839, FP7-ENV2013 6.4-3.

Rarefaction-driven Rayleigh–Taylor instability. Part 1. Diffuse-interface linear stability measurements and theory

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

Morgan, R. V.; Likhachev, O. A.; Jacobs, J. W.

Theory and experiments are reported that explore the behaviour of the Rayleigh–Taylor instability initiated with a diffuse interface. Experiments are performed in which an interface between two gases of differing density is made unstable by acceleration generated by a rarefaction wave. Well-controlled, diffuse, two-dimensional and three-dimensional, single-mode perturbations are generated by oscillating the gases either side to side, or vertically for the three-dimensional perturbations. The puncturing of a diaphragm separating a vacuum tank beneath the test section generates a rarefaction wave that travels upwards and accelerates the interface downwards. This rarefaction wave generates a large, but non-constant, acceleration of the order ofmore » $$1000g_{0}$$, where$$g_{0}$$is the acceleration due to gravity. Initial interface thicknesses are measured using a Rayleigh scattering diagnostic and the instability is visualized using planar laser-induced Mie scattering. Growth rates agree well with theoretical values, and with the inviscid, dynamic diffusion model of Duffet al. (Phys. Fluids, vol. 5, 1962, pp. 417–425) when diffusion thickness is accounted for, and the acceleration is weighted using inviscid Rayleigh–Taylor theory. The linear stability formulation of Chandrasekhar (Proc. Camb. Phil. Soc., vol. 51, 1955, pp. 162–178) is solved numerically with an error function diffusion profile using the Riccati method. This technique exhibits good agreement with the dynamic diffusion model of Duffet al. for small wavenumbers, but produces larger growth rates for large-wavenumber perturbations. Asymptotic analysis shows a$$1/k^{2}$$decay in growth rates as$$k\\rightarrow \\infty$$for large-wavenumber perturbations.« less

Rarefaction-driven Rayleigh–Taylor instability. Part 1. Diffuse-interface linear stability measurements and theory

DOE PAGES

Morgan, R. V.; Likhachev, O. A.; Jacobs, J. W.

2016-02-15

Theory and experiments are reported that explore the behaviour of the Rayleigh–Taylor instability initiated with a diffuse interface. Experiments are performed in which an interface between two gases of differing density is made unstable by acceleration generated by a rarefaction wave. Well-controlled, diffuse, two-dimensional and three-dimensional, single-mode perturbations are generated by oscillating the gases either side to side, or vertically for the three-dimensional perturbations. The puncturing of a diaphragm separating a vacuum tank beneath the test section generates a rarefaction wave that travels upwards and accelerates the interface downwards. This rarefaction wave generates a large, but non-constant, acceleration of the order ofmore » $$1000g_{0}$$, where$$g_{0}$$is the acceleration due to gravity. Initial interface thicknesses are measured using a Rayleigh scattering diagnostic and the instability is visualized using planar laser-induced Mie scattering. Growth rates agree well with theoretical values, and with the inviscid, dynamic diffusion model of Duffet al. (Phys. Fluids, vol. 5, 1962, pp. 417–425) when diffusion thickness is accounted for, and the acceleration is weighted using inviscid Rayleigh–Taylor theory. The linear stability formulation of Chandrasekhar (Proc. Camb. Phil. Soc., vol. 51, 1955, pp. 162–178) is solved numerically with an error function diffusion profile using the Riccati method. This technique exhibits good agreement with the dynamic diffusion model of Duffet al. for small wavenumbers, but produces larger growth rates for large-wavenumber perturbations. Asymptotic analysis shows a$$1/k^{2}$$decay in growth rates as$$k\\rightarrow \\infty$$for large-wavenumber perturbations.« less

Identifying, anticipating, and mitigating freight bottlenecks on Alabama interstates.

DOT National Transportation Integrated Search

2011-07-31

"This project established a framework for the creation and maintenance of a statewide strategy for identifying, : anticipating, and mitigating freight bottlenecks on interstate highways in the state of Alabama. It used : methodology developed by Camb...

Computing the Absorption and Emission Spectra of 5-Methylcytidine in Different Solvents: A Test-Case for Different Solvation Models.

PubMed

Martínez-Fernández, L; Pepino, A J; Segarra-Martí, J; Banyasz, A; Garavelli, M; Improta, R

2016-09-13

The optical spectra of 5-methylcytidine in three different solvents (tetrahydrofuran, acetonitrile, and water) is measured, showing that both the absorption and the emission maximum in water are significantly blue-shifted (0.08 eV). The absorption spectra are simulated based on CAM-B3LYP/TD-DFT calculations but including solvent effects with three different approaches: (i) a hybrid implicit/explicit full quantum mechanical approach, (ii) a mixed QM/MM static approach, and (iii) a QM/MM method exploiting the structures issuing from molecular dynamics classical simulations. Ab-initio Molecular dynamics simulations based on CAM-B3LYP functionals have also been performed. The adopted approaches all reproduce the main features of the experimental spectra, giving insights on the chemical-physical effects responsible for the solvent shifts in the spectra of 5-methylcytidine and providing the basis for discussing advantages and limitations of the adopted solvation models.

System Synthesis for Polymorphous Computing Architectures

DTIC Science & Technology

2002-02-01

G H F Proc 5 : 4 : 3 11 1 Figure 3. Self-timed execution. D C B F G H E D B H EA CG F D C B F G H E D B H EA CG F AProc 1 Proc 2...first-iteration actors denoted by T. D B H E CG F D C B F G H E D B H EA CG F A 18 T T T T Proc 3 Proc 4 Proc 5 Proc 1 Proc 2 1 T⁄ T trmin30 ture-mirror...Phase1Algo( , ) = transientReduction( ) Output T G S′ S G T S′ S S′ Figure 11. Pseudocode to find

Research Directions in Database Security, II

DTIC Science & Technology

1990-11-01

WILLIAMS Burke Ct 286 WOLCOTT 9th Rd 795 WOOD 25th St 520 YANCEY Motley St 398 ZUZACK Arden Rd LDV> : The style of the prototype is such that the...WOLCOTT Fin Clk YANCEY Dept Mgr ZUZACK Proc Anal LDV> ;RR3: S (sortrel (project (njoin (project employee-base ’(Department Employee-Name Employee-Num...Proc Anal PROC MAHONEY Secy PROC YANCEY Dept Mgr PROC ZUZACK Proc Anal SEC BRIMER DMSO SEC FALBO Secy SEC HILL Dept Mgr SEC MITCHELL Ast DBSO SEC THOMAS

Does mean mean MEAN!? Digits For A Very Long Time Giving Us The Finger!: 1881 Statistics Log-Law was: Quanta=Digits!: BEC; Zipf 1/f-Law; Information-Thy; Random-#s = Euler V Bernoulli; Q-Computing = Arithmetic; P=/=NP SANS Complexity: Euclid 3-Mille

NASA Astrophysics Data System (ADS)

Siegel, Edward

2008-03-01

Classic statistics digits Newcomb[Am.J.Math.4,39,1881]-Weyl[Goett.Nachr.1912]-Benford[Proc.Am.Phil.Soc.78,4,51,1938]("NeWBe")probability ON-AVERAGE/MEAN log-law: =log[1+1/d]=log[(d+1)/d][google:``Benford's-Law'';"FUZZYICS": Siegel[AMS Nat.-Mtg.:2002&2008)]; Raimi[Sci.Am.221,109,1969]; Hill[Proc.AMS,123,3,887,1996]=log-base=units=SCALE-INVARIANCE!. Algebraic-inverse d=1/[ê(w)-1]: BOSONS(1924)=DIGITS(<1881): Energy-levels:ground=(d=0),first-(d=1)-excited ,... No fractions; only digit-integer-differences=quanta! Quo vadis digit =oo vs. <<,... simple-arithmetic!

A Review of PROC IRT in SAS

ERIC Educational Resources Information Center

Choi, Jinnie

2017-01-01

This article reviews PROC IRT, which was added to Statistical Analysis Software in 2014. We provide an introductory overview of a free version of SAS, describe what PROC IRT offers for item response theory (IRT) analysis and how one can use PROC IRT, and discuss how other SAS macros and procedures may compensate the IRT functionalities of PROC IRT.

Picosecond timing resolution detection of ggr-photons utilizing microchannel-plate detectors: experimental tests of quantum nonlocality and photon localization

NASA Astrophysics Data System (ADS)

Irby, Victor D.

2004-09-01

The concept and subsequent experimental verification of the proportionality between pulse amplitude and detector transit time for microchannel-plate detectors is presented. This discovery has led to considerable improvement in the overall timing resolution for detection of high-energy ggr-photons. Utilizing a 22Na positron source, a full width half maximum (FWHM) timing resolution of 138 ps has been achieved. This FWHM includes detector transit-time spread for both chevron-stack-type detectors, timing spread due to uncertainties in annihilation location, all electronic uncertainty and any remaining quantum mechanical uncertainty. The first measurement of the minimum quantum uncertainty in the time interval between detection of the two annihilation photons is reported. The experimental results give strong evidence against instantaneous spatial localization of ggr-photons due to measurement-induced nonlocal quantum wavefunction collapse. The experimental results are also the first that imply momentum is conserved only after the quantum uncertainty in time has elapsed (Yukawa H 1935 Proc. Phys. Math. Soc. Japan 17 48).

Infrasonic attenuation in the upper mesosphere-lower thermosphere: a comparison between Navier-Stokes and Burnett predictions.

PubMed

Akintunde, Akinjide; Petculescu, Andi

2014-10-01

This paper presents the results of a pilot study comparing the use of continuum and non-continuum fluid dynamics to predict infrasound attenuation in the rarefied lower thermosphere. The continuum approach is embodied by the Navier-Stokes equations, while the non-continuum method is implemented via the Burnett equations [Proc. London Math. Soc. 39, 385-430 (1935); 40, 382-435 (1936)]. In the Burnett framework, the coupling between stress tensor and heat flux affects the dispersion equation, leading to an attenuation coefficient smaller than its Navier-Stokes counterpart by amounts of order 0.1 dB/km at 0.1 Hz, 10 dB/km at 1 Hz, and 100 dB/km at 10 Hz. It has been observed that many measured thermospheric arrivals are stronger than current predictions based on continuum mechanics. In this context, the consistently smaller Burnett-based absorption is cautiously encouraging.

On a method for generating inequalities for the zeros of certain functions

NASA Astrophysics Data System (ADS)

Gatteschi, Luigi; Giordano, Carla

2007-10-01

In this paper we describe a general procedure which yields inequalities satisfied by the zeros of a given function. The method requires the knowledge of a two-term approximation of the function with bound for the error term. The method was successfully applied many years ago [L. Gatteschi, On the zeros of certain functions with application to Bessel functions, Nederl. Akad. Wetensch. Proc. Ser. 55(3)(1952), Indag. Math. 14(1952) 224-229] and more recently too [L. Gatteschi and C. Giordano, Error bounds for McMahon's asymptotic approximations of the zeros of the Bessel functions, Integral Transform Special Functions, 10(2000) 41-56], to the zeros of the Bessel functions of the first kind. Here, we present the results of the application of the method to get inequalities satisfied by the zeros of the derivative of the function . This function plays an important role in the asymptotic study of the stationary points of the solutions of certain differential equations.

75 FR 69741 - Proposed Collection; Comment Request for Rev. Proc. 2007-99 (RP-127367-07), 9100 Relief Under...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-15

.... Proc. 2007-99 (RP- 127367-07), 9100 Relief Under Sections 897 and 1445 AGENCY: Internal Revenue Service...)). Currently, the IRS is soliciting comments concerning Rev. Proc. 2007-99 (RP-127367-07), 9100 Relief Under...: Rev. Proc. 2007-99 (RP-127367-07), 9100 Relief Under Sections 897 and 1445. OMB Number: 1545-2098...

"Escola Familia": A Proposal

ERIC Educational Resources Information Center

Carani, George; Carani, José; Strong-Wilson, Teresa

2014-01-01

"Alphabetização" (literacy) of young children involves a school exclusively devoted to the early years, parental participation, and teachers specialized in early literacy. This is the basis of José Carani's proposal for an "escola familia" in the municipality of Cambé (Brazil). This "Note from the Field," based on our…

Performance Analysis of Polymorphous Computing Architectures

DTIC Science & Technology

2001-01-01

G H F Proc 5 : 4 : 3 11 1 Figure 3. Self-timed execution. D C B F G H E D B H EA CG...F D C B F G H E D B H EA CG F AProc 1 Proc 2 Proc 3 Proc 4 Proc 5 185 cution pattern when the application graph in Figure 2 is executed in a self...transform, a quadra- E Figure 10. Self-timed execution with first-iteration actors denoted by T. D B H E CG F D C B F G H E D B H EA CG F A 18 T T T

SAS FORMATS: USES AND ABUSES

EPA Science Inventory

SAS formats are a very powerful tool. They allow you to display the data in a more readable manner without modifying the data. They can also be used to group data into categories for use in various procedures like PROC FREQ, PROC TTEST, and PROC MEANS (as a class variable). ...

SAS FORMATS: USES AND ABUSES

EPA Science Inventory

SAS formats are a very powerful tool. They allow you to display the data in a more readable manner without modifying it. Formats can also be used to group data into categories for use in various procedures like PROC FREQ, PROC TTEST, and PROC MEANS (as a class variable). As ...

Generalized spheroidal wave equation and limiting cases

NASA Astrophysics Data System (ADS)

Figueiredo, B. D. Bonorino

2007-01-01

We find sets of solutions to the generalized spheroidal wave equation (GSWE) or, equivalently, to the confluent Heun equation. Each set is constituted by three solutions, one given by a series of ascending powers of the independent variable, and the others by series of regular and irregular confluent hypergeometric functions. For a fixed set, the solutions converge over different regions of the complex plane but present series coefficients proportional to each other. These solutions for the GSWE afford solutions to a double-confluent Heun equation by a taking-limit process due to Leaver. [E. W. Leaver, J. Math. Phys. 27, 1238 (1986)]. Another procedure, called Whittaker-Ince limit [B. D. Figueiredo, J. Math. Phys. 46, 113503 (2005)], provides solutions in series of powers and Bessel functions for two other equations with a different type of singularity at infinity. In addition, new solutions are obtained for the Whittaker-Hill and Mathieu equations [F. M. Arscott, Proc. R. Soc. Edinburg A67, 265 (1967)] by considering these as special cases of both the confluent and double-confluent Heun equations. In particular, we find that each of the Lindemann-Stieltjes solutions for the Mathieu equation [E. T. Whittaker and G. N. Watson, A Course of Modern Analysis, Cambridge University Press (1945)] is associated with two expansions in series of Bessel functions. We also discuss a set of solutions in series of hypergeometric and confluent hypergeometric functions for the GSWE and use their Leaver limits to obtain infinite-series solutions for the Schrödinger equation with an asymmetric double-Morse potential. Finally, the possibility of extending the solutions of the GSWE to the general Heun equation is briefly discussed.

Extent of decay associated with Fomes igniarius sporophores in Colorado aspen

Treesearch

Thomas E. Hinds

1963-01-01

The most destructive decay of aspen (Populus tremuloides Michx.) is caused by Fomes igniarius var. populinus (Neu.) Camb. This fungus accounted for 59 percent of the decay found in a recent study of aspen in Colorado. It is almost impossible to find stands of any age that are not damaged to some degree by

SAS FORMATS: USES AND ABUSES

EPA Science Inventory

SAS formats are a very powerful tool. They allow you to display the data in a more readable manner without modifying it. Formats can also be used to group data into categories for use in various procedures like PROC FREQ, PROC TTEST, and PROC MEANS (as a class variable). As w...

Triphenylamine-based fluorescent NLO phores with ICT characteristics: Solvatochromic and theoretical study

NASA Astrophysics Data System (ADS)

Katariya, Santosh B.; Patil, Dinesh; Rhyman, Lydia; Alswaidan, Ibrahim A.; Ramasami, Ponnadurai; Sekar, Nagaiyan

2017-12-01

The static first and second hyperpolarizability and their related properties were calculated for triphenylamine-based "push-pull" dyes using the B3LYP, CAM-B3LYP and BHHLYP functionals in conjunction with the 6-311+G(d,p) basis set. The electronic coupling for the electron transfer reaction of the dyes were calculated with the generalized Mulliken-Hush method. The results obtained were correlated with the polarizability parameter αCT , first hyperpolarizability parameter βCT, and the solvatochromic descriptor of 〈 γ〉 SD obtained by the solvatochromic method. The dyes studied show a high total first order hyperpolarizability (70-238 times) and second order hyperpolarizability (412-778 times) compared to urea. Among the three functionals, the CAM-B3LYP and BHHLYP functionals show hyperpolarizability values closer to experimental values. Experimental absorption and emission wavelengths measured for all the synthesized dyes are in good agreement with those predicted using the time-dependent density functional theory. The theoretical examination on non-linear optical properties was performed on the key parameters of polarizability and hyperpolarizability. A remarkable increase in non-linear optical response is observed on insertion of benzothiazole unit compared to benzimidazole unit.

Paleomagnetic data for Siberia and Baltica in the context of testing some geodynamic models of the formation of the Central Asian Mobile Belt

NASA Astrophysics Data System (ADS)

Shatsillo, A. V.; Kuznetsov, N. B.; Dronov, A. V.

2017-09-01

The synthesis of the paleomagnetic data for the Siberian (Siberia) and East European (Baltica) platforms shows that since the Early Paleozoic they could have experienced coherent movements as a part of consolidated continental agglomeration (a composite continent), which also includes the Arctida continent. Based on the paleomagnetic data, the relative positions of the Siberia and Baltica during the Ordovician is reconstructed, and a series of paleogeographical reconstructions describing the drift of the composite continent is suggested. The results of the lithologic-facial analysis of the sedimentation settings within the Ordovician basins of the Siberian and East European platforms and paleoclimatic markers are consistent with the suggested configuration and paleogeographical position of the composite continent. The suggested reconstructions and the ages of detrital zircons from the Early Paleozoic complexes of the platform margins and some objects of the Central Asian Mobile Belt (CAMB) reasonably well agree with the hypothesis (Sengör et al., 1993) which interprets the formation of the structure of CAMB Paleozoides as a result of the evolution of the island arc stretching along the margins of Siberia and Baltica.

A Price To Pay for Relaxed Substrate Specificity: A Comparative Kinetic Analysis of the Class II Lanthipeptide Synthetases ProcM and HalM2

PubMed Central

2015-01-01

Lanthipeptides are a class of ribosomally synthesized and posttranslationally modified peptide natural products (RiPPs) that typically harbor multiple intramolecular thioether linkages. For class II lanthipeptides, these cross-links are installed in a multistep reaction pathway by a single enzyme (LanM). The multifunctional nature of LanMs and the manipulability of their genetically encoded peptide substrates (LanAs) make LanM/LanA systems promising targets for the engineering of new antibacterial compounds. Here, we report the development of a semiquantitative mass spectrometry-based assay for kinetic characterization of LanM-catalyzed reactions. The assay was used to conduct a comparative kinetic analysis of two LanM enzymes (HalM2 and ProcM) that exhibit drastically different substrate selectivity. Numerical simulation of the kinetic data was used to develop models for the multistep HalM2- and ProcM-catalyzed reactions. These models illustrate that HalM2 and ProcM have markedly different catalytic efficiencies for the various reactions they catalyze. HalM2, which is responsible for the biosynthesis of a single compound (the Halβ subunit of the lantibiotic haloduracin), catalyzes reactions with higher catalytic efficiency than ProcM, which modifies 29 different ProcA precursor peptides during prochlorosin biosynthesis. In particular, the rates of thioether ring formation are drastically reduced in ProcM, likely because this enzyme is charged with installing a variety of lanthipeptide ring architectures in its prochlorosin products. Thus, ProcM appears to pay a kinetic price for its relaxed substrate specificity. In addition, our kinetic models suggest that conformational sampling of the LanM/LanA Michaelis complex could play an important role in the kinetics of LanA maturation. PMID:25409537

An Implementation in Pascal: Translation of Prolog into Pascal.

DTIC Science & Technology

1985-06-01

for i:=1 to px do begin ifr (proc .i..relativity=O) then continue; if proc .. ) .ptype=6) hen continue;if (proc (...abegin<>O) then continue; passname...forj:=reitorn do if (j0) then continue; if (par (.>) ppe <>1) then continue; if (par .. .namie<>par(.i.).name) parle nO ype:par C.’ ntype; par Inblnd

Imaging of Stellar Surfaces with the Navy Precision Optical Interferometer

DTIC Science & Technology

2015-09-18

geostationary satel- lite with the Navy Prototype Optical Interferome- ter,” in Proc. Optical and Infrared Interferometry II, W. C. Danchi, F...Cormier, “Imag- ing of geostationary satellites with the MRO inter- ferometer,” in Proc. Advanced Maui Optical and Space Surveillance Technologies... geostationary satellites: Signal-to-noise considerations,” in Proc. Advanced Maui Optical and Space Surveillance Technologies Conference, 2011. 6. D

Macroergonomic analysis of an assembly sector of a furniture company.

PubMed

Cristiane, A A Z; Danielle, M D; Vanessa, C B

2012-01-01

From of Macroergonomic Analysis of Work were diagnosed the main ergonomics demands in a furniture company in the city of Cambé, Paraná. Through this method we could identify the most problematic points of the analyzed environment for posterior solutions of improvement with the objective of increasing the working and psychological quality of the employees, motivating their good performance and satisfaction.

Metallocorroles as inherently chiral chromophores: resolution and electronic circular dichroism spectroscopy of a tungsten biscorrole.

PubMed

Schies, Christine; Alemayehu, Abraham B; Vazquez-Lima, Hugo; Thomas, Kolle E; Bruhn, Torsten; Bringmann, Gerhard; Ghosh, Abhik

2017-06-01

An inherently chiral metallocorrole has been resolved for the first time by means of HPLC on a chiral stationary phase. For the compound in question, a homoleptic tungsten biscorrole, the absolute configurations of the enantiomers were assigned using online HPLC-ECD measurements in conjunction with time-dependent CAM-B3LYP calculations, which provided accurate simulations of the ECD spectra.

Databases in Healthcare.

DTIC Science & Technology

1980-03-01

34; Proc. ACM Pacific 75 Conference, Boole and Babbage , Palo Alto, CA., 1975. Giebin75 Giebink, G.A., et al: "Current Status of Ambulatory Health Care...13, pp. 36-49, 1978. Stimso78 Stimson, D.H. and G. Charles : "A Computer-Based Information System in an Ambulatory Care System and Case Study" Proc...Base Management Systems" Proc. ACM Pacific 75 Conference, Boole and Babbage , Palo Alto, CA, 1975. Szolov78 Szolovits, P. and S.G. Pauker: "Categorical

Confronting quasi-exponential inflation with WMAP seven

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

Pal, Barun Kumar; Pal, Supratik; Basu, B., E-mail: barunp1985@rediffmail.com, E-mail: pal@th.physik.uni-bonn.de, E-mail: banasri@isical.ac.in

2012-04-01

We confront quasi-exponential models of inflation with WMAP seven years dataset using Hamilton Jacobi formalism. With a phenomenological Hubble parameter, representing quasi exponential inflation, we develop the formalism and subject the analysis to confrontation with WMAP seven using the publicly available code CAMB. The observable parameters are found to fair extremely well with WMAP seven. We also obtain a ratio of tensor to scalar amplitudes which may be detectable in PLANCK.

