34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

34 CFR 645.31 - What selection criteria does the Secretary use?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Upward Bound project, the Secretary reviews each type of project (Regular, Math and Science, or Veterans... need for an Upward Bound Math and Science Center in the proposed target area on the basis of— (i) The... careers in mathematics and science, and who could benefit from an Upward Bound Math and Science program...

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...

The Impacts of Upward Bound Math-Science on Postsecondary Outcomes 7-9 Years after Scheduled High School Graduation: Final Report

ERIC Educational Resources Information Center

Seftor, Neil S.; Calcagno, Juan Carlos

2010-01-01

This final report updates the report "Upward Bound Math-Science: Program Description and Interim Impact Estimates" published in 2007 (Olsen et al. 2007). The 2007 interim report contained descriptive findings from a survey of Upward Bound Math-Science (UBMS) grantees from the late 1990s at the time of the study's initiation and impact estimates…

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.42 - What are Upward Bound stipends?

Code of Federal Regulations, 2012 CFR

2012-07-01

... grantee is permitted to provide: (1) For Regular Upward Bound projects and Upward Bound Math and Science... What are Upward Bound stipends? (a) An Upward Bound project may provide stipends for all participants... evidence of satisfactory participation in activities of the project including— (1) Regular attendance; and...

34 CFR 645.42 - What are Upward Bound stipends?

Code of Federal Regulations, 2013 CFR

2013-07-01

... grantee is permitted to provide: (1) For Regular Upward Bound projects and Upward Bound Math and Science... What are Upward Bound stipends? (a) An Upward Bound project may provide stipends for all participants... evidence of satisfactory participation in activities of the project including— (1) Regular attendance; and...

34 CFR 645.42 - What are Upward Bound stipends?

Code of Federal Regulations, 2014 CFR

2014-07-01

... grantee is permitted to provide: (1) For Regular Upward Bound projects and Upward Bound Math and Science... What are Upward Bound stipends? (a) An Upward Bound project may provide stipends for all participants... evidence of satisfactory participation in activities of the project including— (1) Regular attendance; and...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.20 - How many applications for an Upward Bound award may an eligible applicant submit?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Upward Bound project, an Upward Bound Math and Science Center, or a Veterans Upward Bound project... additional application describes a project that serves a different participant population. (b) Each...

76 FR 78621 - Applications for New Awards; Upward Bound Program (Regular Upward Bound (UB))

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-19

... high school who in the first year of postsecondary education placed into college-level math and English... education placed into college-level math and English or needed remediation in those subjects. The Department... grants; Veterans UB grants; and UB Math and Science grants. This notice only announces deadlines and...

34 CFR 645.10 - What kinds of projects are supported under the Upward Bound Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... programs of postsecondary education. (b) Upward Bound Math and Science Centers designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and...

34 CFR 645.10 - What kinds of projects are supported under the Upward Bound Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... programs of postsecondary education. (b) Upward Bound Math and Science Centers designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and...

34 CFR 645.10 - What kinds of projects are supported under the Upward Bound Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... programs of postsecondary education. (b) Upward Bound Math and Science Centers designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and...

34 CFR 645.10 - What kinds of projects are supported under the Upward Bound Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... programs of postsecondary education. (b) Upward Bound Math and Science Centers designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and...

34 CFR 645.10 - What kinds of projects are supported under the Upward Bound Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... programs of postsecondary education. (b) Upward Bound Math and Science Centers designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and...

Privacy Impact Assessment for the TRIO Programs Annual Performance Report (APR) System

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

The TRIO Programs Annual Performance Report (APR) System collects individual student records on individuals served by the following Federal TRIO Programs: Upward Bound (which includes regular Upward Bound (UB), Upward Bound Math-Science (UBMS), and Veterans Upward Bound (VUB)); Student Support Services (SSS); and the Ronald E. McNair Post…

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... participants the skills and motivation necessary to complete a program of secondary education and to enter and... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and... Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY...

34 CFR 645.43 - What other requirements must a grantee meet?

Code of Federal Regulations, 2010 CFR

2010-07-01

... period, Regular Upward Bound projects shall serve between 50 and 150 participants and Upward Bound Math and Science projects shall serve between 50 and 75 participants. (2) Veterans Upward Bound projects... requirements of paragraphs (a)(1) and (a)(2) of this section if the applicant can demonstrate that the project...

34 CFR 645.3 - Who is eligible to participate in an Upward Bound project?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Who is eligible to participate in an Upward Bound project? An individual is eligible to participate in a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the... project? 645.3 Section 645.3 Education Regulations of the Offices of the Department of Education...

34 CFR 645.3 - Who is eligible to participate in an Upward Bound project?

Code of Federal Regulations, 2012 CFR

2012-07-01

... a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the following requirements: (a)(1) Is a citizen or national of the United States. (2) Is a permanent resident of...

34 CFR 645.3 - Who is eligible to participate in an Upward Bound project?

Code of Federal Regulations, 2013 CFR

2013-07-01

... a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the following requirements: (a)(1) Is a citizen or national of the United States. (2) Is a permanent resident of...

34 CFR 645.3 - Who is eligible to participate in an Upward Bound project?

Code of Federal Regulations, 2011 CFR

2011-07-01

... a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the following requirements: (a)(1) Is a citizen or national of the United States. (2) Is a permanent resident of...

34 CFR 645.3 - Who is eligible to participate in an Upward Bound project?

Code of Federal Regulations, 2014 CFR

2014-07-01

... a Regular, Veterans, or a Math and Science Upward Bound project if the individual meets all of the following requirements: (a)(1) Is a citizen or national of the United States. (2) Is a permanent resident of...

77 FR 40591 - Applications for New Awards; Veterans Upward Bound Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-10

...: Regular UB grants, UB Math and Science (UBMS) grants, and Veterans UB (VUB) grants. This notice announces... who in the first year of postsecondary education placed into college-level math and English without...

Salamander Saver

ERIC Educational Resources Information Center

Ilseman, Kelly; Hoffmann, Kristine

2016-01-01

On a spring morning in Maine, traps made of nets rise above vernal pools in a small wetland, ready to collect salamanders. The traps were designed by groups of rural and urban high school students from Maine and Massachusetts participating in the University of Maine Upward Bound Math Science Program (UBMS) at the university campus in Orono, Maine.…

34 CFR 645.13 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Regular Upward Bound projects— (1) Must provide participants with a summer instructional component that is...) May provide a summer bridge component to those Upward Bound participants who have graduated from... summer bridge component provides participants with services and activities, including college courses...

34 CFR 645.13 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Regular Upward Bound projects— (1) Must provide participants with a summer instructional component that is...) May provide a summer bridge component to those Upward Bound participants who have graduated from... summer bridge component provides participants with services and activities, including college courses...

Evaluating TRIO Programs: A Case Study of Upward Bound Directors and Staff

ERIC Educational Resources Information Center

Carr, Yolanda Regina

2013-01-01

For over four decades, Upward Bound programs have influenced students' aspirations and goals toward attending college, college enrollment, and overall educational achievement, providing a standard for successful college preparation for historically marginalized students. Although Upward Bound has helped many Americans prepare for and earn their…

34 CFR 645.42 - What are Upward Bound stipends?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What are Upward Bound stipends? 645.42 Section 645.42 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Conditions Must Be Met by a Grantee? § 645.42...

34 CFR 645.12 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false How are regular Upward Bound projects organized? 645.12 Section 645.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Kinds of Projects and Services Does...

Education Dept. to End Controversial Study of Upward Bound

ERIC Educational Resources Information Center

Field, Kelly

2008-01-01

Yielding to pressure from Congress and grant recipients, the U.S. Education Department has agreed to abandon a controversial evaluation of the Upward Bound (UB) college-preparation program. The study, which began last year, was designed to measure whether Upward Bound would have a bigger impact on college-going rates if it were refocused on…

The Impacts of Regular Upward Bound on Postsecondary Outcomes Seven to Nine Years after Scheduled High School Graduation. Final Report

ERIC Educational Resources Information Center

Seftor, Neil S.; Mamun, Arif; Schirm, Allen

2009-01-01

This last report from Mathematica's evaluation of Upward Bound analyzes data from the final round of survey and transcript data collection as well as administrative records from the National Student Clearinghouse and the federal Student Financial Aid files. It provides the first estimates of the effects of Upward Bound on postsecondary completion.…

Bounds for Asian basket options

NASA Astrophysics Data System (ADS)

Deelstra, Griselda; Diallo, Ibrahima; Vanmaele, Michèle

2008-09-01

In this paper we propose pricing bounds for European-style discrete arithmetic Asian basket options in a Black and Scholes framework. We start from methods used for basket options and Asian options. First, we use the general approach for deriving upper and lower bounds for stop-loss premia of sums of non-independent random variables as in Kaas et al. [Upper and lower bounds for sums of random variables, Insurance Math. Econom. 27 (2000) 151-168] or Dhaene et al. [The concept of comonotonicity in actuarial science and finance: theory, Insurance Math. Econom. 31(1) (2002) 3-33]. We generalize the methods in Deelstra et al. [Pricing of arithmetic basket options by conditioning, Insurance Math. Econom. 34 (2004) 55-57] and Vanmaele et al. [Bounds for the price of discrete sampled arithmetic Asian options, J. Comput. Appl. Math. 185(1) (2006) 51-90]. Afterwards we show how to derive an analytical closed-form expression for a lower bound in the non-comonotonic case. Finally, we derive upper bounds for Asian basket options by applying techniques as in Thompson [Fast narrow bounds on the value of Asian options, Working Paper, University of Cambridge, 1999] and Lord [Partially exact and bounded approximations for arithmetic Asian options, J. Comput. Finance 10 (2) (2006) 1-52]. Numerical results are included and on the basis of our numerical tests, we explain which method we recommend depending on moneyness and time-to-maturity.

Aspiration, Expectation, and Parental Influences among Upward Bound Students in Three Institutions.

ERIC Educational Resources Information Center

Mims, George L.

1985-01-01

The purpose of this study was to investigate aspiration, expectation, and parental influence and the extent to which these variables manifest themselves among 210 Upward Bound students in three institutions. (Author/LMO)

Upward Bound: An Untapped Fountain Of Youth Wanting To Learn About Math And Science

NASA Astrophysics Data System (ADS)

Gillis-Davis, J. J.; Sherman, S. B.; Gillis-Davis, L. C.; Svelling, K. L.

2009-12-01

We developed a two-phased curricula aimed at high school students in Hawaii’s Upward Bound (UB) programs. The course, called “Tour Through the Solar System”, was tested in the summer 2008-2009 programs of two of the four Hawaii UB programs. Authorized by Congress in 1965, UB is a federal program funded by the U.S. Department of Education to serve students underrepresented in higher education. Students enrolled in UB are predominantly low income, or from families in which neither parent holds a bachelor’s degree. UB programs make a measurable improvement in retaining high school students in the education pipeline in part by using innovative educational and outreach programs to spark students’ interest in learning while building academic self-confidence. Curricula developed for UB are sustainable because there are 964 programs in the United States, and U territories. Education and outreach products can be presented at regional and national meetings, which directors of the UB programs attend. Broad regulations and varied instruction formats allow curriculum developers a flexible and creative framework for developing classes. For instance, regulations stipulate that programs must provide participants with academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages in preparation for college entrance. UB meets these guidelines through school-year academic activities and a six-week summer school program. In designing our curricula the primary goals were to help students learn how to learn and encourage them to develop an interest in the fields of science, technology, engineering and math using NASA planetary data sets in a Problem-Based Learning (PBL) environment. Our focus on planetary science stems from our familiarity with the data sets, our view that NASA data sets are a naturally inspirational tool to engage high school students, and its cross-disciplinary character: encompassing geology, chemistry, astronomy, physics, math, and engineering. In addition, learning science through inquiry and experimentation lends tangible examples to abstract principles. Our curricula (available on-line for sharing) are comprised of (1) modular classroom lesson plans, (2) teacher tutorials, and (3) hands-on laboratory experiments. Each set of summer classes has a theme; the first set of summer classes centered on factors that affect climate on any planet. For example, students measured solar activity by counting sunspots and learned about the greenhouse effect by conducting experiments with colored bottles. The second summer focused on how the electromagnetic spectrum is fundamental to remote sensing. During our summer 2009 program the Lunar Reconnaissance Orbiter launched, and with its many instruments served as a shining example of how the electromagnetic spectrum is used to study planetary bodies. Thus, NASA archived and student-collected data sets used in a PBL setting provide the basic foundation for helping students learn science and math concepts, while the UB programs ensure sustainability by providing a fountain of youth who want to learn.

Minimum-error quantum distinguishability bounds from matrix monotone functions: A comment on 'Two-sided estimates of minimum-error distinguishability of mixed quantum states via generalized Holevo-Curlander bounds' [J. Math. Phys. 50, 032106 (2009)

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

Tyson, Jon

2009-06-15

Matrix monotonicity is used to obtain upper bounds on minimum-error distinguishability of arbitrary ensembles of mixed quantum states. This generalizes one direction of a two-sided bound recently obtained by the author [J. Tyson, J. Math. Phys. 50, 032106 (2009)]. It is shown that the previously obtained special case has unique properties.

78 FR 44553 - Agency Information Collection Activities; Comment Request; Veterans Upward Bound Annual...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-24

... DEPARTMENT OF EDUCATION [Docket No. ED-2013-ICCD-0095] Agency Information Collection Activities; Comment Request; Veterans Upward Bound Annual Performance Report AGENCY: Office of Postsecondary Education (OPE), Department of Education (ED). ACTION: Notice. SUMMARY: In accordance with the Paperwork...

Upward Bound: In the Beginning.

ERIC Educational Resources Information Center

Groutt, John; Hill, Calvin

2001-01-01

Describes the early history of the Upward Bound program, including the role of President Johnson's vision, the Task Force on Poverty, the Office of Economic Opportunity, and Community Action Programs; influences on the development of the program; establishment of the program's administrative structure; pilot programs; and early problems leading to…

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2010 CFR

2010-07-01

... programs involving elementary or secondary school teachers, faculty members at institutions of higher....11 Section 645.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Kinds of Projects...

Semiclassical Dynamicswith Exponentially Small Error Estimates

NASA Astrophysics Data System (ADS)

Hagedorn, George A.; Joye, Alain

We construct approximate solutions to the time-dependent Schrödingerequation for small values of ħ. If V satisfies appropriate analyticity and growth hypotheses and , these solutions agree with exact solutions up to errors whose norms are bounded by for some C and γ>0. Under more restrictive hypotheses, we prove that for sufficiently small T', implies the norms of the errors are bounded by for some C', γ'>0, and σ > 0.

76 FR 338 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-04

... feasibility of a promising practices study of Upward Bound that uses a rigorous quasi-experimental design. The design and feasibility report will develop a set of design options for conducting a study of Upward Bound and examine their applicability to studies of other TRIO programs. If a rigorous evaluation design...

Upward Bound/Los Angeles County Probation Department Program Report.

ERIC Educational Resources Information Center

Burke, David

During the summer of 1969, 16 youths from the Los Angeles County Probation Department's facilities participated in the Upward Bound program at the Claremont colleges together with 60 other students from surrounding communities. This program was established to provide the probation department with information useful in establishing similar joint…

77 FR 76012 - Agency Information Collection Activities; Comment Request; Study of Implementation and Outcomes...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-26

... DEPARTMENT OF EDUCATION [Docket No. ED-2012-ICCD-0071] Agency Information Collection Activities; Comment Request; Study of Implementation and Outcomes in Upward Bound and Other TRIO Programs AGENCY... of Collection: Study of Implementation and Outcomes in Upward Bound and other TRIO Programs. OMB...

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,…

77 FR 3751 - Extension of Deadlines; Upward Bound Program (Regular Upward Bound (UB))

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-25

... the document published in the Federal Register. Free Internet access to the official edition of the... Federal Relay Service (FRS), toll free, at 1-(800) 877-8339. SUPPLEMENTARY INFORMATION: Background On..., you must have Adobe Acrobat Reader, which is available free at this site. You may also access...

"Fist, Stick, Knife, Gun": Getting Real in Upward Bound.

ERIC Educational Resources Information Center

Pace, Barbara G.; Adkins, Theresa A.

2002-01-01

Describes how a teacher found literature for Upward Bound students. Presents Geoffrey Canada's "Fist, Stick, Knife, Gun: A Personal History of Violence in America" as a nonfiction work to provide clarity and connections that might not have been available in a fictional work, yet it had elements of literary fiction that made the text…

Upward Bound and Talent Search Work With School Counselors.

ERIC Educational Resources Information Center

Schumacher, Dorin

The set of behaviors and procedures used in working with school counselors participating in the Upward Bound and Talent Search programs at the University of Maine at Orono is described. Areas of concern designed to facilitate the relationship between school counselors and program coordinators include the following: (1) basic program information,…

Summer Upward Bound, Terre Haute, Indiana. Secondary Program in Compensatory Education, 4.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

Upward Bound was a precollege program geared for high school students with potential who had been handicapped by economic, cultural, and educational deprivation. It involved a full-time summer program and follow-up programs (counseling, cultural activities, and physical education) during the academic year. Students stayed in the program for three…

77 FR 21089 - Notice of Submission for OMB Review; Application for Grants Under the Veterans Upward Bound Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-09

...: The Veterans Upward Bound (VUB) program provides grants to institutions of higher education, public... new application because of the implementation of the Higher Education Opportunity Act revisions to the Higher Education Act of 1965, as amended, the authorizing statute for the program. This application will...

The Effectiveness of Upward Bound in Preparing Disadvantaged Youth for Postsecondary Education.

ERIC Educational Resources Information Center

Steel, Lauri; Schubert, Jane G.

The effectiveness of Upward Bound (UB), a federally funded program to assist high-ability disadvantaged youth in completing programs in higher education, is addressed in this study. The study sought to determine if participation in UB enhances high school performance and participation in postsecondary education, especially in comparison to non-UB…

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2011 CFR

2011-07-01

..., study skills, mathematics, science, and other subjects; (2) Advice and assistance in secondary and... 34 Education 3 2011-07-01 2011-07-01 false What services do all Upward Bound projects provide? 645.11 Section 645.11 Education Regulations of the Offices of the Department of Education (Continued...

34 CFR 645.15 - What additional services may Veterans Upward Bound projects provide?

Code of Federal Regulations, 2013 CFR

2013-07-01

... projects provide? 645.15 Section 645.15 Education Regulations of the Offices of the Department of Education... Projects and Services Does the Secretary Assist Under This Program? § 645.15 What additional services may Veterans Upward Bound projects provide? In addition to the services that must be provided under § 645.11, a...

34 CFR 645.15 - What additional services may Veterans Upward Bound projects provide?

Code of Federal Regulations, 2014 CFR

2014-07-01

... projects provide? 645.15 Section 645.15 Education Regulations of the Offices of the Department of Education... Projects and Services Does the Secretary Assist Under This Program? § 645.15 What additional services may Veterans Upward Bound projects provide? In addition to the services that must be provided under § 645.11, a...

34 CFR 645.15 - What additional services may Veterans Upward Bound projects provide?

Code of Federal Regulations, 2012 CFR

2012-07-01

... projects provide? 645.15 Section 645.15 Education Regulations of the Offices of the Department of Education... Projects and Services Does the Secretary Assist Under This Program? § 645.15 What additional services may Veterans Upward Bound projects provide? In addition to the services that must be provided under § 645.11, a...

34 CFR 645.15 - What additional services may Veterans Upward Bound projects provide?

Code of Federal Regulations, 2011 CFR

2011-07-01

... projects provide? 645.15 Section 645.15 Education Regulations of the Offices of the Department of Education... Projects and Services Does the Secretary Assist Under This Program? § 645.15 What additional services may Veterans Upward Bound projects provide? In addition to the services that must be provided under § 645.11, a...

Education as Literacy for Freedom: Implications for Latin America and the Caribbean from an Upward Bound Project.

ERIC Educational Resources Information Center

Dottin, Erskine S.