Endothelium-Dependent Vasorelaxant Effect of Butanolic Fraction from Caryocar brasiliense Camb. Leaves in Rat Thoracic Aorta

PubMed Central

de Oliveira, Lais Moraes; Rodrigues, Aline Gabriela; da Silva, Elaine Fernanda; Cerqueira, Letícia Bonancio; Castro, Carlos Henrique; Pedrino, Gustavo Rodrigues; de Carvalho, Maria Helena Catelli; Pontarolo, Roberto; Costa, Elson Alves; Campos, Francinete Ramos; Filgueira, Fernando Paranaiba; Ghedini, Paulo César

2012-01-01

Caryocar brasiliense Camb. “pequi” is a native plant from the Cerrado region of Brazil that contains bioactive components reported to be antioxidant agents. Previous work has demonstrated that dietary supplementation with pequi decreased the arterial pressure of volunteer athletes. We found that the crude hydroalcoholic extract (CHE) of C. brasiliense leaves relaxed, in a concentration-dependent manner, rat aortic rings precontracted with phenylephrine, and that the butanolic fraction (BF) produced an effect similar to that of the CHE. Aortic relaxation induced by BF was abolished by endothelium removal, by incubation of the nitric oxide synthase inhibitor L-NAME, or the soluble guanylatecyclase inhibitor ODQ. However, incubation with atropine and pyrilamine had no effect on the BF-induced vasorelaxation. Moreover, this effect was not inhibited by indomethacin and tetraethylammonium. The concentration-response curve to calcium in denuded-endothelium rings was not modified after incubation with BF, and the vasorelaxation by BF in endothelium-intact rings precontracted with KCl was abolished after incubation with L-NAME. In addition, administration of BF in anesthetized rats resulted in a reversible hypotension. The results reveal that C. brasiliense possesses both in vivo and in vitro activities and that the vascular effect of BF involves stimulation of the nitric oxide/cyclic GMP pathway. PMID:22927883

Theoretical study on the mechanism of the gas-phase elimination kinetics of alkyl chloroformates

NASA Astrophysics Data System (ADS)

Alcázar, Jackson J.; Marquez, Edgar; Mora, José R.; Cordova-Sintjago, Tania; Chuchani, Gabriel

2016-03-01

The theoretical calculations on the mechanism of the homogeneous and unimolecular gas-phase elimination kinetics of alkyl chloroformates- ethyl chloroformate (ECF), isopropyl chloroformate (ICF), and sec-butyl chloroformate (SCF) - have been carried out by using CBS-QB3 level of theory and density functional theory (DFT) functionals CAM-B3LYP, M06, MPW1PW91, and PBE1PBE with the basis sets 6-311++G(d,p) and 6-311++G(2d,2p). The chlorofomate compounds with alkyl ester Cβ-H bond undergo thermal decomposition producing the corresponding olefin, HCl and CO2. These homogeneous eliminations are proposed to undergo two different types of mechanisms: a concerted process, or via the formation of an unstable intermediate chloroformic acid (ClCOOH), which rapidly decomposes to HCl and CO2 gas. Since both elimination mechanisms may occur through a six-membered cyclic transition state structure, it is difficult to elucidate experimentally which is the most reasonable reaction mechanism. Theoretical calculations show that the stepwise mechanism with the formation of the unstable intermediate chloroformic acid from ECF, ICF, and SCF is favoured over one-step elimination. Reasonable agreements were found between theoretical and experimental values at the CAM-B3LYP/6-311++G(d,p) level.

NLOphoric rigid pyrazino-phenanthroline donor-π-acceptor compounds: Investigation of structural and solvent effects on non-linear optical properties using computational methods

NASA Astrophysics Data System (ADS)

Kothavale, Shantaram; Katariya, Santosh; Sekar, Nagaiyan

2018-01-01

Rigid pyrazino-phenanthroline based donor-π-acceptor-π-auxiliary acceptor type compounds have been studied for their linear and non-linear optical properties. The non-linear optical (NLO) behavior of these dyes was studied by calculating the values of static α , β and γ using solvatochromic as well as computational methods. The results obtained by solvatochromic method are correlated theoretically with Density Functional Theory (DFT) using B3LYP/6-31G (d), CAM B3LYP/6-31 G(d), B3LYP/6-31++ g(d,P) and CAM B3LYP/6-31++ g(d,P) methods. The results reveal that, among all four computational methods CAM-B3LYP/6-31++ g(d,P) performs well for the calculation of linear polarizability (α) and first order hyperpolarizability (β), while CAM-B3LYP/6-31 g(d,P) for the calculation of second order hyperpolarizability (ϒ). Overall TPA depends on the molecular structure variation with increase in complexity and molecular weight, which implies that both the number of branches and the size of π-framework are important factors for the molecular TPA in this chromophoric system. Generalized Mulliken-Hush (GMH) analysis is performed to study the effective charge transfer from donor to acceptor.

Experimental and theoretical study on the structure-property relationship of novel 1-aryl-3-methylsuccinimides

NASA Astrophysics Data System (ADS)

Banjac, Nebojša R.; Božić, Bojan Đ.; Mirković, Jelena M.; Vitnik, Vesna D.; Vitnik, Željko J.; Valentić, Nataša V.; Ušćumlić, Gordana S.

2017-02-01

A series of ten 1-aryl-3-methylsuccinimides was synthesized and their solvatochromic properties were studied in a set of fifteen binary solvent mixtures. The solute-solvent interactions were analyzed on the basis of the linear solvation energy relationship (LSER) concept proposed by Kamlet and Taft. The electronic effect of the substituents on the UV-Vis absorption and NMR spectra was analyzed using the simple Hammett equation. Moreover, the B3LYP, CAM-B3LYP, and M06-2X functionals using the 6-311G(d,p) basic set have been assessed in light of the position of experimental absorption maxima obtained for these compounds. The integration grid effects have also been evaluated. An interpretation of the substituent-effect transmission through the molecular skeleton and the nature of the HOMO and LUMO orbitals based on quantum-chemical calculations is given. The values of partial atomic charges from the atomic polar tenzors (APT), natural population analysis (NBO), and charges fit to the electrostatic potential using the B3LYP, CAM-B3LYP, and M06-2X methods are produced and correlated with different experimental properties. In order to estimate the chemical activity of the molecule, the molecular electrostatic potential (MEP) surface map is calculated for the optimized geometry of 1-phenyl-3-methylsuccinimide.

Department of Defense Congressional Action on FY 1984 Authorization Request.

DTIC Science & Technology

1983-10-11

AUTHORIZATION NOTE: The Military Construction Bill authorization recommendation totaIS dIO not include projects authorized using savings or authorized for...change from the request). &DE9rooi)00 ti M S in Million (Zallocki- Proc. of Ammunition. Armsy Nerve gas artillery shells .185 Bethune) Proc. of...Ammunitioin. Army Nerve gas production -96S (Gore) Missile Proc, Air Force MX Production funds -357 8 (Byron) ROTE, Air Force T-46A Trainer Aircraft . 200

3 CFR 102.171-102.999 - [Reserved

Code of Federal Regulations, 2012 CFR

2012-01-01

... Childhood Obesity Awareness Month, 2011 55207 8703 Sept. 1 National Ovarian Cancer Awareness Month, 2011...)Child Health Day (Proc. 8729)Childhood Cancer Awareness Month, National (Proc. 8705)Childhood Obesity...

3 CFR 102.171-102.999 - [Reserved

Code of Federal Regulations, 2013 CFR

2013-01-01

... Month, 2012 55091 8852 Aug. 31 National Childhood Obesity Awareness Month, 2012 55093 8853 Aug. 31...)Child Health Day (Proc. 8880)Childhood Cancer Awareness Month, National (Proc. 8851)Childhood Obesity...

3 CFR 102.171-102.999 - [Reserved

Code of Federal Regulations, 2014 CFR

2014-01-01

..., 2013 54737 9007 Aug. 30 National Childhood Obesity Awareness Month, 2013 54739 9008 Aug. 30 National... Health Day (Proc. 9036)Childhood Cancer Awareness Month, National (Proc. 9006)Childhood Obesity Awareness...

Coilable Crystalline Fiber (CCF) Lasers and their Scalability

DTIC Science & Technology

2014-03-01

Fibers: Double-Clad Design Concept of Tm:YAG-Core Fiber and Mode Simulation. Proc. SPIE 2012, 8237 , 82373M. 8. Beach, R. J.; Mitchell, S. C...Dubinskii, M. True Crystalline Fibers: Double-Clad LMA Design Concept of Tm:YAG-Core Fiber and Mode Simulation. Proc. of SPIE 2012, 8237 , 82373M-1...Tm:YAG-Core Fiber and Mode Simulation. Proc. SPIE 8237 , 82373M, 2012. 8. Beach, R. J.; Mitchell, S. C.; Meissner, H. E.; Meissner, O. R.; Krupke, W

pROC: an open-source package for R and S+ to analyze and compare ROC curves.

PubMed

Robin, Xavier; Turck, Natacha; Hainard, Alexandre; Tiberti, Natalia; Lisacek, Frédérique; Sanchez, Jean-Charles; Müller, Markus

2011-03-17

Receiver operating characteristic (ROC) curves are useful tools to evaluate classifiers in biomedical and bioinformatics applications. However, conclusions are often reached through inconsistent use or insufficient statistical analysis. To support researchers in their ROC curves analysis we developed pROC, a package for R and S+ that contains a set of tools displaying, analyzing, smoothing and comparing ROC curves in a user-friendly, object-oriented and flexible interface. With data previously imported into the R or S+ environment, the pROC package builds ROC curves and includes functions for computing confidence intervals, statistical tests for comparing total or partial area under the curve or the operating points of different classifiers, and methods for smoothing ROC curves. Intermediary and final results are visualised in user-friendly interfaces. A case study based on published clinical and biomarker data shows how to perform a typical ROC analysis with pROC. pROC is a package for R and S+ specifically dedicated to ROC analysis. It proposes multiple statistical tests to compare ROC curves, and in particular partial areas under the curve, allowing proper ROC interpretation. pROC is available in two versions: in the R programming language or with a graphical user interface in the S+ statistical software. It is accessible at http://expasy.org/tools/pROC/ under the GNU General Public License. It is also distributed through the CRAN and CSAN public repositories, facilitating its installation.

PROC IRT: A SAS Procedure for Item Response Theory

PubMed Central

Matlock Cole, Ki; Paek, Insu

2017-01-01

This article reviews the procedure for item response theory (PROC IRT) procedure in SAS/STAT 14.1 to conduct item response theory (IRT) analyses of dichotomous and polytomous datasets that are unidimensional or multidimensional. The review provides an overview of available features, including models, estimation procedures, interfacing, input, and output files. A small-scale simulation study evaluates the IRT model parameter recovery of the PROC IRT procedure. The use of the IRT procedure in Statistical Analysis Software (SAS) may be useful for researchers who frequently utilize SAS for analyses, research, and teaching.

Probabilistic Reverse dOsimetry Estimating Exposure Distribution (PROcEED)

EPA Pesticide Factsheets

PROcEED is a web-based application used to conduct probabilistic reverse dosimetry calculations.The tool is used for estimating a distribution of exposure concentrations likely to have produced biomarker concentrations measured in a population.

Land planarian assemblages in protected areas of the interior atlantic forest: implications for conservation.

PubMed

Negrete, Lisandro; Colpo, Karine D; Brusa, Francisco

2014-01-01

Land planarians are an interesting group of free-living flatworms that can be useful as bioindicators because of their high sensitivity to environmental changes and low dispersal capacity. In this study, we describe and compare assemblages of land planarians from areas with different conservation degrees of the Interior Atlantic Forest (Misiones, Argentina), and assess factors that could be related to their abundance and richness. Eight sites were tracked in search of land planarians in Reserva de Vida Silvestre Urugua-í (RVSU) and Campo Anexo Manuel Belgrano (CAMB). Diurnal and nocturnal surveys were performed in each site along nine sampling campaigns. We collected 237 individuals belonging to 18 species of the subfamily Geoplaninae. All sites were dominated by Geoplana sp. 1 and Pasipha hauseri. The richness estimators showed that there would be more species in RVSU than in CAMB. The abundance and richness of land planarians was high during the night and after rainfalls, suggesting an increased activity of flatworms under such conditions. The abundance and richness of land planarians were also related to the conservation condition of the sites. Disturbed sites showed less abundance and richness, and were segregated from non-disturbed ones by nmMDS analysis. Beta diversity between sites was higher than expected, indicating that the species turnover between sites contributed more to the total richness (gamma diversity) than the alpha diversity.

Accurate Ionization Energies for Mononuclear Copper Complexes Remain a Challenge for Density Functional Theory.

PubMed

Dereli, Büsra; Ortuño, Manuel A; Cramer, Christopher J

2018-04-17

Copper is ubiquitous and its one-electron redox chemistry is central to many catalytic processes. Modeling such chemistry requires electronic structure methods capable of the accurate prediction of ionization energies (IEs) for compounds including copper in different oxidation states and supported by various ligands. Herein, we estimate IEs for 12 mononuclear Cu species previously reported in the literature by using 21 modern density functionals and the DLPNO-CCSD(T) wave function theory model; we consider extrapolated values of the latter to provide reference values of acceptable accuracy. Our results reveal a considerable diversity in functional performance. Although there is nearly always at least one functional that performs well for any given species, there are none that do so for every member of the test set, and certain cases are particularly pathological. Over the entire test set, the SOGGA11-X functional performs best with a mean unsigned error (MUE) of 0.22 eV. PBE0, ωB97X-D, CAM-B3LYP, M11-L, B3LYP, and M11 exhibit MUEs ranging between 0.23 and 0.34 eV. When including relativistic effects with the zero-order regular approximation, ωB97X-D, CAM-B3LYP, and PBE0 are found to provide the best accuracy. © 2018 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

PubMed Central

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID:26528210

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

PubMed

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

An enhanced Planetary Radar Operating Centre (PROC)

NASA Astrophysics Data System (ADS)

Catallo, C.

2010-12-01

Planetary exploration by means of radar systems, mainly using GPRs is an important role of Italy and numerous scientific international space programs are carried out jointly with ESA and NASA by Italian Space Agency, the scientific community and the industry. Three experiments under Italian leadership ( designed and manufactured by the Italian industry) provided by ASI within a NASA/ESA/ASI joint venture framework are successfully operating: MARSIS on-board MEX, SHARAD on-board MRO and CASSINI Radar on-board Cassini spacecraft: the missions have been further extended . Three dedicated operational centers, namely SHOC, (Sharad Operating Centre), MOC (Marsis Operating Center) and CASSINI PAD are operating from the missions beginning to support all the scientific communities, institutional customers and experiment teams operation Each center is dedicated to a single instrument management and control, data processing and distribution and even if they had been conceived to operate autonomously and independently one from each other, synergies and overlaps have been envisaged leading to the suggestion of a unified center, the Planetary Radar Processing Center (PROC). In order to harmonize operations either from logistics point of view and from HW/SW capabilities point of view PROC is designed and developed for offering improved functionalities to increase capabilities, mainly in terms of data exchange, comparison, interpretation and exploitation. PROC is, therefore, conceived as the Italian support facility to the scientific community for on-going and future Italian planetary exploration programs, such as Europa-Jupiter System Mission (EJSM) The paper describes how the new PROC is designed and developed, to allow SHOC, MOC and CASSINI PAD to operate as before, and to offer improved functionalities to increase capabilities, mainly in terms of data exchange, comparison, interpretation and exploitation aiding scientists to increase their knowledge in the field of surface radar sounding: furthermore the flexibility and the big dimensions of the PROC archives allow easy integration of other missions (e.g. EJSM). A specific PROC Web facility and a dedicated high capacity on line storage allow PROC missions status and scientific results spreading, scientific requests submission, news, studies, technical information, radar data images publication and data retrieving (the latter only on science team members request), according to different permissions assigned both to science team members and generic users

Misbalance in type III collagen formation/degradation as a novel serological biomarker for penetrating (Montreal B3) Crohn's disease.

PubMed

van Haaften, W T; Mortensen, J H; Karsdal, M A; Bay-Jensen, A C; Dijkstra, G; Olinga, P

2017-07-01

Misbalances in extracellular matrix turnover are key factors in the development of stricturing (Montreal B2) and penetrating (Montreal B3) Crohn's disease. To determine whether serological markers for collagen formation and degradation could serve as biomarkers for complications of Crohn's disease. Serum biomarkers for type I, III, V and VI collagen formation (P1NP, Pro-C3, Pro-C5, Pro-C6) and matrix metalloproteinase mediated degradation (C1M, C3M, C5M and C6M) were measured in a retrospective, single centre cohort of 112 patients with Crohn's disease in the terminal ileum (nonstricturing/nonpenetrating: n=40, stricturing: n=55, penetrating: n=17) and 24 healthy controls. Active inflammation was defined as CRP >5 mg/L. C3M and Pro-C5 levels were higher in penetrating vs nonpenetrating/nonstricturing and stricturing disease (33.6±5 vs 25.8±2.2 [P=.004] and 27.2±2.3 [P=.018] nmol/L C3M, 1262.7±259.4 vs 902.9±109.9 [P=.005] and 953.0±106.4 [P=.015] nmol/L Pro-C5). C1M (71.2±26.1 vs 46.2±6.2 nmol/L [P<.001]), C3M (31.6±3.9 vs 26.1±1.6 nmol/L [P=.002] and Pro-C5 levels (1171.7±171.5 vs 909.6±80.4 nmol/L [P=.002]) were higher in patients with active inflammation vs without active inflammation. Pro-C3/C3M-ratios were best to differentiate between penetrating vs nonstricturing/nonpenetrating and stricturing disease with area under the curves of 0.815±0.109 (P<.001) and 0.746±0.114 (P=.002) respectively. Serological biomarkers show that penetrating Crohn's disease is characterised by increased matrix metalloproteinase-9 degraded type III collagen and formation of type V collagen. Active inflammation in Crohn's disease is characterised by increased formation of type V collagen and increased matrix metalloproteinase mediated breakdown of type I, III collagen. Pro-C3/C3M ratios are superior in differentiating between penetrating Crohn's disease vs inflammatory and stricturing Crohn's disease. © 2017 The Authors. Alimentary Pharmacology and Therapeutics published by John Wiley & Sons Ltd.

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

PubMed Central

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

PubMed

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

3 CFR 102.171-102.999 - [Reserved

Code of Federal Regulations, 2011 CFR

2011-01-01

... Aug. 31 National Wilderness Month, 2010 54455 8554 Sept. 1 National Childhood Obesity Awareness Month...: Establishing a Task Force on Childhood Obesity 7197 Feb. 23 Notice: Continuation of the National Emergency... (Proc. 8578)Childhood Cancer Awareness Month, National (Proc. 8556)Childhood Obesity Awareness Month...

Tsunami focusing and leading wave height

NASA Astrophysics Data System (ADS)

Kanoglu, Utku

2016-04-01

Field observations from tsunami events show that sometimes the maximum tsunami amplitude might not occur for the first wave, such as the maximum wave from the 2011 Japan tsunami reaching to Papeete, Tahiti as a fourth wave 72 min later after the first wave. This might mislead local authorities and give a wrong sense of security to the public. Recently, Okal and Synolakis (2016, Geophys. J. Int. 204, 719-735) discussed "the factors contributing to the sequencing of tsunami waves in the far field." They consider two different generation mechanisms through an axial symmetric source -circular plug; one, Le Mehaute and Wang's (1995, World Scientific, 367 pp.) formalism where irritational wave propagation is formulated in the framework of investigating tsunamis generated by underwater explosions and two, Hammack's formulation (1972, Ph.D. Dissertation, Calif. Inst. Tech., 261 pp., Pasadena) which introduces deformation at the ocean bottom and does not represent an immediate deformation of the ocean surface, i.e. time dependent ocean surface deformation. They identify the critical distance for transition from the first wave being largest to the second wave being largest. To verify sequencing for a finite length source, Okal and Synolakis (2016) is then used NOAA's validated and verified real time forecasting numerical model MOST (Titov and Synolakis, 1998, J. Waterw. Port Coast. Ocean Eng., 124, 157-171) through Synolakis et al. (2008, Pure Appl. Geophys. 165, 2197-2228). As a reference, they used the parameters of the 1 April 2014 Iquique, Chile earthquake over real bathymetry, variants of this source (small, big, wide, thin, and long) over a flat bathymetry, and 2010 Chile and 211 Japan tsunamis over both real and flat bathymetries to explore the influence of the fault parameters on sequencing. They identified that sequencing more influenced by the source width rather than the length. We extend Okal and Synolakis (2016)'s analysis to an initial N-wave form (Tadepalli and Synolakis, 1994, Proc. R. Soc. A: Math. Phys. Eng. Sci., 445, 99-112) with a finite crest length, which is most common tsunami initial waveform. We fit earthquake initial waveform calculated through Okada (1985, Bull. Seismol. Soc. Am. 75, 1135-1040) to the N-wave form presented by Tadepalli and Synolakis (1994). First, we investigate focusing phenomena as presented by Kanoglu et al. (2013, Proc. R. Soc. A: Math. Phys. Eng. Sci., 469, 20130015) and compare our results with their non-dispersive and dispersive linear analytical solutions. We confirm focusing phenomena, which amplify the wave height in the leading depression side. We then study sequencing of an N-wave profile with a finite crest length. Our preliminary results show that sequencing is more pronounced on the leading depression side. We perform parametric study to understand sequencing in terms of N-wave, hence earthquake, parameters. We then discuss the results both in terms of tsunami focusing and leading wave amplitude. Acknowledgment: The research leading to these results has received funding from the European Union's Seventh Framework Programme (FP7/2007-2013) under grant agreement no 603839 (Project ASTARTE - Assessment, Strategy and Risk Reduction for Tsunamis in Europe).

Study of application rates of aerosol and pump hair sprays. Final report, July 1986-November 1987

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

Boggs, R.R.; Belmont, B.

Application rates of three hair spray dispensing systems, aerosol, pump, and Exxel packaging were determined through a six-week user panel of approximately 300 people. In addition, photochemically reactive organic compounds (PROC) application rates were determined through chemical analysis of the products. The user panel was stratified on the basis of sex, dispenser (pump/aerosol), and age (adult/teen). Weighted-application rates and weighted PROC application rates are included. A Mann-Whitney evaluation was made to evaluate differences between data sets. Product-usage data for both male and female adult groups support the conclusion that increased use of either pumps or Exxel packaging for hair spraymore » would reduce PROC emissions in California. Data from adult groups also indicate that use of Exxel packaging in place of pumps would not reduce PROC. Consumer preference was also sampled. Adult pump users were not very willing to switch to aerosols, but on the order of half of aerosol users were willing to switch to pumps.« less

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

PubMed Central

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Working memory, math performance, and math anxiety.

PubMed

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

Mathematics anxiety: separating the math from the anxiety.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Human Infrastructure & Human Activity Detection

DTIC Science & Technology

2007-07-01

Personnel Detection Using Seismic Sensors”, Proc. of SPIE, Vol. 5090, 2003, pp. 162-173. [3] J. M. Cathcart , “Phenomenological investigations into...personnel signatures,” Proc. of the SPIE, Vol. 5796, pp. 428-434, May 2005. [4] B. Mauro & J. M. Cathcart , “Analysis of visible band sensors for

UAS-NAS Live Virtual Constructive Distributed Environment (LVC): LVC Gateway, Gateway Toolbox, Gateway Data Logger (GDL), SaaProc Software Design Description

NASA Technical Reports Server (NTRS)

Jovic, Srboljub

2015-01-01

This document provides the software design description for the two core software components, the LVC Gateway, the LVC Gateway Toolbox, and two participants, the LVC Gateway Data Logger and the SAA Processor (SaaProc).

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

Pursuit, Avoidance, and Cohesion in Flight: Multi-Purpose Control Laws and Neuromorphic VLSI

DTIC Science & Technology

2010-10-01

34 Binaural Spectral Cues for Ultrasonic Localization," Proc. International Symposium on Circuits and Systems, pp. 2110 - 2113, 2008 (DOI:10.1109/ISCAS...T. K. Horiuchi, C. Bansal, and T. M. Massoud (2009), " Binaural Intensity Comparison in the Echolocating Bat Using Synaptic Conductance," Proc

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

PubMed

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

PubMed

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

PubMed Central

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

When approximate number acuity predicts math performance: The moderating role of math anxiety

PubMed Central

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

PubMed

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

PubMed

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Measurement of math beliefs and their associations with math behaviors in college students.