The Upward Bound Project for low income youth in Florida emphasizes humanistic education rather than education based on the capitalistic model of production, consumption, and competition. The project, which can serve as a model for education in developing countries, focuses on creating self-concepts and values to counteract those of an acquisitive…

Virial Expansion Bounds

NASA Astrophysics Data System (ADS)

Tate, Stephen James

2013-10-01

In the 1960s, the technique of using cluster expansion bounds in order to achieve bounds on the virial expansion was developed by Lebowitz and Penrose (J. Math. Phys. 5:841, 1964) and Ruelle (Statistical Mechanics: Rigorous Results. Benjamin, Elmsford, 1969). This technique is generalised to more recent cluster expansion bounds by Poghosyan and Ueltschi (J. Math. Phys. 50:053509, 2009), which are related to the work of Procacci (J. Stat. Phys. 129:171, 2007) and the tree-graph identity, detailed by Brydges (Phénomènes Critiques, Systèmes Aléatoires, Théories de Jauge. Les Houches 1984, pp. 129-183, 1986). The bounds achieved by Lebowitz and Penrose can also be sharpened by doing the actual optimisation and achieving expressions in terms of the Lambert W-function. The different bound from the cluster expansion shows some improvements for bounds on the convergence of the virial expansion in the case of positive potentials, which are allowed to have a hard core.

Outlook. Number 370

ERIC Educational Resources Information Center

Council for American Private Education, 2011

2011-01-01

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) Math Scores Continue Upward Trend; Reading Remains Flat; (2) Duncan Supports Amending BRS Provisions in Senate Bill; (3) ESEA Changes…

Setting the Record Straight: Strong Positive Impacts Found from the National Evaluation of Upward Bound. Re-Analysis Documents Significant Positive Impacts Masked by Errors in Flawed Contractor Reports

ERIC Educational Resources Information Center

Cahalan, Margaret; Goodwin, David

2014-01-01

In January 2009, in the last week of the Bush Administration, the U.S. Department of Education (ED), upon orders from the departing political appointee staff, published the final report in a long running National Evaluation of Upward Bound (UB). The study was conducted by the contractor, Mathematica Policy Research. After more than a year in…

On the role of entailment patterns and scalar implicatures in the processing of numerals

PubMed Central

Panizza, Daniele; Chierchia, Gennaro; Clifton, Charles

2009-01-01

There has been much debate, in both the linguistics and the psycholinguistics literature, concerning numbers and the interpretation of number denoting determiners ('numerals'). Such debate concerns, in particular, the nature and distribution of upper-bounded ('at-least') interpretations vs. lower-bounded ('exact') construals. In the present paper we show that the interpretation and processing of numerals are affected by the entailment properties of the context in which they occur. Experiment 1 established off-line preferences using a questionnaire. Experiment 2 investigated the processing issue through an eye tracking experiment using a silent reading task. Our results show that the upper-bounded interpretation of numerals occurs more often in an upward entailing context than in a downward entailing context. Reading times of the numeral itself were longer when it was embedded in an upward entailing context than when it was not, indicating that processing resources were required when the context triggered an upper-bounded interpretation. However, reading of a following context that required an upper-bounded interpretation triggered more regressions towards the numeral when it had occurred in a downward entailing context than in an upward entailing one. Such findings show that speakers' interpretation and processing of numerals is systematically affected by the polarity of the sentence in which they occur, and support the hypothesis that the upper-bounded interpretation of numerals is due to a scalar implicature. PMID:20161494

High Productivity Computing Systems Analysis and Performance

DTIC Science & Technology

2005-07-01

cubic grid Discrete Math Global Updates per second (GUP/S) RandomAccess Paper & Pencil Contact Bob Lucas (ISI) Multiple Precision none...can be found at the web site. One of the HPCchallenge codes, RandomAccess, is derived from the HPCS discrete math benchmarks that we released, and...Kernels Discrete Math … Graph Analysis … Linear Solvers … Signal Processi ng Execution Bounds Execution Indicators 6 Scalable Compact

Math Remediation for the College Bound: How Teachers Can Close the Gap, from the Basics through Algebra

ERIC Educational Resources Information Center

Khatri, Daryao

2011-01-01

Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This…

A Study of the National Upward Bound and Talent Search Programs. Final Report. Volume I. Review of the Literature Relevant to the Upward Bound and Talent Search Programs.

ERIC Educational Resources Information Center

Davis, Junius A.; Kenyon, Cynthia A.

In this volume is reported the review of related literature that was conducted during the design phase of the study (July 1973 through January 1974). Its purpose was to provide input for the study design. Chapter 1 is a summary of the findings judged most relevant to three basic questions: (1) Who are the disadvantaged, how are they defined, and…

SATA Stochastic Algebraic Topology and Applications

DTIC Science & Technology

2017-01-23

Harris et al. Selective sampling after solving a convex problem". arXiv:1609.05609 [ math , stat] (Sept. 2016). arXiv: 1609.05609. 13. Baryshnikov...Functions, Adv. Math . 245, 573-586, 2014. 15. Y. Baryshnikov, Liberzon, Daniel,Robust stability conditions for switched linear systems: Commutator bounds...Consistency via Kernel Estimation, arXiv:1407.5272 [ math , stat] (July 2014) arXiv: 1407.5272. to appear in Bernoulli 18. O.Bobrowski and S.Weinberger

Quasi-additive estimates on the Hamiltonian for the one-dimensional long range Ising model

NASA Astrophysics Data System (ADS)

Littin, Jorge; Picco, Pierre

2017-07-01

In this work, we study the problem of getting quasi-additive bounds for the Hamiltonian of the long range Ising model, when the two-body interaction term decays proportionally to 1/d2 -α , α ∈(0,1 ) . We revisit the paper by Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] where they extend to the case α ∈[0 ,ln3/ln2 -1 ) the result of the existence of a phase transition by using a Peierls argument given by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)] for α =0 . The main arguments of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] are based in a quasi-additive decomposition of the Hamiltonian in terms of hierarchical structures called triangles and contours, which are related to the original definition of contours introduced by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)]. In this work, we study the existence of a quasi-additive decomposition of the Hamiltonian in terms of the contours defined in the work of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)]. The most relevant result obtained is Theorem 4.3 where we show that there is a quasi-additive decomposition for the Hamiltonian in terms of contours when α ∈[0,1 ) but not in terms of triangles. The fact that it cannot be a quasi-additive bound in terms of triangles lead to a very interesting maximization problem whose maximizer is related to a discrete Cantor set. As a consequence of the quasi-additive bounds, we prove that we can generalise the [Cassandro et al., J. Math. Phys. 46, 053305 (2005)] result, that is, a Peierls argument, to the whole interval α ∈[0,1 ) . We also state here the result of Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] about cluster expansions which implies that Theorem 2.4 that concerns interfaces and Theorem 2.5 that concerns n point truncated correlation functions in Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] are valid for all α ∈[0,1 ) instead of only α ∈[0 ,ln3/ln2 -1 ) .

One Vision, Seven Strategies

ERIC Educational Resources Information Center

Miles, Karen Hawley; Baroody, Karen

2012-01-01

The "American Dream" is under duress as the economy slows, incomes stagnate, and upward mobility is more limited than at any time in recent history. Despite a steady increase in per-pupil spending on public schooling over the last decades, not enough students graduate with proficiency in reading and math. And despite some progress over the past…

The Math Emporium: Higher Education's Silver Bullet

ERIC Educational Resources Information Center

Twigg, Carol A.

2011-01-01

Throughout the 1990's, many people saw information technology as a silver bullet that could solve many of higher education's problems, among them the need to improve learning outcomes and control the ever-upward trajectory of higher education costs. The term "silver bullet" connotes a direct and effortless solution to a problem.…

Eulerian Dynamics with a Commutator Forcing

DTIC Science & Technology

2017-01-09

SIAM Review 56(4) (2014) 577–621. [Pes2015] J. Peszek. Discrete Cucker-Smale flocking model with a weakly singular weight. SIAM J. Math . Anal., to...viscosities in bounded domains. J. Math . Pures Appl. (9), 87(2):227– 235, 2007. [CV2010] L. Caffarelli, A. Vasseur, Drift diffusion equations with...Further time regularity for fully non-linear parabolic equations. Math . Res. Lett., 22(6):1749–1766, 2015. [CCTT2016] José A. Carrillo, Young-Pil

Computation of convex bounds for present value functions with random payments

NASA Astrophysics Data System (ADS)

Ahcan, Ales; Darkiewicz, Grzegorz; Goovaerts, Marc; Hoedemakers, Tom

2006-02-01

In this contribution we study the distribution of the present value function of a series of random payments in a stochastic financial environment. Such distributions occur naturally in a wide range of applications within fields of insurance and finance. We obtain accurate approximations by developing upper and lower bounds in the convex-order sense for present value functions. Technically speaking, our methodology is an extension of the results of Dhaene et al. [Insur. Math. Econom. 31(1) (2002) 3-33, Insur. Math. Econom. 31(2) (2002) 133-161] to the case of scalar products of mutually independent random vectors.

Sharp bounds for singular values of fractional integral operators

NASA Astrophysics Data System (ADS)

Burman, Prabir

2007-03-01

From the results of Dostanic [M.R. Dostanic, Asymptotic behavior of the singular values of fractional integral operators, J. Math. Anal. Appl. 175 (1993) 380-391] and Vu and Gorenflo [Kim Tuan Vu, R. Gorenflo, Singular values of fractional and Volterra integral operators, in: Inverse Problems and Applications to Geophysics, Industry, Medicine and Technology, Ho Chi Minh City, 1995, Ho Chi Minh City Math. Soc., Ho Chi Minh City, 1995, pp. 174-185] it is known that the jth singular value of the fractional integral operator of order [alpha]>0 is approximately ([pi]j)-[alpha] for all large j. In this note we refine this result by obtaining sharp bounds for the singular values and use these bounds to show that the jth singular value is ([pi]j)-[alpha][1+O(j-1)].

Illinois STEM College and Career Readiness: Forging a Pathway to Postsecondary Education by Curbing Math Remediation. In Brief

ERIC Educational Resources Information Center

Baber, Lorenzo; Graham, Edmund; Taylor, Jason L.; Reese, George; Bragg, Debra D.; Lang, John; Zamani-Gallaher, Eboni M.

2015-01-01

In a knowledge-based economy, a postsecondary credential is vital for gainful employment and upward socioeconomic mobility. Unfortunately, the path a student takes from high school graduation to college course work is too often characterized by a troubling detour, namely, "remediation." According to Complete College America (2012), over…

Convergence of Mayer and Virial expansions and the Penrose tree-graph identity

NASA Astrophysics Data System (ADS)

Procacci, Aldo; Yuhjtman, Sergio A.

2017-01-01

We establish new lower bounds for the convergence radius of the Mayer series and the Virial series of a continuous particle system interacting via a stable and tempered pair potential. Our bounds considerably improve those given by Penrose (J Math Phys 4:1312, 1963) and Ruelle (Ann Phys 5:109-120, 1963) for the Mayer series and by Lebowitz and Penrose (J Math Phys 7:841-847, 1964) for the Virial series. To get our results, we exploit the tree-graph identity given by Penrose (Statistical mechanics: foundations and applications. Benjamin, New York, 1967) using a new partition scheme based on minimum spanning trees.

Markovian Anderson Model: Bounds for the Rate of Propagation

NASA Astrophysics Data System (ADS)

Tcheremchantsev, Serguei

We consider the Anderson model in with potentials whose values at any site of the lattice are Markovian independent random functions of time. For solutions to the time-dependent Schrödinger equation we show under some conditions that with probability 1 where for d=1,2 and for .

Does urban sprawl hold down upward mobility?

USGS Publications Warehouse

Ewing, R.; Hamidi, Shima; Grace, James B.; Wei, Y.

2016-01-01

Contrary to the general perception, the United States has a much more class-bound society than other wealthy countries. The chance of upward mobility for Americans is just half that of the citizens of the Denmark and many other European countries. In addition to other influences, the built environment may contribute to the low rate of upward mobility in the U.S. This study tests the relationship between urban sprawl and upward mobility for commuting zones in the U.S. We examine potential pathways through which sprawl may have an effect on mobility. We use structural equation modeling to account for both direct and indirect effects of sprawl on upward mobility. We find that upward mobility is significantly higher in compact areas than sprawling areas. The direct effect, which we attribute to better job accessibility in more compact commuting zones, is stronger than the indirect effects. Of the indirect effects, only one, through the mediating variable income segregation, is significant.

Trajectories of Career Aspirations through Adolescence and Young Adulthood: Early Math Achievement as a Critical Filter

ERIC Educational Resources Information Center

Shapka, Jennifer D.; Domene, Jose F.; Keating, Daniel P.

2006-01-01

Growth curve modelling was used to trace the trajectory of the prestige dimension of career aspirations from Grade 9 through to 3 years after high school, as a function of gender and early high school math achievement. The sample consisted of 218 university-bound adolescents (129 female, 89 male). Initial aspiration levels, the slope, and the…

(Quasi)-convexification of Barta's (multi-extrema) bounding theorem: Inf_x\\big(\\ssty\\frac{H\\Phi(x)}{\\Phi(x)} \\big) \\le E_gr \\le Sup_x \\big(\\ssty\\frac{H\\Phi(x)}{\\Phi(x)} \\big)

NASA Astrophysics Data System (ADS)

Handy, C. R.

2006-03-01

There has been renewed interest in the exploitation of Barta's configuration space theorem (BCST) (Barta 1937 C. R. Acad. Sci. Paris 204 472) which bounds the ground-state energy, Inf_x\\big({{H\\Phi(x)}\\over {\\Phi(x)}} \\big ) \\leq E_gr \\leq Sup_x \\big({{H\\Phi(x)}\\over {\\Phi(x)}}\\big) , by using any Φ lying within the space of positive, bounded, and sufficiently smooth functions, {\\cal C} . Mouchet's (Mouchet 2005 J. Phys. A: Math. Gen. 38 1039) BCST analysis is based on gradient optimization (GO). However, it overlooks significant difficulties: (i) appearance of multi-extrema; (ii) inefficiency of GO for stiff (singular perturbation/strong coupling) problems; (iii) the nonexistence of a systematic procedure for arbitrarily improving the bounds within {\\cal C} . These deficiencies can be corrected by transforming BCST into a moments' representation equivalent, and exploiting a generalization of the eigenvalue moment method (EMM), within the context of the well-known generalized eigenvalue problem (GEP), as developed here. EMM is an alternative eigenenergy bounding, variational procedure, overlooked by Mouchet, which also exploits the positivity of the desired physical solution. Furthermore, it is applicable to Hermitian and non-Hermitian systems with complex-number quantization parameters (Handy and Bessis 1985 Phys. Rev. Lett. 55 931, Handy et al 1988 Phys. Rev. Lett. 60 253, Handy 2001 J. Phys. A: Math. Gen. 34 5065, Handy et al 2002 J. Phys. A: Math. Gen. 35 6359). Our analysis exploits various quasi-convexity/concavity theorems common to the GEP representation. We outline the general theory, and present some illustrative examples.

Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

ERIC Educational Resources Information Center

Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

2017-01-01

Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

An improved error bound for linear complementarity problems for B-matrices.

PubMed

Gao, Lei; Li, Chaoqian

2017-01-01

A new error bound for the linear complementarity problem when the matrix involved is a B -matrix is presented, which improves the corresponding result in (Li et al. in Electron. J. Linear Algebra 31(1):476-484, 2016). In addition some sufficient conditions such that the new bound is sharper than that in (García-Esnaola and Peña in Appl. Math. Lett. 22(7):1071-1075, 2009) are provided.

The 1996 High Schools That Work Assessment: Good News, Bad News and Hope. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene

Implementation of the High Schools That Work (HSTW) key practices improved achievement for career-bound students in these four ways: (1) HSTW sites showed significant improvement in average reading and math scores; (2) the percentage of career- bound students meeting HSTW performance goals in 1994 and 1996 increased from 33% to 43% in reading and…

Bounds for the Z-spectral radius of nonnegative tensors.

PubMed

He, Jun; Liu, Yan-Min; Ke, Hua; Tian, Jun-Kang; Li, Xiang

2016-01-01

In this paper, we have proposed some new upper bounds for the largest Z-eigenvalue of an irreducible weakly symmetric and nonnegative tensor, which improve the known upper bounds obtained in Chang et al. (Linear Algebra Appl 438:4166-4182, 2013), Song and Qi (SIAM J Matrix Anal Appl 34:1581-1595, 2013), He and Huang (Appl Math Lett 38:110-114, 2014), Li et al. (J Comput Anal Appl 483:182-199, 2015), He (J Comput Anal Appl 20:1290-1301, 2016).

Generalized Poisson-Kac Processes: Basic Properties and Implications in Extended Thermodynamics and Transport

NASA Astrophysics Data System (ADS)

Giona, Massimiliano; Brasiello, Antonio; Crescitelli, Silvestro

2016-04-01

We introduce a new class of stochastic processes in Rn,{{{mathbb R}}^n}, referred to as generalized Poisson-Kac (GPK) processes, that generalizes the Poisson-Kac telegrapher's random motion in higher dimensions. These stochastic processes possess finite propagation velocity, almost everywhere smooth trajectories, and converge in the Kac limit to Brownian motion. GPK processes are defined by coupling the selection of a bounded velocity vector from a family of N distinct ones with a Markovian dynamics controlling probabilistically this selection. This model can be used as a probabilistic tool for a stochastically consistent formulation of extended thermodynamic theories far from equilibrium.

Boundaries for algebras of holomorphic functions on Marcinkiewicz sequence spaces

NASA Astrophysics Data System (ADS)

Choi, Yun Sung; Han, Kwang Hee

2006-11-01

Let be the Banach algebra of all complex-valued bounded continuous functions on the closed unit ball BE of a complex Banach space E and holomorphic in the interior of BE and let be the closed subalgebra of those functions which are uniformly continuous on BE. For the case whose bidual is a Marcinkiewicz sequence space Mw, we describe some sufficient conditions for a set to be a boundary of either or . Moreover, we consider some analogous problems on to those which were studied on the Gowers space Gp of characteristic p by Grados and Moraes [L.R. Grados, L.A. Moraes, Boundaries for algebras of holomorphic functions, J. Math. Anal. Appl. 281 (2003) 575-586; L.R. Grados, L.A. Moraes, Boundaries for an algebra of bounded holomorphic functions, J. Korean Math. Soc. 41 (1) (2004) 231-242].

The existence of almost periodic solutions of certain perturbation systems

NASA Astrophysics Data System (ADS)

Xia, Yonghui; Lin, Muren; Cao, Jinde

2005-10-01

Certain almost periodic perturbation systems are considered in this paper. By using the roughness theory of exponential dichotomies and the contraction mapping principle, some sufficient conditions are obtained for the existence and uniqueness of almost periodic solution of the above systems. Our results generalize those in [J.K. Hale, Ordinary Differential Equations, Krieger, Huntington, 1980; C. He, Existence of almost periodic solutions of perturbation systems, Ann. Differential Equations 9 (1992) 173-181; M. Lin, The existence of almost periodic solution and bounded solution of perturbation systems, Acta Math. Sinica 22A (2002) 61-70 (in Chinese); W.A. Coppel, Almost periodic properties of ordinary differential equations, Ann. Math. Pura Appl. 76 (1967) 27-50; A.M. Fink, Almost Periodic Differential Equations, Lecture Notes in Math., vol. 377, Springer-Verlag, New York, 1974; Y. Xia, F. Chen, A. Chen, J. Cao, Existence and global attractivity of an almost periodic ecological model, Appl. Math. Comput. 157 (2004) 449-475].

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2014 CFR

2014-07-01

... college admission applications; (4)(i) Information on the full range of Federal student financial aid... financial and economic literacy of students or the students' parents, including financial planning for...

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2012 CFR

2012-07-01

... college admission applications; (4)(i) Information on the full range of Federal student financial aid... financial and economic literacy of students or the students' parents, including financial planning for...

34 CFR 645.11 - What services do all Upward Bound projects provide?

Code of Federal Regulations, 2013 CFR

2013-07-01

... college admission applications; (4)(i) Information on the full range of Federal student financial aid... financial and economic literacy of students or the students' parents, including financial planning for...

Regenerable solid imine sorbents

DOEpatents

Gray, McMahan; Champagne, Kenneth J.; Fauth, Daniel; Beckman, Eric

2013-09-10

Two new classes of amine-based sorbents are disclosed. The first class comprises new polymer-immobilized tertiary amine sorbents; the second class new polymer-bound amine sorbents. Both classes are tailored to facilitate removal of acid anhydrides, especially carbon dioxide (CO.sub.2), from effluent gases. The amines adsorb acid anhydrides in a 1:1 molar ratio. Both classes of amine sorbents adsorb in the temperature range from about 20.degree. C. upwards to 90.degree. C. and can be regenerated by heating upwards to 100.degree. C.