PubMed

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Advanced Visual and Instruction Systems for Maintenance Support (AVIS-MS)

DTIC Science & Technology

2006-12-01

Hayashi , "Augmentable Reality: Situated Communication through Physical and Digital Spaces," Proc. 2nd Int’l Symp. Wearable Computers, IEEE CS Press...H. Ohno , "An Optical See-through Display for Mutual Occlusion of Real and Virtual Environments," Proc. Int’l Symp. Augmented Reality 2000 (ISARO0

Predicting Database Requirements for Geographic Information Systems in the Year 2000: Long-Term Design Issues for GRASS

DTIC Science & Technology

1992-08-01

Image Processing. Reading, Massachusetts: Addison-Wesley (1977). Graefe, G., "Parallelizing the Volcano Query Processor," Proc. IEEE COMPCON 90...Approach to a Next Generation of Hypermedia System," Proc. IEEE COMPCON 90 (February 1990), pp 520-527. Jellinghaus, R., " Eiffel Linda: An Object

Performance Evaluation of Multihop Packet Radio Networks by Simulation

DTIC Science & Technology

1987-03-01

Multihop Packet Radio Networks," Proc. IEEE, Vol. 75, No. 1, January 1987. [15] 1. Gitman , "On the Capacity of Slotted ALOHA Networks and Some Design...Networks in the Presence of Noise," Proc. Infocom, Washington D. C., April 1985 [40] H. Frank, I. Gitman and R. Van Slyke, " Packet Radio System

Evaluation of Low-volume Sprayers Used in Asian Citrus Psyllid Control Applications

DTIC Science & Technology

2010-06-01

control, p. 149–157. In: B. Aubert, S. Tontyaporn, and D. Buangsuwon (eds.). Proc. Asia Pacific Intl. Conf. Citriculture, Chiang Mai , Thailand, 4–10...planning and management, p. 77–82. In: B. Aubert, S. Tontyaporn, and D. Buangsuwon (eds.). Proc. Asia Pacific Intl. Conf. Citriculture, Chiang Mai , Thailand

Recent Advances In Radar Polarimetry And Polarimetric SAR Interferometry

DTIC Science & Technology

2007-02-01

Workshop, ESA SERRÍN, Frascati, Italy, January 2003. [69] EUSAR 2000 Procs, VDE Verlag, Offenbach, ISBN: 3-8007-2544-4, Munich, Germany, May 2000. [70...EUSAR 2002 Procs, VDE Verlag, Offenbach, ISBN: 3-8007-2697-1, Cologne, Germany, June 2002. [71] Ferro-Famil, L. and E. Pottier, 2000, "Description of

Detection of Explosives on Surfaces Using UV Raman Spectroscopy: Effect of Substrate Color

DTIC Science & Technology

2017-10-01

Jr, editors. Proc. SPIE 5794; Detection and Remediation Technologies for Mines and Minelike Targets X; 2005; Orlando, FL. Bellingham (WA): Society of...detection of 2,4-DNT in contact with sand particles. In: Harmon RS, Broach JT, Holloway JH Jr, editors. Proc. SPIE 6217; Detection and Remediation

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

PubMed Central

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

Study of the efficacy of aerosol versus nonaerosol laundry products. Final report

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

Boggs, R.R.; Belmont, B.

1987-10-01

The California Air Resources Board estimates that 6.6 tons of photochemically reactive organic compounds (PROC) are released into the environment in California every day because of the use of aerosol laundry products. The project studied the efficacy, ease of product use, and PROC content for three major brands of pre-wash stain removers in available product forms and for five starch products in their available product forms. Efficacy of pre-wash products was generally found to be limited. They were particularly useful for oil and ball point ink removal. Aerosols were found to be slightly superior. PROC content varied from 16-76% onmore » aerosols; none was found in nonaerosols. Aerosols were found to be slightly easier to use by the laboratory investigator. For starches, on synthetic fabrics Faultless aerosol was found to be superior. For natural fabrics, results were mixed. Efficacy per unit cost was found to be high for bulk starches. PROC content for the two aerosols was 5.8% for Faultless and 8.5% for Niagra. Aerosols were easiest to use and bulk products rather difficult to use.« less

Using SAS PROC CALIS to fit Level-1 error covariance structures of latent growth models.

PubMed

Ding, Cherng G; Jane, Ten-Der

2012-09-01

In the present article, we demonstrates the use of SAS PROC CALIS to fit various types of Level-1 error covariance structures of latent growth models (LGM). Advantages of the SEM approach, on which PROC CALIS is based, include the capabilities of modeling the change over time for latent constructs, measured by multiple indicators; embedding LGM into a larger latent variable model; incorporating measurement models for latent predictors; and better assessing model fit and the flexibility in specifying error covariance structures. The strength of PROC CALIS is always accompanied with technical coding work, which needs to be specifically addressed. We provide a tutorial on the SAS syntax for modeling the growth of a manifest variable and the growth of a latent construct, focusing the documentation on the specification of Level-1 error covariance structures. Illustrations are conducted with the data generated from two given latent growth models. The coding provided is helpful when the growth model has been well determined and the Level-1 error covariance structure is to be identified.

A latent profile analysis of math achievement, numerosity, and math anxiety in twins

PubMed Central

Hart, Sara A.; Logan, Jessica A.R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2015-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650

A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

PubMed

Hart, Sara A; Logan, Jessica A R; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A

2016-02-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

Effects of Solvation On One- and Two-Photon Spectra of Coumarin Derivatives: A TDDFT Study (Preprint)

DTIC Science & Technology

2006-10-01

1999,103,9614. (14) Pal, H.; Nad, S.; Kumbhakar, M. J Chern. Phys. 2003, 119,443. (15) Barik , A.; Nath, S.; Pal, H. J Chern. Phys. 2003, 119, 10202...Signature// TIM J . SCHUMACHER, Chief Survivability and Sensor Materials Division This report is published in the interest of...6-311 ++G(d,p) and the aug-cc-pVTZ basis sets. Theory Expt System/Method E(S])f Jlo]Energy (JlO]) [ j ]Solvent C120 CAMB3LYP 4.29 (4.24)0.373 (0.368

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

ERIC Educational Resources Information Center

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

PubMed Central

Wu, Sarah S.; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children. PMID:22701105

Math anxiety in second and third graders and its relation to mathematics achievement.

PubMed

Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

PubMed

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

Algebraic approach to electronic spectroscopy and dynamics.

PubMed

Toutounji, Mohamad

2008-04-28

Lie algebra, Zassenhaus, and parameter differentiation techniques are utilized to break up the exponential of a bilinear Hamiltonian operator into a product of noncommuting exponential operators by the virtue of the theory of Wei and Norman [J. Math. Phys. 4, 575 (1963); Proc. Am. Math. Soc., 15, 327 (1964)]. There are about three different ways to find the Zassenhaus exponents, namely, binomial expansion, Suzuki formula, and q-exponential transformation. A fourth, and most reliable method, is provided. Since linearly displaced and distorted (curvature change upon excitation/emission) Hamiltonian and spin-boson Hamiltonian may be classified as bilinear Hamiltonians, the presented algebraic algorithm (exponential operator disentanglement exploiting six-dimensional Lie algebra case) should be useful in spin-boson problems. The linearly displaced and distorted Hamiltonian exponential is only treated here. While the spin-boson model is used here only as a demonstration of the idea, the herein approach is more general and powerful than the specific example treated. The optical linear dipole moment correlation function is algebraically derived using the above mentioned methods and coherent states. Coherent states are eigenvectors of the bosonic lowering operator a and not of the raising operator a(+). While exp(a(+)) translates coherent states, exp(a(+)a(+)) operation on coherent states has always been a challenge, as a(+) has no eigenvectors. Three approaches, and the results, of that operation are provided. Linear absorption spectra are derived, calculated, and discussed. The linear dipole moment correlation function for the pure quadratic coupling case is expressed in terms of Legendre polynomials to better show the even vibronic transitions in the absorption spectrum. Comparison of the present line shapes to those calculated by other methods is provided. Franck-Condon factors for both linear and quadratic couplings are exactly accounted for by the herein calculated linear absorption spectra. This new methodology should easily pave the way to calculating the four-point correlation function, F(tau(1),tau(2),tau(3),tau(4)), of which the optical nonlinear response function may be procured, as evaluating F(tau(1),tau(2),tau(3),tau(4)) is only evaluating the optical linear dipole moment correlation function iteratively over different time intervals, which should allow calculating various optical nonlinear temporal/spectral signals.

76 FR 13449 - Proposed Collection; Comment Request for Revenue Procedure 2009-41 (Rev. Proc. 2002-59 Is...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-11

... Classification Elections. DATES: Written comments should be received on or before May 10, 2011 to be assured of... Classification Elections. OMB Number: 1545-1771. Revenue Procedure Number: Revenue Procedure 2009-41. (Rev. Proc... Internal Revenue Code for an eligible entity that requests relief for a late classification election filed...

Development and Analysis of Security Policies in Security Enhanced Android

DTIC Science & Technology

2012-12-01

Privilege - Escalation Attacks on Android ,” Proc. 19th Annual...Services, Bethesda, MD, 2011, pp. 239–252. 98 [43] L. Davi, et al. “ Privilege Escalation Attacks on Android ,” Proc. 13th Int. Conf. on Information...TaintDroid. XManDroid dynamically analyzes applications’ transitive permission usage in order to prevent application-level privilege escalation attacks

Using SAS PROC MCMC for Item Response Theory Models

ERIC Educational Resources Information Center

Ames, Allison J.; Samonte, Kelli

2015-01-01

Interest in using Bayesian methods for estimating item response theory models has grown at a remarkable rate in recent years. This attentiveness to Bayesian estimation has also inspired a growth in available software such as WinBUGS, R packages, BMIRT, MPLUS, and SAS PROC MCMC. This article intends to provide an accessible overview of Bayesian…

26 CFR 601.201 - Rulings and determinations letters.

Code of Federal Regulations, 2010 CFR

2010-04-01

... entire group. See, for example, Rev. Proc. 78-15, 1978-2 C.B. 488, and Rev. Proc. 78-16, 1978-2 C.B. 489... rulings to business, trade, or industrial associations or to other similar groups relating to the application of the tax laws to members of the group. However, rulings may be issued to such groups or...

26 CFR 601.201 - Rulings and determinations letters.

Code of Federal Regulations, 2011 CFR

2011-04-01

... entire group. See, for example, Rev. Proc. 78-15, 1978-2 C.B. 488, and Rev. Proc. 78-16, 1978-2 C.B. 489... rulings to business, trade, or industrial associations or to other similar groups relating to the application of the tax laws to members of the group. However, rulings may be issued to such groups or...

26 CFR 601.201 - Rulings and determinations letters.

Code of Federal Regulations, 2014 CFR

2014-04-01

... entire group. See, for example, Rev. Proc. 78-15, 1978-2 C.B. 488, and Rev. Proc. 78-16, 1978-2 C.B. 489... rulings to business, trade, or industrial associations or to other similar groups relating to the application of the tax laws to members of the group. However, rulings may be issued to such groups or...

26 CFR 601.201 - Rulings and determinations letters.

Code of Federal Regulations, 2013 CFR

2013-04-01

... entire group. See, for example, Rev. Proc. 78-15, 1978-2 C.B. 488, and Rev. Proc. 78-16, 1978-2 C.B. 489... rulings to business, trade, or industrial associations or to other similar groups relating to the application of the tax laws to members of the group. However, rulings may be issued to such groups or...

26 CFR 601.201 - Rulings and determinations letters.

Code of Federal Regulations, 2012 CFR

2012-04-01

... entire group. See, for example, Rev. Proc. 78-15, 1978-2 C.B. 488, and Rev. Proc. 78-16, 1978-2 C.B. 489... rulings to business, trade, or industrial associations or to other similar groups relating to the application of the tax laws to members of the group. However, rulings may be issued to such groups or...

Using SAS PROC MCMC for Item Response Theory Models

PubMed Central

Samonte, Kelli

2014-01-01

Interest in using Bayesian methods for estimating item response theory models has grown at a remarkable rate in recent years. This attentiveness to Bayesian estimation has also inspired a growth in available software such as WinBUGS, R packages, BMIRT, MPLUS, and SAS PROC MCMC. This article intends to provide an accessible overview of Bayesian methods in the context of item response theory to serve as a useful guide for practitioners in estimating and interpreting item response theory (IRT) models. Included is a description of the estimation procedure used by SAS PROC MCMC. Syntax is provided for estimation of both dichotomous and polytomous IRT models, as well as a discussion on how to extend the syntax to accommodate more complex IRT models. PMID:29795834

Self-Regulation and Math Attitudes: Effects on Academic Performance in Developmental Math Courses at a Community College

ERIC Educational Resources Information Center

Otts, Cynthia D.

2010-01-01

The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…

College Math Assessment: SAT Scores vs. College Math Placement Scores

ERIC Educational Resources Information Center

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

NASA Astrophysics Data System (ADS)

Lee, Ahlam

2011-12-01

Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students should receive all possible opportunities to use computers to enhance their math self-efficacy, be encouraged to review math materials, and concentrate on listening to math teachers' lectures. While all selected math-learning activities should be embraced in math instruction, computer and individual-based learning activities, which reflect student-driven learning, should be emphasized in the high school instruction. Likewise, students should be encouraged to frequently engage in individual-based learning activities to improve their math performance.

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

NASA Astrophysics Data System (ADS)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

On the photo-gravitational restricted four-body problem with variable mass

NASA Astrophysics Data System (ADS)

Mittal, Amit; Agarwal, Rajiv; Suraj, Md Sanam; Arora, Monika

2018-05-01

This paper deals with the photo-gravitational restricted four-body problem (PR4BP) with variable mass. Following the procedure given by Gascheau (C. R. 16:393-394, 1843) and Routh (Proc. Lond. Math. Soc. 6:86-97, 1875), the conditions of linear stability of Lagrange triangle solution in the PR4BP are determined. The three radiating primaries having masses m1, m2 and m3 in an equilateral triangle with m2=m3 will be stable as long as they satisfy the linear stability condition of the Lagrangian triangle solution. We have derived the equations of motion of the mentioned problem and observed that there exist eight libration points for a fixed value of parameters γ (m at time t/m at initial time, 0<γ≤1 ), α (the proportionality constant in Jeans' law (Astronomy and Cosmogony, Cambridge University Press, Cambridge, 1928), 0≤α≤2.2), the mass parameter μ=0.005 and radiation parameters qi, (0< qi≤1, i=1, 2, 3). All the libration points are non-collinear if q2≠ q3. It has been observed that the collinear and out-of-plane libration points also exist for q2=q3. In all the cases, each libration point is found to be unstable. Further, zero velocity curves (ZVCs) and Newton-Raphson basins of attraction are also discussed.

The effects of beta-endorphin: state change modification.

PubMed

Veening, Jan G; Barendregt, Henk P

2015-01-29

Beta-endorphin (β-END) is an opioid neuropeptide which has an important role in the development of hypotheses concerning the non-synaptic or paracrine communication of brain messages. This kind of communication between neurons has been designated volume transmission (VT) to differentiate it clearly from synaptic communication. VT occurs over short as well as long distances via the extracellular space in the brain, as well as via the cerebrospinal fluid (CSF) flowing through the ventricular spaces inside the brain and the arachnoid space surrounding the central nervous system (CNS). To understand how β-END can have specific behavioral effects, we use the notion behavioral state, inspired by the concept of machine state, coming from Turing (Proc London Math Soc, Series 2,42:230-265, 1937). In section 1.4 the sequential organization of male rat behavior is explained showing that an animal is not free to switch into another state at any given moment. Funneling-constraints restrict the number of possible behavioral transitions in specific phases while at other moments in the sequence the transition to other behavioral states is almost completely open. The effects of β-END on behaviors like food intake and sexual behavior, and the mechanisms involved in reward, meditation and pain control are discussed in detail. The effects on the sequential organization of behavior and on state transitions dominate the description of these effects.

Quantum Communication Using Coherent Rejection Sampling

NASA Astrophysics Data System (ADS)

Anshu, Anurag; Devabathini, Vamsi Krishna; Jain, Rahul

2017-09-01

Compression of a message up to the information it carries is key to many tasks involved in classical and quantum information theory. Schumacher [B. Schumacher, Phys. Rev. A 51, 2738 (1995), 10.1103/PhysRevA.51.2738] provided one of the first quantum compression schemes and several more general schemes have been developed ever since [M. Horodecki, J. Oppenheim, and A. Winter, Commun. Math. Phys. 269, 107 (2007); , 10.1007/s00220-006-0118-xI. Devetak and J. Yard, Phys. Rev. Lett. 100, 230501 (2008); , 10.1103/PhysRevLett.100.230501A. Abeyesinghe, I. Devetak, P. Hayden, and A. Winter, Proc. R. Soc. A 465, 2537 (2009), 10.1098/rspa.2009.0202]. However, the one-shot characterization of these quantum tasks is still under development, and often lacks a direct connection with analogous classical tasks. Here we show a new technique for the compression of quantum messages with the aid of entanglement. We devise a new tool that we call the convex split lemma, which is a coherent quantum analogue of the widely used rejection sampling procedure in classical communication protocols. As a consequence, we exhibit new explicit protocols with tight communication cost for quantum state merging, quantum state splitting, and quantum state redistribution (up to a certain optimization in the latter case). We also present a port-based teleportation scheme which uses a fewer number of ports in the presence of information about input.

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

PubMed

Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

PubMed

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

ERIC Educational Resources Information Center

Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

2010-01-01

We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

The role of expressive writing in math anxiety.

PubMed

Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

PubMed

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Math anxiety and its relationship with basic arithmetic skills among primary school children.

PubMed

Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko

2017-09-01

Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. The participants comprised 1,327 children at grades 2-5. Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. © 2017 The British Psychological Society.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

PubMed Central

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.

PubMed

Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

2014-03-01

The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.

Neural correlates of math anxiety - an overview and implications.

PubMed

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Neural correlates of math anxiety – an overview and implications

PubMed Central

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

ERIC Educational Resources Information Center

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

ERIC Educational Resources Information Center

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

PubMed Central

Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

2009-01-01

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

High-Performance Solid-State and Fiber Lasers Controlled by Volume Bragg Gratings

DTIC Science & Technology

2013-09-01

Glebov: Proc. SPIE 8237 (2012) 823705. 12） I. Divliansky, D. Ott, B. Anderson, G. Venus, and L. Glebov: To be published in Opt. Express. 13） A. Jain...B. Anderson, D. Drachenberg, V. Rotar, G. Venus, and L. Glebov: Proc. SPIE 8237 (2012) 823705. 47） B. Anderson, S. Kaim, G. B. Venus, J. Lumeau, V

Condition Monitoring Techniques for Electromechanical Equipment Used in Air Force Ground C3I (Command, Control, Communications and Intelligence) Systems.

DTIC Science & Technology

1983-08-01

Proc. 2nd Congress National de flabilite, Perros -Guirec, Sept. 17-20, 1974, pp. 639-653. Published by CNET, Lannion (France). 53. Love, A. E. H., A...96. C. Rosiaux, Fiabilite des allumeurs determinee a partir des ventes-echanges, Proc. 2nd Congres National de fiabilite, Perros Guirec, Sept. 17-20

Terrestrial Planet Finder Interferometer (TPF-1) Whitepaper for the AAAC Exoplanet Task Force

DTIC Science & Technology

2007-04-02

very strong indication of a biological release ( Lovelock 1980; Sagan et al. 1993). The three strongest bands in the Earth-analog spectrum, O3 band...A., Henry, C. A., et al. 2005, Proc. SPIE, 5905, 8 Lay, O. P. 2006, Proc. SPIE, 6268, 62681A Lovelock , J. E. 1980, Cosmic Search, 2, (4), 2 Martin

Maritime In Situ Sensing Inter-Operable Networks (MISSION)

DTIC Science & Technology

2013-09-30

creating acoustic communications (acomms) technologies enabling underwater sensor networks and distributed systems. Figure 1. Project MISSION...Marn, S. Ramp, F. Bahr, “Implementation of an Underwater Wireless Sensor Network in San Francisco Bay,” Proc. 10th International Mine Warfare...NILUS – An Underwater Acoustic Sensor Network Demonstrator System,” Proc. 10th International Mine Warfare Technology Symposium, Monterey, CA, May 7

Protein Structure Validation and Refinement Using Amide Proton Chemical Shifts Derived from Quantum Mechanics

PubMed Central

Christensen, Anders S.; Linnet, Troels E.; Borg, Mikael; Boomsma, Wouter; Lindorff-Larsen, Kresten; Hamelryck, Thomas; Jensen, Jan H.

2013-01-01

We present the ProCS method for the rapid and accurate prediction of protein backbone amide proton chemical shifts - sensitive probes of the geometry of key hydrogen bonds that determine protein structure. ProCS is parameterized against quantum mechanical (QM) calculations and reproduces high level QM results obtained for a small protein with an RMSD of 0.25 ppm (r = 0.94). ProCS is interfaced with the PHAISTOS protein simulation program and is used to infer statistical protein ensembles that reflect experimentally measured amide proton chemical shift values. Such chemical shift-based structural refinements, starting from high-resolution X-ray structures of Protein G, ubiquitin, and SMN Tudor Domain, result in average chemical shifts, hydrogen bond geometries, and trans-hydrogen bond (h3 JNC') spin-spin coupling constants that are in excellent agreement with experiment. We show that the structural sensitivity of the QM-based amide proton chemical shift predictions is needed to obtain this agreement. The ProCS method thus offers a powerful new tool for refining the structures of hydrogen bonding networks to high accuracy with many potential applications such as protein flexibility in ligand binding. PMID:24391900

Probing the electronic structure of β,β‧-fused quinoxalino porphyrins and tetraazaanthracene-bridged bis-porphyrins with resonance Raman spectroscopy and density functional theory

NASA Astrophysics Data System (ADS)

Elliott, Anastasia B. S.; Gordon, Keith C.; Khoury, Tony; Crossley, Maxwell J.

2012-12-01

A number of π-extended porphyrins and bis-porphyrins were characterised by resonance Raman spectroscopy and density functional theory (DFT) calculations, using both B3LYP and CAM-B3LYP functionals. Single porphyrin species, incorporating a β,β'-fused quinoxalino unit, and tetraazaanthracene-bridged bis-porphyrins were investigated. Geometry optimisation predicted all species were planar with respect to the porphyrin core(s). Comparison of experimental with simulated vibrational spectra, obtained via DFT calculations [B3LYP/6-31G(d)], verified the modelling; demonstrated by a mean absolute deviation (MAD) between experimental and calculated band positions of less than 10 cm-1. Simulated electronic transitions obtained via time-dependent DFT [TD-DFT, B3LYP and CAM-B3LYP/6-31G(d)] lay within 0.4 eV of experimental bands and calculations showed perturbation of the frontier molecular orbitals (FMOs) following substitution of the porphyrin core. The nature of transitions that were investigated experimentally via resonance Raman enhancement showed consistency with the character of calculated transitions. A wavepacket analysis of the resonance Raman intensities provided electronic parameters, such as reorganisation energy, as well as normal mode displacements (Δi) that were also consistent with the nature of the specific vibrational modes and probed optical transitions. The largest vibrational reorganisation value obtained was for the Bsh band of compound (1). This result is consistent with the greater electron density shift of the transition found from DFT and resonance Raman and also the less symmetrical nature of (1).

Estimation of heat loss from a cylindrical cavity receiver based on simultaneous energy and exergy analyses

NASA Astrophysics Data System (ADS)

Madadi, Vahid; Tavakoli, Touraj; Rahimi, Amir

2015-03-01

This study undertakes the experimental and theoretical investigation of heat losses from a cylindrical cavity receiver employed in a solar parabolic dish collector. Simultaneous energy and exergy equations are used for a thermal performance analysis of the system. The effects of wind speed and its direction on convection loss has also been investigated. The effects of operational parameters, such as heat transfer fluid mass flow rate and wind speed, and structural parameters, such as receiver geometry and inclination, are investigated. The portion of radiative heat loss is less than 10%. An empirical and simplified correlation for estimating the dimensionless convective heat transfer coefficient in terms of the Re mathrm {Re} number and the average receiver wall temperature is proposed. This correlation is applicable for a wind speed range of 0.10.1 to 10 m/s. Moreover, the proposed correlation for Nu mathrm {Nu} number is validated using experimental data obtained through the experiments carried out with a conical receiver with two aperture diameters. The coefficient of determination R2 and the normalized root mean square error (NRMSE) parameters were calculated, and the results show that there is a good agreement between predicted results and experimental data. R2 is greater than 0.950.95 and the NRMSE parameters is less than 0.060.06 in this analysis.

Noise, fluctuation, and HADAMARD-transform spectrometry

NASA Astrophysics Data System (ADS)

Nitzsche, Guenter; Riesenberg, Rainer

2003-05-01

The HADAMARD principle is known in optics as a multiplex technique. It describes the mode with the most advantageous increase of the signal-to-noise ratio (SNR) in terms of scanning (Fellget advantage). The maximum increase of SNR, we call it gain, is (n+1)/(2On), where n is the number of multiplexing. It is valid in the case of pure detector noise. The multiplex encoding Hadamard pattern in case of n = 7 is 1110100, whereby 1 stands for a switched on channel performed by a field selector. The signals of all (switched on) channels are detected by a single detector. n measurement steps with a cyclic change of the pattern is necessary to perform the Hadamard transformation and to get the result of each individual channel. In case of n = 7 the theoretical gain is 1.51. For all possible multiplex pattern (1100000, 1110000 and so on) the gain is theoretically investigated. A multiplexing advantage (gain > 1) is reached only by the Hadamard pattern, the inverse Hadamard pattern and for (0111111)-pattern (gain=1.08). Most of the multiplex pattern are disadvantageous. The reason for maximum gain of the HADAMARD transformation is analysed theoretically. Signal fluctuations during the measurement caused by fluctuations of the illumination or by the object under test, reduce the multiplex gain, too. So the limits for realizing a gain are estimated theoretically. Essential is the transformation procedure and its influence on the error propagation. The results could be verified by experiments with array spectrometeres. Requirements are derived by numerical simulation concerning the stability of the signals to be multiplexed. It is simulated the needed stability of the signals with increasing order of multiplexing. So the increase of the multiplex gain is limited by signal fluctuations. A realized 96 channel spectral reader is presented as a modern application of an optical multiplexing arrangement. ! M. Harvid, N. J. A. Sloane, Hadamard Transform Optics, Academic Press, 1979 ! R.A. De Verse, R.M. Hammaker, W. G. Fately, J.A.Graham, J.D.Tate, "Spectrometry and imaging using a digital micromirror array" American Laboratory, Vol. 30, 21, pp. 112-120, 1998 ! R. Riesenberg, A. Wuttig, B. Harnisch, "Optical MEMS Technology for Multiplexing in High-End Micro-Scpectrometers", Proc. SPIE 4928, 6-14, 2002 ! A. Wuttig, R. Riesenberg, "Hyperspectral imager with a facile MEMS", Proc. SPIE 4881A, 2002, to be published ! R. Riesenberg, G. Nitzsche, W. Voigt, 'HADAMARD Encoding and other optical Multiplexing', VDI-Berichte 1694, pp. 345-350, 2002 ! A. Wuttig, R. Riesenberg, G. Nitzsche, "Subpixel Analysis of Double Array Grating Spectrometer", Proc. SPIE 4480, pp. 334-344, 2002 ! A. Wuttig, R. Riesenberg, G. Nitzsche, "Integral Field and Multi Object Spectrometry with MEMS", Proc. SPIE 4480, pp. 367-376, 2002 ! R. Riesenberg, G. Nitzsche, A. Wuttig, B. Harnisch, "Micro Spectrometer and MEMS for Space" in "Smaller Satellites: Bigger Business?", edited by M. Rycroft, N. Crosby, Kluwer Academic Publisher, pp. 403-406, 2002 ! R. Riesenberg, A. Wuttig, "Optical sensors with MEMS, slit masks and micromechanical devices", Proc. SPIE 4561, pp. 315-322, 2001 ! R. Riesenberg, "MicroMechanical Slit Positioning System as a transmissive spatial Light Modulator", Proc. SPIE 4457, pp.197-203, 2001 ! R. Riesenberg, J. Lonschinski, "HADAMARD-Minispectrometer made by a Micro Device", Proc. "3rd Round Table on Micro/NanoTechnologies for Space", ESTEC, Noordwijk, The Netherlands, pp. 291 - 297, 2000 ! R. Riesenberg, U. Dillner, "HADAMARD Imaging Spectrometers", Proc. SPIE 3753, pp. 203-213, 1999 ! R. Riesenberg, Th. Seifert, "Design of spatial Light Modulator Microdevices - Micro Slit Arrays", Proc. SPIE 3680, Part One, pp. 406-414, 1999 ! R. Riesenberg, W. Voigt, J. Schoneich, "Compact Spectrometers made by Micro System Technology", Sensor 97, Proc. Vol. 2, pp. 145-150,1997

Effects of methylphenidate on acute math performance in children with attention-deficit hyperactivity disorder.

PubMed

Grizenko, Natalie; Cai, Emmy; Jolicoeur, Claude; Ter-Stepanian, Mariam; Joober, Ridha

2013-11-01

Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P < 0.001). The degree of improvement on the RASS (which evaluates motor activity and orientation to task) and on math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

PubMed

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

Motivation and Math Anxiety for Ability Grouped College Math Students

ERIC Educational Resources Information Center

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

All Students Need Advanced Mathematics. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

A Real Fear

ERIC Educational Resources Information Center

Ruffins, Paul

2007-01-01

For years, mainstream thinking about math anxiety assumed that people fear math because they are bad at it. However, a growing body of research shows a much more complicated relationship between math ability and anxiety. It is true that people who fear math have a tendency to avoid math-related classes, which decreases their math competence.…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

PubMed Central

O'Leary, Krystle; Fitzpatrick, Cheryll L.; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not. PMID:29375410

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

PubMed Central

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

PubMed

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

PubMed

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Neurocognitive and Behavioral Predictors of Math Performance in Children with and without ADHD

PubMed Central

Antonini, Tanya N.; O’Brien, Kathleen M.; Narad, Megan E.; Langberg, Joshua M.; Tamm, Leanne; Epstein, Jeff N.

2014-01-01

Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without attention-deficit/hyperactivity disorder (ADHD). Method: Neurocognitive and behavioral variables were examined as predictors of 1) standardized mathematics achievement scores,2) productivity on an analog math task, and 3) accuracy on an analog math task. Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the Attentional Network Task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. PMID:24071774

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

PubMed

Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

2016-02-01

This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

Math-gender stereotypes in elementary school children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Greenwald, Anthony G

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

PubMed

Gray, Sarah A; Reeve, Robert A

2016-07-01

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235

The role of early language abilities on math skills among Chinese children.

PubMed

Zhang, Juan; Fan, Xitao; Cheung, Sum Kwing; Meng, Yaxuan; Cai, Zhihui; Hu, Bi Ying

2017-01-01

The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills. The current findings indicate 1) Children's language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.

The role of early language abilities on math skills among Chinese children

PubMed Central

Fan, Xitao; Cheung, Sum Kwing; Cai, Zhihui; Hu, Bi Ying

2017-01-01

Background The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Methodology Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children’s language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children’s language abilities and formal math skills was partially mediated by informal math skills. Results The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills. PMID:28749950

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

Nurses' maths: researching a practical approach.

PubMed

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

ERIC Educational Resources Information Center

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

Singapore Math: Problem-Solving Secrets from the World's Math Leader

ERIC Educational Resources Information Center

Hogan, Bob

2005-01-01

Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…

A Longitudinal Analysis of Sex Differences in Math and Spatial Skills in Primary School Age Children

ERIC Educational Resources Information Center

Lachance, Jennifer A.; Mazzocco, Michele M. M.

2006-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming…

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

PTEN Loss Antagonizes Calcitriol-Mediated Growth Inhibition in Prostate Epithelial Cells

DTIC Science & Technology

2009-05-01

deleting lentiviral vector: efficient gene targeting in vivo. Proc Natl Acad Sci U S A, 98: 11450-11455, 2001. 27. Vlahos , C. J., Matter, W. F., Hui, K...and in aging skin in vivo. Proc Natl Acad Sci U S A, 92: 9363-9367, 1995. 35. Vlahos , C. J., Matter, W. F., Hui, K. Y., and Brown, R. F. A specific

Stationary Digital Tomosynthesis System for Early Detection of Breast Tumors

DTIC Science & Technology

2011-05-01

selenium flat panel detector. Proc. SPIE 2005. 5745: p. 529-540 4. Kopans, D.B., Breast Imaging. 2 ed. 1997, New York Lippincott Williams and...same. 2005. 8. M. Bissonnette, et al. Digital breast tomosynthesis using an amorphous selenium flat panel detector. in Medical Imaging 2005...tomosynthesis system with selenium based flat panel detector. Proc of SPIE, Physics of Medical Imaging, 2005. 5745. 12

Research in Stochastic Processes

DTIC Science & Technology

1988-08-31

stationary sequence, Stochastic Proc. Appl. 29, 1988, 155-169 T. Hsing, J. Husler and M.R. Leadbetter, On the exceedance point process for a stationary...Nandagopalan, On exceedance point processes for "regular" sample functions, Proc. Volume, Oberxolfach Conf. on Extreme Value Theory, J. Husler and R. Reiss...exceedance point processes for stationary sequences under mild oscillation restrictions, Apr. 88. Obermotfach Conf. on Extremal Value Theory. Ed. J. HUsler

Thermochemical Processes in Plasma Aerodynamics

DTIC Science & Technology

2006-06-01

hydrocarbon fuel possesses not only much lower induction time but also more effective potential in thermodynamic combustion cycle (more complete exergy ... Internal Plasma- Assisted Combustion, AIAA Paper 2004-1014. Proc. 42 "d AIAA Aerospace Sciences Meeting & Exhibit, 4-8 January 2004, Reno, NV, P. 10 2...Vystavkin N, Sukovatkin N, Serov Yu, Savischenko N, Yuriev A., External and Internal Plasma- Assisted Combustion AIAA Paper 2003-6240. Proc. 41st

Solid State Research

DTIC Science & Technology

1988-11-15

Reduction of Intermodulation L.M. Johnson Opt. Lett. 13, 928 (1988) Distortion in Interferometric H.V. Roussell Optical Modulators * Author not at Lincoln...Engineering V, Proc. Niobate Interferometric Modulators SPIE 835, 29 (1988), DTIC AD-A198029 7553 Advanced Device Fabrication with W.D. Goodhue Proc...Colorado, 3 October 1988 7741 B Integrated-Optical Interferometric L.M. Johnson 2 X 2 Switches H.V.Roussell 7927B Free-Space Optical Interconnects

Reliability Evaluation of Computer Systems.

DTIC Science & Technology

1981-01-01

algorithms in hardware is not restricted by the designs of particular circuits. Applications could be made in new computer architectures; one candidate...pp. 137-148, IEEE, Chicago, Illinois, September 1963. (With J.F. Wakerly ) "Design of Low-Cost General-Purpose Self- Diagnosing Computers," Proc...34 Proc., IEEE Int’l Solid-State Circuits Conference, Philadelphia, Pennsylvania, February 16-18, 1977. (With J.F. Wakerly ) "Microcomputers in the

The Relativistic Geometry and Dynamics of Electrons

NASA Astrophysics Data System (ADS)

Atiyah, M. F.; Malkoun, J.

2018-02-01

Atiyah and Sutcliffe (Proc R Soc Lond Ser A 458:1089-1115, 2002) made a number of conjectures about configurations of N distinct points in hyperbolic 3-space, arising from ideas of Berry and Robbins (Proc R Soc Lond Ser A 453:1771-1790, 1997). In this paper we prove all these conjectures, purely geometrically, but we also provide a physical interpretation in terms of Electrons.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

PubMed

Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L

2011-08-01

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

PubMed

Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

A Correlation of Community College Math Readiness and Student Success

NASA Astrophysics Data System (ADS)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

Students' Mathematics Self-Efficacy, Anxiety, and Course Level at a Community College

ERIC Educational Resources Information Center

Spaniol, Scott R.

2017-01-01

Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these…

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

ERIC Educational Resources Information Center

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

ERIC Educational Resources Information Center

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

2010-01-01

Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

Three brief assessments of math achievement.

PubMed

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Accelerated collagen turnover in women with angina pectoris without obstructive coronary artery disease: An iPOWER substudy.

PubMed

Nielsen, Signe H; Mygind, Naja D; Michelsen, Marie M; Bechsgaard, Daria F; Suhrs, Hannah E; Genovese, Federica; Nielsen, Henning B; Brix, Susanne; Karsdal, Morten; Prescott, Eva; Kastrup, Jens

2018-05-01

Aim Collagens are major cardiac extracellular matrix components, known to be actively remodelled and accumulated during diffuse myocardial fibrosis. We evaluated whether accelerated collagen turnover described by neo-epitope biomarkers reflecting collagen formation and degradation separates patients with diffuse myocardial fibrosis from asymptomatic controls. Methods and results Seventy-one women with angina pectoris without significant coronary artery disease assessed by invasive coronary angiogram were included. Competitive enzyme-linked immunosorbent assays (ELISAs) measuring circulating protein fragments in serum assessed the formation and degradation of collagen type III (Pro-C3, C3M and C3C), IV (P4NP7S and C4M), V (Pro-C5 and C5M) and VI (Pro-C6 and C6M), and degradation of collagen type I (C1M). Serum samples from 32 age-matched asymptomatic women were included as controls. Symptomatic women presented significantly elevated levels of Pro-C6, C3C, C3M, C4M and C8-C ( p < 0.0001-0.0058) and significantly decreased levels of Pro-C3, C5M and C6M ( p < 0.0001-0.041), reflecting accelerated collagen turnover and an imbalanced collagen formation and degradation compared to controls. Cardiac magnetic resonance T1 mapping was performed to determine extracellular volume fraction and thus diffuse myocardial fibrosis. A significant association was identified between C5M and extracellular volume fraction by cardiac magnetic resonance ( p = 0.01). Conclusion Women with angina pectoris, but without significant obstructive coronary artery disease, showed an imbalanced collagen turnover compared to asymptomatic controls. The examined biomarkers are tools to monitor active collagen remodelling in patients with angina pectoris, in risk of developing myocardial fibrosis.

Quantifying the Performances of DFT for Predicting Vibrationally Resolved Optical Spectra: Asymmetric Fluoroborate Dyes as Working Examples.

PubMed

Bednarska, Joanna; Zaleśny, Robert; Bartkowiak, Wojciech; Ośmiałowski, Borys; Medved', Miroslav; Jacquemin, Denis

2017-09-12

This article aims at a quantitative assessment of the performances of a panel of exchange-correlation functionals, including semilocal (BLYP and PBE), global hybrids (B3LYP, PBE0, M06, BHandHLYP, M06-2X, and M06-HF), and range-separated hybrids (CAM-B3LYP, LC-ωPBE, LC-BLYP, ωB97X, and ωB97X-D), in predicting the vibrationally resolved absorption spectra of BF 2 -carrying compounds. To this end, for 19 difluoroborates as examples, we use, as a metric, the vibrational reorganization energy (λ vib ) that can be determined based on the computationally efficient linear coupling model (a.k.a. vertical gradient method). The reference values of λ vib were determined by employing the CC2 method combined with the cc-pVTZ basis set for a representative subset of molecules. To validate the performances of CC2, comparisons with experimental data have been carried out as well. This study shows that the vibrational reorganization energy, involving Huang-Rhys factors and normal-mode frequencies, can indeed be used to quantify the reliability of functionals in the calculations of the vibrational fine structure of absorption bands, i.e., an accurate prediction of the vibrational reorganization energy leads to absorption band shapes better fitting the selected reference. The CAM-B3LYP, M06-2X, ωB97X-D, ωB97X, and BHandHLYP functionals all deliver vibrational reorganization energies with absolute relative errors smaller than 20% compared to CC2, whereas 10% accuracy can be achieved with the first three functionals. Indeed, the set of examined exchange-correlation functionals can be divided into three groups: (i) BLYP, B3LYP, PBE, PBE0, and M06 yield inaccurate band shapes (λ vib,TDDFT < λ vib,CC2 ), (ii) BHandHLYP, CAM-B3LYP, M06-2X, ωB97X, and ωB97X-D provide accurate band shapes (λ vib,TDDFT ≈ λ vib,CC2 ), and (iii) LC-ωPBE, LC-BLYP, and M06-HF deliver rather poor band topologies (λ vib,TDDFT > λ vib,CC2 ). This study also demonstrates that λ vib can be reliably estimated using the CC2 model and the relatively small cc-pVDZ basis set. Therefore, the linear coupling model combined with the CC2/cc-pVDZ level of theory can be used as a very efficient approach to determine λ vib values that can be used to select the most adequate functional for more accurate vibronic calculations, e.g., including more refined models and environmental effects.

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

Letters

NASA Astrophysics Data System (ADS)

2001-01-01

The Editor welcomes letters, by e-mail to ped@iop.org or by post to Dirac House, Temple Back, Bristol BS1 6BE, UK. Contents: Maths for physics? Help! Fire! Energy and mass Maths for physics? As a maths graduate working as a university research associate I should be well qualified to support my daughter, who has just started AS-level physics, with the maths she needs for the course. There seems to be little integration between the maths and physics departments, so that maths needed for physics has not yet been covered in maths lessons. This is a problem I remember from my own school days, but the shorter timescale and modular nature of the AS and A2 levels means that it is essential that this mismatch of knowledge is resolved now. I would like to know whether physics teachers in the UK have encountered this problem and whether there is a deficiency in the maths syllabus in relation to the requirements of the AS and A2 levels in Physics or whether this is a problem peculiar to my daughter's school. Eleanor Parent of A-level student, Sheffield, UK Help! Fire! Is there a crisis in physics education? Is physics didactics coming to an end? Yes and no. Being a delegate from Norway at the on-going conference Physics on Stage (6-10 November 2000) at CERN in Geneva, I have had the opportunity to discuss this with people from all over Europe. Yes, there is a crisis. (Look at the proceedings for details on this.) I'd like to take a broader look at this situation. Like Hari Seldon in Isaac Asimov's Foundation Trilogy, I believe that there is nothing like a real crisis to get things going... Famous is the quote from the American Patent Office around 1890: 'Everything has been invented that could be invented'. Fortunately, this spurred action. The Michelson and Morley experiment heralded a most exciting period for physics. Just a cosmic blink later we put a person on the Moon. Coming back to the crisis - I am certain that in the near future we will see an interesting development within curriculum, presentation, outlook and attitude towards physics. Vegard Engstrom Physics Education Student Trondheim, Norway Energy and mass I stand accused [1] of 'adding to the confusion which is rife in this topic area'. The topic in question is E = mc2, which is being discussed in connection with its appearance in A-level syllabuses. One may (as I sometimes do) have qualms that such a topic (with numerical questions) be taught to children with a background of classical physics only. However, it is there, and the article under discussion [2] was meant to provide a meaningful and helpful insight into an experiment that (a) cannot be described by Newtonian mechanics, and (b) prepares the ground for relativity. Cockroft and Walton, in the first transmutation of a nucleus by an accelerated proton, observed the following reaction: _1^1H + _3^7Li rightarrow _2^4He + _2^4He + 17 MeV The masses of the nuclei involved were known (measured by Aston [3]), the kinetic energy of the proton beam known, and the kinetic energies of the helium nuclei were measured. Even if relativity had not been invented, a classical physicist would have noticed that something non-Newtonian was going on-and come up with the observation that the kinetic energy 'gained' (ΔE) was related to the mass 'loss' (Δm) by c2. Further experimentation with other nuclei would have revealed the same connection: ΔE = (Δm)c2. This is a very clear, insightful, experimental example of a breakdown of Newtonian mechanics, one that an A-level student could appreciate with understanding and interest. Since the models/theories of physics are designed to describe experimental results and observations, he or she would be wanting to know what was happening to Newtonian physics. Whether or not the student was capable of appreciating relativity at this point, the insight that something is wrong with Newtonian mechanics would be firmly established. The points raised by Keith Atkin belong, in my opinion, at the later stage, when the first relativity course is being presented, and the relationship between mass and energy developed. His reference [4], 'Energy has mass' by Bondi and Spurgin, and a letter [5], 'Mass and energy' by Peierls, presenting a different point of view, provide food for thought. References [1] Atkin K 2000 Clarifying the concept Phys. Educ. 35 319 [2] Tudor Jones G 2000 Concern about post-16 A-level Phys. Educ. 35 250 [3] Aston F W 1927 Bakerian Lecture-A new mass-spectrograph and the whole number rule Proc. Roy. Soc. 115A 487 [4] Bondi H and Spurgin C B 1987 Energy has mass Phys. Bull. 38 62 [5] Peierls R 1987 Mass and energy Phys. Bull. 38 127 Goronwy Tudor Jones Lecturer School of Continuing Studies, The University of Birmingham

An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

ERIC Educational Resources Information Center

Erturan, Selin; Jansen, Brenda

2015-01-01

Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

ERIC Educational Resources Information Center

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

A longitudinal analysis of sex differences in math and spatial skills in primary school age children☆

PubMed Central

Lachance, Jennifer A.; Mazzocco, Michèle M.M.

2009-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

PubMed

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

PubMed Central

Dietrich, Julia F.; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed. PMID:26579012

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

PubMed Central

Szkudlarek, Emily; Brannon, Elizabeth M.

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic training improves early informal, but not formal, math skills. PMID:29867624

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

PubMed

Szkudlarek, Emily; Brannon, Elizabeth M

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic training improves early informal, but not formal, math skills.

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

PubMed Central

Tsui, Joanne M.; Mazzocco, Michèle M. M.

2009-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180

A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

NASA Astrophysics Data System (ADS)

Rodriguez Flecha, Samuel

The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students' career choice, future directions and recommendations are provided. In sum, positive experiences in STEM can favorably contribute to students' sense of competence and satisfaction.

An Innovative Multi-Agent Search-and-Rescue Path Planning Approach

DTIC Science & Technology

2015-03-09

search problems from search theory and artificial intelligence /distributed robotic control, and pursuit-evasion problem perspectives may be found in...Dissanayake, “Probabilistic search for a moving target in an indoor environment”, In Proc. IEEE/RSJ Int. Conf. Intelligent Robots and Systems, 2006, pp...3393-3398. [7] H. Lau, and G. Dissanayake, “Optimal search for multiple targets in a built environment”, In Proc. IEEE/RSJ Int. Conf. Intelligent

Securing BGP Using External Security Monitors

DTIC Science & Technology

2006-01-01

forms. In Proc. SOSP, Brighton , UK , Oct. 2005. [19] A. Seshadri, A. Perrig, L. van Doorn, and P. Khosla. SWATT: Software-based Attestation for...Williams, E. G. Sirer, and F. B. Schnei- der. Nexus: A New Operating System for Trustwor- thy Computing (extended abstract). In Proc. SOSP, Brighton , UK ...as a distributed database of untrustworthy hosts or messages. An ESM that detects invalid behavior issues a certifi- cate describing the behavior or

Antithrombin deficiency and decreased protein C activity in a young man with venous thromboembolism: a case report.

PubMed

Wang, Dong; Tian, Min; Cui, Guanglin; Wang, Dao Wen

2018-06-01

Antithrombin and protein C are two crucial members in the anticoagulant system and play important roles in hemostasis. Mutations in SERPINC1 and PROC lead to deficiency or dysfunction of the two proteins, which could result in venous thromboembolism (VTE). Here, we report a Chinese 22-year-old young man who developed recurrent and serious VTE in cerebral veins, visceral veins, and deep veins of the lower extremity. Laboratory tests and direct sequencing of PROC and SERPINC1 were conducted for the patient and his family members. Coagulation tests revealed that the patient presented type I antithrombin deficiency combined with decreased protein C activity resulting from a small insertion mutation c.848_849insGATGT in SERPINC1 and a short deletion variant c.572_574delAGA in PROC. This combination of the two mutations was absent in 400 healthy subjects each from southern and northern China. Then, we summarized all the mutations of the SERPINC1 and PROC gene reported in the Chinese Han population. This study demonstrates that the combination of antithrombin deficiency and decreased protein C activity can result in severe VTE and that the coexistence of different genetic factors may increase the risk of VTE.

Cognitive consistency and math-gender stereotypes in Singaporean children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task

PubMed Central

Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels

2015-01-01

Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals. PMID:26539137

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

ERIC Educational Resources Information Center

Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

2017-01-01

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

Growth Texture and Mechanism of Zinc Nanowires Produced by Mechanical Elongation of Nanocontacts.

PubMed

Yamabe, Kammu; Kizuka, Tokushi

2018-01-01

Two zinc nanotips were brought into contact and elongated inside a transmission electron microscope, thereby growing single-crystal nanowires. The growth dynamics was observed in situ via a lattice imaging method. The preferential crystal growth directions were identified as [101-0], [112-0], [101-2-], and [0001]. Of these, the nanowires grown along the [101-0] and [112-0] directions accounted for 75% of the total and were surrounded by low-energy side surfaces, i.e., {0001}, {101-1}, and {101-0}. On the basis of these features, models of the nanowire morphology were proposed. In either growth direction, the tensile force aligned parallel to the direction along which slip events corresponding to the predominant slip system were unlikely to occur. This led to a high tensile stress for extracting atoms from the growth region, i.e., the promotion of nanowire growth.

Addressing Math Anxiety in the Classroom

ERIC Educational Resources Information Center

Finlayson, Maureen

2014-01-01

In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

The Effects of Math Anxiety

ERIC Educational Resources Information Center

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

Math Exchanges: Guiding Young Mathematicians in Small-Group Meetings

ERIC Educational Resources Information Center

Wedekind, Kassia Omohundro

2011-01-01

Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations…

Math Intervention Teachers' Pedagogical Content Knowledge and Student Achievement

ERIC Educational Resources Information Center

Waller, Lisa Ivey

2012-01-01

This research investigated the relationship of math intervention teachers' (MITs) pedagogical content knowledge (PCK) and students' math achievement gains in primary math interventions. The Kentucky Center for Mathematics gathered data on the MITs and primary math intervention students included in this study. Longitudinal data were analyzed for a…

Some Recent Results on Graph Matching,

DTIC Science & Technology

1987-06-01

V. CHVATAL, Tough graphs and Hamiltonian circuits, Discrete Math . 5, 1973, 215-228. [El] J. EDMONDS, Paths, trees and flowers, Canad. J. Math. 17...Theory, Ann. Discrete Math . 29, North-Holland, Amsterdam, 1986. [N] D. NADDEF, Rank of maximum matchings in a graph, Math. Programming 22, 52-70. [NP...Optimization, Ann. Discrete Math . 16, North-Holland, Amsterdam, 1982, 241-260. [P1] M.D. PLUMMER, On n-extendable graphs, Discrete Math . 31, 1980, 201-210

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

PubMed Central

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2014-01-01

Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children.