76 FR 22084 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-20

... examine the feasibility of a promising practices study of Upward Bound that uses a rigorous quasi-experimental design. The design and feasibility report will develop a set of design options for conducting a...

34 CFR 645.42 - What are Upward Bound stipends?

Code of Federal Regulations, 2010 CFR

2010-07-01

... (2) Performance in accordance with standards established by the grantee and described in the... Centers— (i) For the academic year component, the stipend may not exceed $40 per month; and (ii) For the...

34 CFR 645.14 - What additional services do Veterans Upward Bound projects provide?

Code of Federal Regulations, 2010 CFR

2010-07-01

... basic skills development in those academic subjects required for successful completion of a high school... refresher courses for veterans who are high school graduates but who have delayed pursuing postsecondary...

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.

Length bounds for connecting discharges in triggered lightning subsequent strokes

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

Idone, V.P.

1990-11-20

Highly time resolved streak recordings from nine subsequent strokes in four triggered flashes have been examined for evidence of the occurrence of upward connecting discharges. These photographic recordings were obtained with superior spatial and temporal resolution (0.3 m and 0.5 {lambda}s) and were examined with a video image analysis system to help delineate the separate leader and return stroke image tracks. Unfortunately, a definitive determination of the occurrence of connecting discharges in these strokes could not be made. The data did allow various determinations of an upper bound length for any possible connecting discharge in each stroke. Under the simplestmore » analysis approach possible, an 'absolute' upper bound set of lengths was measured that ranged from 12 to 27 m with a mean of 19 m; two other more involved analyses yielded arguably better upper bound estimates of 8-18 m and 7-26 m with means of 19 m; two other more involved analyses yielded arguably better upper bound estimates of 8-18 m and 7-26 m with means of 12 and 13 m, respectively. An additional set of low time-resolution telephoto recordings of the lowest few meters of channel revealed six strokes in these flashes with one or more upward unconnected channels originating from the lightning rod tip. The maximum length of unconnected channel seen in each of these strokes ranged from 0.2 to 1.6 m with a mean of 0.7 m. This latter set of observations is interpreted as indirect evidence that connecting discharges did occur in these strokes and that the lower bound for their length is about 1 m.« less

A Priori Bound on the Velocity in Axially Symmetric Navier-Stokes Equations

NASA Astrophysics Data System (ADS)

Lei, Zhen; Navas, Esteban A.; Zhang, Qi S.

2016-01-01

Let v be the velocity of Leray-Hopf solutions to the axially symmetric three-dimensional Navier-Stokes equations. Under suitable conditions for initial values, we prove the following a priori bound |v(x, t)| ≤ C |ln r|^{1/2}/r^2, qquad 0 < r ≤ 1/2, where r is the distance from x to the z axis, and C is a constant depending only on the initial value. This provides a pointwise upper bound (worst case scenario) for possible singularities, while the recent papers (Chiun-Chuan et al., Commun PDE 34(1-3):203-232, 2009; Koch et al., Acta Math 203(1):83-105, 2009) gave a lower bound. The gap is polynomial order 1 modulo a half log term.

Reservoir characterization of Mesaverde (Campanian) bedload fluvial meanderbelt sandstones, northwestern Colorado

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

Jones, J.R. Jr.

1984-04-01

Reservoir characterization of Mesaverde meanderbelt sandstones is used to determined directional continuity of permeable zones. A 500-m (1600 ft) wide fluvial meanderbelt in the Mesaverde Group is exposed as laterally continuous 3-10-m (10-33-ft) high sandstone cliffs north of Rangely, Colorado. Forty-eight detailed measured sections through 3 point bar complexes oriented at right angles to the long axis of deposition and 1 complex oriented parallel to deposition were prepared. Sections were tied together by detailed sketches delineating and tracing major bounding surfaces such as scours and clay drapes. These complexes contain 3 to 8 multilateral sandstone packages separated by 5-20 cmmore » (2-8 in.) interbedded siltstone and shale beds. Component facies are point bars, crevasse splays, chute bars, and floodplain/overbank deposits. Two types of lateral accretion surfaces are recognized in the point bar facies. Gently dipping lateral accretions containing fining-upward sandstone packages. Large scale trough cross-bedding at the base grades upward into ripples and plane beds. Steeply dipping lateral accretion surfaces enclose beds characterized by climbing ripple cross laminations. Bounding surfaces draped by shale lags can seal vertically stacked point bars from reservoir communication. Scoured boundaries allow communication in some stacked point bars. Crevasse splays showing climbing ripples form tongues of very fine-grained sandstone which flank point bars. Chute channels commonly cut upper point bar surfaces at their downstream end. Chute facies are upward-fining with small scale troughs and common dewatering structures. Siltstones and shales underlie the point bar complexes and completely encase the meanderbelt system. Bounding surfaces at the base of the complexes are erosional and contain large shale rip-up clasts.« less

34 CFR 645.32 - How does the Secretary evaluate prior experience?

Code of Federal Regulations, 2010 CFR

2010-07-01

... performance under its expiring Upward Bound grant. This information includes information derived from annual performance reports, audit reports, site visit reports, project evaluation reports, and any other verifiable... project participants have demonstrated improvement in academic skills and competencies as measured by...

On a class of Newton-like methods for solving nonlinear equations

NASA Astrophysics Data System (ADS)

Argyros, Ioannis K.

2009-06-01

We provide a semilocal convergence analysis for a certain class of Newton-like methods considered also in [I.K. Argyros, A unifying local-semilocal convergence analysis and applications for two-point Newton-like methods in Banach space, J. Math. Anal. Appl. 298 (2004) 374-397; I.K. Argyros, Computational theory of iterative methods, in: C.K. Chui, L. Wuytack (Eds.), Series: Studies in Computational Mathematics, vol. 15, Elsevier Publ. Co, New York, USA, 2007; J.E. Dennis, Toward a unified convergence theory for Newton-like methods, in: L.B. Rall (Ed.), Nonlinear Functional Analysis and Applications, Academic Press, New York, 1971], in order to approximate a locally unique solution of an equation in a Banach space. Using a combination of Lipschitz and center-Lipschitz conditions, instead of only Lipschitz conditions [F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84], we provide an analysis with the following advantages over the work in [F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84] which improved the works in [W.E. Bosarge, P.L. Falb, A multipoint method of third order, J. Optimiz. Theory Appl. 4 (1969) 156-166; W.E. Bosarge, P.L. Falb, Infinite dimensional multipoint methods and the solution of two point boundary value problems, Numer. Math. 14 (1970) 264-286; J.E. Dennis, On the Kantorovich hypothesis for Newton's method, SIAM J. Numer. Anal. 6 (3) (1969) 493-507; J.E. Dennis, Toward a unified convergence theory for Newton-like methods, in: L.B. Rall (Ed.), Nonlinear Functional Analysis and Applications, Academic Press, New York, 1971; H.J. Kornstaedt, Ein allgemeiner Konvergenzstaz fü r verschä rfte Newton-Verfahrem, in: ISNM, vol. 28, Birkhaü ser Verlag, Basel and Stuttgart, 1975, pp. 53-69; P. Laasonen, Ein überquadratisch konvergenter iterativer algorithmus, Ann. Acad. Sci. Fenn. Ser I 450 (1969) 1-10; F.A. Potra, On a modified secant method, L'analyse numérique et la theorie de l'approximation 8 (2) (1979) 203-214; F.A. Potra, An application of the induction method of V. Pták to the study of Regula Falsi, Aplikace Matematiky 26 (1981) 111-120; F.A. Potra, On the convergence of a class of Newton-like methods, in: Iterative Solution of Nonlinear Systems of Equations, in: Lecture Notes in Mathematics, vol. 953, Springer-Verlag, New York, 1982; F.A. Potra, V. Pták, Nondiscrete induction and double step secant method, Math. Scand. 46 (1980) 236-250; F.A. Potra, V. Pták, On a class of modified Newton processes, Numer. Funct. Anal. Optim. 2 (1) (1980) 107-120; F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84; J.W. Schmidt, Untere Fehlerschranken für Regula-Falsi Verfahren, Period. Math. Hungar. 9 (3) (1978) 241-247; J.W. Schmidt, H. Schwetlick, Ableitungsfreie Verfhren mit höherer Konvergenzgeschwindifkeit, Computing 3 (1968) 215-226; J.F. Traub, Iterative Methods for the Solution of Equations, Prentice Hall, Englewood Cliffs, New Jersey, 1964; M.A. Wolfe, Extended iterative methods for the solution of operator equations, Numer. Math. 31 (1978) 153-174]: larger convergence domain and weaker sufficient convergence conditions. Numerical examples further validating the results are also provided.

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.

Squashed Entanglement, k-Extendibility, Quantum Markov Chains, and Recovery Maps

NASA Astrophysics Data System (ADS)

Li, Ke; Winter, Andreas

2018-02-01

Squashed entanglement (Christandl and Winter in J. Math. Phys. 45(3):829-840, 2004) is a monogamous entanglement measure, which implies that highly extendible states have small value of the squashed entanglement. Here, invoking a recent inequality for the quantum conditional mutual information (Fawzi and Renner in Commun. Math. Phys. 340(2):575-611, 2015) greatly extended and simplified in various work since, we show the converse, that a small value of squashed entanglement implies that the state is close to a highly extendible state. As a corollary, we establish an alternative proof of the faithfulness of squashed entanglement (Brandão et al. Commun. Math. Phys. 306:805-830, 2011). We briefly discuss the previous and subsequent history of the Fawzi-Renner bound and related conjectures, and close by advertising a potentially far-reaching generalization to universal and functorial recovery maps for the monotonicity of the relative entropy.

Economic Analysis of Equal Educational Opportunity Programs.

ERIC Educational Resources Information Center

Mela, Ken

1997-01-01

Presents methods for assessing the impact and economic viability of federal equal-educational-opportunity programs, particularly in higher education. Techniques for gathering needed data and analyzing them are offered in the context of a hypothetical community college Veterans Upward Bound (VUB) program and two real VUB programs. (MSE)

34 CFR 645.5 - What regulations apply?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What regulations apply? 645.5 Section 645.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM General § 645.5 What regulations apply? The following...

34 CFR 645.5 - What regulations apply?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What regulations apply? 645.5 Section 645.5 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM General § 645.5 What regulations apply? The following...

On the Distribution of Free Path Lengths for the Periodic Lorentz Gas III

NASA Astrophysics Data System (ADS)

Caglioti, Emanuele; Golse, François

For r(0,1), let Zr={xR2|dist(x,Z2)>r/2} and define τr(x,v)=inf{t>0|x+tv∂Zr}. Let Φr(t) be the probability that τr(x,v)>=t for x and v uniformly distributed in Zr and §1 respectively. We prove in this paper that as t-->+∞. This result improves upon the bounds on Φr in Bourgain-Golse-Wennberg [Commun. Math. Phys. 190, 491-508 (1998)]. We also discuss the applications of this result in the context of kinetic theory.

Comment on “The two dimensional motion of a particle in an inverse square potential: Classical and quantum aspects” [J. Math. Phys. 54, 053509 (2013)

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

Bietenholz, Wolfgang, E-mail: wolbi@nucleares.unam.mx; Chryssomalakos, Chryssomalis, E-mail: chryss@nucleares.unam.mx; Salgado, Marcelo, E-mail: marcelo@nucleares.unam.mx

We comment on a fatal flaw in the analysis contained in the work of Martínez-y-Romero et al., [J. Math. Phys. 54, 053509 (2013)], which concerns the motion of a point particle in an inverse square potential, and show that most conclusions reached there are wrong. In particular, the manifestly senseless claim that, in the attractive potential case, no bounded orbits exist for negative energies, is traced to a sign error. Several more mistakes, both in the classical and the quantum cases, are pointed out.

TEACHING COMPOSITION WITH FILM.

ERIC Educational Resources Information Center

COURSEN, HERBERT R., JR.

A COMPOSITION PROGRAM DESIGNED TO GIVE UPWARD BOUND STUDENTS A FEELING OF SUCCESS WAS BASED ON FILMS WHICH THE STUDENTS VIEWED, DISCUSSED, AND WROTE ABOUT. THE FILMS FELL ROUGHLY INTO THE CATEGORIES OF SOCIAL PROBLEMS, POLITICS AND PROPAGANDA, AND ART AND MUSIC. FOLLOWING CLASS DISCUSSIONS, STUDENTS WERE REQUIRED MERELY TO "WRITE ABOUT THE…

General College: Provider of Social Services.

ERIC Educational Resources Information Center

Hixson, Bruce, Ed.

1981-01-01

Three programs in the General College of the University of Minnesota that provide direct social services as well as education to special populations are described: The INSIGHT Program available at Stillwater State Prison; and the Upward Bound and University Day Community programs both offered on the Minneapolis campus. According to Daniel F.…

Onward and Upward Bound: Military Veterans Charge toward Higher Education

ERIC Educational Resources Information Center

Stewart, Reginald L.

2014-01-01

In this article, Reginald L. Stewart asks: "What is the true value of higher education to military veterans?" Military veterans may be underrepresented in higher education due to life adversities including homelessness, medical disabilities, substance abuse, family hardships, and deficient academic skills, however, with the transition of…

Upward Bound. Program Objectives, Summer 1971.

ERIC Educational Resources Information Center

Wesleyan Univ., Middletown, CT.

The primary program objectives were as follows: (1) The students will achieve passing grade in the college preparation program; (2) The students will achieve one year academic growth each year as measured by the SCAT and other standardized measurements; (3) The students will achieve the minimum PSAT percentile rank as anticipated for college…

SAT's Next Chapter about to Be Written

ERIC Educational Resources Information Center

Honawar, Vaishali

2005-01-01

Starting in March 2005, the SAT, taken annually by more than 1.4 million college-bound students, will undergo its most significant change since 1994, when the College Board, which sponsors the test, first allowed calculators into test rooms, added open-ended math questions, and eliminated antonyms and added more critical-reading passages in the…

Boundary Layers for the Navier-Stokes Equations Linearized Around a Stationary Euler Flow

NASA Astrophysics Data System (ADS)

Gie, Gung-Min; Kelliher, James P.; Mazzucato, Anna L.

2018-03-01

We study the viscous boundary layer that forms at small viscosity near a rigid wall for the solution to the Navier-Stokes equations linearized around a smooth and stationary Euler flow (LNSE for short) in a smooth bounded domain Ω \\subset R^3 under no-slip boundary conditions. LNSE is supplemented with smooth initial data and smooth external forcing, assumed ill-prepared, that is, not compatible with the no-slip boundary condition. We construct an approximate solution to LNSE on the time interval [0, T], 0

On optimal dividends: From reflection to refraction

NASA Astrophysics Data System (ADS)

Gerber, Hans U.; Shiu, Elias S. W.

2006-02-01

The problem goes back to a paper that Bruno de Finetti presented to the International Congress of Actuaries in New York (1957). In a stock company that is involved in risky business, what is the optimal dividend strategy, that is, what is the strategy that maximizes the expectation of the discounted dividends (until possible ruin) to the shareholders? Jeanblanc-Picque and Shiryaev [Russian Math. Surveys 20 (1995) 257-277] and Asmussen and Taksar [Insurance: Math. Econom. 20 (1997) 1-15] solved the problem by modeling the income process of the company by a Wiener process and imposing the condition of a bounded dividend rate. Here, we present some down-to-earth calculations in this context.

Bootstraps: Federal Trio Programs, if Funded, Could Help Close Income Gap

ERIC Educational Resources Information Center

Jean, Reggie

2011-01-01

Since 1964, the federal government has had two successful programs that have helped Americans from low-income and first-generation college backgrounds (whose parents never enrolled in higher education) prepare for and earn their college degrees, helping to stop the cycle of poverty. The federally funded TRIO programs (Upward Bound, Veterans Upward…

34 CFR 645.6 - What definitions apply to the Upward Bound Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

34 CFR 645.6 - What definitions apply to the Upward Bound Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

34 CFR 645.6 - What definitions apply to the Upward Bound Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

34 CFR 645.6 - What definitions apply to the Upward Bound Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

FILM WORKSHOP SUCCESSFUL WITH TSU STUDENTS.

ERIC Educational Resources Information Center

BAHRENBERG, JIM

AN UPWARD BOUND FILM WORKSHOP AT TEXAS SOUTHERN UNIVERSITY EXPOSED STUDENTS TO FILMS AS A CREATIVE ART FORM, A MEANS OF COMMUNICATION, AND A BASIS FOR DISCUSSING VALUES. IN ADDITION TO VIEWING SEVERAL SHORT, PROFESSIONALLY-DEVELOPED FILMS, STUDENTS WROTE AND PRODUCED TWO OF THEIR OWN. ONE STUDENT-PRODUCED FILM--A LIGHT SHOW--ILLUMINATED THE UNITY…

Women in Transition: A Qualitative Analysis of Definitions of Poverty and Success

ERIC Educational Resources Information Center

Marsh-McDonald, Crystale M.; Schroeder, Sybil

2012-01-01

A phenomenological approach examined the stories of ten women transitioning from childhood poverty to adult life. Women were chosen from a pool of participants in an Upward Bound program designed to assist low-income and/or first-generation college students in the Midwestern United States. Semi-structured interviews were conducted to…

34 CFR 645.41 - What are unallowable costs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What are unallowable costs? 645.41 Section 645.41... EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Conditions Must Be Met by a Grantee? § 645.41 What are unallowable costs? Costs that may not be charged against a grant under this program include...

Integrated approaches to terminal Proterozoic stratigraphy: an example from the Olenek Uplift, northeastern Siberia

NASA Technical Reports Server (NTRS)

Knoll, A. H.; Grotzinger, J. P.; Kaufman, A. J.; Kolosov, P.

1995-01-01

In the Olenek Uplift of northeastern Siberia, the Khorbusuonka Group and overlying Kessyusa and Erkeket formations preserve a significant record of terminal Proterozoic and basal Cambrian Earth history. A composite section more than 350 m thick is reconstructed from numerous exposures along the Khorbusuonka River. The Khorbusuonka Group comprises three principal sedimentary sequences: peritidal dolomites of the Mastakh Formation, which are bounded above and below by red beds; the Khatyspyt and most of the overlying Turkut formations, which shallow upward from relatively deep-water carbonaceous micrites to cross-bedded dolomitic grainstones and stromatolites; and a thin upper Turkut sequence bounded by karst surfaces. The overlying Kessyusa Formation is bounded above and below by erosional surfaces and contains additional parasequence boundaries internally. Ediacaran metazoans, simple trace fossils, and vendotaenids occur in the Khatyspyt Formation; small shelly fossils, more complex trace fossils, and acritarchs all appear near the base of the Kessyusa Formation and diversify upward. The carbon-isotopic composition of carbonates varies stratigraphically in a pattern comparable to that determined for other terminal Proterozoic and basal Cambrian successions. In concert, litho-, bio-, and chemostratigraphic data indicate the importance of the Khorbusuonka Group in the global correlation of terminal Proterozoic sedimentary rocks. Stratigraphic data and a recently determined radiometric date on basal Kessyusa volcanic breccias further underscore the significance of the Olenek region in investigations of the Proterozoic-cambrian boundary.

Integrated approaches to terminal Proterozoic stratigraphy: an example from the Olenek Uplift, northeastern Siberia.

PubMed

Knoll, A H; Grotzinger, J P; Kaufman, A J; Kolosov, P

1995-01-01

In the Olenek Uplift of northeastern Siberia, the Khorbusuonka Group and overlying Kessyusa and Erkeket formations preserve a significant record of terminal Proterozoic and basal Cambrian Earth history. A composite section more than 350 m thick is reconstructed from numerous exposures along the Khorbusuonka River. The Khorbusuonka Group comprises three principal sedimentary sequences: peritidal dolomites of the Mastakh Formation, which are bounded above and below by red beds; the Khatyspyt and most of the overlying Turkut formations, which shallow upward from relatively deep-water carbonaceous micrites to cross-bedded dolomitic grainstones and stromatolites; and a thin upper Turkut sequence bounded by karst surfaces. The overlying Kessyusa Formation is bounded above and below by erosional surfaces and contains additional parasequence boundaries internally. Ediacaran metazoans, simple trace fossils, and vendotaenids occur in the Khatyspyt Formation; small shelly fossils, more complex trace fossils, and acritarchs all appear near the base of the Kessyusa Formation and diversify upward. The carbon-isotopic composition of carbonates varies stratigraphically in a pattern comparable to that determined for other terminal Proterozoic and basal Cambrian successions. In concert, litho-, bio-, and chemostratigraphic data indicate the importance of the Khorbusuonka Group in the global correlation of terminal Proterozoic sedimentary rocks. Stratigraphic data and a recently determined radiometric date on basal Kessyusa volcanic breccias further underscore the significance of the Olenek region in investigations of the Proterozoic-cambrian boundary.

A note on the upper bound of the spectral radius for SOR iteration matrix

NASA Astrophysics Data System (ADS)

Chang, D.-W. Da-Wei

2004-05-01

Recently, Wang and Huang (J. Comput. Appl. Math. 135 (2001) 325, Corollary 4.7) established the following estimation on the upper bound of the spectral radius for successive overrelaxation (SOR) iteration matrix:ρSOR≤1-ω+ωρGSunder the condition that the coefficient matrix A is a nonsingular M-matrix and ω≥1, where ρSOR and ρGS are the spectral radius of SOR iteration matrix and Gauss-Seidel iteration matrix, respectively. In this note, we would like to point out that the above estimation is not valid in general.

Measuring the Relationship between Self-Efficacy and Math Performance among First-Generation College-Bound Middle School Students

ERIC Educational Resources Information Center

Carpenter, Dick M., II; Clayton, Grant

2014-01-01

Using confirmatory factor analysis, this study examines the validity of the Usher and Pajares Sources of Self-Efficacy in Mathematics (SSEM) for prospective or eventual first-generation college students while still in middle school, a population not studied with the SSEM heretofore. Studying this population is especially noteworthy as educators…

College Bound in Middle School & High School? How Math Course Sequences Matter

ERIC Educational Resources Information Center

Finkelstein, Neal; Fong, Anthony; Tiffany-Morales, Juliet; Shields, Patrick; Huang, Min

2012-01-01

As California competes for jobs in an increasingly competitive global economy, the state faces a looming shortage of highly educated workers (PPIC, 2012). For a variety of reasons, the need for individuals with degrees in science, technology, engineering, and mathematics (STEM) is of particular concern. Nowhere is this more true than in the…

University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance

ERIC Educational Resources Information Center

Sauer, Karen

2017-01-01

In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support…

Algebra and Algebraic Thinking in School Math: 70th YB

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, 2008

2008-01-01

Algebra is no longer just for college-bound students. After a widespread push by the National Council of Teachers of Mathematics (NCTM) and teachers across the country, algebra is now a required part of most curricula. However, students' standardized test scores are not at the level they should be. NCTM's seventieth yearbook takes a look at the…

Bounds on Herglotz functions and fundamental limits of broadband passive quasistatic cloaking

NASA Astrophysics Data System (ADS)

Cassier, Maxence; Milton, Graeme W.

2017-07-01

Using a sum rule, we derive new bounds on Herglotz functions that generalize those given in Bernland et al. [J. Phys. A: Math. Theor. 44(14), 145205 (2011)] and Gustafsson and Sjöberg [New J. Phys. 12(4), 043046 (2010)]. These bounds apply to a wide class of linear passive systems such as electromagnetic passive materials. Among these bounds, we describe the optimal ones and also discuss their meaning in various physical situations like in the case of a transparency window, where we exhibit sharp bounds. Then, we apply these bounds in the context of broadband passive cloaking in the quasistatic regime to refute the following challenging question: is it possible to construct a passive cloaking device that cloaks an object over a whole frequency band? Our rigorous approach, although limited to quasistatics, gives quantitative limitations on the cloaking effect over a finite frequency range by providing inequalities on the polarizability tensor associated with the cloaking device. We emphasize that our results hold for a cloak or object of any geometrical shape.

Sinking, like Quicksand: Expanding Educational Opportunity for Young Men of Color

ERIC Educational Resources Information Center

Anderson, Noel S.; Larson, Colleen L.

2009-01-01

Purpose: The purpose of this interpretive case study is to examine the assumptions underpinning one Upward Bound program to understand how the program attempts to increase educational opportunity for poor urban youth and how this approach plays out in the lived experiences of three young men who participate in the program. Research Design: This…

Administrators' Descriptions of Their Leadership Roles in a Precollege Program

ERIC Educational Resources Information Center

Owens, Michael A.

2010-01-01

The purpose of this work is to describe how leaders of the Upward Bound (UB) program at a university in the western United States described their leadership roles in the program. It is a qualitative study based on data drawn from interviews, observations, written material, and field observations conducted over two years. Participants described…

78 FR 25259 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-30

... all regular UB projects. To do so, project directors will be asked to complete a 40 minute survey. This survey will serve two main purposes: 1. To describe the services and strategies that Upward Bound... to provide other services as well. The survey will attempt to capture program offerings, requirements...

34 CFR 645.6 - What definitions apply to the Upward Bound Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... individual means an individual whose family taxable income did not exceed 150 percent of the poverty level... definitions also apply to this part: Family taxable income means— (1) With regard to a dependent student, the... project. The poverty level amount is determined by using criteria of poverty established by the Bureau of...

The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure

ERIC Educational Resources Information Center

Drakeford, William

2012-01-01

A multiple baseline design across two subjects was used to determine the effectiveness of cooperative learning techniques on increasing student participation. The study was conducted on two male secondary students attending the upward bound pre-college program. Each student worked in small groups with specific roles, and two observers documented…

Upward Bound: Campaigns Soar, in Ambitions and Scope, as Donor Requirements Grow More Exacting

ERIC Educational Resources Information Center

Meyers, Harriet

2012-01-01

In this article, the author discusses how campaigns soar, in ambitions and scope, as donor requirements grow more exacting. For a glimpse at the direction in which college and university fundraising campaigns are headed, take a look at the University of Colorado. The university system's foundation is conducting its most ambitious campaign, joining…

Bounds for the price of discrete arithmetic Asian options

NASA Astrophysics Data System (ADS)

Vanmaele, M.; Deelstra, G.; Liinev, J.; Dhaene, J.; Goovaerts, M. J.

2006-01-01

In this paper the pricing of European-style discrete arithmetic Asian options with fixed and floating strike is studied by deriving analytical lower and upper bounds. In our approach we use a general technique for deriving upper (and lower) bounds for stop-loss premiums of sums of dependent random variables, as explained in Kaas et al. (Ins. Math. Econom. 27 (2000) 151-168), and additionally, the ideas of Rogers and Shi (J. Appl. Probab. 32 (1995) 1077-1088) and of Nielsen and Sandmann (J. Financial Quant. Anal. 38(2) (2003) 449-473). We are able to create a unifying framework for European-style discrete arithmetic Asian options through these bounds, that generalizes several approaches in the literature as well as improves the existing results. We obtain analytical and easily computable bounds. The aim of the paper is to formulate an advice of the appropriate choice of the bounds given the parameters, investigate the effect of different conditioning variables and compare their efficiency numerically. Several sets of numerical results are included. We also discuss hedging using these bounds. Moreover, our methods are applicable to a wide range of (pricing) problems involving a sum of dependent random variables.

Math in Motion: Origami in the Classroom. A Hands-On Creative Approach to Teaching Mathematics. K-8.

ERIC Educational Resources Information Center

Pearl, Barbara

This perfect bound teacher's guide presents techniques and activities to teach mathematics using origami paper folding. Part 1 includes a history of origami, mathematics and origami, and careers using mathematics. Parts 2 and 3 introduce paper-folding concepts and teaching techniques and include suggestions for low-budget paper resources. Part 4…

Exotic equilibria of Harary graphs and a new minimum degree lower bound for synchronization

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

Canale, Eduardo A., E-mail: ecanale@pol.una.py; Monzón, Pablo, E-mail: monzon@fing.edu.uy

2015-02-15

This work is concerned with stability of equilibria in the homogeneous (equal frequencies) Kuramoto model of weakly coupled oscillators. In 2012 [R. Taylor, J. Phys. A: Math. Theor. 45, 1–15 (2012)], a sufficient condition for almost global synchronization was found in terms of the minimum degree–order ratio of the graph. In this work, a new lower bound for this ratio is given. The improvement is achieved by a concrete infinite sequence of regular graphs. Besides, non standard unstable equilibria of the graphs studied in Wiley et al. [Chaos 16, 015103 (2006)] are shown to exist as conjectured in that work.

A Global Theory of Internal Solitary Waves in Two-Fluid Systems.

DTIC Science & Technology

1985-09-01

Large Amplitude Since the branch of solutions S from Theorem 2.1 is unbounded in R x (H (T) fl C O , 1 (T)) and the range of I is bounded, the norms...all k i’. L (T) and (b) ’k + A and IwkI , + as k. H (T) 0 Then wk converges to w(XlX 2 ) in C(S) fl C (B r) T*) for each bounded set B. The function w...Beale, J. T., The existence of solitary water waves, Comm. Pure Appi. Math. 30 (1977), 373-389. 7. Beir-ao da Veiga , H., Serapioni, R., and Valli, A

77 FR 12819 - Upward Bound Program; Reopening the Fiscal Year (FY) 2012 Competition for Certain Applicants To...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-02

... all text in charts, tables, figures, and graphs. Use a font that is either 12 point or larger. Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An amended application submitted in any other font (including Times Roman and Arial Narrow) will not be accepted. The page limits...

A Study of the National Upward Bound and Talent Search Programs. Final Report. Volume III: Descriptive Study of the Talent Search Program.

ERIC Educational Resources Information Center

Pyecha, J. N.; And Others

The Office of Education's Talent Search program is designed to: (a) identify needy youths with exceptional potential and encourage them to complete secondary school and undertake further education; (b) publicize student financial aid; and (c) encourage dropouts of demonstrated aptitude to reenter educational programs. The Talent Search program…

Institutional Politics: The Rhetoric of the Upward Bound (Interacting Successfully in Corporate Culture).

ERIC Educational Resources Information Center

Southard, Sherry G.

Protocol involves the behavior and procedures that are proper in any discourse community, including both what is spoken or written as well as what is not spoken or written. Students need to understand what proper protocol in corporate culture involves, how it is determined by formal and informal structures, and why such protocol is important. They…

Comparative Effect of an Addition of a Surface Term to Woods-Saxon Potential on Thermodynamics of a Nucleon

NASA Astrophysics Data System (ADS)

Lütfüoğlu, B. C.

2018-01-01

In this study, we reveal the difference between Woods-Saxon (WS) and Generalized Symmetric Woods-Saxon (GSWS) potentials in order to describe the physical properties of a nucleon, by means of solving Schrödinger equation for the two potentials. The additional term squeezes the WS potential well, which leads an upward shift in the spectrum, resulting in a more realistic picture. The resulting GSWS potential does not merely accommodate extra quasi bound states, but also has modified bound state spectrum. As an application, we apply the formalism to a real problem, an α particle confined in Bohrium-270 nucleus. The thermodynamic functions Helmholtz energy, entropy, internal energy, specific heat of the system are calculated and compared for both wells. The internal energy and the specific heat capacity increase as a result of upward shift in the spectrum. The shift of the Helmholtz free energy is a direct consequence of the shift of the spectrum. The entropy decreases because of a decrement in the number of available states. Supported by the Turkish Science and Research Council (TÜBİTAK) and Akdeniz University

Shallowing-upward cyclic patterns within larger-scale transgressive-regressive (T-R) sedimentary sequences, St. Peter through Decorah Formations, Ordovician, Iowa area

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

Witzke, B.J.

1993-03-01

Four large-scale (2--8 Ma) T-R sedimentary sequences of M. Ord. age (late Chaz.-Sherm.) were delimited by Witzke Kolata (1980) in the Iowa area, each bounded by local to regional unconformity/disconformity surfaces. These encompass both siliciclastic and carbonate intervals, in ascending order: (1) St. Peter-Glenwood fms., (2) Platteville Fm., (3) Decorah Fm., (4) Dunleith/upper Decorah fms. Finer-scale resolution of depth-related depositional features has led to regional recognition of smaller-scale shallowing-upward cyclicity contained within each large-scale sequence. Such smaller-scale cyclicity encompasses stratigraphic intervals of 1--10 m thickness, with estimated durations of 0.5--1.5 Ma. The St. Peter Sandst. has long been regarded asmore » a classic transgressive sheet sand. However, four discrete shallowing-upward packages characterize the St. Peter-Glenwood interval regionally (IA, MN, NB, KS), including western facies displaying coarsening-upward sandstone packages with condensed conodont-rich brown shale and phosphatic sediments in their lower part (local oolitic ironstone), commonly above pyritic hardgrounds. Regional continuity of small-scale cyclic patterns in M. Ord. strata of the Iowa area may suggest eustatic controls; this can be tested through inter-regional comparisons.« less

A Classroom Note on: Bounds on Integer Solutions of xy = k(x + y) and xyz = k(xy + xz + yz)

ERIC Educational Resources Information Center

Umar, Abdullahi; Alassar, Rajai

2011-01-01

Diophantine equations constitute a rich mathematical field. This article may be useful as a basis for a student math club project. There are several situations in which one needs to find a solution of indeterminate polynomial equations that allow the variables to be integers only. These indeterminate equations are fewer than the involved unknown…

Navigating the Science, Technology, Engineering, and Mathematics Pipeline: How Social Capital Impacts the Educational Attainment of College-Bound Female Students

ERIC Educational Resources Information Center

Lee, Rebecca Elizabeth

2011-01-01

Despite the proliferation of women in higher education and the workforce, they have yet to achieve parity with men in many of the science, technology, engineering, and math (STEM) majors and careers. The gap is even greater in the representation of women from lower socioeconomic backgrounds. This study examined pre-college intervention strategies…

The Thermal Equilibrium Solution of a Generic Bipolar Quantum Hydrodynamic Model

NASA Astrophysics Data System (ADS)

Unterreiter, Andreas

The thermal equilibrium state of a bipolar, isothermic quantum fluid confined to a bounded domain ,d = 1,2 or d = 3 is entirely described by the particle densities n, p, minimizing the energy where G1,2 are strictly convex real valued functions, . It is shown that this variational problem has a unique minimizer in and some regularity results are proven. The semi-classical limit is carried out recovering the minimizer of the limiting functional. The subsequent zero space charge limit leads to extensions of the classical boundary conditions. Due to the lack of regularity the asymptotics can not be settled on Sobolev embedding arguments. The limit is carried out by means of a compactness-by-convexity principle.

Wave maps from Gödel's universe

NASA Astrophysics Data System (ADS)

Barletta, Elisabetta; Dragomir, Sorin; Magliaro, Marco

2014-10-01

Using a result by Koch (1988 Trans. Am. Math. Soc. 307 827-41) we realize Gödel's universe G_{α }^{4}=({{{R}}^{4}},{{g}_{α}}) as the total space of a principal {R}-bundle over a strictly pseudo-convex CR manifold M3 and exploit the analogy between {{g}_{Yalpha;}} and Fefferman's metric {{F}_{θ}} (Fefferman 1976 Ann. Math. 103 395-416 104 393-4) to show that for any {R}-invariant wave map Φ of G_{α}^{4} into a Riemannian manifold N, the corresponding base map φ :{{M}^{3}}\\to N is subelliptic harmonic, with respect to a canonical choice of contact form θ on M3. We show that the subelliptic Jacobi operator J_{b}^{φ} of ϕ has a discrete Dirichlet spectrum on any bounded domain D\\subset {{M}^{3}} supporting the Poincaré inequality on \\mathop{W}\\limits^{\\circ }{}_{H}^{1,2}(D,{{φ}^{-1}}TN) and Kondrakov compactness, i.e. compactness of the embedding \\mathop{W}\\limits^{\\circ }{}_{H}^{1,2}(D,{{φ }^{-1}}TN)\\hookrightarrow {{L}^{2}}(D,{{φ}^{-1}}TN). We exhibit an explicit solution π :G_{α}^{4}\\to {{M}^{3}} to the wave map system on G_{α}^{4}, of index in{{d}^{Ω}}(π)\\geqslant 1 for any bounded domain Ω \\subset G_{α}^{4}. Mounoud's distance (Mounoud 2001 Differ. Geom. Appl. 15 47-57) d_{{{G}_{0}}, Ω }^{∞}({{g}_{α }}, {{F}_{θ}}) is bounded below by a constant depending only on the rotation frequency of Gödel's universe, thus giving a measure of the bias of {{g}_{α}} from being Fefferman like in the region Ω \\subset {{{R}}^{4}}.

A note on the bounds of the error of Gauss-Turan-type quadratures

NASA Astrophysics Data System (ADS)

Milovanovic, Gradimir V.; Spalevic, Miodrag M.

2007-03-01

This note is concerned with estimates for the remainder term of the Gauss-Turan quadrature formula,where is the Gori-Michelli weight function, with Un-1(t) denoting the (n-1)th degree Chebyshev polynomial of the second kind, and f is a function analytic in the interior of and continuous on the boundary of an ellipse with foci at the points +/-1 and sum of semiaxes [varrho]>1. The present paper generalizes the results in [G.V. Milovanovic, M.M. Spalevic, Bounds of the error of Gauss-Turan-type quadratures, J. Comput. Appl. Math. 178 (2005) 333-346], which is concerned with the same problem when s=1.

Bounds on strong field magneto-transport in three-dimensional composites

NASA Astrophysics Data System (ADS)

Briane, Marc; Milton, Graeme W.

2011-10-01

This paper deals with bounds satisfied by the effective non-symmetric conductivity of three-dimensional composites in the presence of a strong magnetic field. On the one hand, it is shown that for general composites the antisymmetric part of the effective conductivity cannot be bounded solely in terms of the antisymmetric part of the local conductivity, contrary to the columnar case studied by Briane and Milton [SIAM J. Appl. Math. 70(8), 3272-3286 (2010), 10.1137/100798090]. Thus a suitable rank-two laminate, the conductivity of which has a bounded antisymmetric part together with a high-contrast symmetric part, may generate an arbitrarily large antisymmetric part of the effective conductivity. On the other hand, bounds are provided which show that the antisymmetric part of the effective conductivity must go to zero if the upper bound on the antisymmetric part of the local conductivity goes to zero, and the symmetric part of the local conductivity remains bounded below and above. Elementary bounds on the effective moduli are derived assuming the local conductivity and the effective conductivity have transverse isotropy in the plane orthogonal to the magnetic field. New Hashin-Shtrikman type bounds for two-phase three-dimensional composites with a non-symmetric conductivity are provided under geometric isotropy of the microstructure. The derivation of the bounds is based on a particular variational principle symmetrizing the problem, and the use of Y-tensors involving the averages of the fields in each phase.

Logarithmic Sobolev Inequalities on Path Spaces Over Riemannian Manifolds

NASA Astrophysics Data System (ADS)

Hsu, Elton P.

Let Wo(M) be the space of paths of unit time length on a connected, complete Riemannian manifold M such that γ(0) =o, a fixed point on M, and ν the Wiener measure on Wo(M) (the law of Brownian motion on M starting at o).If the Ricci curvature is bounded by c, then the following logarithmic Sobolev inequality holds:

Contention Bounds for Combinations of Computation Graphs and Network Topologies

DTIC Science & Technology

2014-08-08

member of STARnet, a Semiconductor Research Corporation program sponsored by MARCO and DARPA, and ASPIRE Lab industrial sponsors and affiliates Intel...Google, Nokia, NVIDIA , Oracle, MathWorks and Samsung. Also funded by U.S. DOE Office of Science, Office of Advanced Scientific Computing Research...DARPA Award Number HR0011-12-2- 0016, the Center for Future Architecture Research, a mem- ber of STARnet, a Semiconductor Research Corporation

Stability of coefficients in the Kronecker product of a hook and a rectangle

NASA Astrophysics Data System (ADS)

Ballantine, Cristina M.; Hallahan, William T.