PubMed

Cargnelutti, Elisa; Tomasetto, Carlo; Passolunghi, Maria Chiara

2017-06-01

Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety-performance link. Results revealed that this link was significant in Grade 3, with a prevalent direction from math anxiety to performance, rather than the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in Grade 2 on subsequent math performance in Grade 3. Overall, these findings highlight the importance of monitoring anxiety from the early stages of schooling in order to promote proficient academic performance.

A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

PubMed

Nelson, Gena; Powell, Sarah R

2017-06-01

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

Simple arithmetic: not so simple for highly math anxious individuals.

PubMed

Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-12-01

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

Simple arithmetic: not so simple for highly math anxious individuals

PubMed Central

Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-01-01

Abstract Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low—compared to high—math anxious individuals perform better when they activate this network less—a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. PMID:29140499

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring

PubMed Central

Iuculano, Teresa; Chen, Lang

2015-01-01

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. PMID:26354922

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

PubMed Central

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education. PMID:29255439

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study.

PubMed

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children ( N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children's positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children's math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

Helping Students Get Past Math Anxiety

ERIC Educational Resources Information Center

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

ERIC Educational Resources Information Center

Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

2014-01-01

This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

Adults' Views on Mathematics Education: A Midwest Sample

ERIC Educational Resources Information Center

Brez, Caitlin C.; Allen, Jessica J.

2016-01-01

Currently, few studies have addressed public opinions regarding math education. The current study surveyed adults in a Midwestern town in the United States to assess opinions regarding math and math education. Overall, we found that adults believe that math is useful and that math education is important. We found that parents who currently have a…

The Effectiveness of Using STAR Math to Improve PSSA Math Scores

ERIC Educational Resources Information Center

Holub, Sherry L.

2017-01-01

This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

1982 Maths Investigation: Technical Report. Mt. Druitt Longitudinal Study.

ERIC Educational Resources Information Center

Houghton, Karen; Low, Brian

Aims of this phase of a longitudinal mathematics achievement investigation were to (1) detect individual and group differences in math achievement among a sample of fourth-year children, (2) monitor changes in math skills since a 1981 math investigation, and (3) identify limits of children's understanding of mathematical concepts. (The math test…

Math at Work: Using Numbers on the Job

ERIC Educational Resources Information Center

Torpey, Elka

2012-01-01

Math is used in many occupations. And, experts say, workers with a strong background in mathematics are increasingly in demand. That equals prime opportunity for career-minded math enthusiasts. This article describes how math factors into careers. The first section talks about some of the ways workers use math in the workplace. The second section…

Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

ERIC Educational Resources Information Center

Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.

2011-01-01

This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…

Supporting English Language Learners in Math Class, Grades 6-8

ERIC Educational Resources Information Center

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Math-Gender Stereotypes in Elementary School Children

ERIC Educational Resources Information Center

Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…

Enhancing Mathematical Communication for Virtual Math Teams

ERIC Educational Resources Information Center

Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong

2010-01-01

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

ERIC Educational Resources Information Center

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

Performance Characterization and Optimization of Microgrid-Based Energy Generation and Storage Technologies

DTIC Science & Technology

2012-01-01

A. Rufer, “Multiphysics and energetic modeling of a vanadium redox flow battery ,” in Proc. 2008 IEEE International Conference on Sustainable...p. 81. [11] K.W. Knehr and E.C. Kumbur, "Open circuit voltage of vanadium redox flow batteries : Discrepancy between models and experiments...Blanc and A. Rufer, “Multiphysics and energetic modeling of a vanadium redox flow battery ,” in Proc. 2008 IEEE International Conference on Sustainable

Performance Analysis of Hybrid ARQ Protocols in a Slotted Code Division Multiple-Access Network

DTIC Science & Technology

1989-08-01

Convolutional Codes . in Proc Int. Conf. Commun., 21.4.1-21.4.5, 1987. [27] J. Hagenauer. Rate Compatible Punctured Convolutional Codes . in Proc Int. Conf...achieved by using a low rate (r = 0.5), high constraint length (e.g., 32) punctured convolutional code . Code puncturing provides for a variable rate code ...investigated the use of convolutional codes in Type II Hybrid ARQ protocols. The error

Pump Diode Characterization for an Unstable Diode-Pumped Alkali Laser Resonator

DTIC Science & Technology

2013-03-01

2003. Petersen, A., and R. Lane, Second harmonic operation of diode-pumped Rb vapor lasers , Proc. of SPIE, 7005, 2008. Siegman , A. E., Lasers ...University Science Books, Sausalito, CA, 1986. Siegman , A. E., Defining, measuring and optimizing laser beam quality, Proc. of SPIE, 1868, 1993. Steck, D...PUMP DIODE CHARACTERIZATION FOR AN UNSTABLE DIODE-PUMPED ALKALI LASER RESONATOR THESIS Chad T. Taguba, Master Sergeant, USAF AFIT-ENP-13-M-33

Blood Organic Phosphate in Hyperthermic Dogs

DTIC Science & Technology

1959-06-01

fermenting uptake is then responsible for the previously yeast caused an increase in fezrmentation and a observed fall in plasma inorganic phosphate in...Young. The alcoholic 3. Radigan, L. R., and S. Robinson. Effects of ferment of yast- juice . Proc. Roy. Soc. London environmental heat stress and...4. Kenny, R. A. The effect of hot, humid environ- yeast - juice from hexose and phosphate. Proc. ments on the renal function of West Africans. Roy Soc

Polarization Orientation Dependence of the Far Infrared Spectra of Oriented Single Crystals of 1,3,5-trinitro-S-triazine (RDX) using Terahertz Time-Domain Spectroscopy

DTIC Science & Technology

2009-01-01

BE, Hogbin MR, Kemp MC (2007) Proc IEEE 95:1559 14. Laman N, Sree Harsha S, Grischkowsky D, Melinger JS (2008) Opt Express 16:4094 15. Melinger JS... Laman N, Grischkowsky D (2008) Appl Phy Lett 93:011102 16. Tribe WR, Newnham DA, Taday PF, Kemp MC (2004) Proc SPIE 5354:168 17. Watters DG, Falconer DG

Microsoft Research at TREC 2009. Web and Relevance Feedback Tracks

DTIC Science & Technology

2009-11-01

Information Processing Systems, pages 193–200, 2006. [2] J . M. Kleinberg. Authoritative sources in a hyperlinked environment. In Proc. of the 9th...Walker, S. Jones, M. Hancock-Beaulieu, and M. Gatford. Okapi at TREC-3. In Proc. of the 3rd Text REtrieval Conference, 1994. [8] J . J . Rocchio. Relevance...feedback in information retrieval. In Gerard Salton , editor, The SMART Retrieval System - Experiments in Automatic Document Processing. Prentice Hall

Nanocomposites for Enhanced Structural Integrity

DTIC Science & Technology

2007-09-11

Yong and H.T. Hahn, "Kevlar/Vinyl Ester Composites with SiC Nanoparticles ," SAMPE 2004 Proc. ( CD ROM), May 2004. C-6. M. Lui and H.T. Hahn...34 Nanoparticle -Based Mitigation of fiber Print-Through in Composite Mirrors," Proc. American Society for Composites, 20’h Technical Conference ( CD ROM), Sept. 2005...the graphene layers. Microwave radiation aids in drying and results in further separation of the sheets. Thermogravimetric analysis indicates that the

Security Games Applied to Real-World: Research Contributions and Challenges

DTIC Science & Technology

2012-01-01

Marecki, J.: GUARDS and PROTECT: Next Generation Applications of Security Games . SIGECOM 10 (March 2011) 31–34 4. Shieh, E ., An, B., Yang, R., Tambe...Steigerwald, E .: GUARDS - Game Theoretic Security Allocation on a National Scale. In: Proc. of The 10th International Conference on Autonomous Agents...Shieh, E ., Kiekintveld, C.: Refinement of Strong Stackelberg Equilibria in Security Games . In: Proc. of the 25th Conference on Artificial Intelligence

Spectral Analysis of Breast Cancer on Tissue Microarrays: Seeing Beyond Morphology

DTIC Science & Technology

2005-04-01

Harvey N., Szymanski J.J., Bloch J.J., Mitchell M. investigation of image feature extraction by a genetic algorithm. Proc. SPIE 1999;3812:24-31. 11...automated feature extraction using multiple data sources. Proc. SPIE 2003;5099:190-200. 15 4 Spectral-Spatial Analysis of Urine Cytology Angeletti et al...Appendix Contents: 1. Harvey, N.R., Levenson, R.M., Rimm, D.L. (2003) Investigation of Automated Feature Extraction Techniques for Applications in

Ground Motion Studies for Large Future Accelerator

NASA Astrophysics Data System (ADS)

Takeda, Shigeru; Oide, Katsunobu

1997-05-01

The future large accelerator, such as TeV linear collider, should have extremely small emittance to perform the required luminosity. Precise alignment of machine components is essential to prevent emittance dilution. The ground motion spoils alignment of accelerator elements and results in emittance growth. The ground motion in the frequency range of seismic vibration is mostly coherent in the related accelerator. But the incoherent diffusive or Brownian like motion becomes dominant at frequency region less than seismic vibration [1, 2, 3]. Slow ground motion with respect to the machine performance is discussed including the method of tunnel construction. Our experimental results and recent excavated results clarify that application of TBMs is better excavating method than NATM (Drill + Blast) for accelerator tunnel to prevent emittance dilution. ([1] V. Shiltsev, Proc. of IWAA95 Tsukuba, 1995. [2] Shigeru Takeda et al., Proc. of EPAC96, 1996. [3] A. Sery, Proc. of LINAC96, 1996.)

Efficient functional analysis system for cyanobacterial or plant cytochromes P450 involved in sesquiterpene biosynthesis.

PubMed

Harada, Hisashi; Shindo, Kazutoshi; Iki, Kanoko; Teraoka, Ayuko; Okamoto, Sho; Yu, Fengnian; Hattan, Jun-ichiro; Utsumi, Ryutaro; Misawa, Norihiko

2011-04-01

Tractable plasmids (pAC-Mv-based plasmids) for Escherichia coli were constructed, which carried a mevalonate-utilizing gene cluster, towards an efficient functional analysis of cytochromes P450 involved in sesquiterpene biosynthesis. They included genes coding for a series of redox partners that transfer the electrons from NAD(P)H to a P450 protein. The redox partners used were ferredoxin reductases (CamA and NsRED) and ferredoxins (CamB and NsFER), which are derived from Pseudomonas putida and cyanobacterium Nostoc sp. strain PCC 7120, respectively, as well as three higher-plant NADPH-P450 reductases, the Arabidopsis thaliana ATR2 and two corresponding enzymes derived from ginger (Zingiber officinale), named ZoRED1 and ZoRED2. We also constructed plasmids for functional analysis of two P450s, α-humulene-8-hydroxylase (CYP71BA1) from shampoo ginger (Zingiber zerumbet) and germacrene A hydroxylase (P450NS; CYP110C1) from Nostoc sp. PCC 7120, and co-transformed E. coli with each of the pAC-Mv-based plasmids. Production levels of 8-hydroxy-α-humulene with recombinant E. coli cells (for CYP71BA1) were 1.5- to 2.3-fold higher than that of a control strain without the mevalonate-pathway genes. Level of the P450NS product with the combination of NsRED and NsFER was 2.9-fold higher than that of the CamA and CamB. The predominant product of P450NS was identified as 1,2,3,5,6,7,8,8a-octahydro-6-isopropenyl-4,8a-dimethylnaphth-1-ol with NMR analyses. © Springer-Verlag 2011

Similarities of the neuronal circuit for the induction of fictive vomiting between ferrets and dogs.

PubMed

Onishi, Takako; Mori, Takashi; Yanagihara, Mamoru; Furukawa, Naohiro; Fukuda, Hiroyuki

2007-10-30

Previous studies suggested that the following neuronal circuit participates in the induction of vomiting by afferent vagal stimulation in decerebrated paralyzed dogs: (1) afferent fibers of the vagus nerve, (2) neurons of the solitary nucleus (NTS), (3) neurons of the prodromal sign center near the semicompact part of the nucleus ambiguus (scAMB), (4) neurons of the central pattern generator in the reticular area adjacent to the compact part of nucleus ambiguus (cAMB), (5) respiratory premotor neurons in the caudal medulla, (6) motor neurons of the diaphragm and abdominal muscles. However, the commonality of this neuronal circuit in different species has not yet been clarified. Thus, this study was conducted to clarify this point. This study clarified for the first time that fictive vomiting in decerebrated paralyzed ferrets could be induced by vagal stimulation, and could be identified by centrifugal activity patterns of the phrenic and abdominal muscle nerves. The distributions of c-Fos immunoreactive neurons in the NTS, scAMB and cAMB areas in ferrets that exhibited fictive vomiting were denser than those in ferrets that did not. Application of the nonNMDA receptor antagonist into the 4th ventricle produced the reversible suppression of fictive vomiting. The NK1 receptor immunoreactive puncta were found in the reticular area adjacent to the scAMB. Microinjections of NK1 receptor antagonist into the reticular areas on both sides abolished fictive vomiting. All these results in the ferrets are identical with results previously obtained in dogs and cats. Therefore, this suggests that the above neuronal circuit commonly participates in the induction of emesis in these animal species.

Economic Comparison of an Empirical Versus Diagnostic-Driven Strategy for Treating Invasive Fungal Disease in Immunocompromised Patients.

PubMed

Barnes, Rosemary; Earnshaw, Stephanie; Herbrecht, Raoul; Morrissey, Orla; Slavin, Monica; Bow, Eric; McDade, Cheryl; Charbonneau, Claudie; Weinstein, David; Kantecki, Michal; Schlamm, Haran; Maertens, Johan

2015-06-01

Patients with persistent or recurrent neutropenic fevers at risk of invasive fungal disease (IFD) are treated empirically with antifungal therapy (AFT). Early treatment using a diagnostic-driven (DD) strategy may reduce clinical and economic burdens. We compared costs and outcomes of both strategies from a UK perspective. An empirical strategy with conventional amphotericin B deoxycholate (C-AmB), liposomal amphotericin B (L-AmB), or caspofungin was compared with a DD strategy (initiated based on positive ELISA results for galactomannan antigen) and/or positive results for Aspergillus species on polymerase chain reaction assay) using C-AmB, voriconazole, or L-AmB in a decision-analytic model. Rates of IFD incidence, overall mortality, and IFD-related mortality in adults expected to be neutropenic for ≥10 days were obtained. The empirical strategy was assumed to identify 30% of IFD and targeted AFT to improve survival by a hazard ratio of 0.589. AFT-specific adverse events were obtained from a summary of product characteristics. Resource use was obtained, and costs were estimated by using standard UK costing sources. All costs are presented in 2012 British pounds sterling. Total costs were 32% lower for the DD strategy (£1561.29) versus the empirical strategy (£2301.93) due to a reduced incidence of adverse events and decreased use of AFT. Administration of AFT was reduced by 41% (DD strategy, 74 of 1000; empirical strategy, 125 of 1000), with similar survival rates. This study suggests that a DD strategy is likely to be cost-saving versus empirical treatment for immunocompromised patients with persistent or recurrent neutropenic fevers. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

A ligation-triggered DNAzyme cascade for amplified fluorescence detection of biological small molecules with zero-background signal.

PubMed

Lu, Li-Min; Zhang, Xiao-Bing; Kong, Rong-Mei; Yang, Bin; Tan, Weihong

2011-08-03

Many types of fluorescent sensing systems have been reported for biological small molecules. Particularly, several methods have been developed for the recognition of ATP or NAD(+), but they only show moderate sensitivity, and they cannot discriminate either ATP or NAD(+) from their respective analogues. We have addressed these limitations and report here a dual strategy which combines split DNAzyme-based background reduction with catalytic and molecular beacon (CAMB)-based amplified detection to develop a ligation-triggered DNAzyme cascade, resulting in ultrahigh sensitivity. First, the 8-17 DNAzyme is split into two separate oligonucleotide fragments as the building blocks for the DNA ligation reaction, thereby providing a zero-background signal to improve overall sensitivity. Next, a CAMB strategy is further employed for amplified signal detection achieved through cycling and regenerating the DNAzyme to realize the true enzymatic multiple turnover (one enzyme catalyzes the cleavage of several substrates) of catalytic beacons. This combination of zero-background signal and signal amplification significantly improves the sensitivity of the sensing systems, resulting in detection limits of 100 and 50 pM for ATP and NAD(+), respectively, much lower than those of previously reported biosensors. Moreover, by taking advantage of the highly specific biomolecule-dependence of the DNA ligation reaction, the developed DNAzyme cascades show significantly high selectivity toward the target cofactor (ATP or NAD(+)), and the target biological small molecule can be distinguished from its analogues. Therefore, as a new and universal platform for the design of DNA ligation reaction-based sensing systems, this novel ligation-triggered DNAzyme cascade method may find a broad spectrum of applications in both environmental and biomedical fields.

Counseling the Math Anxious

ERIC Educational Resources Information Center

Tobias, Sheila; Donady, Bonnie

1977-01-01

Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

The Effects of a Summer Math Program on Academic Achievement

ERIC Educational Resources Information Center

Snyder, Kermit

2016-01-01

The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the…

Taking Math Anxiety out of Math Instruction

ERIC Educational Resources Information Center

Shields, Darla J.

2007-01-01

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

Tips for Teaching Math to Elementary Students

ERIC Educational Resources Information Center

Scarpello, Gary

2010-01-01

Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

ERIC Educational Resources Information Center

Tsui, Joanne M.; Mazzocco, Michele M. M.

2006-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

Teachers and Counselors: Building Math Confidence in Schools

ERIC Educational Resources Information Center

Furner, Joseph M.

2017-01-01

Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is…

Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

ERIC Educational Resources Information Center

Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago

2017-01-01

Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…

Using the Intel Math Kernel Library on Peregrine | High-Performance

Science.gov Websites

Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier

Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

ERIC Educational Resources Information Center

Powell, Torence J.

2017-01-01

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

Contextual Factors Related to Math Anxiety in Second-Grade Children

ERIC Educational Resources Information Center

Jameson, Molly M.

2014-01-01

As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

ERIC Educational Resources Information Center

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners

ERIC Educational Resources Information Center

Rutherford, Teomara; Kibrick, Melissa; Burchinal, Margaret; Richland, Lindsey; Conley, AnneMarie; Osborne, Keara; Schneider, Stephanie; Duran, Lauren; Coulson, Andrew; Antenore, Fran; Daniels, Abby; Martinez, Michael E.

2010-01-01

This paper describes the background, methodology, preliminary findings, and anticipated future directions of a large-scale multi-year randomized field experiment addressing the efficacy of ST Math [Spatial-Temporal Math], a fully-developed math curriculum that uses interactive animated software. ST Math's unique approach minimizes the use of…

Mathematics for the Eighties: A Study of Two Effective Math Programs.

ERIC Educational Resources Information Center

O'Connor, Patrick J.

1985-01-01

This bulletin describes two exemplary mathematics programs in Oregon: the Math Lab at Mountain View Junior High School in Beaverton and the Academy Math Program at Jefferson High School in northeastern Portland. The Math Lab at Mountain View is a weekly supplemental unit that is integrated into general math and pre-algebra courses for seventh and…

Lift the Math Curse

ERIC Educational Resources Information Center

Albrecht, Cathlene

2006-01-01

"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…

The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

ERIC Educational Resources Information Center

Bennett, Angela Stephens

2010-01-01

One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

2012-01-01

The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

What to Look for in Your Math Classrooms

ERIC Educational Resources Information Center

Nelson, Barbara Scott; Sassi, Annette

2006-01-01

Principals need to get away from traditional beliefs that equate math success solely with rote knowledge of math facts and the ability to calculate. Today, math instruction also is being directed to student understanding of essential concepts. Principals must learn what to look for when they visit math classrooms to make sure it is being taught…

Math Performance as a Function of Math Anxiety and Arousal Performance Theory

ERIC Educational Resources Information Center

Farnsworth, Donald M., Jr.

2009-01-01

While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

On bipartite pure-state entanglement structure in terms of disentanglement

NASA Astrophysics Data System (ADS)

Herbut, Fedor

2006-12-01

Schrödinger's disentanglement [E. Schrödinger, Proc. Cambridge Philos. Soc. 31, 555 (1935)], i.e., remote state decomposition, as a physical way to study entanglement, is carried one step further with respect to previous work in investigating the qualitative side of entanglement in any bipartite state vector. Remote measurement (or, equivalently, remote orthogonal state decomposition) from previous work is generalized to remote linearly independent complete state decomposition both in the nonselective and the selective versions. The results are displayed in terms of commutative square diagrams, which show the power and beauty of the physical meaning of the (antiunitary) correlation operator inherent in the given bipartite state vector. This operator, together with the subsystem states (reduced density operators), constitutes the so-called correlated subsystem picture. It is the central part of the antilinear representation of a bipartite state vector, and it is a kind of core of its entanglement structure. The generalization of previously elaborated disentanglement expounded in this article is a synthesis of the antilinear representation of bipartite state vectors, which is reviewed, and the relevant results of [Cassinelli et al., J. Math. Anal. Appl. 210, 472 (1997)] in mathematical analysis, which are summed up. Linearly independent bases (finite or infinite) are shown to be almost as useful in some quantum mechanical studies as orthonormal ones. Finally, it is shown that linearly independent remote pure-state preparation carries the highest probability of occurrence. This singles out linearly independent remote influence from all possible ones.

Quantum Communication Using Coherent Rejection Sampling.

PubMed

Anshu, Anurag; Devabathini, Vamsi Krishna; Jain, Rahul

2017-09-22

Compression of a message up to the information it carries is key to many tasks involved in classical and quantum information theory. Schumacher [B. Schumacher, Phys. Rev. A 51, 2738 (1995)PLRAAN1050-294710.1103/PhysRevA.51.2738] provided one of the first quantum compression schemes and several more general schemes have been developed ever since [M. Horodecki, J. Oppenheim, and A. Winter, Commun. Math. Phys. 269, 107 (2007); CMPHAY0010-361610.1007/s00220-006-0118-xI. Devetak and J. Yard, Phys. Rev. Lett. 100, 230501 (2008); PRLTAO0031-900710.1103/PhysRevLett.100.230501A. Abeyesinghe, I. Devetak, P. Hayden, and A. Winter, Proc. R. Soc. A 465, 2537 (2009)PRLAAZ1364-502110.1098/rspa.2009.0202]. However, the one-shot characterization of these quantum tasks is still under development, and often lacks a direct connection with analogous classical tasks. Here we show a new technique for the compression of quantum messages with the aid of entanglement. We devise a new tool that we call the convex split lemma, which is a coherent quantum analogue of the widely used rejection sampling procedure in classical communication protocols. As a consequence, we exhibit new explicit protocols with tight communication cost for quantum state merging, quantum state splitting, and quantum state redistribution (up to a certain optimization in the latter case). We also present a port-based teleportation scheme which uses a fewer number of ports in the presence of information about input.

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

PubMed Central

Stacy, Sara T.; Cartwright, Macey; Arwood, Zjanya; Canfield, James P.; Kloos, Heidi

2017-01-01

Students rarely practice math outside of school requirements, which we refer to as the “math-practice gap”. This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children’s informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student’s age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice. PMID:28270780

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

PubMed

Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

2017-01-01

Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

PubMed

Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

2015-09-09

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. Copyright © 2015 the authors 0270-6474/15/3512574-10$15.00/0.

Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

ERIC Educational Resources Information Center

Levpuscek, Melita Puklek; Zupancic, Maja

2009-01-01

Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

ERIC Educational Resources Information Center

Henslee, Amber M.; Klein, Brandi A.

2017-01-01

The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…

Is There a Causal Effect of High School Math on Labor Market Outcomes?