2016-02-01

We use recent work of Jonah Blasiak (2012 arXiv:1209.2018) to prove a stability result for the coefficients in the Kronecker product of two Schur functions: one indexed by a hook partition and one indexed by a rectangle partition. We also give nearly sharp bounds for the size of the partition starting with which the Kronecker coefficients are stable. Moreover, we show that once the bound is reached, no new Schur functions appear in the decomposition of Kronecker product. We call this property superstability. Thus, one can recover the Schur decomposition of the Kronecker product from the smallest case in which the superstability holds. The bound for superstability is sharp. Our study of this particular case of the Kronecker product is motivated by its usefulness for the understanding of the quantum Hall effect (Scharf T et al 1994 J. Phys. A: Math. Gen 27 4211-9).

Length estimations of presumed upward connecting leaders in lightning flashes to flat water and flat ground

NASA Astrophysics Data System (ADS)

Stolzenburg, Maribeth; Marshall, Thomas C.; Karunarathne, Sumedhe; Orville, Richard E.

2018-10-01

Using video data recorded at 50,000 frames per second for nearby negative lightning flashes, estimates are derived for the length of positive upward connecting leaders (UCLs) that presumably formed prior to new ground attachments. Return strokes were 1.7 to 7.8 km distant, yielding image resolutions of 4.25 to 19.5 m. No UCLs are imaged in these data, indicating those features were too transient or too dim compared to other lightning processes that are imaged at these resolutions. Upper bound lengths for 17 presumed UCLs are determined from the height above flat ground or water of the successful stepped leader tip in the image immediately prior to (within 20 μs before) the return stroke. Better estimates of maximum UCL lengths are determined using the downward stepped leader tip's speed of advance and the estimated return stroke time within its first frame. For 17 strokes, the upper bound length of the possible UCL averages 31.6 m and ranges from 11.3 to 50.3 m. Among the close strokes (those with spatial resolution <8 m per pixel), the five which connected to water (salt water lagoon) have UCL upper bound estimates averaging significantly shorter (24.1 m) than the average for the three close strokes which connected to land (36.9 m). The better estimates of maximum UCL lengths for the eight close strokes average 20.2 m, with slightly shorter average of 18.3 m for the five that connected to water. All the better estimates of UCL maximum lengths are <38 m in this dataset

Uniqueness of boundary blow-up solutions on exterior domain of RN

NASA Astrophysics Data System (ADS)

Dong, Wei; Pang, Changci

2007-06-01

In this paper, we consider the existence and uniqueness of positive solutions of the degenerate logistic type elliptic equation where N[greater-or-equal, slanted]2, D[subset of]RN is a bounded domain with smooth boundary and a(x), b(x) are continuous functions on RN with b(x)[greater-or-equal, slanted]0, b(x)[not identical with]0. We show that under rather general conditions on a(x) and b(x) for large x, there exists a unique positive solution. Our results improve the corresponding ones in [W. Dong, Y. Du, Unbounded principal eigenfunctions and the logistic equation on RN, Bull. Austral. Math. Soc. 67 (2003) 413-427] and [Y. Du, L. Ma, Logistic type equations on RN by a squeezing method involving boundary blow-up solutions, J. London Math. Soc. (2) 64 (2001) 107-124].

Applying Flammability Limit Probabilities and the Normoxic Upward Limiting Pressure Concept to NASA STD-6001 Test 1

NASA Technical Reports Server (NTRS)

Olson, Sandra L.; Beeson, Harold; Fernandez-Pello, A. Carlos

2014-01-01

Repeated Test 1 extinction tests near the upward flammability limit are expected to follow a Poisson process trend. This Poisson process trend suggests that rather than define a ULOI and MOC (which requires two limits to be determined), it might be better to define a single upward limit as being where 1/e (where e (approx. equal to 2.7183) is the characteristic time of the normalized Poisson process) of the materials burn, or, rounding, where approximately 1/3 of the samples fail the test (and burn). Recognizing that spacecraft atmospheres will not bound the entire oxygen-pressure parameter space, but actually lie along the normoxic atmosphere control band, we can focus the materials flammability testing along this normoxic band. A Normoxic Upward Limiting Pressure (NULP) is defined that determines the minimum safe total pressure for a material within the constant partial pressure control band. Then, increasing this pressure limit by a factor of safety, we can define the material as being safe to use at the NULP + SF (where SF is on the order of 10 kilopascal, based on existing flammability data). It is recommended that the thickest material to be tested with the current Test 1 igniter should be 3 mm thick (1/8 inches) to avoid the problem of differentiating between an ignition limit and a true flammability limit.

The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology.

PubMed

Rios-Velazquez, Carlos; Robles-Suarez, Reynaldo; Gonzalez-Negron, Alberto J; Baez-Santos, Ivan

2006-05-01

The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.

The Hölder continuity of spectral measures of an extended CMV matrix

NASA Astrophysics Data System (ADS)

Munger, Paul E.; Ong, Darren C.

2014-09-01

We prove results about the Hölder continuity of the spectral measures of the extended CMV matrix, given power law bounds of the solution of the eigenvalue equation. We thus arrive at a unitary analogue of the results of Damanik, Killip, and Lenz ["Uniform spectral properties of one-dimensional quasicrystals, III. α-continuity," Commun. Math. Phys. 212, 191-204 (2000)] about the spectral measure of the discrete Schrödinger operator.

The Hölder continuity of spectral measures of an extended CMV matrix.

PubMed

Munger, Paul E; Ong, Darren C

2014-09-01

We prove results about the Hölder continuity of the spectral measures of the extended CMV matrix, given power law bounds of the solution of the eigenvalue equation. We thus arrive at a unitary analogue of the results of Damanik, Killip, and Lenz ["Uniform spectral properties of one-dimensional quasicrystals, III. α-continuity," Commun. Math. Phys.55, 191-204 (2000)] about the spectral measure of the discrete Schrödinger operator.

Density Large Deviations for Multidimensional Stochastic Hyperbolic Conservation Laws

NASA Astrophysics Data System (ADS)

Barré, J.; Bernardin, C.; Chetrite, R.

2018-02-01

We investigate the density large deviation function for a multidimensional conservation law in the vanishing viscosity limit, when the probability concentrates on weak solutions of a hyperbolic conservation law. When the mobility and diffusivity matrices are proportional, i.e. an Einstein-like relation is satisfied, the problem has been solved in Bellettini and Mariani (Bull Greek Math Soc 57:31-45, 2010). When this proportionality does not hold, we compute explicitly the large deviation function for a step-like density profile, and we show that the associated optimal current has a non trivial structure. We also derive a lower bound for the large deviation function, valid for a more general weak solution, and leave the general large deviation function upper bound as a conjecture.

77 FR 43181 - Proposed Establishment of Class E Airspace; Coaldale, NV

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... airspace extending upward from 1,200 feet above the surface bounded by a line beginning at lat. 38[deg]55... lat. 38[deg]16'55'' N., long. 118[deg]13'39'' W.; to lat. 38[deg]02'23'' N., long. 117[deg]56'00'' W.... 117[deg]54'28'' W.; to lat. 37[deg]55'00'' N., long. 118[deg]10'30'' W.; to lat. 38[deg]04'06'' N...

On the rate of convergence of the alternating projection method in finite dimensional spaces

NASA Astrophysics Data System (ADS)

Galántai, A.

2005-10-01

Using the results of Smith, Solmon, and Wagner [K. Smith, D. Solomon, S. Wagner, Practical and mathematical aspects of the problem of reconstructing objects from radiographs, Bull. Amer. Math. Soc. 83 (1977) 1227-1270] and Nelson and Neumann [S. Nelson, M. Neumann, Generalizations of the projection method with application to SOR theory for Hermitian positive semidefinite linear systems, Numer. Math. 51 (1987) 123-141] we derive new estimates for the speed of the alternating projection method and its relaxed version in . These estimates can be computed in at most O(m3) arithmetic operations unlike the estimates in papers mentioned above that require spectral information. The new and old estimates are equivalent in many practical cases. In cases when the new estimates are weaker, the numerical testing indicates that they approximate the original bounds in papers mentioned above quite well.

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

NASA Astrophysics Data System (ADS)

Cartwright, T. J.; Hogsett, M.

2009-05-01

Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion of scientific instruments such as GPS and probeware, fostered additional student interest in earth science. IDGE has shown to have a lasting effect on the participating students who learn from the experience that science is a dynamic field in need of creative minds who want to make discoveries. Through relevant inquiry, the quality of geoscience instruction is inspiring a new generation of geoscientists. This work was supported in part by the National Science Foundation under award 0735596. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.

Communication Avoiding Rank Revealing QR Factorization with Column Pivoting

DTIC Science & Technology

2013-05-03

person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number...ParLab affiliates National Instruments, Nokia , NVIDIA, Oracle, and Samsung, and sup- port from MathWorks. We also acknowledge the support of the US...bounds from equation (1.3). In practice the QR factorization with column pivoting often works well, and it is widely used even if it is known to fail , for

A Lower Bound for the Norm of the Solution of a Nonlinear Volterra Equation in One-Dimensional Viscoelasticity.

DTIC Science & Technology

1980-12-09

34, Symp. on Non-well-posed Problems and Logarithmic Convexity (Lecture Notes on Math. #316), pp. 31-5h, Springer, 1973. 3. Greenberg , J.M., MacCamy, R.C...34Continuous Data Dependence for an Abstract Volterra Integro- Differential Equation in Hilbert Space with Applications to Viscoelasticity", Annali Scuola... Hilbert Space", to appear in the J. Applicable Analysis. 8. Slemrod, M., "Instability of Steady Shearing Flows in a Nonlinear Viscoelastic Fluid", Arch

Two-sided estimates of minimum-error distinguishability of mixed quantum states via generalized Holevo-Curlander bounds

NASA Astrophysics Data System (ADS)

Tyson, Jon

2009-03-01

We prove a concise factor-of-2 estimate for the failure rate of optimally distinguishing an arbitrary ensemble of mixed quantum states, generalizing work of Holevo [Theor. Probab. Appl. 23, 411 (1978)] and Curlander [Ph.D. Thesis, MIT, 1979]. A modification to the minimal principle of Cocha and Poor [Proceedings of the 6th International Conference on Quantum Communication, Measurement, and Computing (Rinton, Princeton, NJ, 2003)] is used to derive a suboptimal measurement which has an error rate within a factor of 2 of the optimal by construction. This measurement is quadratically weighted and has appeared as the first iterate of a sequence of measurements proposed by Ježek et al. [Phys. Rev. A 65, 060301 (2002)]. Unlike the so-called pretty good measurement, it coincides with Holevo's asymptotically optimal measurement in the case of nonequiprobable pure states. A quadratically weighted version of the measurement bound by Barnum and Knill [J. Math. Phys. 43, 2097 (2002)] is proven. Bounds on the distinguishability of syndromes in the sense of Schumacher and Westmoreland [Phys. Rev. A 56, 131 (1997)] appear as a corollary. An appendix relates our bounds to the trace-Jensen inequality.

Hörmander multipliers on two-dimensional dyadic Hardy spaces

NASA Astrophysics Data System (ADS)

Daly, J.; Fridli, S.

2008-12-01

In this paper we are interested in conditions on the coefficients of a two-dimensional Walsh multiplier operator that imply the operator is bounded on certain of the Hardy type spaces Hp, 0

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

Limitations of the background field method applied to Rayleigh-Bénard convection

NASA Astrophysics Data System (ADS)

Nobili, Camilla; Otto, Felix

2017-09-01

We consider Rayleigh-Bénard convection as modeled by the Boussinesq equations, in the case of infinite Prandtl numbers and with no-slip boundary condition. There is a broad interest in bounds of the upwards heat flux, as given by the Nusselt number Nu, in terms of the forcing via the imposed temperature difference, as given by the Rayleigh number in the turbulent regime Ra ≫ 1 . In several studies, the background field method applied to the temperature field has been used to provide upper bounds on Nu in terms of Ra. In these applications, the background field method comes in the form of a variational problem where one optimizes a stratified temperature profile subject to a certain stability condition; the method is believed to capture the marginal stability of the boundary layer. The best available upper bound via this method is Nu ≲Ra/1 3 ( ln R a )/1 15 ; it proceeds via the construction of a stable temperature background profile that increases logarithmically in the bulk. In this paper, we show that the background temperature field method cannot provide a tighter upper bound in terms of the power of the logarithm. However, by another method, one does obtain the tighter upper bound Nu ≲ Ra /1 3 ( ln ln Ra ) /1 3 so that the result of this paper implies that the background temperature field method is unphysical in the sense that it cannot provide the optimal bound.

NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

USGS Publications Warehouse

Allner, Matthew; McKay, Christopher P; Coe, Liza; Rask, Jon; Paradise, Jim; Wynne, J. Judson

2010-01-01

IntroductionNASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers.PurposeThis paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs.ResultsSince its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

Structural analysis of three extensional detachment faults with data from the 2000 Space-Shuttle Radar Topography Mission

USGS Publications Warehouse

Spencer, J.E.

2010-01-01

The Space-Shuttle Radar Topography Mission provided geologists with a detailed digital elevation model of most of Earth's land surface. This new database is used here for structural analysis of grooved surfaces interpreted to be the exhumed footwalls of three active or recently active extensional detachment faults. Exhumed fault footwalls, each with an areal extent of one hundred to several hundred square kilometers, make up much of Dayman dome in eastern Papua New Guinea, the western Gurla Mandhata massif in the central Himalaya, and the northern Tokorondo Mountains in central Sulawesi, Indonesia. Footwall curvature in profile varies from planar to slightly convex upward at Gurla Mandhata to strongly convex upward at northwestern Dayman dome. Fault curvature decreases away from the trace of the bounding detachment fault in western Dayman dome and in the Tokorondo massif, suggesting footwall flattening (reduction in curvature) following exhumation. Grooves of highly variable wavelength and amplitude reveal extension direction, although structural processes of groove genesis may be diverse.

On the number of eigenvalues of the discrete one-dimensional Dirac operator with a complex potential

NASA Astrophysics Data System (ADS)

Hulko, Artem

2018-03-01

In this paper we define a one-dimensional discrete Dirac operator on Z . We study the eigenvalues of the Dirac operator with a complex potential. We obtain bounds on the total number of eigenvalues in the case where V decays exponentially at infinity. We also estimate the number of eigenvalues for the discrete Schrödinger operator with complex potential on Z . That is we extend the result obtained by Hulko (Bull Math Sci, to appear) to the whole Z.

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

On the Vanishing Dissipation Limit for the Full Navier-Stokes-Fourier System with Non-slip Condition

NASA Astrophysics Data System (ADS)

Wang, Y.-G.; Zhu, S.-Y.

2018-06-01

In this paper, we study the vanishing dissipation limit problem for the full Navier-Stokes-Fourier equations with non-slip boundary condition in a smooth bounded domain Ω \\subseteq R3. By using Kato's idea (Math Sci Res Inst Publ 2:85-98, 1984) of constructing an artificial boundary layer, we obtain a sufficient condition for the convergence of the solution of the full Navier-Stokes-Fourier equations to the solution of the compressible Euler equations in the energy space L2(Ω ) uniformly in time.

Weighted Bergman Kernels and Quantization}

NASA Astrophysics Data System (ADS)

Engliš, Miroslav

Let Ω be a bounded pseudoconvex domain in CN, φ, ψ two positive functions on Ω such that - log ψ, - log φ are plurisubharmonic, and z∈Ω a point at which - log φ is smooth and strictly plurisubharmonic. We show that as k-->∞, the Bergman kernels with respect to the weights φkψ have an asymptotic expansion for x,y near z, where φ(x,y) is an almost-analytic extension of &\\phi(x)=φ(x,x) and similarly for ψ. Further, . If in addition Ω is of finite type, φ,ψ behave reasonably at the boundary, and - log φ, - log ψ are strictly plurisubharmonic on Ω, we obtain also an analogous asymptotic expansion for the Berezin transform and give applications to the Berezin quantization. Finally, for Ω smoothly bounded and strictly pseudoconvex and φ a smooth strictly plurisubharmonic defining function for Ω, we also obtain results on the Berezin-Toeplitz quantization.

Unstable Mode Solutions to the Klein-Gordon Equation in Kerr-anti-de Sitter Spacetimes

NASA Astrophysics Data System (ADS)

Dold, Dominic

2017-03-01

For any cosmological constant {Λ = -3/ℓ2 < 0} and any {α < 9/4}, we find a Kerr-AdS spacetime {({M}, g_{KAdS})}, in which the Klein-Gordon equation {Box_{g_{KAdS}}ψ + α/ℓ2ψ = 0} has an exponentially growing mode solution satisfying a Dirichlet boundary condition at infinity. The spacetime violates the Hawking-Reall bound {r+2 > |a|ℓ}. We obtain an analogous result for Neumann boundary conditions if {5/4 < α < 9/4}. Moreover, in the Dirichlet case, one can prove that, for any Kerr-AdS spacetime violating the Hawking-Reall bound, there exists an open family of masses {α} such that the corresponding Klein-Gordon equation permits exponentially growing mode solutions. Our result adopts methods of Shlapentokh-Rothman developed in (Commun. Math. Phys. 329:859-891, 2014) and provides the first rigorous construction of a superradiant instability for negative cosmological constant.

Using the Tower of Hanoi puzzle to infuse your mathematics classroom with computer science concepts

NASA Astrophysics Data System (ADS)

Marzocchi, Alison S.

2016-07-01

This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi puzzle. These concepts include, but are not limited to, conditionals, iteration, and recursion. Lessons, such as the one proposed in this article, are easily implementable in mathematics classrooms and extracurricular programmes as they are good candidates for 'drop in' lessons that do not need to fit into any particular place in the typical curriculum sequence. As an example for readers, the author describes how she used the puzzle in her own Number Sense and Logic course during the federally funded Upward Bound Math/Science summer programme for college-intending low-income high school students. The article explains each computer science term with real-life and mathematical examples, applies each term to the Tower of Hanoi puzzle solution, and describes how students connected the terms to their own solutions of the puzzle. It is timely and important to expose mathematics students to computer science concepts. Given the rate at which technology is currently advancing, and our increased dependence on technology in our daily lives, it has become more important than ever for children to be exposed to computer science. Yet, despite the importance of exposing today's children to computer science, many children are not given adequate opportunity to learn computer science in schools. In the United States, for example, most students finish high school without ever taking a computing course. Mathematics lessons, such as the one described in this article, can help to make computer science more accessible to students who may have otherwise had little opportunity to be introduced to these increasingly important concepts.

A Jurassic Shock-Aftershock Earthquake Sequence Recorded by Small Clastic Pipes and Dikes within Dune Cross-Strata, Zion National Park, Utah

NASA Astrophysics Data System (ADS)

Loope, D. B.; Zlotnik, V. A.; Kettler, R. M.; Pederson, D. T.

2012-12-01

Eolian sandstones of south-central and southeast Utah contain large volumes of contorted cross-strata that have long been recognized as products of liquefaction caused by seismic shaking. Unlike most sites where Navajo Sandstone is exposed, in Zion National Park (southwestern Utah), the Navajo contains very, very few contorted strata. We have, however, mapped the distribution of more than 1,000 small-scale, vertical pipes and dikes in uncontorted cross-strata of the Navajo at two small study sites in Zion. Pipes are 2-5 cm in diameter and up to 3 m long; dikes are ~6 cm wide. Clusters of the water-escape structures lie directly above and below numerous, near-horizontal bounding surfaces. Dikes are restricted to the wind-ripple strata that lie above the bounding surfaces. Pipes are common both above and below the bounding surfaces. In map view, most pipes are arranged in lines. Near the bounding surfaces, pipes merge upward with shallow dikes trending parallel to the lines of pipes. Pipes formed in grainflows—homogeneous, well-sorted sand lacking cohesion. Dikes formed above the bounding surface, in more-cohesive, poorly sorted, wind-ripple strata. As liquefaction began, expansion of subsurface sand caused spreading within the unliquified (capping) beds near the land surface. Dikes intruded cracks in the wind-ripple strata, and pipes rose from the better-sorted sand to interdune surfaces, following trends of cracks. Because the wind-ripple strata had low cohesive strength, a depression formed around each rupture, and ejected sand built upward to a flat-topped surface rather than forming the cone of a classic sand volcano. In one 3 m2 portion of the map area, a cluster of about 20 pipes and dikes, many with truncated tops, record eight stratigraphically distinct seismic events. The large dunes that deposited the Navajo cross-strata likely moved ~1m/yr. When, in response to seismic shaking, a few liters of fluidized sand erupted onto the lowermost portion of the dune lee slope through a pipe, the erupted sand dried and was buried by climbing wind-ripple strata as the large dune continued to advance downwind. The mapped cluster recording eight distinct seismic events lies within thin-laminated sediment that was deposited by wind ripples during 1 m (~ 1 year) of southeastward dune migration. We conclude that the small pipes and dikes of our study sites are products of numerous >MM 5 earthquakes, some of which recurred at intervals of less than 2 months. We interpret one small cluster of pipes and dikes with well-defined upward terminations as a distinct shock-aftershock sequence. Because the largest modern earthquakes can produce surface liquefaction only up to about 175 km from their epicenters, the Jurassic epicenters must have been well within that distance. The tendency of modern plate boundaries to produce high-frequency aftershocks suggests that the epicenter for this Jurassic sequence lay to the southwest, within the plate boundary zone (not within continental rocks to the east). As eolian dunes steadily migrate over interdune surfaces underlain by water-saturated dune cross-strata, the thin, distinct laminae produced by the wind ripples that occupy dune toes can faithfully record high-frequency seismic events.

En route to surface-bound electric field-driven molecular motors.

PubMed

Jian, Huahua; Tour, James M

2003-06-27

Four caltrop-shaped molecules that might be useful as surface-bound electric field-driven molecular motors have been synthesized. The caltrops are comprised of a pair of electron donor-acceptor arms and a tripod base. The molecular arms are based on a carbazole or oligo(phenylene ethynylene) core with a strong net dipole. The tripod base uses a silicon atom as its core. The legs of the tripod bear sulfur-tipped bonding units, as acetyl-protected benzylic thiols, for bonding to a gold surface. The geometry of the tripod base allows the caltrop to project upward from a metallic surface after self-assembly. Ellipsometric studies show that self-assembled monolayers of the caltrops are formed on Au surfaces with molecular thicknesses consistent with the desired upright-shaft arrangement. As a result, the zwitterionic molecular arms might be controllable when electric fields are applied around the caltrops, thereby constituting field-driven motors.

Integrated Sachs-Wolfe effect from the cross correlation of WMAP 3year and the NRAO VLA sky survey data: New results and constraints on dark energy

NASA Astrophysics Data System (ADS)

Pietrobon, Davide; Balbi, Amedeo; Marinucci, Domenico

2006-08-01

We cross correlate the new 3 year Wilkinson Microwave Anistropy Probe (WMAP) cosmic microwave background data with the NRAO VLA Sky Survey radio galaxy data and find further evidence of late integrated Sachs-Wolfe (ISW) effect taking place at late times in cosmic history. Our detection makes use of a novel statistical method (P. Baldi, G. Kerkyacharian, D. Marinucci, and D. Picard, math.ST/0606154 and P. Baldi, G. Kerkyacharian, D. Marinucci, D. Picard, math.ST/0606599) based on a new construction of spherical wavelets, called needlets. The null hypothesis (no ISW) is excluded at more than 99.7% confidence. When we compare the measured cross correlation with the theoretical predictions of standard, flat cosmological models with a generalized dark energy component parameterized by its density, ΩDE, equation of state w and speed of sound cs2, we find 0.3≤ΩDE≤0.8 at 95% C.L., independently of cs2 and w. If dark energy is assumed to be a cosmological constant (w=-1), the bound on density shrinks to 0.41≤ΩDE≤0.79. Models without dark energy are excluded at more than 4σ. The bounds on w depend rather strongly on the assumed value of cs2. We find that models with more negative equation of state (such as phantom models) are a worse fit to the data in the case cs2=1 than in the case cs2=0.

Fault-sourced alluvial fans and their interaction with axial fluvial drainage: An example from the Plio-Pleistocene Upper Valdarno Basin (Tuscany, Italy)

NASA Astrophysics Data System (ADS)

Fidolini, Francesco; Ghinassi, Massimiliano; Aldinucci, Mauro; Billi, Paolo; Boaga, Jacopo; Deiana, Rita; Brivio, Lara

2013-05-01

The present study deals with the fault-sourced, alluvial-fan deposits of the Plio-Pleistocene Upper Valdarno Basin (Northern Apennines, Italy). Different phases of alluvial fan aggradation, progradation and backstep are discussed as possible effects of the interaction among fault-generated accommodation space, sediment supply and discharge variations affecting the axial fluvial drainage. The Upper Valdarno Basin, located about 35 km SE of Florence, is filled with 550 m palustrine, lacustrine and alluvial deposits forming four main unconformity-bounded units (i.e. synthems). The study alluvial-fan deposits belong to the two uppermost synthems (Montevarchi and Torrente Ciuffenna synthems) and are Early to Middle Pleistocene in age. These deposits are sourced from the fault-bounded, NE margin of the basin and interfinger with axial fluvial deposits. Alluvial fan deposits of the Montevarchi Synthem consist of three main intervals: i) a lower interval, which lacks any evidence of a depositional trend and testify balance between the subsidence rate (i.e. fault activity) and the amount of sediment provided from the margin; ii) a coarsening-upward middle interval, pointing to a decrease in subsidence rate associated with an augment in sediment supply; iii) a fining-upward, upper interval (locally preserved), documenting a phase of tectonic quiescence associated with a progressive re-equilibration of the tectonically-induced morphological profile. The basin-scale unconformity, which separates the Montevarchi and Torrente Ciuffenna synthems was due to the entrance of the Arno River into the basin as consequence of a piracy. This event caused a dramatic increase in water discharge of the axial fluvial system, and its consequent embanking. Such an erosional surface started to develop in the axial areas, and propagated along the main tributaries, triggering erosion of the alluvial fan deposits. Alluvial-fan deposits of the Torrente Ciuffenna Synthem accumulated above the unconformity during a phase of tectonic quiescence, and show a fining-upward depositional trend. This trend was generated by a progressive decrease in sediment supply stemming out from upstream migration of the knickpoints developed during the embanking of the axial system.

Local perturbations perturb—exponentially-locally

NASA Astrophysics Data System (ADS)

De Roeck, W.; Schütz, M.

2015-06-01

We elaborate on the principle that for gapped quantum spin systems with local interaction, "local perturbations [in the Hamiltonian] perturb locally [the groundstate]." This principle was established by Bachmann et al. [Commun. Math. Phys. 309, 835-871 (2012)], relying on the "spectral flow technique" or "quasi-adiabatic continuation" [M. B. Hastings, Phys. Rev. B 69, 104431 (2004)] to obtain locality estimates with sub-exponential decay in the distance to the spatial support of the perturbation. We use ideas of Hamza et al. [J. Math. Phys. 50, 095213 (2009)] to obtain similarly a transformation between gapped eigenvectors and their perturbations that is local with exponential decay. This allows to improve locality bounds on the effect of perturbations on the low lying states in certain gapped models with a unique "bulk ground state" or "topological quantum order." We also give some estimate on the exponential decay of correlations in models with impurities where some relevant correlations decay faster than one would naively infer from the global gap of the system, as one also expects in disordered systems with a localized groundstate.

Asymptotic Behaviour of the Ground State of Singularly Perturbed Elliptic Equations

NASA Astrophysics Data System (ADS)

Piatnitski, Andrey L.

The ground state of a singularly perturbed nonselfadjoint elliptic operator defined on a smooth compact Riemannian manifold with metric aij(x)=(aij(x))-1, is studied. We investigate the limiting behaviour of the first eigenvalue of this operator as μ goes to zero, and find the logarithmic asymptotics of the first eigenfunction everywhere on the manifold. The results are formulated in terms of auxiliary variational problems on the manifold. This approach also allows to study the general singularly perturbed second order elliptic operator on a bounded domain in Rn.

Doing the math

PubMed Central

Knoblach, Barbara; Rachubinski, Richard A

2013-01-01

The formation of membrane contact sites between cellular organelles is required for proper organelle communication and maintenance in the compartmentalized eukaryotic cell. We recently identified a tether that links peroxisomes to the cortical ER in the yeast, Saccharomyces cerevisiae. The tether is made up of the peroxisome biogenic protein Pex3p and the peroxisome inheritance factor Inp1p, and is formed by Inp1p-mediated linkage of ER-bound Pex3p and peroxisomal Pex3p. Here we discuss how this tether is fine-tuned to ensure that peroxisomes are stably maintained over generations of yeast cells. PMID:24567780

Extremal values on Zagreb indices of trees with given distance k-domination number.

PubMed

Pei, Lidan; Pan, Xiangfeng

2018-01-01

Let [Formula: see text] be a graph. A set [Formula: see text] is a distance k -dominating set of G if for every vertex [Formula: see text], [Formula: see text] for some vertex [Formula: see text], where k is a positive integer. The distance k -domination number [Formula: see text] of G is the minimum cardinality among all distance k -dominating sets of G . The first Zagreb index of G is defined as [Formula: see text] and the second Zagreb index of G is [Formula: see text]. In this paper, we obtain the upper bounds for the Zagreb indices of n -vertex trees with given distance k -domination number and characterize the extremal trees, which generalize the results of Borovićanin and Furtula (Appl. Math. Comput. 276:208-218, 2016). What is worth mentioning, for an n -vertex tree T , is that a sharp upper bound on the distance k -domination number [Formula: see text] is determined.

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.

On Energy Inequality for the Problem on the Evolution of Two Fluids of Different Types Without Surface Tension

NASA Astrophysics Data System (ADS)

Denisova, Irina Vlad.

2015-03-01

The paper deals with the motion of two immiscible viscous fluids in a container, one of the fluids being compressible while another one being incompressible. The interface between the fluids is an unknown closed surface where surface tension is neglected. We assume the compressible fluid to be barotropic, the pressure being given by an arbitrary smooth increasing function. This problem is considered in anisotropic Sobolev-Slobodetskiǐ spaces. We show that the L 2-norms of the velocity and deviation of compressible fluid density from the mean value decay exponentially with respect to time. The proof is based on a local existence theorem (Denisova, Interfaces Free Bound 2:283-312, 2000) and on the idea of constructing a function of generalized energy, proposed by Padula (J Math Fluid Mech 1:62-77, 1999). In addition, we eliminate the restrictions for the viscosities which appeared in Denisova (Interfaces Free Bound 2:283-312, 2000).

Multidimensional entropic uncertainty relation based on a commutator matrix in position and momentum spaces

NASA Astrophysics Data System (ADS)

Hertz, Anaelle; Vanbever, Luc; Cerf, Nicolas J.

2018-01-01

The uncertainty relation for continuous variables due to Byałinicki-Birula and Mycielski [I. Białynicki-Birula and J. Mycielski, Commun. Math. Phys. 44, 129 (1975), 10.1007/BF01608825] expresses the complementarity between two n -tuples of canonically conjugate variables (x1,x2,...,xn) and (p1,p2,...,pn) in terms of Shannon differential entropy. Here we consider the generalization to variables that are not canonically conjugate and derive an entropic uncertainty relation expressing the balance between any two n -variable Gaussian projective measurements. The bound on entropies is expressed in terms of the determinant of a matrix of commutators between the measured variables. This uncertainty relation also captures the complementarity between any two incompatible linear canonical transforms, the bound being written in terms of the corresponding symplectic matrices in phase space. Finally, we extend this uncertainty relation to Rényi entropies and also prove a covariance-based uncertainty relation which generalizes the Robertson relation.

Border screening vs. community level disease control for infectious diseases: Timing and effectiveness

NASA Astrophysics Data System (ADS)

Kim, Sehjeong; Chang, Dong Eui

2017-06-01

There have been many studies of the border screening using a simple math model or a statistical analysis to investigate the ineffectiveness of border screening during 2003 and 2009 pandemics. However, the use of border screening is still a controversial issue. It is due to focusing only on the functionality of border screening without considering the timing to use. In this paper, we attempt to qualitatively answer whether the use of border screening is a desirable action during a disease pandemic. Thus, a novel mathematical model with a transition probability of status change during flight and border screening is developed. A condition to check a timing of the border screening is established in terms of a lower bound of the basic reproduction number. If the lower bound is greater than one, which indicates a pandemic, then the border screening may not be effective and the disease persists. In this case, a community level control strategy should be conducted.

Two approximations of the present value distribution of a disability annuity

NASA Astrophysics Data System (ADS)

Spreeuw, Jaap

2006-02-01

The distribution function of the present value of a cash flow can be approximated by means of a distribution function of a random variable, which is also the present value of a sequence of payments, but with a simpler structure. The corresponding random variable has the same expectation as the random variable corresponding to the original distribution function and is a stochastic upper bound of convex order. A sharper upper bound can be obtained if more information about the risk is available. In this paper, it will be shown that such an approach can be adopted for disability annuities (also known as income protection policies) in a three state model under Markov assumptions. Benefits are payable during any spell of disability whilst premiums are only due whenever the insured is healthy. The quality of the two approximations is investigated by comparing the distributions obtained with the one derived from the algorithm presented in the paper by Hesselager and Norberg [Insurance Math. Econom. 18 (1996) 35-42].

Sequence stratigraphic control on prolific HC reservoir development, Southwest Iran

USGS Publications Warehouse

Lasemi, Y.; Kondroud, K.N.

2008-01-01

An important carbonate formation in the Persian Gulf and the onshore oil fields of Southwest Iran is the Lowermost Cretaceous Fahliyan formation. The formation in Darkhowain field consists of unconformity-bounded depositional sequences containing prolific hydrocarbon reservoirs of contrasting origin. Located in the high stand systems tract (HST) of the lower sequence encompassing over 200m of oil column are the most prolific reservoir. Another reservoir is over 80m thick consisting of shallowing-upward cycles that are best developed within the transgressive systems tract of the upper sequence. Vertical facies distribution and their paleobathymetry and geophysical log signatures of the Fahliyan formation in the Darkhowain platform reveal the presence of two unconformity-bounded depositional sequences in Vail et al., Van Wagoner et al., and Sarg. The Fahliyan formation mainly consists of platform carbonates composed of restricted bioclastic lime mudstone to packstone of the platform interior, Lithocodium boundstone or ooid-intraclast-bioclast grainstone of the high energy platform margin and the bioclast packstone to lime mudstone related to the off-platform setting.

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.

The Quest for the Ultimate Anisotropic Banach Space

NASA Astrophysics Data System (ADS)

Baladi, Viviane

2017-02-01

We present a new scale U^{t,s}_p (s<-t<0 and 1≤p <∞) of anisotropic Banach spaces, defined via Paley-Littlewood, on which the transfer operator L_g φ = (g \\cdot φ) circ T^{-1} associated to a hyperbolic dynamical system T has good spectral properties. When p=1 and t is an integer, the spaces are analogous to the "geometric" spaces B^{t,|s+t|} considered by Gouëzel and Liverani (Ergod Theory Dyn Syst 26:189-217, 2006). When p>1 and -1+1/p

Evidence for asymmetric edge-on Langmuir monolayer: Application to surface potential measurements

NASA Astrophysics Data System (ADS)

El Abed, A.; Ionov, R.; Goldmann, M.; Fontaine, P.; Billard, J.; Peretti, P.

2001-10-01

We show, using surface pressure vs. molecular area isotherm measurements and synchrotron grazing X-ray diffraction, that 4BCD12 molecules, which consist of a central flexible bowl-like core to which eight long lateral hydrocarbon chains are bound, form a stable edge-on monolayer. Experimental data indicate that six lateral hydrocarbon chains orient upwards to form a quasi-rectangular lattice of 43° tilted hydrocarbon chains. The obtained axially asymmetric phase, which we label edge26-on, allows using surface potential measurements, for the validation of literature electric models of a single monolayer spread at the air-water interface.

Corium shield

DOEpatents

McDonald, Douglas B.; Buchholz, Carol E.

1994-01-01

A shield for restricting molten corium from flowing into a water sump disposed in a floor of a containment vessel includes upper and lower walls which extend vertically upwardly and downwardly from the floor for laterally bounding the sump. The upper wall includes a plurality of laterally spaced apart flow channels extending horizontally therethrough, with each channel having a bottom disposed coextensively with the floor for channeling water therefrom into the sump. Each channel has a height and a length predeterminedly selected for allowing heat from the molten corium to dissipate through the upper and lower walls as it flows therethrough for solidifying the molten corium therein to prevent accumulation thereof in the sump.

Discrete diffraction managed solitons: Threshold phenomena and rapid decay for general nonlinearities

NASA Astrophysics Data System (ADS)

Choi, Mi-Ran; Hundertmark, Dirk; Lee, Young-Ran

2017-10-01

We prove a threshold phenomenon for the existence/non-existence of energy minimizing solitary solutions of the diffraction management equation for strictly positive and zero average diffraction. Our methods allow for a large class of nonlinearities; they are, for example, allowed to change sign, and the weakest possible condition, it only has to be locally integrable, on the local diffraction profile. The solutions are found as minimizers of a nonlinear and nonlocal variational problem which is translation invariant. There exists a critical threshold λcr such that minimizers for this variational problem exist if their power is bigger than λcr and no minimizers exist with power less than the critical threshold. We also give simple criteria for the finiteness and strict positivity of the critical threshold. Our proof of existence of minimizers is rather direct and avoids the use of Lions' concentration compactness argument. Furthermore, we give precise quantitative lower bounds on the exponential decay rate of the diffraction management solitons, which confirm the physical heuristic prediction for the asymptotic decay rate. Moreover, for ground state solutions, these bounds give a quantitative lower bound for the divergence of the exponential decay rate in the limit of vanishing average diffraction. For zero average diffraction, we prove quantitative bounds which show that the solitons decay much faster than exponentially. Our results considerably extend and strengthen the results of Hundertmark and Lee [J. Nonlinear Sci. 22, 1-38 (2012) and Commun. Math. Phys. 309(1), 1-21 (2012)].

RCC Plug Repair Thermal Tools for Shuttle Mission Support

NASA Technical Reports Server (NTRS)

Rodriguez, Alvaro C.; Anderson, Brian P.

2010-01-01

A thermal math model for the Space Shuttle Reinforced Carbon-Carbon (RCC) Plug Repair was developed to increase the confidence in the repair entry performance and provide a real-time mission support tool. The thermal response of the plug cover plate, local RCC, and metallic attach hardware can be assessed with this model for any location on the wing leading edge. The geometry and spatial location of the thermal mesh also matches the structural mesh which allows for the direct mapping of temperature loads and computation of the thermoelastic stresses. The thermal model was correlated to a full scale plug repair radiant test. To utilize the thermal model for flight analyses, accurate predictions of protuberance heating were required. Wind tunnel testing was performed at CUBRC to characterize the heat flux in both the radial and angular directions. Due to the complexity of the implementation of the protuberance heating, an intermediate program was developed to output the heating per nodal location for all OML surfaces in SINDA format. Three Design Reference Cases (DRC) were evaluated with the correlated plug thermal math model to bound the environments which the plug repair would potentially be used.

NASA's explorer school and spaceward bound programs: Insights into two education programs designed to heighten public support for space science initiatives

USGS Publications Warehouse

Allner, Matthew; McKay, C.; Coe, L.; Rask, Jon; Paradise, Jim; Wynne, J.J.

2008-01-01

Introduction: NASA has played an influential role in bringing the enthusiasm of space science to schools across the United States since the 1980s. The evolution of this public outreach has led to a variety of NASA funded education programs designed to promote student interest in science, technology, engineering, math, and geography (STEM-G) careers. Purpose: This paper investigates the educational outreach initiatives, structure, and impact of two of NASA's largest educational programs: the NASA Explorer School (NES) and NASA Spaceward Bound programs. Methods: The investigation further provides a detailed overview of the structure of these two NASA education outreach programs, while providing information regarding selection criteria and program developments over time. Results: Since its induction in 2003 the NES program has networked and provided resources to over 300 schools across the United States. Future directions include further development of mentor schools for each new NES school selected, while also developing a longitudinal student tracking system for NES students to monitor their future involvement in STEM-G careers. The Spaceward Bound program, now in its third year of teacher outreach, is looking to further expand its teacher network and scientific collaboration efforts, while building on its teacher mentorship framework.

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.

Future trends in computer waste generation in India.