ERIC Educational Resources Information Center

Joensen, Juanna Schroter; Nielsen, Helena Skyt

2009-01-01

In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear evidence of a causal relationship between math and…

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

ERIC Educational Resources Information Center

Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

Math's Double Standard. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…

Preparing Prekindergartners with Math Readiness Skills: The Effect of Children's Talk, Focus, and Engagement on Math Achievement

ERIC Educational Resources Information Center

Cummings, Tracy; Hofer, Kerry G.; Farran, Dale C.; Lipsey, Mark W.; Bilbrey, Carol; Vorhaus, Elizabeth

2009-01-01

The "Building Blocks PreK Math Curriculum" (Clements & Sarama, 2007) was designed to facilitate children's engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum's effect on children's achievement gain, operating…

Enhanced learning of proportional math through music training and spatial-temporal training.

PubMed

Graziano, A B; Peterson, M; Shaw, G L

1999-03-01

It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

A High Performance Frequency Standard and Distribution System for Cassini Ka-Band Experiment

DTIC Science & Technology

2005-08-01

Orthogonal Polarization In Anisotropic Dielectric Resonators”, Proceedings of the 2002 IEEE International Frequency Control Symposium , pp. 553-558...2002. [9] G. J. Dick, Rabi T. Wang, Robert Tjoelker, “Design and Progress Report for Compact Cryocooled Sapphire Oscillator "VCSO"”, Proc. 2005 Joint...IEEE FCS/ PTTI. [10] R. Basu, G. J. Dick, Rabi T. Wang,” Novel Design of an All- Cryogenic RF Pound Circuit “,Proc. 2005 Joint IEEE FCS/ PTTI

Hierarchical Organization for Large, Dynamic Radio Networks.

DTIC Science & Technology

1988-01-01

January 1985. [3] N. Shacharm and J. Tornow . Future Directions in Packet Radio Technology. In - Proc. of IEEE INFOCOM󈨙, Washington, D.C., 1985. [4] J.J...Freeman and Company, 1979. [7] J. Jubin and J. Tornow . The DARPA Packet Radio Network Protocols. Proceed- inga of the IEEE, 75(1):21-32, January 1987... Tornow . Future Directions in Packet Radio Technology. In Proc. of IEEE INFOCOM󈨙, Washington, D.C., 1985. [28] N. Shacham and J. Westcott. Future

Coherent Structures and Chaos Control in High-Power Microwave and Charged-Particle Beam Devices

DTIC Science & Technology

2009-01-31

34Equilibrium Theory of an Intense Elliptic Beam for High - Power Ribbon-Beam Klystron Applications," Proc. 2007 Part. Accel. Conf. p. 2316. Courant...34Equilibrium Theory of an Intense Elliptic Beam for High - Power Ribbon-Beam Klystron Applications," C. Chen and J. Zhou, Proc. 2007 Part. Accel. Conf. (2007...accelerator focusing systems. Over 600 high - power , high -efficiency klystrons , for example, may be needed to provide rf power for the acceleration

An Experimental and Theoretical Investigation of Optogalvanic Effects.

DTIC Science & Technology

1987-12-01

Discharge Plasmas" at Atholl Palace Hotel, Pitlochry, Scotland, June 23-July 5 (1985). Published in Radiative Processes in Discharge Plasmas, edited by J...and 8 are taken from Phelps.39 The temperature dependence of D is taken from Buckingham and Dalgarno, that of Y is taken from Allison, Browne and...1307 (1955). 40. R. A. Buckingham , and A. Dalgarno, Proc. Roy. Soc. (London) A213, 506 (1952). 41. D. C. Allison, J. C. Browne, and A. Dalgarno, Proc

A State-of-the-Art Assessment of Automatic Name Placement.

DTIC Science & Technology

1986-08-01

develop an automatic name placement system. 11 Balodis, M., "Positioning of typography on maps," Proc. ACSM Pall Con- vention, Salt Lake City, Utah, Sept...1983, pp. 28-44. This article deals with the selection of typography for maps. It describes psycho-visual experiments with groups of individuals to...Polytechnic Institute, Troy, NY 12181, May 1984. (Also available as Tech. Rept. IPL-TR-063.) SBalodis, M., "Positioning of typography on maps," Proc

URREF Reliability Versus Credibility in Information Fusion

DTIC Science & Technology

2013-07-01

Fusion, Vol. 3, No. 2, December, 2008. [31] E. Blasch, J. Dezert, and P. Valin , “DSMT Applied to Seismic and Acoustic Sensor Fusion,” Proc. IEEE Nat...44] E. Blasch, P. Valin , E. Bossé, “Measures of Effectiveness for High- Level Fusion,” Int. Conference on Information Fusion, 2010. [45] X. Mei, H...and P. Valin , “Information Fusion Measures of Effectiveness (MOE) for Decision Support,” Proc. SPIE 8050, 2011. [49] Y. Zheng, W. Dong, and E

Knowledge-Based Vision Techniques for the Autonomous Land Vehicle Program

DTIC Science & Technology

1991-10-01

Knowledge System The CKS is an object-oriented knowledge database that was originally designed to serve as the central information manager for a...34 Representation Space: An Approach to the Integra- tion of Visual Information ," Proc. of DARPA Image Understanding Workshop, Palo Alto, CA, pp. 263-272, May 1989...Strat, " Information Management in a Sensor-Based Au- tonomous System," Proc. DARPA Image Understanding Workshop, University of Southern CA, Vol.1, pp

Functional conservation of atonal and Math1 in the CNS and PNS

NASA Technical Reports Server (NTRS)

Ben-Arie, N.; Hassan, B. A.; Bermingham, N. A.; Malicki, D. M.; Armstrong, D.; Matzuk, M.; Bellen, H. J.; Zoghbi, H. Y.

2000-01-01

To determine the extent to which atonal and its mouse homolog Math1 exhibit functional conservation, we inserted (beta)-galactosidase (lacZ) into the Math1 locus and analyzed its expression, evaluated consequences of loss of Math1 function, and expressed Math1 in atonal mutant flies. lacZ under the control of Math1 regulatory elements duplicated the previously known expression pattern of Math1 in the CNS (i.e., the neural tube, dorsal spinal cord, brainstem, and cerebellar external granule neurons) but also revealed new sites of expression: PNS mechanoreceptors (inner ear hair cells and Merkel cells) and articular chondrocytes. Expressing Math1 induced ectopic chordotonal organs (CHOs) in wild-type flies and partially rescued CHO loss in atonal mutant embryos. These data demonstrate that both the mouse and fly homologs encode lineage identity information and, more interestingly, that some of the cells dependent on this information serve similar mechanoreceptor functions.

Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

PubMed Central

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

2017-01-01

We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008

ERIC Educational Resources Information Center

National Math and Science Initiative, 2008

2008-01-01

This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…

A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

ERIC Educational Resources Information Center

Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

2017-01-01

Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

ERIC Educational Resources Information Center

Mattera, Shira; Morris, Pamela

2017-01-01

Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…

Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

ERIC Educational Resources Information Center

Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

2013-01-01

In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

ERIC Educational Resources Information Center

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

NASA Astrophysics Data System (ADS)

Redish, Edward F.; Kuo, Eric

2015-07-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

Challenges of anamorphic high-NA lithography and mask making

NASA Astrophysics Data System (ADS)

Hsu, Stephen D.; Liu, Jingjing

2017-06-01

Chip makers are actively working on the adoption of 0.33 numerical aperture (NA) EUV scanners for the 7-nm and 5-nm nodes (B. Turko, S. L. Carson, A. Lio, T. Liang, M. Phillips, et al., in `Proc. SPIE9776, Extreme Ultraviolet (EUV) Lithography VII', vol. 977602 (2016) doi: 10.1117/12.2225014; A. Lio, in `Proc. SPIE9776, Extreme Ultraviolet (EUV) Lithography VII', vol. 97760V (2016) doi: 10.1117/12.2225017). In the meantime, leading foundries and integrated device manufacturers are starting to investigate patterning options beyond the 5-nm node (O. Wood, S. Raghunathan, P. Mangat, V. Philipsen, V. Luong, et al., in `Proc. SPIE. 9422, Extreme Ultraviolet (EUV) Lithography VI', vol. 94220I (2015) doi: 10.1117/12.2085022). To minimize the cost and process complexity of multiple patterning beyond the 5-nm node, EUV high-NA single-exposure patterning is a preferred method over EUV double patterning (O. Wood, S. Raghunathan, P. Mangat, V. Philipsen, V. Luong, et al., in `Proc. SPIE. 9422, Extreme Ultraviolet (EUV) Lithography VI', vol. 94220I (2015) doi: 10.1117/12.2085022; J. van Schoot, K. van Ingen Schenau, G. Bottiglieri, K. Troost, J. Zimmerman, et al., `Proc. SPIE. 9776, Extreme Ultraviolet (EUV) Lithography VII', vol. 97761I (2016) doi: 10.1117/12.2220150). The EUV high-NA scanner equipped with a projection lens of 0.55 NA is designed to support resolutions below 10 nm. The high-NA system is beneficial for enhancing resolution, minimizing mask proximity correction bias, improving normalized image log slope (NILS), and controlling CD uniformity (CDU). However, increasing NA from 0.33 to 0.55 reduces the depth of focus (DOF) significantly. Therefore, the source mask optimization (SMO) with sub-resolution assist features (SRAFs) are needed to increase DOF to meet the demanding full chip process control requirements (S. Hsu, R. Howell, J. Jia, H.-Y. Liu, K. Gronlund, et al., EUV `Proc. SPIE9048, Extreme Ultraviolet (EUV) Lithography VI', (2015) doi: 10.1117/12.2086074). To ensure no assist feature printing, the assist feature sizes need to be scaled with λ/NA. The extremely small SRAF width (below 25 nm on the reticle) is difficult to fabricate across the full reticle. In this paper, we introduce an innovative `attenuated SRAF' to improve SRAF manufacturability and still maintain the process window benefit. A new mask fabrication process is proposed to use existing mask-making capability to manufacture the attenuated SRAFs. The high-NA EUV system utilizes anamorphic reduction; 4× in the horizontal (slit) direction and 8× in the vertical (scanning) direction (J. van Schoot, K. van Ingen Schenau, G. Bottiglieri, K. Troost, J. Zimmerman, et al., `Proc. SPIE. 9776, Extreme Ultraviolet (EUV) Lithography VII', vol. 97761I (2016) doi: 10.1117/12.2220150; B. Kneer, S. Migura, W. Kaiser, J. T. Neumann, J. van Schoot, in `Proc. SPIE9422, Extreme Ultraviolet (EUV) Lithography VI', vol. 94221G (2015) doi: 10.1117/12.2175488). For an anamorphic system, the magnification has an angular dependency, and thus, familiar mask specifications such as mask error factor (MEF) need to be redefined. Similarly, mask-manufacturing rule check (MRC) needs to consider feature orientation.

The MP (Materialization Pattern) Model for Representing Math Educational Standards

NASA Astrophysics Data System (ADS)

Choi, Namyoun; Song, Il-Yeol; An, Yuan

Representing natural languages with UML has been an important research issue for various reasons. Little work has been done for modeling imperative mood sentences which are the sentence structure of math educational standard statements. In this paper, we propose the MP (Materialization Pattern) model that captures the semantics of English sentences used in math educational standards. The MP model is based on the Reed-Kellogg sentence diagrams and creates MP schemas with the UML notation. The MP model explicitly represents the semantics of the sentences by extracting math concepts and the cognitive process of math concepts from math educational standard statements, and simplifies modeling. This MP model is also developed to be used for aligning math educational standard statements via schema matching.

A Theory of L 1-Dissipative Solvers for Scalar Conservation Laws with Discontinuous Flux

NASA Astrophysics Data System (ADS)

Andreianov, Boris; Karlsen, Kenneth Hvistendahl; Risebro, Nils Henrik

2011-07-01

We propose a general framework for the study of L 1 contractive semigroups of solutions to conservation laws with discontinuous flux: u_t + mathfrak{f}(x,u)_x=0, qquad mathfrak{f}(x,u)= left\\{begin{array}{ll} f^l(u),& x < 0,\\ f^r(u), & x > 0, right.quadquadquad (CL) where the fluxes f l , f r are mainly assumed to be continuous. Developing the ideas of a number of preceding works ( Baiti and Jenssen in J Differ Equ 140(1):161-185, 1997; Towers in SIAM J Numer Anal 38(2):681-698, 2000; Towers in SIAM J Numer Anal 39(4):1197-1218, 2001; Towers et al. in Skr K Nor Vidensk Selsk 3:1-49, 2003; Adimurthi et al. in J Math Kyoto University 43(1):27-70, 2003; Adimurthi et al. in J Hyperbolic Differ Equ 2(4):783-837, 2005; Audusse and Perthame in Proc Roy Soc Edinburgh A 135(2):253-265, 2005; Garavello et al. in Netw Heterog Media 2:159-179, 2007; Bürger et al. in SIAM J Numer Anal 47:1684-1712, 2009), we claim that the whole admissibility issue is reduced to the selection of a family of "elementary solutions", which are piecewise constant weak solutions of the form c(x)=c^l11_{left\\{{x < 0}right\\}}+c^r11_{left\\{{x > 0}right\\}}. We refer to such a family as a "germ". It is well known that (CL) admits many different L 1 contractive semigroups, some of which reflect different physical applications. We revisit a number of the existing admissibility (or entropy) conditions and identify the germs that underly these conditions. We devote specific attention to the "vanishing viscosity" germ, which is a way of expressing the "Γ-condition" of D iehl (J Hyperbolic Differ Equ 6(1):127-159, 2009). For any given germ, we formulate "germ-based" admissibility conditions in the form of a trace condition on the flux discontinuity line { x = 0} [in the spirit of V ol'pert (Math USSR Sbornik 2(2):225-267, 1967)] and in the form of a family of global entropy inequalities [following K ruzhkov (Math USSR Sbornik 10(2):217-243, 1970) and C arrillo (Arch Ration Mech Anal 147(4):269-361, 1999)]. We characterize those germs that lead to the L 1-contraction property for the associated admissible solutions. Our approach offers a streamlined and unifying perspective on many of the known entropy conditions, making it possible to recover earlier uniqueness results under weaker conditions than before, and to provide new results for other less studied problems. Several strategies for proving the existence of admissible solutions are discussed, and existence results are given for fluxes satisfying some additional conditions. These are based on convergence results either for the vanishing viscosity method (with standard viscosity or with specific viscosities "adapted" to the choice of a germ), or for specific germ-adapted finite volume schemes.

Calculation Software

NASA Technical Reports Server (NTRS)

1994-01-01

MathSoft Plus 5.0 is a calculation software package for electrical engineers and computer scientists who need advanced math functionality. It incorporates SmartMath, an expert system that determines a strategy for solving difficult mathematical problems. SmartMath was the result of the integration into Mathcad of CLIPS, a NASA-developed shell for creating expert systems. By using CLIPS, MathSoft, Inc. was able to save the time and money involved in writing the original program.

The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

ERIC Educational Resources Information Center

Soni, Akanksha; Kumari, Santha

2017-01-01

The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

ERIC Educational Resources Information Center

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

An Exploration of Teachers' Attitudes and Beliefs about the Reform of an Eighth Grade Math Curriculum from an Integrated Math Curriculum to a Core Math Curriculum

ERIC Educational Resources Information Center

Marion, Carol

2010-01-01

The purpose of this study was to obtain the attitudes and beliefs of mathematics teachers in the School District of Philadelphia regarding an eighth grade middle school mathematics core curriculum. This study explored the attitudes and beliefs of teachers in the reform of an eighth grade math "Core Curriculum, Math In Context" (School…

Effect of Video Assisted Instruction on Parent, Teacher and Student Perceptions of a Quality 5th Grade Math Program

ERIC Educational Resources Information Center

Mayes, Donald Roy

2010-01-01

This research has been conducted in response to struggling math students and parents who become frustrated while trying to help their student at home. A need remains for a treatment that can increase math success and lower the anxiety level associated with math. The rationale for this research is an attempt to increase students' math success by…

Mathematics anxiety in children with developmental dyscalculia.

PubMed

Rubinsten, Orly; Tannock, Rosemary

2010-07-15

Math anxiety, defined as a negative affective response to mathematics, is known to have deleterious effects on math performance in the general population. However, the assumption that math anxiety is directly related to math performance, has not yet been validated. Thus, our primary objective was to investigate the effects of math anxiety on numerical processing in children with specific deficits in the acquisition of math skills (Developmental Dyscalculia; DD) by using a novel affective priming task as an indirect measure. Participants (12 children with DD and 11 typically-developing peers) completed a novel priming task in which an arithmetic equation was preceded by one of four types of priming words (positive, neutral, negative or related to mathematics). Children were required to indicate whether the equation (simple math facts based on addition, subtraction, multiplication or division) was true or false. Typically, people respond to target stimuli more quickly after presentation of an affectively-related prime than after one that is unrelated affectively. Participants with DD responded faster to targets that were preceded by both negative primes and math-related primes. A reversed pattern was present in the control group. These results reveal a direct link between emotions, arithmetic and low achievement in math. It is also suggested that arithmetic-affective priming might be used as an indirect measure of math anxiety.

Selection of Human Antibody Fragments Which Bind Novel Breast Tumor Antigens

DTIC Science & Technology

1998-09-01

chain Fv analogue produced in Escherichia coli. Proc Natl Acad Sci U S A. 85: 5879-83. 11. Adams, G.P., McCartney, J.E., Tai, M.-S., Oppermann, H...antidigoxin single-chain Fv analogue produced in E coil. Proc NailAcadSci Bernard Foundation, the Frank Strick Foundation and the USA 85:5879-5883 CaPCURE...recovery of infectious phage was increased by preincubation of cells with chloroquine . Measurement of phage recovery from within the cytosol as a

Interfacial Layer Effects in Ba(1-x)Sr(x)TiO3 Thick Films Prepared by Plasma Spray

DTIC Science & Technology

2003-04-01

in Materials Development for Direct Write technologies, edited by D. B. Chrisey, D. R. Gamota, H . Helvajian , and D. P. Taylor, (Mater. Res. Soc. Proc...Direct Write technologies, edited by D. B. Chrisey, D. R. Gamota, H . Helvajian , and D. P. Taylor, (Mater. Res. Soc. Proc. 624, San Francisco, CA, 2000...Research Center at Northwestern University supported by the MRSEC program under a NSF grant (DMR-0076097). REFERENCES 1. K. H . Church, C. Fore, T. Feeley

System M: A Program Logic for Code Sandboxing and Identification

DTIC Science & Technology

2014-07-22

M. Ryan. Attack, solution and verification for shared authorisation data in TCG TPM. In Proc. FAST’09, 2010. [8] A. Datta, A. Derek, J. C. Mitchell...11] S. Delaune, S. Kremer, M. D. Ryan, and G. Steel. A formal analysis of authentication in the TPM. In Proc. FAST’10, 2011. [12] S. Delaune, S...A. Jeffrey. Authenticity by typing for security protocols. Journal of Computer Security, 11(4):451–519, July 2003. [16] S. Gürgens, C. Rudolph, D

A Guide to Electrical Insulation Design in Aerospace Vehicles for a Broad Range of Environmental Parameter Space

DTIC Science & Technology

2010-03-01

as an example with information from Llewellyn Jones (1939) [30] and from Meek (1978), pg. 233 [7]. Morokuma (1969) [31] varied the surface potential...breakdown in high pressure gases,” Phys. Rev. A, 21, 2069. 13. Dutton, J., Llewellyn Jones , F., and Palmer, R.W., (1961), Proc. Phys. Soc. 78, 569...breakdown and insulators in compressed gas,” IEE Proc. 128, 303. 30. Llewellyn Jones , F. (1939), Phil. Mag. 28, 192. 31. Morokuma, Y., Nakamura, Y., and

Regulation & Development of Membrane Transport Processes.

DTIC Science & Technology

1985-05-15

221, 733-741. 30. Liu, A. Y. C. and Greengard, P. (1974) Proc. Nall. Acad. Sci. USA, 71, 3869-3873. 31. MacKnight, A. D. C., DiBona , D. R., and Leaf...However, DiBona and Sachs and their collaborators 2. IXO(YI’(YI’IC INSEITION OF OTHER TANSPORT SYSTEMS 155 have challenged this view, suggesting that...the U.S. Public Health Service. REFERENCES I. DiBona , D. R., Ito, S., Berglindh, T.. and Sachs, G. (1979) Proc. Nall. Acad. Sci. USA, 76, 6689-6693. 2

A Lightweight Intelligent Virtual Cinematography System for Machinima Production

DTIC Science & Technology

2007-01-01

portmanteau of machine and cinema , machinima refers to the innovation of leveraging video game technology to greatly ease the creation of computer...selecting camera angles to capture the action of an a priori unknown script as aesthetically appropriate cinema . There are a number of challenges therein...Proc. of the 4th International Conf. on Autonomous Agents. Young, R.M. and Riedl, M.O. 2003. Towards an Architecture for Intelligent Control of Narrative in Interactive Virtual Worlds. In Proc. of IUI 2003.

Implementation of a Fault Tolerant Control Unit within an FPGA for Space Applications

DTIC Science & Technology

2006-12-01

Conference 2002, September 2002. [20] M. Alderighi, A. Candelori, F. Casini, S. D’Angelo, M. Mancini, A. Paccagnella, S. Pastore , G.R. Sechi, “Heavy...Luigi Carro and Ricardo Reis , “Designing and Testing Fault-Tolerant Techniques for SRAM-based FPGAs,” in Proc. 1st Conference on Computer Frontiers, pp...susceptibility,” in IEEE Proc. 12th IEEE Intl. Symposium on On-Line Testing, pp. 89-91, 2006. [45] Fernanda Lima, Luigi Carro and Ricardo Reis

Algebraic approach to electronic spectroscopy and dynamics

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

Toutounji, Mohamad

Lie algebra, Zassenhaus, and parameter differentiation techniques are utilized to break up the exponential of a bilinear Hamiltonian operator into a product of noncommuting exponential operators by the virtue of the theory of Wei and Norman [J. Math. Phys. 4, 575 (1963); Proc. Am. Math. Soc., 15, 327 (1964)]. There are about three different ways to find the Zassenhaus exponents, namely, binomial expansion, Suzuki formula, and q-exponential transformation. A fourth, and most reliable method, is provided. Since linearly displaced and distorted (curvature change upon excitation/emission) Hamiltonian and spin-boson Hamiltonian may be classified as bilinear Hamiltonians, the presented algebraic algorithm (exponentialmore » operator disentanglement exploiting six-dimensional Lie algebra case) should be useful in spin-boson problems. The linearly displaced and distorted Hamiltonian exponential is only treated here. While the spin-boson model is used here only as a demonstration of the idea, the herein approach is more general and powerful than the specific example treated. The optical linear dipole moment correlation function is algebraically derived using the above mentioned methods and coherent states. Coherent states are eigenvectors of the bosonic lowering operator a and not of the raising operator a{sup +}. While exp(a{sup +}) translates coherent states, exp(a{sup +}a{sup +}) operation on coherent states has always been a challenge, as a{sup +} has no eigenvectors. Three approaches, and the results, of that operation are provided. Linear absorption spectra are derived, calculated, and discussed. The linear dipole moment correlation function for the pure quadratic coupling case is expressed in terms of Legendre polynomials to better show the even vibronic transitions in the absorption spectrum. Comparison of the present line shapes to those calculated by other methods is provided. Franck-Condon factors for both linear and quadratic couplings are exactly accounted for by the herein calculated linear absorption spectra. This new methodology should easily pave the way to calculating the four-point correlation function, F({tau}{sub 1},{tau}{sub 2},{tau}{sub 3},{tau}{sub 4}), of which the optical nonlinear response function may be procured, as evaluating F({tau}{sub 1},{tau}{sub 2},{tau}{sub 3},{tau}{sub 4}) is only evaluating the optical linear dipole moment correlation function iteratively over different time intervals, which should allow calculating various optical nonlinear temporal/spectral signals.« less

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation

PubMed Central

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

PubMed

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

Can I Count on Getting Better? Association between Math Anxiety and Poorer Understanding of Medical Risk Reductions.

PubMed

Rolison, Jonathan J; Morsanyi, Kinga; O'Connor, Patrick A

2016-10-01

Lower numerical ability is associated with poorer understanding of health statistics, such as risk reductions of medical treatment. For many people, despite good numeracy skills, math provokes anxiety that impedes an ability to evaluate numerical information. Math-anxious individuals also report less confidence in their ability to perform math tasks. We hypothesized that, independent of objective numeracy, math anxiety would be associated with poorer responding and lower confidence when calculating risk reductions of medical treatments. Objective numeracy was assessed using an 11-item objective numeracy scale. A 13-item self-report scale was used to assess math anxiety. In experiment 1, participants were asked to interpret the baseline risk of disease and risk reductions associated with treatment options. Participants in experiment 2 were additionally provided a graphical display designed to facilitate the processing of math information and alleviate effects of math anxiety. Confidence ratings were provided on a 7-point scale. Individuals of higher objective numeracy were more likely to respond correctly to baseline risks and risk reductions associated with treatment options and were more confident in their interpretations. Individuals who scored high in math anxiety were instead less likely to correctly interpret the baseline risks and risk reductions and were less confident in their risk calculations as well as in their assessments of the effectiveness of treatment options. Math anxiety predicted confidence levels but not correct responding when controlling for objective numeracy. The graphical display was most effective in increasing confidence among math-anxious individuals. The findings suggest that math anxiety is associated with poorer medical risk interpretation but is more strongly related to confidence in interpretations. © The Author(s) 2015.

Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia.

PubMed

Kucian, Karin; Zuber, Isabelle; Kohn, Juliane; Poltz, Nadine; Wyschkon, Anne; Esser, Günter; von Aster, Michael

2018-01-01

Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect ).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

PubMed Central

Kucian, Karin; Zuber, Isabelle; Kohn, Juliane; Poltz, Nadine; Wyschkon, Anne; Esser, Günter; von Aster, Michael

2018-01-01

Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (=negative math priming effect).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. PMID:29755376

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

PubMed

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Web Sitings.

ERIC Educational Resources Information Center

Lo, Erika

2001-01-01

Presents seven mathematics games, located on the World Wide Web, for elementary students, including: Absurd Math: Pre-Algebra from Another Dimension; The Little Animals Activity Centre; MathDork Game Room (classic video games focusing on algebra); Lemonade Stand (students practice math and business skills); Math Cats (teaches the artistic beauty…

Math Magician.

ERIC Educational Resources Information Center

Bailey, Anne Lowrey

1984-01-01

Charles Pine, CASE's Professor of the Year, is a professor who gets students to know and love math and physics and who has emerged as a leading teacher of math teachers. It started when Pine found that his students couldn't do the math involved in his physics classes. (MLW)

Impact of Math Snacks Games on Students' Conceptual Understanding

ERIC Educational Resources Information Center

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

The Neurodevelopmental Basis of Math Anxiety

PubMed Central

Young, Christina B.; Wu, Sarah S.; Menon, Vinod

2012-01-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual’s long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment. PMID:22434239

The neurodevelopmental basis of math anxiety.

PubMed

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

Insecure attachment is associated with math anxiety in middle childhood.

PubMed

Bosmans, Guy; De Smedt, Bert

2015-01-01

Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Nursing students' confidence in medication calculations predicts math exam performance.

PubMed

Andrew, Sharon; Salamonson, Yenna; Halcomb, Elizabeth J

2009-02-01

The aim of this study was to examine the psychometric properties, including predictive validity, of the newly-developed nursing self-efficacy for mathematics (NSE-Math). The NSE-Math is a 12 item scale that comprises items related to mathematic and arithmetic concepts underpinning medication calculations. The NSE-Math instrument was administered to second year Bachelor of Nursing students enrolled in a nursing practice subject. Students' academic results for a compulsory medication calculation examination for this subject were collected. One-hundred and twelve students (73%) completed both the NSE-Math instrument and the drug calculation assessment task. The NSE-Math demonstrated two factors 'Confidence in application of mathematic concepts to nursing practice' and 'Confidence in arithmetic concepts' with 63.5% of variance explained. Cronbach alpha for the scale was 0.90. The NSE-Math demonstrated predictive validity with the medication calculation examination results (p=0.009). Psychometric testing suggests the NSE-Math is a valid measure of mathematics self-efficacy of second year nursing students.

Insecure attachment is associated with math anxiety in middle childhood

PubMed Central

Bosmans, Guy; De Smedt, Bert

2015-01-01

Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent–child attachment relationships. PMID:26528233

Method and system for turbomachinery surge detection

DOEpatents

Faymon, David K.; Mays, Darrell C.; Xiong, Yufei

2004-11-23

A method and system for surge detection within a gas turbine engine, comprises: measuring the compressor discharge pressure (CDP) of the gas turbine over a period of time; determining a time derivative (CDP.sub.D ) of the measured (CDP) correcting the CDP.sub.D for altitude, (CDP.sub.DCOR); estimating a short-term average of CDP.sub.DCOR.sup.2 ; estimating a short-term average of CDP.sub.DCOR ; and determining a short-term variance of corrected CDP rate of change (CDP.sub.roc) based upon the short-term average of CDP.sub.DCOR and the short-term average of CDP.sub.DCOR.sup.2. The method and system then compares the short-term variance of corrected CDP rate of change with a pre-determined threshold (CDP.sub.proc) and signals an output when CDP.sub.roc >CDP.sub.proc. The method and system provides a signal of a surge within the gas turbine engine when CDP.sub.roc remains>CDP.sub.proc for pre-determined period of time.

A comparison of methods of fitting several models to nutritional response data.

PubMed

Vedenov, D; Pesti, G M

2008-02-01

A variety of models have been proposed to fit nutritional input-output response data. The models are typically nonlinear; therefore, fitting the models usually requires sophisticated statistical software and training to use it. An alternative tool for fitting nutritional response models was developed by using widely available and easier-to-use Microsoft Excel software. The tool, implemented as an Excel workbook (NRM.xls), allows simultaneous fitting and side-by-side comparisons of several popular models. This study compared the results produced by the tool we developed and PROC NLIN of SAS. The models compared were the broken line (ascending linear and quadratic segments), saturation kinetics, 4-parameter logistics, sigmoidal, and exponential models. The NRM.xls workbook provided results nearly identical to those of PROC NLIN. Furthermore, the workbook successfully fit several models that failed to converge in PROC NLIN. Two data sets were used as examples to compare fits by the different models. The results suggest that no particular nonlinear model is necessarily best for all nutritional response data.

Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools

PubMed Central

Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.

2009-01-01

Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools’ partnership programs, which, in turn, helped estimate the percentage of students scoring proficient on math achievement tests. PMID:20200592

How Math Anxiety Relates to Number-Space Associations.

PubMed

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

How Math Anxiety Relates to Number–Space Associations

PubMed Central

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

Language, reading, and math learning profiles in an epidemiological sample of school age children.

PubMed

Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PubMed Central

Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel

2013-01-01

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

Destination Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

"Destination Math" is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, "Destination Math" is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills.…

Accelerated Math[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2011

2011-01-01

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…

Math-related career aspirations and choices within Eccles et al.'s expectancy-value theory of achievement-related behaviors.

PubMed

Lauermann, Fani; Tsai, Yi-Miau; Eccles, Jacquelynne S

2017-08-01

Which occupation to pursue is one of the more consequential decisions people make and represents a key developmental task. Yet the underlying developmental processes associated with either individual or group differences in occupational choices are still not well understood. This study contributes toward filling this gap, focusing in particular on the math domain. We examined two aspects of Eccles et al.'s (1983) expectancy-value theory of achievement-related behaviors: (a) the reciprocal associations between adolescents' expectancy and subjective task value beliefs and adolescents' career plans and (b) the multiplicative association between expectancies and values in predicting occupational outcomes in the math domain. Our analyses indicate that adolescents' expectancy and subjective task value beliefs about math and their math- or science-related career plans reported at the beginning and end of high school predict each other over time, with the exception of intrinsic interest in math. Furthermore, multiplicative associations between adolescents' expectancy and subjective task value beliefs about math predict math-related career attainment approximately 15 years after graduation from high school. Gender differences emerged regarding career-related beliefs and career attainment, with male students being more likely than female to both pursue and attain math-related careers. These gender differences could not be explained by differences in beliefs about math as an academic subject. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Mathematics anxiety in children with developmental dyscalculia

PubMed Central

2010-01-01

Background Math anxiety, defined as a negative affective response to mathematics, is known to have deleterious effects on math performance in the general population. However, the assumption that math anxiety is directly related to math performance, has not yet been validated. Thus, our primary objective was to investigate the effects of math anxiety on numerical processing in children with specific deficits in the acquisition of math skills (Developmental Dyscalculia; DD) by using a novel affective priming task as an indirect measure. Methods Participants (12 children with DD and 11 typically-developing peers) completed a novel priming task in which an arithmetic equation was preceded by one of four types of priming words (positive, neutral, negative or related to mathematics). Children were required to indicate whether the equation (simple math facts based on addition, subtraction, multiplication or division) was true or false. Typically, people respond to target stimuli more quickly after presentation of an affectively-related prime than after one that is unrelated affectively. Result Participants with DD responded faster to targets that were preceded by both negative primes and math-related primes. A reversed pattern was present in the control group. Conclusion These results reveal a direct link between emotions, arithmetic and low achievement in math. It is also suggested that arithmetic-affective priming might be used as an indirect measure of math anxiety. PMID:20633269

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Evaluation of Bivariate Mixed Models in Meta-analyses of Diagnostic Accuracy Studies with SAS, Stata and R.

PubMed

Vogelgesang, Felicitas; Schlattmann, Peter; Dewey, Marc

2018-05-01

Meta-analyses require a thoroughly planned procedure to obtain unbiased overall estimates. From a statistical point of view not only model selection but also model implementation in the software affects the results. The present simulation study investigates the accuracy of different implementations of general and generalized bivariate mixed models in SAS (using proc mixed, proc glimmix and proc nlmixed), Stata (using gllamm, xtmelogit and midas) and R (using reitsma from package mada and glmer from package lme4). Both models incorporate the relationship between sensitivity and specificity - the two outcomes of interest in meta-analyses of diagnostic accuracy studies - utilizing random effects. Model performance is compared in nine meta-analytic scenarios reflecting the combination of three sizes for meta-analyses (89, 30 and 10 studies) with three pairs of sensitivity/specificity values (97%/87%; 85%/75%; 90%/93%). The evaluation of accuracy in terms of bias, standard error and mean squared error reveals that all implementations of the generalized bivariate model calculate sensitivity and specificity estimates with deviations less than two percentage points. proc mixed which together with reitsma implements the general bivariate mixed model proposed by Reitsma rather shows convergence problems. The random effect parameters are in general underestimated. This study shows that flexibility and simplicity of model specification together with convergence robustness should influence implementation recommendations, as the accuracy in terms of bias was acceptable in all implementations using the generalized approach. Schattauer GmbH.

Recognizing and Nurturing Math Talent in Children

ERIC Educational Resources Information Center

Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M.

2013-01-01

What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…

Solving America's Math Problem

ERIC Educational Resources Information Center

Vigdor, Jacob

2013-01-01

Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

The Menu for Every Young Mathematician's Appetite

ERIC Educational Resources Information Center

Legnard, Danielle S.; Austin, Susan L.

2012-01-01

Math Workshop offers differentiated instruction to foster a deep understanding of rich, rigorous mathematics that is attainable by all learners. The inquiry-based model provides a menu of multilevel math tasks, within the daily math block, that focus on similar mathematical content. Math Workshop promotes a culture of engagement and…

Group Activities for Math Enthusiasts

ERIC Educational Resources Information Center

Holdener, J.; Milnikel, R.

2016-01-01

In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

78 FR 41924 - Privacy Act of 1974; System of Records-Impact Evaluation of Math Professional Development

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-12

... DEPARTMENT OF EDUCATION Privacy Act of 1974; System of Records--Impact Evaluation of Math... ``Impact Evaluation of Math Professional Development'' (18-13-35). The National Center for Education...-focused math professional development (PD) program on teacher knowledge, teacher practices, and student...

78 FR 2379 - Agency Information Collection Activities; Comment Request; Impact Evaluation of Math Professional...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-11

...; Comment Request; Impact Evaluation of Math Professional Development AGENCY: IES/NCES, Department of... of Math Professional Development. OMB Control Number: 1850-NEW. Type of Review: New information... requests clearance to recruit and collect data from districts, schools, and teachers for a study of math...

Specific Cognitive Predictors of Early Math Problem Solving

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.

2015-01-01

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

Mathematizing: An Emergent Math Curriculum Approach for Young Children

ERIC Educational Resources Information Center

Rosales, Allen C.

2015-01-01

Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

Mix It Up

ERIC Educational Resources Information Center

Vasquez-Mireles, Selina; West, Sandra

2007-01-01

A correlated science lesson is characterized as an integrated science lesson in that it may incorporate traditionally integrated activities and use math as a tool. However, a correlated math-science lesson also: (1) has the pertinent math and science objectives aligned with state standards; and (2) teaches parallel science and math ideas equally.…

Writing in Math: A Disciplinary Literacy Approach

ERIC Educational Resources Information Center

Brozo, William G.; Crain, Sarah

2018-01-01

Mathematics teachers often resist generic literacy strategies because they do not seem relevant to math learning. Discipline-specific literacy practices that emerge directly from the math content and processes under study are more likely to be embraced by math teachers. Furthermore, national and state-level mathematics standards as well as Common…

Strategies for Communications, Math with Technology.

ERIC Educational Resources Information Center

Wyoming Univ., Laramie. Dept. of Vocational Education.

This manual was designed for an inservice workshop with business educators on strategies for math communication. The focus is on basic writing and math skills. Technology is incorporated in the curriculum. The manual is divided into six sections; four sections deal with communications skills and two sections with math skills. Each section includes…

SRA Real Math Building Blocks PreK. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"SRA Real Math Building Blocks PreK" (also referred to as "Building Blocks for Math") is a supplemental mathematics curriculum designed to develop preschool children's early mathematical knowledge through various individual and small- and large-group activities. It uses "Building Blocks for Math PreK" software,…

Math and Beyond.

ERIC Educational Resources Information Center

Solana Beach Elementary School District, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: MATH AND BEYOND is a schoolwide math incentive program designed to encourage students--and their parents--to investigate and explore the world of mathematics beyond those experiences provided during the school day. The program focuses on experiences and activities in seven different areas of math:…

Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

ERIC Educational Resources Information Center

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

Theoretical Frameworks for Math Fact Fluency

ERIC Educational Resources Information Center

Arnold, Katherine

2012-01-01

Recent education statistics indicate persistent low math scores for our nation's students. This drop in math proficiency includes deficits in basic number sense and automaticity of math facts. The decrease has been recorded across all grade levels with the elementary levels showing the greatest loss (National Center for Education Statistics,…

Math Anxiety and Math Ability in Early Primary School Years

ERIC Educational Resources Information Center

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

Individual Differences Related to College Students' Course Performance in Calculus II

ERIC Educational Resources Information Center

Hart, Sara A.; Daucourt, Mia; Ganley, Colleen M.

2017-01-01

In this study, we explore student achievement in a semester-long flipped Calculus II course, combining various predictor measures related to student attitudes (math anxiety, math confidence, math interest, math importance) and cognitive skills (spatial skills, approximate number system), as well as student engagement with the online system…

Teacher Judgment of Student Mastery of Math Skills.

ERIC Educational Resources Information Center

Bentz, Johnell L.; Fuchs, Lynn S.

1993-01-01

Information on students' math skill mastery based on curriculum-based measurement was provided to nine special and general education elementary teachers. Teachers were asked to identify the specific math skills their students had mastered. Results indicated that most teachers were not accurate at judging math skill mastery despite having specific…

Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.

PubMed

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H; Eggum-Wilkens, Natalie D

2014-01-01

Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Mathematics skills in good readers with hydrocephalus.

PubMed

Barnes, Marcia A; Pengelly, Sarah; Dennis, Maureen; Wilkinson, Margaret; Rogers, Tracey; Faulkner, Heather

2002-01-01

Children with hydrocephalus have poor math skills. We investigated the nature of their arithmetic computation errors by comparing written subtraction errors in good readers with hydrocephalus, typically developing good readers of the same age, and younger children matched for math level to the children with hydrocephalus. Children with hydrocephalus made more procedural errors (although not more fact retrieval or visual-spatial errors) than age-matched controls; they made the same number of procedural errors as younger, math-level matched children. We also investigated a broad range of math abilities, and found that children with hydrocephalus performed more poorly than age-matched controls on tests of geometry and applied math skills such as estimation and problem solving. Computation deficits in children with hydrocephalus reflect delayed development of procedural knowledge. Problems in specific math domains such as geometry and applied math, were associated with deficits in constituent cognitive skills such as visual spatial competence, memory, and general knowledge.

Mathematics/Arithmetic Knowledge-Based Way of Thinking and Its Maintenance Needed for Engineers

NASA Astrophysics Data System (ADS)

Harada, Shoji

Examining curriculum among universities revealed that no significant difference in math class or related subjects can be seen. However, amount and depth of those studies, in general, differed depending on content of curriculum and the level of achievement at entrance to individual university. Universalization of higher education shows that students have many problems in learning higher level of traditional math and that the memory of math they learned quickly fades away after passing in exam. It means that further development of higher math knowledgebased engineer after graduation from universities. Under these circumstances, the present author, as one of fun of math, propose how to maintain way of thinking generated by math knowledge. What necessary for engineer is to pay attention to common books, dealing with elementary mathematics or arithmetic- related matters. This surely leads engineer to nourish math/arithmetic knowledge-based way of thinking.

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.

PubMed

Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

2011-07-01

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. PsycINFO Database Record (c) 2011 APA, all rights reserved

Domain identification moderates the effect of positive stereotypes on Chinese American women's math performance.

PubMed

Saad, Carmel S; Meyer, Oanh L; Dhindsa, Manveen; Zane, Nolan

2015-01-01

We examined whether an individual difference factor, math domain identification, moderated performance following positive stereotype activation. We hypothesized that positive stereotype activation would improve performance for those more math identified (compared to a control condition), but would hinder performance for those less math identified. We examined 116 Chinese American women (mean age = 19 years). Participants were assigned to the positive stereotype activation condition or to the control condition before completing a math test. Positive stereotype activation led more math identified participants to perform significantly better than the control condition, whereas it led less math identified participants to perform significantly worse than the control condition. Domain identification moderates the effect of positive stereotype activation. Educators should consider how testing situations are constructed, especially when test takers do not identify highly with the domain. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

The statistical model of origin and evolution planets of Solar system and planetary satellities

NASA Astrophysics Data System (ADS)

Krot, A.

There are the theories for exploring Solar system formation in accord Titius-Bode's low: electromagnetic theories (Birkeland (1912), Alfven (1942)), gravitational theories (Schmidt (1944), Woolfson (1964), Safronov (1969), Dole (1970)), nebular theories (Weizsaecker (1943), Kuiper (1949), Nakano (1970)) [1]-[3]. In spite of great number of work aimed to exploring formation of the Solar system, however, the mentioned theories were not able to explain all phenomena. In this connection the statistical theory for a cosmological body forming (so-called the spheroidal body model) has been proposed in [4]-[11]. Within the framework of this theory, bodies have fuzzy outlines and are represented by means of spheroidal forms. In the work [6], which is a continuation of the papers [4], [5], it has been investigated a slowly evolving in time process of a gravitational compression of a spheroidal body close to an unstable equilibrium state. In the papers [7],[8]the equation of motion of particles inside the weakly gravitating spheroidal body modeled by means of an ideal liquid has been obtained. Using Schwarzschild's and Kerr's metrics a consistency of the proposed statistical model with the general relativity has been shown in [12]. The proposed theory proceeds from the conception for forming a spheroidal body as a protoplanet from planetary nebula; it permits to derive the form of distribution functions for an immovable and rotating spheroidal body [4]-[6],[10]-[13] as well as their density masses (gravitational potentials and strengths) and also to find the distribution function of specific angular momentum of the rotating uniformly spheroidal body [13],[14]. Using the specific angular momentum distribution function this work considers a gas- dust protoplanetary cloud as a rotating and gravitating spheroidal body. Because the specific angular momenta are averaged during conglomeration process the specific angular momenta for a planets of Solar system is found. As a result a new low for Solar system planetary distances is derived (it generalizes the well-known Schmidt low). The new low gives a very good estimation of real planetary distances in Solar system (the relative error of estimation is 0%; absolute error of estimation is 0,5% besides its maximal value is equal to 5% for Earth and Pluto). This low has been applied also to estimation of Jupiter's satellities distances in this work. References: [1] M.M.Nieto, The Tutius-Bode low of planetary distances: its his-tory and theory. Pergamon: Oxford, New York et., 1972. [2] V.S. Safronov, Evolution of Protoplanetary cloud and the formation of the Earth and planets. 1969, Moscow, Nauka, (in Russian); NASA Tech. Transl. F-677, Washington, D.C. 1972. [3] A.V. Vityazev, G.V. Pechrnikova and V.S.Safronov, The Terrestrial planets: origin and early evolution. 1990. Moscow, Nauka (in Russian) [4] A.M.Krot, Achievement in Modern Radioelectronics (Special issue "Cosmic Radiophysics", Moscow), no.8, pp.66-81, 1996 (in Russian). [5] A.M.Krot, Proc. SPIE's 13th Annual Intern.Symp. "AeroSense", vol.3710, pp.1248-1259, Orlando, Florida, USA, April 5-9, 1999. [6] A.M.Krot, Proc. SPIE's 14th Annual Intern.Symp. "AeroSense", vol.4038, pp.1318-1329, Orlando, Florida, USA, April 24-28, 2000. [7] A.M.Krot, Proc. SPIE's 15th Annual Intern. Symposium "AeroSense", vol.4394, pp.1271-1282, Orlando, Florida, USA, April 16-20, 2001. [8] A.M.Krot, Proc. 53rd Intern. Astronautical Congress: The World Space Congress-2002, Houston, Texas, USA, October 10-19, 2002, Preprint IAC-02-J.P.01. - 11 p. [9] A.M.Krot, Proc. 34th Scientific Assembly of the Committee on Space Research (COSPAR)- The 2nd World Space Congress (WSC- 2002), October 10-19, 2002,Houston, Texas, USA. [10] A.M.Krot, Proc. of EGS- AGU-EUG Joint Assembly, Nice, France, April 6-11, 2003, Geophysical Research Abstracts, vol.5, EAE03-À-05568, 2003. [11] A.M. Krot, Proc. of 54 Intern. Astronautical Congress (IAC), September 29-October 3, 2003, Bremen, Germany, Preprint IAC-03-J.1.08. -11p. [12] A.M.Krot , Proc. of 35th COSPAR Scientific Assembly, Paris, France, July 18-25, 2004, Abstract-Nr. COSPAR 04-A-00162. [13] A.Krot, Proc. EGU- 2nd General Assembly, Vienna, Austria, April 24-29, 2005, Geophysical Research Abstracts, vol.7, EGU05-A-04550, 2005; SRef-ID: 1607-7962/gra/. [14] A.Krot Proc. EGU- General Assembly, Vienna, Austria, April 02- 07, 2006, Geophysical Research Abstracts, vol.8, EGU06-A-00216, 2006; SRef-ID: 1607-7962/gra/. 2

A Case Study of Computer Gaming for Math: Engaged Learning from Gameplay?

ERIC Educational Resources Information Center

Ke, Fengfeng

2008-01-01

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math…

Training for Fluency and Generalization of Math Facts Using Technology

ERIC Educational Resources Information Center

Musti-Rao, Shobana; Lynch, Tom Liam; Plati, Erin

2015-01-01

As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This…

Math Branding in a Community College Library

ERIC Educational Resources Information Center

Brantz, Malcolm; Sadowski, Edward B.

2010-01-01

As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…

Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

ERIC Educational Resources Information Center

Blazer, Christie

2011-01-01

Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

The Value of the Math Circle for Gifted Middle School Students

ERIC Educational Resources Information Center

Burns, Barbara; Henry, Julie; McCarthy, Dianne; Tripp, Jennifer

2017-01-01

Math Circles are designed to allow students to explore mathematics using a problem-solving/inquiry approach. Many of the students attending our Math Circle are mathematically talented and curious. This study examines the perspectives of the students and their families in determining why students attend Math Circle, what they enjoy about Math…

Learning to Be a Math Teacher: What Knowledge Is Essential?

ERIC Educational Resources Information Center

Reid, Mary; Reid, Steven

2017-01-01

This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining…

The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement

ERIC Educational Resources Information Center

Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

2014-01-01

A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…

Singapore Math®. What Works Clearinghouse Intervention Report. Updated December 2015

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

This report on "Singapore Math®" updates the 2009 WWC review of the curriculum to include seven new studies. Despite the additional research, no studies meet WWC design standards and therefore, no conclusions can be made about the effectiveness of "Singapore Math®." [For the 2009 report, "Singapore Math," see…

Using Computer-Assisted Instruction to Build Math Fact Fluency: An Implementation Guide

ERIC Educational Resources Information Center

Hawkins, Renee O.; Collins, Tai; Hernan, Colleen; Flowers, Emily

2017-01-01

Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students' math fact fluency, but the options can become overwhelming. This article provides implementation…

77 FR 37016 - Applications for New Awards: Upward Bound Math and Science Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-20

... DEPARTMENT OF EDUCATION Applications for New Awards: Upward Bound Math and Science Program AGENCY... Bound Math and Science Program. Notice inviting applications for new awards for fiscal year (FY) 2012.... There are three types of grants under the UB Program: regular UB grants, Veterans UB grants, and UB Math...