PubMed

Dwivedy, Maheshwar; Mittal, R K

2010-11-01

The objective of this paper is to estimate the future projection of computer waste in India and to subsequently analyze their flow at the end of their useful phase. For this purpose, the study utilizes the logistic model-based approach proposed by Yang and Williams to forecast future trends in computer waste. The model estimates future projection of computer penetration rate utilizing their first lifespan distribution and historical sales data. A bounding analysis on the future carrying capacity was simulated using the three parameter logistic curve. The observed obsolete generation quantities from the extrapolated penetration rates are then used to model the disposal phase. The results of the bounding analysis indicate that in the year 2020, around 41-152 million units of computers will become obsolete. The obsolete computer generation quantities are then used to estimate the End-of-Life outflows by utilizing a time-series multiple lifespan model. Even a conservative estimate of the future recycling capacity of PCs will reach upwards of 30 million units during 2025. Apparently, more than 150 million units could be potentially recycled in the upper bound case. However, considering significant future investment in the e-waste recycling sector from all stakeholders in India, we propose a logistic growth in the recycling rate and estimate the requirement of recycling capacity between 60 and 400 million units for the lower and upper bound case during 2025. Finally, we compare the future obsolete PC generation amount of the US and India. Copyright © 2010 Elsevier Ltd. All rights reserved.

Dynamical differences of hemoglobin and the ionotropic glutamate receptor in different states revealed by a new dynamics alignment method.

PubMed

Tobi, Dror

2017-08-01

A new algorithm for comparison of protein dynamics is presented. Compared protein structures are superposed and their modes of motions are calculated using the anisotropic network model. The obtained modes are aligned using the dynamic programming algorithm of Needleman and Wunsch, commonly used for sequence alignment. Dynamical comparison of hemoglobin in the T and R2 states reveals that the dynamics of the allosteric effector 2,3-bisphosphoglycerate binding site is different in the two states. These differences can contribute to the selectivity of the effector to the T state. Similar comparison of the ionotropic glutamate receptor in the kainate+(R,R)-2b and ZK bound states reveals that the kainate+(R,R)-2b bound states slow modes describe upward motions of ligand binding domain and the transmembrane domain regions. Such motions may lead to the opening of the receptor. The upper lobes of the LBDs of the ZK bound state have a smaller interface with the amino terminal domains above them and have a better ability to move together. The present study exemplifies the use of dynamics comparison as a tool to study protein function. Proteins 2017; 85:1507-1517. © 2014 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

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.

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…

On the Rigorous Derivation of the 3D Cubic Nonlinear Schrödinger Equation with a Quadratic Trap

NASA Astrophysics Data System (ADS)

Chen, Xuwen

2013-11-01

We consider the dynamics of the three-dimensional N-body Schrödinger equation in the presence of a quadratic trap. We assume the pair interaction potential is N 3 β-1 V( N β x). We justify the mean-field approximation and offer a rigorous derivation of the three-dimensional cubic nonlinear Schrödinger equation (NLS) with a quadratic trap. We establish the space-time bound conjectured by Klainerman and Machedon (Commun Math Phys 279:169-185, 2008) for by adapting and simplifying an argument in Chen and Pavlović (Annales Henri Poincaré, 2013) which solves the problem for in the absence of a trap.

Norms of certain Jordan elementary operators

NASA Astrophysics Data System (ADS)

Zhang, Xiaoli; Ji, Guoxing

2008-10-01

Let be a complex Hilbert space and let denote the algebra of all bounded linear operators on . For , the Jordan elementary operator UA,B is defined by UA,B(X)=AXB+BXA, . In this short note, we discuss the norm of UA,B. We show that if and ||UA,B||=||A||||B||, then either AB* or B*A is 0. We give some examples of Jordan elementary operators UA,B such that ||UA,B||=||A||||B|| but AB*[not equal to]0 and B*A[not equal to]0, which answer negatively a question posed by M. Boumazgour in [M. Boumazgour, Norm inequalities for sums of two basic elementary operators, J. Math. Anal. Appl. 342 (2008) 386-393].

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.

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.

Critical conditions for the buoyancy-driven detachment of a wall-bound pendant drop

NASA Astrophysics Data System (ADS)

Lamorgese, A.; Mauri, R.

2016-03-01

We investigate numerically the critical conditions for detachment of an isolated, wall-bound emulsion droplet acted upon by surface tension and wall-normal buoyancy forces alone. To that end, we present a simple extension of a diffuse-interface model for partially miscible binary mixtures that was previously employed for simulating several two-phase flow phenomena far and near the critical point [A. G. Lamorgese et al. "Phase-field approach to multiphase flow modeling," Milan J. Math. 79(2), 597-642 (2011)] to allow for static contact angles other than 90°. We use the same formulation of the Cahn boundary condition as first proposed by Jacqmin ["Contact-line dynamics of a diffuse fluid interface," J. Fluid Mech. 402, 57-88 (2000)], which accommodates a cubic (Hermite) interpolation of surface tensions between the wall and each phase at equilibrium. We show that this model can be successfully employed for simulating three-phase contact line problems in stable emulsions with nearly immiscible components. We also show a numerical determination of critical Bond numbers as a function of static contact angle by phase-field simulation.

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.

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

Lithofacies variation across the Mammoth Cave-Pope Megagroup boundary -- a sequence stratigraphic approach

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

McDonald, T.A.; Tabor, E.; Marzolf, J.E.

1994-04-01

Regional stratigraphic relations in southern Illinois suggest a major unconformity near the top of the St. Genevieve Limestone. Large exposures below the unconformity within the Anna quarries display a retrogradational parasequence-stacking pattern. Eight to 12 m-thick parasequences comprise thinning-upward marine bioclastic wackestone overlain by oolitic and bioclastic thickening-upward eolian( ) grainstone. An eolian origin for the bioclastic grainstones is supported by large scale cross stratification (0.5 to 2 m-thick sets), reworked character of rounded, coated bioclasts, and preserved duneforms. At the quarries, the unconformity is directly overlain by mudstones and sandstones. Thinning-upward mudstones interbedded with very thin (1 to 3more » cm thick) intraclastic packstone tempestites crop out in a roadcut about 500 m NE of the quarries. Small-scale ripples and absence of trace fossils in lower mudstone units suggest an estuarine or lagoonal, brackish-waver environment. The trace fossil Conostichus and horizontal burrows appear abruptly in the upper, thin mudstone units. Highly bioturbated green and red shales overlying a 1 to 4 m-thick covered interval in a roadcut 610 m farther north are interbedded with tidally deposited, medium- to coarse-grained, bioclastic grainstones. The shale-draped, medium cross-bedded grainstones document ten or more tidal bundles. The cross-bedded grainstone is overlain by wavy- to flaser-bedded very fine-grained sandstone suggestive of sand flat origin. These sandstones are overlain by the Aux Vases Sandstone. Numerous low-angle bounding surfaces within the Aux Vases enclose low-angle, wedge-planar cross-bedding. A single irregular surface coated by a few centimeters of poorly sorted unstratified sandstone defines a ravinement surface near the base of the Aux Vases Sandstone.« less

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…

A Constructive Approach to Regularity of Lagrangian Trajectories for Incompressible Euler Flow in a Bounded Domain

NASA Astrophysics Data System (ADS)

Besse, Nicolas; Frisch, Uriel

2017-04-01

The 3D incompressible Euler equations are an important research topic in the mathematical study of fluid dynamics. Not only is the global regularity for smooth initial data an open issue, but the behaviour may also depend on the presence or absence of boundaries. For a good understanding, it is crucial to carry out, besides mathematical studies, high-accuracy and well-resolved numerical exploration. Such studies can be very demanding in computational resources, but recently it has been shown that very substantial gains can be achieved first, by using Cauchy's Lagrangian formulation of the Euler equations and second, by taking advantage of analyticity results of the Lagrangian trajectories for flows whose initial vorticity is Hölder-continuous. The latter has been known for about 20 years (Serfati in J Math Pures Appl 74:95-104, 1995), but the combination of the two, which makes use of recursion relations among time-Taylor coefficients to obtain constructively the time-Taylor series of the Lagrangian map, has been achieved only recently (Frisch and Zheligovsky in Commun Math Phys 326:499-505, 2014; Podvigina et al. in J Comput Phys 306:320-342, 2016 and references therein). Here we extend this methodology to incompressible Euler flow in an impermeable bounded domain whose boundary may be either analytic or have a regularity between indefinite differentiability and analyticity. Non-constructive regularity results for these cases have already been obtained by Glass et al. (Ann Sci Éc Norm Sup 45:1-51, 2012). Using the invariance of the boundary under the Lagrangian flow, we establish novel recursion relations that include contributions from the boundary. This leads to a constructive proof of time-analyticity of the Lagrangian trajectories with analytic boundaries, which can then be used subsequently for the design of a very high-order Cauchy-Lagrangian method.

An Atmospheric Tape Recorder: The Imprint of Tropical Tropopause Temperatures on Stratospheric Water Vapor

NASA Technical Reports Server (NTRS)

Mote, Philip W.; Rosenlof, Karen H.; McIntyre, Michael E.; Carr, Ewan S.; Gille, John C.; Holton, James R.; Kinnersley, Jonathan S.; Pumphrey, Hugh C.; Russell, James M., III; Waters, Joe W.

1996-01-01

We describe observations of tropical stratospheric water vapor q that show clear evidence of large-scale upward advection of the signal from annual fluctuations in the effective 'entry mixing ratio' q(sub E) of air entering the tropical stratosphere. In other words, air is 'marked,' on emergence above the highest cloud tops, like a signal recorded on an upward moving magnetic tape. We define q(sub E) as the mean water vapor mixing ratio, at the tropical tropopause, of air that will subsequently rise and enter the stratospheric 'overworld' at about 400 K. The observations show a systematic phase lag, increasing with altitude, between the annual cycle in q(sub E) and the annual cycle in q at higher altitudes. The observed phase lag agrees with the phase lag calculated assuming advection by the transformed Eulerian-mean vertical velocity of a q(sub E) crudely estimated from 100-hPa temperatures, which we use as a convenient proxy for tropopause temperatures. The phase agreement confirms the overall robustness of the calculation and strongly supports the tape recorder hypothesis. Establishing a quantitative link between q(sub E) and observed tropopause temperatures, however, proves difficult because the process of marking the tape depends subtly on both small- and large-scale processes. The tape speed, or large-scale upward advection speed, has a substantial annual variation and a smaller variation due to the quasi-biennial oscillation, which delays or accelerates the arrival of the signal by a month or two in the middle stratosphere. As the tape moves upward, the signal is attenuated with an e-folding time of about 7 to 9 months between 100 and 50 hPa and about 15 to 18 months between 50 and 20 hPa, constraining possible orders of magnitude both of vertical diffusion K(sub z) and of rates of mixing in from the extratropics. For instance, if there were no mixing in, then K(sub z) would be in the range 0.03-0.09 m(exp 2)/s; this is an upper bound on K(sub z).

Optics Program Simplifies Analysis and Design

NASA Technical Reports Server (NTRS)

2007-01-01

Engineers at Goddard Space Flight Center partnered with software experts at Mide Technology Corporation, of Medford, Massachusetts, through a Small Business Innovation Research (SBIR) contract to design the Disturbance-Optics-Controls-Structures (DOCS) Toolbox, a software suite for performing integrated modeling for multidisciplinary analysis and design. The DOCS Toolbox integrates various discipline models into a coupled process math model that can then predict system performance as a function of subsystem design parameters. The system can be optimized for performance; design parameters can be traded; parameter uncertainties can be propagated through the math model to develop error bounds on system predictions; and the model can be updated, based on component, subsystem, or system level data. The Toolbox also allows the definition of process parameters as explicit functions of the coupled model and includes a number of functions that analyze the coupled system model and provide for redesign. The product is being sold commercially by Nightsky Systems Inc., of Raleigh, North Carolina, a spinoff company that was formed by Mide specifically to market the DOCS Toolbox. Commercial applications include use by any contractors developing large space-based optical systems, including Lockheed Martin Corporation, The Boeing Company, and Northrup Grumman Corporation, as well as companies providing technical audit services, like General Dynamics Corporation

The lifespan of 3D radial solutions to the non-isentropic relativistic Euler equations

NASA Astrophysics Data System (ADS)

Wei, Changhua

2017-10-01

This paper investigates the lower bound of the lifespan of three-dimensional spherically symmetric solutions to the non-isentropic relativistic Euler equations, when the initial data are prescribed as a small perturbation with compact support to a constant state. Based on the structure of the hyperbolic system, we show the almost global existence of the smooth solutions to Eulerian flows (polytropic gases and generalized Chaplygin gases) with genuinely nonlinear characteristics. While for the Eulerian flows (Chaplygin gas and stiff matter) with mild linearly degenerate characteristics, we show the global existence of the radial solutions, moreover, for the non-strictly hyperbolic system (pressureless perfect fluid) satisfying the mild linearly degenerate condition, we prove the blowup phenomenon of the radial solutions and show that the lifespan of the solutions is of order O(ɛ ^{-1}), where ɛ denotes the width of the perturbation. This work can be seen as a complement of our work (Lei and Wei in Math Ann 367:1363-1401, 2017) for relativistic Chaplygin gas and can also be seen as a generalization of the classical Eulerian fluids (Godin in Arch Ration Mech Anal 177:497-511, 2005, J Math Pures Appl 87:91-117, 2007) to the relativistic Eulerian fluids.

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.

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…

Geothermal resources of the northern gulf of Mexico basin

USGS Publications Warehouse

Jones, P.H.

1970-01-01

Published geothermal gradient maps for the northern Gulf of Mexico basin indicate little or no potential for the development of geothermal resources. Results of deep drilling, from 4000 to 7000 meters or more, during the past decade however, define very sharp increases in geothermal gradient which are associated with the occurrence of abnormally high interstitial fluid pressure (geopressure). Bounded by regional growth faults along the landward margin of the Gulf Basin, the geopressured zone extends some 1300 km from the Rio Grande (at the boundary between the United States and Mexico) to the mouth of the Mississippi river. Gulfward, it extends to an unknown distance across the Continental Shelf. Within geopressured deposits, geothermal gradients range upwards to 100 ??C/km, being greatest within and immediately below the depth interval in which the maximum pressure gradient change occurs. The 120 ??C isogeotherm ranges from about 2500 to 5000 m below sea level, and conforms in a general way with depth of occurrence of the top of the geopressured zone. Measured geostatic ratios range upward to 0.97; the maximum observed temperature is 273 ??C, at a depth of 5859 m. Dehydration of montmorillonite, which comprises 60 to 80 percent of clay deposited in the northern Gulf Basin during the Neogene, occurs at depths where temperature exceeds about 80 ??C, and is generally complete at depths where temperature exceeds 120 ??C. This process converts intracrystalline and bound water to free pore water, the volume produced being roughly equivalent to half the volume of montmorillonite so altered. Produced water is fresh, and has low viscosity and density. Sand-bed aquifers of deltaic, longshore, or marine origin form excellent avenues for drainage of geopressured deposits by wells, each of which may yield 10,000 m3 or more of superheated water per day from reservoirs having pressures up to 1000 bars at depths greater than 5000 m. ?? 1971.

Everybody Wins: How the IceCube Collaboration Capitalizes Teacher Deployments to the South Pole

NASA Astrophysics Data System (ADS)

Madsen, J.

2017-12-01

Over the last fifteen years, the IceCube Collaboration and its predecessor AMANDA have hosted eight teachers at South Pole with the ninth scheduled to deploy in the upcoming 2017-18 season. These deployments have been organized in conjunction with NSF funded programs that pair polar researchers with teachers. Teachers Experiencing the Arctic and Antarctica in the early years, and now PolarTREC, provide valuable structure, general training, build community among polar researchers and teachers, and archive resources developed by participants. The IceCube Collaboration has developed a successful team building approach for newly selected teachers that utilizes past polar teachers. For about a decade, we have provided a two week summer residential science course for a diverse group of ninth to twelve grade students in the University of Wisconsin-River Falls Upward Bound program. An authentic research experience is delivered by focusing on the process of science using a different accessible and meaningful project each year. For example, this summer students learned about design and construction by creating their own LED-embedded clothing. They programmed a microcontroller so the LEDs responded to an external input such as motion or sound. This panel presentation in the K-12 Education/Outreach: Effective Partnerships between Scientists and K-12 Teachers/Informal Educators including Authentic Student Research session will describe how this is a win for all involved. It gives the new teacher extensive opportunities to learn about living and working at the South Pole from past teachers, experience integrating into to an established team as they will do when they deploy, and lets them see creative ways to incorporate IceCube research into the classroom. It also provides a rich active learning experience for the UWRF Upward Bound students, and a way to keep engaged with teachers who have deployed in the past.

Anatomy of the Holocene succession of the southern Venice lagoon revealed by very high-resolution seismic data

NASA Astrophysics Data System (ADS)

Zecchin, Massimo; Brancolini, Giuliano; Tosi, Luigi; Rizzetto, Federica; Caffau, Mauro; Baradello, Luca

2009-05-01

The southern portion of the Venice lagoon contains a relatively thick (up to 20 m) Holocene sedimentary body that represents a detailed record of the formation and evolution of the lagoon. New very high-resolution (VHR) seismic profiles provided a detailed investigation on depositional geometries, internal bounding surfaces and stratal relationships. These informations, combined with core analysis, allowed the identification of large- to medium-scale sedimentary structures (e.g. dunes, point bars), the corresponding sedimentary environment, and of retrogradational and progradational trends. In addition, the availability of dense seismic network produced a 3D reconstruction of the southern lagoon and the recognition of the along-strike and dip variability of the stratal architecture. Three main seismic units (H1-H3), separated by key stratal surfaces (S1-S3), form the Holocene succession in the southern Venice lagoon. This succession is bounded at the base by the Pleistocene/Holocene boundary (the surface S1), which consists of a surface of subaerial exposure locally subjected to river incision. The lower part of the Holocene succession (up to 13 m thick) consists of incised valley fills passing upward into lagoon and then shallow-marine sediments (Unit H1), and therefore shows a deepening-upward trend and a retrogradational stacking pattern. A prograding delta and adjacent shorelines, showing internal clinoforms downlapping onto the top of Unit H1 (the surface S2), form the middle part of the Holocene succession (Unit H2, up to 7.5 m thick). Unit H2 is interpreted as a result of a regressive phase started about 6 kyr BP and continued until recent time. The upper part of the Holocene succession (Unit H3) consists of lagoonal deposits, including tidal channel and tidal and subtidal flat sediments, that abruptly overlie Unit H2. Unit H3 is thought to represent a drowning of the area primarily due to human interventions that created rivers diversion and consequent delta abandonment during historical time.

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.

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

Conditional quantum entropy power inequality for d-level quantum systems

NASA Astrophysics Data System (ADS)

Jeong, Kabgyun; Lee, Soojoon; Jeong, Hyunseok

2018-04-01

We propose an extension of the quantum entropy power inequality for finite dimensional quantum systems, and prove a conditional quantum entropy power inequality by using the majorization relation as well as the concavity of entropic functions also given by Audenaert et al (2016 J. Math. Phys. 57 052202). Here, we make particular use of the fact that a specific local measurement after a partial swap operation (or partial swap quantum channel) acting only on finite dimensional bipartite subsystems does not affect the majorization relation for the conditional output states when a separable ancillary subsystem is involved. We expect our conditional quantum entropy power inequality to be useful, and applicable in bounding and analyzing several capacity problems for quantum channels.

Comment on “Approximate solutions of the Dirac equation for the Rosen-Morse potential including the spin-orbit centrifugal term” [J. Math. Phys. 51, 023525 (2010)

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

Ghoumaid, A.; Benamira, F.; Guechi, L.

2016-02-15

It is shown that the application of the Nikiforov-Uvarov method by Ikhdair for solving the Dirac equation with the radial Rosen-Morse potential plus the spin-orbit centrifugal term is inadequate because the required conditions are not satisfied. The energy spectra given is incorrect and the wave functions are not physically acceptable. We clarify the problem and prove that the spinor wave functions are expressed in terms of the generalized hypergeometric functions {sub 2}F{sub 1}(a, b, c; z). The energy eigenvalues for the bound states are given by the solution of a transcendental equation involving the hypergeometric function.