Formula for Success: Engaging Families in Early Math Learning

ERIC Educational Resources Information Center

Global Family Research Project, 2017

2017-01-01

Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

Preschool Children's Interest, Social-Emotional Skills, and Emergent Mathematics Skills

ERIC Educational Resources Information Center

Doctoroff, Greta L.; Fisher, Paige H.; Burrows, Bethany M.; Edman, Maria Tsepilovan

2016-01-01

This cross-sectional study examined the relationship between interest, social-emotional skills, and early math skills in preschool children. Math-specific interest and global interest in learning were measured using teacher report and a play-based observation task. Math skills were assessed with a test of math achievement, and social-emotional…

78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-26

...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

Early Math Interest and the Development of Math Skills

ERIC Educational Resources Information Center

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

Upward Bound Math-Science: Program Description and Interim Impact Estimates

ERIC Educational Resources Information Center

Olsen, Robert; Seftor, Neil; Silva, Tim; Myers, David; DesRoches, David; Young, Julie

2007-01-01

To help address continuing disparities in academic achievement and under-representation of disadvantaged groups in math and science majors and careers, the U.S. Department of Education (ED) established a math and science initiative in 1990 within Upward Bound, a federal grant program known as Upward Bound Math-Science (UBMS) designed to provide…

Neurobiological Underpinnings of Math and Reading Learning Disabilities

ERIC Educational Resources Information Center

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…

Integrating Music into Math in a Virtual Reality Game: Learning Fractions

ERIC Educational Resources Information Center

Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

2016-01-01

The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

Saxon Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Saxon Math" is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of "Saxon Math"'s…

Saxon Middle School Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

"Saxon Math" curricula and materials are available for grades K through 12, with the content and skills designed to meet National Council of Teachers of Mathematics (NCTM) standards and various state standards. This WWC report focuses on middle school math curricula, defined as all Saxon Math curricula for grades 6 through 9. The…

After-School Math PLUS (ASM+) Final Evaluation Report

ERIC Educational Resources Information Center

Academy for Educational Development, 2007

2007-01-01

This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…

Preliminary Success and Retention Rates in Selected Math Courses. Research Report.

ERIC Educational Resources Information Center

Cuesta Coll., San Luis Obispo, CA. Matriculation and Research Services.

This report presents findings of exploratory research on success, retention, and persistence in math courses at Cuesta College. The following research questions were addressed: (1) How do success rates in Math 23 (elementary algebra) and Math 27 (intermediate algebra) compare with traditional and computer-assisted formats? (2) What are the…

Affordable Online Maths Tuition: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David

2016-01-01

"Affordable Online Maths Tuition" is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each…

Ideas in Practice: Teaching Mathematics in an "Academic Servicing" Course.

ERIC Educational Resources Information Center

Ritsena, Paul

1981-01-01

Describes a remedial approach which provides math and communications instruction for applied arts and technology students. Looks at the problems of lack of time and math anxiety. Provides examples of math problems that show "real life" applications of math skills. Recounts how the problems are used in the classroom. (AYC)

Study Gives Edge to 2 Math Programs

ERIC Educational Resources Information Center

Viadero, Debra

2009-01-01

This article reports that two programs for teaching mathematics in the early grades--Math Expressions and Saxon Math--emerged as winners in early findings released last week from a large-scale federal experiment that pits four popular, and philosophically distinct, math curricula against one another. But the results don't promise to end the…

Using Math Menus

ERIC Educational Resources Information Center

Burns, Marilyn

2016-01-01

Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

PubMed

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

Preschool acuity of the approximate number system correlates with school math ability.

PubMed

Libertus, Melissa E; Feigenson, Lisa; Halberda, Justin

2011-11-01

Previous research shows a correlation between individual differences in people's school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants' ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children's math ability and vocabulary size prior to the onset of formal math instruction. We found that children's ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life. 2011 Blackwell Publishing Ltd.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

PubMed Central

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

PubMed Central

Wang, Ming-Te; Degol, Jessica; Ye, Feifei

2015-01-01

Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

Preschool Acuity of the Approximate Number System Correlates with School Math Ability

PubMed Central

Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin

2012-01-01

Previous research shows a correlation between individual differences in people’s school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants’ ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children’s math ability and vocabulary size prior to the onset of formal math instruction. We found that children’s ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life. PMID:22010889

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

PubMed

Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C

2015-01-01

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2-3 weeks (N within = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

PubMed Central

Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C.

2015-01-01

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2–3 weeks (Nwithin = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed. PMID:26441778

Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

NASA Astrophysics Data System (ADS)

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and recommendations for future research are included.

Resistance Distances and Kirchhoff Index in Generalised Join Graphs

NASA Astrophysics Data System (ADS)

Chen, Haiyan

2017-03-01

The resistance distance between any two vertices of a connected graph is defined as the effective resistance between them in the electrical network constructed from the graph by replacing each edge with a unit resistor. The Kirchhoff index of a graph is defined as the sum of all the resistance distances between any pair of vertices of the graph. Let G=H[G1, G2, …, Gk ] be the generalised join graph of G1, G2, …, Gk determined by H. In this paper, we first give formulae for resistance distances and Kirchhoff index of G in terms of parameters of G'is {G'_i}s and H. Then, we show that computing resistance distances and Kirchhoff index of G can be decomposed into simpler ones. Finally, we obtain explicit formulae for resistance distances and Kirchhoff index of G when G'is {G'_i}s and H take some special graphs, such as the complete graph, the path, and the cycle.

University of Glasgow at TREC 2014: Experiments with Terrier in Contextual Suggestion, Temporal Summarisation and Web Tracks

DTIC Science & Technology

2014-11-01

Romain Deveaud, M-Dyaa Albakour, Stuart Mackie, Nut Limsopatham, Craig Macdonald, Iadh Ounis, Thibaut Thonet ⇤ and Bekir Taner Dinçer † {firstname.lastname...of Tor Vergata at TREC 2007 Blog track. In Proc. of TREC, 2007. [3] J . Aslam, M. Ekstrand-Abueg, V. Pavlu, F. Diaz, and T. Sakai. Trec 2013 temporal...selection based on prevalence and novelty. In Proc. of CIKM’14, 2014. [18] R. McCreadie, C. Macdonald, I. Ounis, J . Peng, and R. L. T. Santos. University of

Military Application of Space-Time Adaptive Processing (Les applications militaires du traitement adaptatif espace-temps)

DTIC Science & Technology

2003-04-01

La détection de cibles mobiles terrestres est l’un des objectifs primaires de la télédétection depuis la terre. Cependant, les retours de cible...Proc. EUSAR’96, 26-28 March 1996, Koenigswinter, Germany, pp. 49-52 ( VDE Publishers) [13] Ender, J., ”Detection and Estimation of Moving Target...Signals by Multi-Channel SAR”, Proc. EUSAR’96, 26-28 March 1996, Koenigswinter, Germany, pp. 411-417, ( VDE Publishers). Also: AEU, Vol. 50, March 1996, pp

Implementation of a Localization System for Sensor Networks

DTIC Science & Technology

2006-05-18

its N-point DFT is mathematically formulated as X[k] = N−1∑ n=0 x[n] W nkN , k = 0, 1, . . . , N − 1 (7.1) W knN = e −j(2π/N)kn (7.2) There are two...distributed ad-hoc wireless sensor networks. In Int. Conf. on Acoustics, Speech , and Signal Proc. (ICASSP), pages 2037 – 2040, Salt Lake City, UT. [18] J...Stability of recursive qrd-ls algorithms using finite- precision systolic array implementation. IEEE Trans. on Acoustics, Speech , and Signal Proc., 37(5

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

MATH77, Version 4.0

NASA Technical Reports Server (NTRS)

Lawson, Charles L.; Krogh, Fred; Van Snyder, W.; Oken, Carol A.; Mccreary, Faith A.; Lieske, Jay H.; Perrine, Jack; Coffin, Ralph S.; Wayne, Warren J.

1994-01-01

MATH77 is high-quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for basic computational processes of science and engineering. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. MATH77 release 4.0 subroutine library designed to be usable on any computer system supporting full ANSI standard FORTRAN 77 language.

Supporting English Language Learners in Math Class, Grades K-2

ERIC Educational Resources Information Center

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Advanced Math Equals Career Readiness. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

Advanced Math: Closing the Equity Gap. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Lorenzen, Janelle K.

2017-01-01

This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report

ERIC Educational Resources Information Center

Hoang, Hai; Huang, Melrose; Sulcer, Brian; Yesilyurt, Suleyman

2017-01-01

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways…

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

ERIC Educational Resources Information Center

Bahr, Peter Riley

2013-01-01

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

The Effect of Flexible Small Groups on Math Achievement in First Grade

ERIC Educational Resources Information Center

Benders, David; Craft, Tracy

2016-01-01

This action research study explores the Guided Math Approach to improving math scores for first grade students. Previous MAP (Measure of Academic Progress) scores were used to measure proficiency and students were placed in separate categories for appropriate instruction. This study reviewed math achievement scores on MAP test from a First grade…

77 FR 21089 - Notice of Submission for OMB Review; Application for Grants Under the Upward Bound Math and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-09

... Upward Bound Math and Science Program AGENCY: Office of Postsecondary Education, Department of Education. SUMMARY: The Upward Bound Math and Science (UBMS) program provides grants to institutions of higher... for success in a program of postsecondary education that lead to careers in math and science. DATES...

Math and Movement: Practical Ways to Incorporate Math into Physical Education

ERIC Educational Resources Information Center

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Relation of Opportunity to Learn Advanced Math to the Educational Attainment of Rural Youth

ERIC Educational Resources Information Center

Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C.

2017-01-01

Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2016-01-01

To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

Firefighter Math - a web-based learning tool

Treesearch

Dan Jimenez

2010-01-01

Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

ERIC Educational Resources Information Center

Redish, Edward F.; Kuo, Eric

2015-01-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we…

Self-Constructs and Anxiety Across Cultures. Research Report. ETS RR-09-12

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

This study examined the factorial structure of three related constructs, math self-concept, math self-efficacy, and math anxiety, across 41 countries. One factorial structure was achieved at both between- and within-country levels. Within-country variations of the self-constructs were also noted in relation to math performance: Self-concept showed…

Sex Differences in the Relation between Math Performance, Spatial Skills, and Attitudes

ERIC Educational Resources Information Center

Ganley, Colleen M.; Vasilyeva, Marina

2011-01-01

Sex differences have been previously found in cognitive and affective predictors of math achievement, including spatial skills and math attitudes. It is important to determine whether there are sex differences not only in the predictors themselves, but also in the nature of their relation to math achievement. The present paper examined spatial…

Assessing the Effect of Language Demand in Bundles of Math Word Problems

ERIC Educational Resources Information Center

Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.

2016-01-01

Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…

Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California

ERIC Educational Resources Information Center

Wendt, Staci; Rice, John; Nakamoto, Jonathan

2014-01-01

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…

Math Is in the Eye of the Beholder.

ERIC Educational Resources Information Center

Diamond, Judith

A researcher surveyed 161 students in adult education math classes at four community colleges in Illinois and 13 adult education math teachers. Both groups were asked to complete the survey from the viewpoint of a student. The respondents were asked what should math classes teach; what kind of problems they most enjoy working on in class; whether…

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

ERIC Educational Resources Information Center

Kulkin, Margaret

2016-01-01

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

District Finds the Right Equation to Improve Math Instruction

ERIC Educational Resources Information Center

Holmstrom, Annette

2010-01-01

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

Why Students Do Not Prepare for Math Placement Exams: Student Perspectives. CCRC Research Brief. Number 57

ERIC Educational Resources Information Center

Fay, Maggie P.; Bickerstaff, Susan; Hodara, Michelle

2013-01-01

Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest…

A Family Math Program To Increase Parent Participation in Math Homework in a Primary Multi-Age Classroom.

ERIC Educational Resources Information Center

Hradnansky, Terre A.

This practicum was designed to increase parental involvement and parental support in the area of interactive mathematics homework by helping parents to better understand their role and responsibilities towards helping their child with the interactive math homework that reinforces the curriculum. Family math meetings were offered and follow-up…

The Effects of an Extended-Day Online Math Program on Math Achievement

ERIC Educational Resources Information Center

Wagner, Kathryn Mary-LaCroix

2013-01-01

Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory,…

Shake, Rattle, & Roll: Teaching Guide & Poster. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S.…

Supporting English Language Learners in Math Class, Grades 3-5

ERIC Educational Resources Information Center

Bresser, Rusty; Melanese, Kathy; Sphar, Christine

2009-01-01

More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

Attributional Gender Bias: Teachers' Ability and Effort Explanations for Students' Math Performance

ERIC Educational Resources Information Center

Espinoza, Penelope; Arêas da Luz Fontes, Ana B.; Arms-Chavez, Clarissa J.

2014-01-01

Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a…

Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

ERIC Educational Resources Information Center

Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

2017-01-01

This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

How Do You Use Math?

ERIC Educational Resources Information Center

Brown, Joan Marie

1996-01-01

Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…

"Informed Self-Placement" at American River College: A Case Study. National Center Report Number #07-2

ERIC Educational Resources Information Center

Felder, Jonathan E.; Finney, Joni E.; Kirst, Michael W.

2007-01-01

"Informed math self-placement," a program implemented at American River College in Sacramento, California, to determine students' readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a…

The Power of Math Dictionaries in the Classroom

ERIC Educational Resources Information Center

Patterson, Lynn Gannon; Young, Ashlee Futrell

2013-01-01

This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child's journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a…

The Use and Effectiveness of a Targeted Math Intervention for Third Graders

ERIC Educational Resources Information Center

Pool, Juli L.; Carter, Gabriel M.; Johnson, Evelyn S.; Carter, Deborah R.

2013-01-01

Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming…

Beginning School Math Competence: Minority and Majority Comparisons. Report No. 34.

ERIC Educational Resources Information Center

Entwisle, Doris R.; Alexander, Karl L.

This paper uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These two aspects of math ability respond differently to environmental resources, with math concepts much more responsive to family factors before formal schooling…

Supporting Early Math--Rationales and Requirements for High Quality Software

ERIC Educational Resources Information Center

Haake, Magnus; Husain, Layla; Gulz, Agneta

2015-01-01

There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…

Math in Common. Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction. Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators. Formative Evaluation Cycle Report for the Math in Common Initiative: Volume 3

ERIC Educational Resources Information Center

Perry, Rebecca R.; Finkelstein, Neal D.; Seago, Nanette; Heredia, Alberto; Sobolew-Shubin, Sandy; Carroll, Cathy

2015-01-01

Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation…

New Tools to Convert PDF Math Contents into Accessible e-Books Efficiently.

PubMed

Suzuki, Masakazu; Terada, Yugo; Kanahori, Toshihiro; Yamaguchi, Katsuhito

2015-01-01

New features in our math-OCR software to convert PDF math contents into accessible e-books are shown. A method for recognizing PDF is thoroughly improved. In addition, contents in any selected area including math formulas in a PDF file can be cut and pasted into a document in various accessible formats, which is automatically recognized and converted into texts and accessible math formulas through this process. Combining it with our authoring tool for a technical document, one can easily produce accessible e-books in various formats such as DAISY, accessible EPUB3, DAISY-like HTML5, Microsoft Word with math objects and so on. Those contents are useful for various print-disabled students ranging from the blind to the dyslexic.

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

PubMed Central

Price, Gavin R.; Fuchs, Lynn S.

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

PubMed

Price, Gavin R; Fuchs, Lynn S

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.

Summertime Math.

ERIC Educational Resources Information Center

Broderick, Kathy

1998-01-01

These new paperbacks and recent paperback reprints present simple and complex math concepts as engaging, challenging puzzles and can make math fun for children from preschool through primary grades. (Author/AEF)

Critical assessment of density functional theory for computing vibrational (hyper)polarizabilities

NASA Astrophysics Data System (ADS)

Zaleśny, R.; Bulik, I. W.; Mikołajczyk, M.; Bartkowiak, W.; Luis, J. M.; Kirtman, B.; Avramopoulos, A.; Papadopoulos, M. G.

2012-12-01

Despite undisputed success of the density functional theory (DFT) in various branches of chemistry and physics, an application of the DFT for reliable predictions of nonlinear optical properties of molecules has been questioned a decade ago. As it was shown by Champagne, et al. [1, 2, 3] most conventional DFT schemes were unable to qualitatively predict the response of conjugated oligomers to a static electric field. Long-range corrected (LRC) functionals, like LC-BLYP or CAM-B3LYP, have been proposed to alleviate this deficiency. The reliability of LRC functionals for evaluating molecular (hyper)polarizabilities is studied for various groups of organic systems, with a special focus on vibrational corrections to the electric properties.

Structural, stability, and vibrational properties of BinPm clusters

NASA Astrophysics Data System (ADS)

Shen, Wanting; Han, Lihong; Liang, Dan; Zhang, Chunfang; Ruge, Quhe; Wang, Shumin; Lu, Pengfei

2018-04-01

An in-depth investigation is performed on stability mechanisms, electronic and optical properties of III-V semiconductor vapor phases clusters. First principles electronic structure calculations of CAM-B3LYP are performed on neutral BinPm (n + m ≤ 14) clusters. The geometrical evolution of all stable structures remains amorphous as the clusters size increases. Binding energies (BEs), energy gains and highest occupied molecular orbital and lowest unoccupied molecular orbital (HOMO-LUMO) gaps confirm that all four-atom structures of BinPm clusters have more stable optical properties. Orbitals composition and vibrational spectra of stable clusters are analyzed. Our calculations will contribute to the study of diluted bismuth alloys and compounds.

Computational and spectroscopic data correlation study of N,N'-bisarylmalonamides (Part II).

PubMed

Arsovski, Violeta M; Božić, Bojan Đ; Mirković, Jelena M; Vitnik, Vesna D; Vitnik, Željko J; Petrović, Slobodan D; Ušćumlić, Gordana S; Mijin, Dušan Ž

2015-09-01

To complement a previous UV study, we present a quantitative evaluation of substituent effects on spectroscopic data ((1)H and (13)C NMR chemical shifts as well as FT-IR absorption frequency) applied to N,N'-bisarylmalonamides, using simple and extended Hammett equations as well as the Swain-Lupton equation. Furthermore, the DFT CAM-B3LYP/6-311+G(d,p) method was applied to study the impact of different solvents on the geometry of the molecules and their spectral data. Additionally, experimental data are correlated with theoretical results; excellent linear dependence was obtained. The overall results presented in this paper show that N,N'-bisarylmalonamides are prominent candidates for model molecules.

Theoretical tuning of the firefly bioluminescence spectra by the modification of oxyluciferin

NASA Astrophysics Data System (ADS)

Cheng, Yuan-Yuan; Zhu, Jia; Liu, Ya-Jun

2014-01-01

Extending the firefly bioluminescence is of practical significance for the improved visualization of living cells and the development of a multicolor reporter. Tuning the color of bioluminescence in fireflies mainly involves the modification of luciferase and luciferin. In this Letter, we theoretically studied the emission spectra of 9 firefly oxyluciferin analogs in the gas phase and in solutions. Three density functionals, including B3LYP, CAM-B3LYP and M06-2X, were employed to theoretically predict the efficiently luminescent analogs. The reliable functionals for calculating the targeted systems were suggested. The luminescence efficiency, solvent effects, and substituent effects are discussed based on the calculated results.

The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children.

PubMed

Ganley, Colleen M; McGraw, Amanda L

2016-01-01

Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age.

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.

PubMed

Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

2015-02-01

A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. © 2014 Wiley Periodicals, Inc.

Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement

PubMed Central

Haist, Frank; Wazny, Jarnet H.; Toomarian, Elizabeth; Adamo, Maha

2015-01-01

A central question in cognitive and educational neuroscience is whether brain operations supporting non-linguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or “formal” math knowledge. Here, we conducted a developmental functional MRI study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6–12 years-old), 14 adolescents (13–17 years-old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus (IPS) specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879

The Development and Validation of a Revised Version of the Math Anxiety Scale for Young Children

PubMed Central

Ganley, Colleen M.; McGraw, Amanda L.

2016-01-01

Although there is an extensive amount of research that examines the relation between math anxiety and math performance in adolescents and adults, little work has focused on this relation in young children. Recently more attention has been paid to the early development of math anxiety, and new measures have been created for use with this age group. In the present study, we report on the development and validation of a revised version of the Math Anxiety Scale for Young Children (MASYC; Harari et al., 2013). We conducted cognitive interviews with the 12 MASYC items with nine children and then administered the MASYC and five newly-developed items to 296 first-, second- and third-grade children. Results from cognitive interviews show that three of the items from the original scale were being systematically misinterpreted by young children. We present a revised measure (the MASYC-R) consisting of 13 items (eight original, five newly-developed) that shows strong evidence for reliability and validity. Results also showed that a small, but meaningful, proportion of children at this age show signs of high math anxiety. Validity of the MASYC-R was supported through correlations with a number of other factors, including general anxiety, math performance, and math attitudes. In addition, results suggest that a substantial proportion of the variance in math anxiety can be explained from these other variables together. The findings suggest that the MASYC-R is appropriate for use with young children and can help researchers to answer important questions about the nature and development of math anxiety at this age. PMID:27605917

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

PubMed

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

2013-12-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children’s Formal Math Abilities

PubMed Central

Libertus, Melissa E.; Odic, Darko; Feigenson, Lisa; Halberda, Justin

2016-01-01

Children can represent number in at least two ways: by using their non-verbal, intuitive Approximate Number System (ANS), and by using words and symbols to count and represent numbers exactly. Further, by the time they are five years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children’s math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation – mapping accuracy and variability – might each relate to math performance. Here, we address these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities. PMID:27348475

The precision of mapping between number words and the approximate number system predicts children's formal math abilities.

PubMed

Libertus, Melissa E; Odic, Darko; Feigenson, Lisa; Halberda, Justin

2016-10-01

Children can represent number in at least two ways: by using their non-verbal, intuitive approximate number system (ANS) and by using words and symbols to count and represent numbers exactly. Furthermore, by the time they are 5years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children's math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation-mapping accuracy and variability-might each relate to math performance. Here, we addressed these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities, even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities. Copyright © 2016 Elsevier Inc. All rights reserved.

The impact of behavioural executive functioning and intelligence on math abilities in children with intellectual disabilities.

PubMed

Dekker, M C; Ziermans, T B; Swaab, H

2016-11-01

Little is known about the role of behavioural executive functioning (EF) skills and level of intelligence (IQ) on math abilities in children with mild to borderline intellectual disabilities. Teachers of 63 children attending a school for special education (age: 10 to 13 years; IQ: 50 to 85) filled out a Behaviour Rating Inventory for Executive Function for each student. Furthermore, students took a standardised national composite math test and a specific math test on measurement and time problems. Information on level of intelligence was gathered through school records. Multiple regression analyses were performed to test direct, moderating and mediating effects of EF and IQ on math performance. Behavioural problems with working memory and flexibility had a direct negative effect on math outcome, while concurrently, level of intelligence had a positive effect. The effect of IQ on math skills was moderated by problems with inhibition: in children with a clinical level of inhibition problems, there was no effect of level of intelligence on math performance. Findings suggest that in students with mild to borderline intellectual disabilities and math difficulties, it is important to address their strengths and weaknesses with respect to EF and adjust instruction and remedial intervention accordingly. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

The Efficiency of Delone Coverings of the Canonical Tilings T^*(A4) and T^*(D6)

NASA Astrophysics Data System (ADS)

Papadopolos, Zorka; Kasner, Gerald

This chapter is devoted to the coverings of the two quasiperiodic canonical tilings T^*(A4) and T^*(D6) T^*(2F), obtained by projection from the root lattices A4 and D6, respectively. In the first major part of this chapter, in Sect. 5.2, we shall introduce a Delone covering C^sT^*(A4) of the 2-dimensional decagonal tiling T^*(A4). In the second major part of this chapter, Sect. 5.3, we summarize the results related to the Delone covering of the icosahedral tiling T^*(D6), CT^*(D6) and determine the zero-, single-, and double- deckings and the resulting thickness of the covering. In the conclusions section, we give some suggestions as to how the definition of the Delone covering might be changed in order to reach some real (full) covering of the icosahedral tiling T^*(D6). In Section 5.2 the definition of the Delone covering is also changed in order to avoid an unnecessary large thickness of the covering.