On stochastic differential equations with arbitrarily slow convergence rates for strong approximation in two space dimensions.

PubMed

Gerencsér, Máté; Jentzen, Arnulf; Salimova, Diyora

2017-11-01

In a recent article (Jentzen et al. 2016 Commun. Math. Sci. 14 , 1477-1500 (doi:10.4310/CMS.2016.v14.n6.a1)), it has been established that, for every arbitrarily slow convergence speed and every natural number d ∈{4,5,…}, there exist d -dimensional stochastic differential equations with infinitely often differentiable and globally bounded coefficients such that no approximation method based on finitely many observations of the driving Brownian motion can converge in absolute mean to the solution faster than the given speed of convergence. In this paper, we strengthen the above result by proving that this slow convergence phenomenon also arises in two ( d =2) and three ( d =3) space dimensions.

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

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.

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.

CONDENSED MATTER: ELECTRONIC STRUCTURE, ELECTRICAL, MAGNETIC, AND OPTICAL PROPERTIES Magnetic Manipulation of Massless Dirac Fermions in Graphene Quantum Dot

NASA Astrophysics Data System (ADS)

Lin, Xin; Pan, Hui; Xu, Huai-Zhe

2010-12-01

We have theoretically analyzed the quasibound states in a graphene quantum dot (GQD) with a magnetic flux Φ in the centre. It is shown that the two-fold time reversal degeneracy is broken and the quasibound states of GQD with positive/negative angular momentum shifted upwards / downwards with increasing the magnetic flux. The variation of the quasibound energy depends linearly on the magnetic flux, which is quite different from the parabolic relationship for Schrödinger electrons. The GQD's quasibound states spectrum shows an obvious Aharonov—Bohm (AB) oscillations with the magnetic flux. It is also shown that the quasibound state with energy equal to the barrier height becomes a bound state completely confined in GQD.

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.

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

The Cauchy Problem in Local Spaces for the Complex Ginzburg-Landau EquationII. Contraction Methods

NASA Astrophysics Data System (ADS)

Ginibre, J.; Velo, G.

We continue the study of the initial value problem for the complex Ginzburg-Landau equation (with a > 0, b > 0, g>= 0) in initiated in a previous paper [I]. We treat the case where the initial data and the solutions belong to local uniform spaces, more precisely to spaces of functions satisfying local regularity conditions and uniform bounds in local norms, but no decay conditions (or arbitrarily weak decay conditions) at infinity in . In [I] we used compactness methods and an extended version of recent local estimates [3] and proved in particular the existence of solutions globally defined in time with local regularity of the initial data corresponding to the spaces Lr for r>= 2 or H1. Here we treat the same problem by contraction methods. This allows us in particular to prove that the solutions obtained in [I] are unique under suitable subcriticality conditions, and to obtain for them additional regularity properties and uniform bounds. The method extends some of those previously applied to the nonlinear heat equation in global spaces to the framework of local uniform spaces.

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

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.

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…

Imaging the He2 quantum halo state using a free electron laser

NASA Astrophysics Data System (ADS)

Zeller, Stefan; Kunitski, Maksim; Voigtsberger, Jörg; Kalinin, Anton; Schottelius, Alexander; Schober, Carl; Waitz, Markus; Sann, Hendrik; Hartung, Alexander; Bauer, Tobias; Pitzer, Martin; Trinter, Florian; Goihl, Christoph; Janke, Christian; Richter, Martin; Kastirke, Gregor; Weller, Miriam; Czasch, Achim; Kitzler, Markus; Braune, Markus; Grisenti, Robert E.; Schöllkopf, Wieland; Schmidt, Lothar Ph. H.; Schöffler, Markus S.; Williams, Joshua B.; Jahnke, Till; Dörner, Reinhard

2016-12-01

Quantum tunneling is a ubiquitous phenomenon in nature and crucial for many technological applications. It allows quantum particles to reach regions in space which are energetically not accessible according to classical mechanics. In this “tunneling region,” the particle density is known to decay exponentially. This behavior is universal across all energy scales from nuclear physics to chemistry and solid state systems. Although typically only a small fraction of a particle wavefunction extends into the tunneling region, we present here an extreme quantum system: a gigantic molecule consisting of two helium atoms, with an 80% probability that its two nuclei will be found in this classical forbidden region. This circumstance allows us to directly image the exponentially decaying density of a tunneling particle, which we achieved for over two orders of magnitude. Imaging a tunneling particle shows one of the few features of our world that is truly universal: the probability to find one of the constituents of bound matter far away is never zero but decreases exponentially. The results were obtained by Coulomb explosion imaging using a free electron laser and furthermore yielded He2’s binding energy of 151.9±13.3151.9±13.3 neV, which is in agreement with most recent calculations.

Polynomial decay rate of a thermoelastic Mindlin-Timoshenko plate model with Dirichlet boundary conditions

NASA Astrophysics Data System (ADS)

Grobbelaar-Van Dalsen, Marié

2015-02-01

In this article, we are concerned with the polynomial stabilization of a two-dimensional thermoelastic Mindlin-Timoshenko plate model with no mechanical damping. The model is subject to Dirichlet boundary conditions on the elastic as well as the thermal variables. The work complements our earlier work in Grobbelaar-Van Dalsen (Z Angew Math Phys 64:1305-1325, 2013) on the polynomial stabilization of a Mindlin-Timoshenko model in a radially symmetric domain under Dirichlet boundary conditions on the displacement and thermal variables and free boundary conditions on the shear angle variables. In particular, our aim is to investigate the effect of the Dirichlet boundary conditions on all the variables on the polynomial decay rate of the model. By once more applying a frequency domain method in which we make critical use of an inequality for the trace of Sobolev functions on the boundary of a bounded, open connected set we show that the decay is slower than in the model considered in the cited work. A comparison of our result with our polynomial decay result for a magnetoelastic Mindlin-Timoshenko model subject to Dirichlet boundary conditions on the elastic variables in Grobbelaar-Van Dalsen (Z Angew Math Phys 63:1047-1065, 2012) also indicates a correlation between the robustness of the coupling between parabolic and hyperbolic dynamics and the polynomial decay rate in the two models.

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.

Bearing tester data compilation, analysis and reporting and bearing math modeling, volume 1

NASA Technical Reports Server (NTRS)

Marshall, D. D.; Montgomery, E. E.; New, L. S.; Stone, M. A.; Tiller, B. K.

1984-01-01

Thermal and mechanical models of high speed angular contact ball bearings operating in LOX and LN2 were developed and verified with limited test data in an effort to further understand the parameters that determine or effect the SSME turbopump bearing operational characteristics and service life. The SHABERTH bearing analysis program which was adapted to evaluate shaft bearing systems in cryogenics is not capable of accommodating varying thermal properties and two phase flow. A bearing model with this capability was developed using the SINDA thermal analyzer. Iteration between the SHABERTH and the SINDA models enable the establishment of preliminary bounds for stable operation in LN2. These limits were established in terms of fluid flow, fluid inlet temperature, and axial load for a shaft speed of 30,000 RPM.

Decay of Complex-Time Determinantal and Pfaffian Correlation Functionals in Lattices

NASA Astrophysics Data System (ADS)

Aza, N. J. B.; Bru, J.-B.; de Siqueira Pedra, W.

2018-04-01

We supplement the determinantal and Pfaffian bounds of Sims and Warzel (Commun Math Phys 347:903-931, 2016) for many-body localization of quasi-free fermions, by considering the high dimensional case and complex-time correlations. Our proof uses the analyticity of correlation functions via the Hadamard three-line theorem. We show that the dynamical localization for the one-particle system yields the dynamical localization for the many-point fermionic correlation functions, with respect to the Hausdorff distance in the determinantal case. In Sims and Warzel (2016), a stronger notion of decay for many-particle configurations was used but only at dimension one and for real times. Considering determinantal and Pfaffian correlation functionals for complex times is important in the study of weakly interacting fermions.

Decay of Complex-Time Determinantal and Pfaffian Correlation Functionals in Lattices

NASA Astrophysics Data System (ADS)

Aza, N. J. B.; Bru, J.-B.; de Siqueira Pedra, W.

2018-06-01

We supplement the determinantal and Pfaffian bounds of Sims and Warzel (Commun Math Phys 347:903-931, 2016) for many-body localization of quasi-free fermions, by considering the high dimensional case and complex-time correlations. Our proof uses the analyticity of correlation functions via the Hadamard three-line theorem. We show that the dynamical localization for the one-particle system yields the dynamical localization for the many-point fermionic correlation functions, with respect to the Hausdorff distance in the determinantal case. In Sims and Warzel (2016), a stronger notion of decay for many-particle configurations was used but only at dimension one and for real times. Considering determinantal and Pfaffian correlation functionals for complex times is important in the study of weakly interacting fermions.

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

On two parabolic systems: Convergence and blowup

NASA Astrophysics Data System (ADS)

Huang, Yamin

1998-12-01

This dissertation studies two parabolic systems. It consists of two parts. In part one (chapter one), we prove a convergence result, namely, the solution (AK,/ BK) of a system of chemical diffusion-reaction equations (with reaction rate K) converges to the solution (A, B) of a diffusion- instantaneous-reaction equation. To prove our main result, we use some L1 and L2 'energy' estimates and a compactness result due to Aubin (1). As a by-product we also prove that as K approaches infinity, the limit solution exhibits phase separation between A and B. In part two (chapter two), we study the blowup rate for a system of heat equations ut=/Delta u,/ vt=/Delta v in a bounded domain Ωtimes(0,T) coupled in the nonlinear Neumann boundary conditions [/partial u/over/partial n]=vp,/ [/partial v/over/partial n]=uq on ∂Omega×[ 0,T), where p>0,/ q>0,/ pq>1 and n is the exterior normal vector on ∂Omega. Under certain assumptions, we establish exact blowup rate which generalizes the corresponding results of some authors' recent work including Deng (2), Deng-Fila-Levine (3) and Hu-Yin (4). ftn (1) J. P. A scUBIN, Un theoreme de compacite, C. R. Acad. Sci., 256(1963), pp. 5042-5044. (2) K. D scENG, Blow-up rates for parabolic systems, Z. Angew. Math. Phys., 47(1996), No. 1, pp. 132-143. (3) K. D scENG, M. F scILA AND H. A. L scEVINE, On critical exponents for a system of heat equations coupled in the boundary conditions, Acta Math. Univ. Comenian. (N.S.), 36(1994), No. 2, pp. 169-192. (4) B. H scU scAND H. M. Y scIN, The profile near blowup time for solutions of the heat equation with a nonlinear boundary condition, Trans. Amer. Math. Soc., 346(1994), pp. 117-135.

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.

Impact of Upheaval Dome, Utah

NASA Technical Reports Server (NTRS)

Shoemaker, E. M.; Herkenhoff, K. E.

1984-01-01

Reexamination of Upheaval Dome in the Canyonlands National Park, Utah, shows that the structure of this remarkable feature conforms with that expected for a deeply eroded astrobleme. The structure is definitely not compatible with an origin due simply to plastic flowage of salt and other rocks in the underlying Paradox Formation. The most strongly deformed rocks are bounded by a series of circumferential listric faults. The convergent displacement of the rocks corresponds to the deformation that results from collapse of a transient cavity produced by high speed impact. From considerations of the probable depth of exposure of the impact structure and upward extrapolation of the listric faults, the final collapsed crater is estimated to be about 8 to 10 km in diameter; the impacting body was on the order of 0.5 km in diameter.

Penetrative cellular convection in a stratified atmosphere. [of stars

NASA Technical Reports Server (NTRS)

Massaguer, J. M.; Latour, J.; Toomre, J.; Zahn, J.-P.

1984-01-01

In the present investigation of penetrative convection within a simple compressible model, the middle one of the three layers of differing stratification prior to the onset of convection is a convectively unstable polytrope bounded above and below by two stably stratified polytropes. One- and two-mode steady solutions with hexagonal planforms have been studied for Rayleigh numbers up to aobut 1000 times critical, and for a range of Prandtl numbers, horizontal wavenumbers, and stratifications. These indicate that the penetration into the lower stable layer by downward plumes is substantially larger in a stratified medium than in a Boussinesq fluid, and produces an extended region of adiabatic stratification. The strong asymmetry between upward and downward penetration in compressible media has major implications for the mixing of stable regions above and below stellar convection zones.

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

Leadership's Role in Recruitment and Retention of First Generation, Low-Income Latino Students into STEM Majors

NASA Astrophysics Data System (ADS)

Gonzalez, Eliseo A.

Fostering resiliency and educational success in students that are faced with adversity is not a simple task. The gap in educational success and achievement among low-income, first generation, traditionally marginalized students continues to be significant. California's educational system needs to stop the hemorrhaging from its educational pipeline, also known as the P-20 pipeline, of all students, especially those groups of students with larger gaps in educational attainment. One potential path towards fixing California's educational pipeline for all students is to form and keep partnerships with programs such as Upward Bound, AVID, and Math Engineering Science Achievement (MESA). In 2010-11, the California Department of Education (CDE) reported that over 51% of students enrolled in California's school system and 51% of all California high school seniors were Latino were Latino. Of the 231,231 Latino high school seniors, 79%, graduated. However, of those that graduated, only 26%, met University of California/California State University (UC/CSU) college entrance requirements. Even though 79% of Latinos graduated, 74% did not qualify to apply to a UC or CSU. If the majority of Latino students continue to fall through holes in the educational pipeline, companies will continue to look abroad to fill STEM jobs that remain unfilled by American workers (California Department of Education [CDE], 2012). Alongside the U.S.'s current economic woes, the lack of college preparedness and knowledge by parents and students has led to a decrease in first generation, low-income Latino students' higher education enrollment (Camacho & Lord, 2011). With strong and positive leadership from family, supplemented by the MESA program, these youths can exert their resiliency, face adversity, and overcome extraordinary barriers. Leaders in education such as teachers, coordinators, advisers, administrators, and parents are in the best position to teach students about resilience (Ginsburg, 2007). The American Psychological Association (APA Practice Central, n.d.) defined resilience as, "the ability to handle stress and respond more positively to difficult events" (para. 1). MESA is structured to help foster resiliency and academic success in first generation, low-income, traditionally marginalized students. This study examined the role that leadership and programs such as MESA have in fostering or increasing resiliency attributing to increased academic success among first generation, low-income Latino students in the STEM fields.

An Investigation of a Culturally Responsive Approach to Science Education in a Summer Program for Marginalized Youth

NASA Astrophysics Data System (ADS)

Garvin, Brittany A.

There have been numerous calls and efforts made to provide states, school districts, and communities needed financial support to increase and enhance access to and opportunities in Science, Technology, Engineering, and Math (STEM) related disciplines for marginalized populations (Tyson, Lee, & Hanson, 2007; Caldwell & Siwatu, 2003). As the challenge to better educate students of color and poor students intensifies, the need to provide equitable science learning experiences for all students aimed at scientific literacy and STEM also becomes critical. Thus the need to provide summer science enrichment programs where students engage in scientific experimentation, investigation, and critical thinking are vital to helping students who have been traditionally marginalized achieve success in school science and enter the science career pipeline. This mixed methods study examined the impact of a culturally responsive approach on student attitudes, interests in science education and STEM careers, and basic science content knowledge before and after participation in an upward bound summer program. Quantitative results indicated using a culturally responsive approach to teach science in an informal learning space significantly increases student achievement. Students receiving culturally responsive science instruction exhibited statistically significant increases in their posttest science scores compared to pretest science scores, M = 0.376, 95% CI [0.266, 0.487], t (10) = 7.610, p < 0.001. Likewise, students receiving culturally responsive science instruction had a significantly higher interest in science (M = 1.740, SD = 0.548) and STEM careers, M = 0.597, 95% CI [0.276, 0.919], p = 0.001. The qualitative data obtained in this study sought to gain a more in-depth understanding of the impact of a culturally responsive approach on students' attitudes, interests in science and STEM careers. Findings suggest providing students the opportunity to do and learn science utilizing a culturally responsive approach was much more beneficial to their overall science knowledge, as it allowed students to experience, understand, and connect to and through their science learning. Likewise, culturally responsive science instruction helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in a meaningful and relevant way. Moreover, results revealed students receiving culturally responsive science instruction were able to see themselves represented in the curriculum and recognized their own strengths; as a result they were more validated and affirmed in and transformed by, their learning.

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.

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.

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.

Stratigraphic architecture of a fluvial-lacustrine basin-fill succession at Desolation Canyon, Uinta Basin, Utah: Reference to Walthers’ Law and implications for the petroleum industry

USGS Publications Warehouse

Ford, Grace L.; David R. Pyles,; Dechesne, Marieke

2016-01-01

Two large-scale (member-scale) upward patterns are noted: Waltherian, and non-Waltherian. The upward successions in Waltherian progressions record progradation or retrogradation of a linked fluvial-lacustrine system across the area; whereas the upward successions in non-Waltherian progressions record large-scale changes in the depositional system that are not related to progradation or retrogradation of the ancient lacustrine shoreline. Four Waltherian progressions are noted: 1) the Flagstaff Limestone to lower Wasatch Formation member records the upward transition from lacustrine to fluvial—or shallowing-upward succession; 2) the upper Wasatch to Uteland Butte records the upward transition from fluvial to lacustrine—or a deepening upward succession; 3) the Uteland Butte to Renegade Tongue records the upward transition from lacustrine to fluvial—a shallowing-upward succession; and 4) the Renegade Tongue to Mahogany oil shale interval records the upward transition from fluvial to lacustrine—a deepening upward succession. The two non-Waltherian progressions in the study area are: 1) the lower to middle Wasatch, which records the abrupt shift from low to high net-sand content fluvial system, and 2) the middle to upper Wasatch, which records the abrupt shift from high to intermediate net-sand content fluvial system.

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.

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.

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

Li Jibin; Qiao Zhijun

This paper deals with the following equation m{sub t}=(1/2)(1/m{sup k}){sub xxx}-(1/2)(1/m{sup k}){sub x}, which is proposed by Z. J. Qiao [J. Math. Phys. 48, 082701 (2007)] and Qiao and Liu [Chaos, Solitons Fractals 41, 587 (2009)]. By adopting the phase analysis method of planar dynamical systems and the theory of the singular traveling wave systems to the traveling wave solutions of the equation, it is shown that for different k, the equation may have infinitely many solitary wave solutions, periodic wave solutions, kink/antikink wave solutions, cusped solitary wave solutions, and breaking loop solutions. We discuss in a detail the casesmore » of k=-2,-(1/2),(1/2),2, and parametric representations of all possible bounded traveling wave solutions are given in the different (c,g)-parameter regions.« less

Sinc-interpolants in the energy plane for regular solution, Jost function, and its zeros of quantum scattering

NASA Astrophysics Data System (ADS)

Annaby, M. H.; Asharabi, R. M.

2018-01-01

In a remarkable note of Chadan [Il Nuovo Cimento 39, 697-703 (1965)], the author expanded both the regular wave function and the Jost function of the quantum scattering problem using an interpolation theorem of Valiron [Bull. Sci. Math. 49, 181-192 (1925)]. These expansions have a very slow rate of convergence, and applying them to compute the zeros of the Jost function, which lead to the important bound states, gives poor convergence rates. It is our objective in this paper to introduce several efficient interpolation techniques to compute the regular wave solution as well as the Jost function and its zeros approximately. This work continues and improves the results of Chadan and other related studies remarkably. Several worked examples are given with illustrations and comparisons with existing methods.

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

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

Recent Developments in Microwave Ion Clocks

NASA Astrophysics Data System (ADS)

Prestage, John D.; Tjoelker, Robert L.; Maleki, Lute

We review the development of microwave-frequency standards based on trapped ions. Following two distinct paths, microwave ion clocks have evolved greatly in the last twenty years since the earliest Paul-trap-based units. Laser-cooled ion frequency standards reduce the second-order Doppler shift from ion micromotion and thermal secular motion achieving good signal-to-noise ratios via cycling transitions where as many as ~10^8 photons per second per ion may be scattered. Today, laser-cooled ion standards are based on linear Paul traps which hold ions near the node line of the trapping electric field, minimizing micromotion at the trapping-field frequency and the consequent second-order Doppler frequency shift. These quadrupole (radial) field traps tightly confine tens of ions to a crystalline single-line structure. As more ions are trapped, space charge forces some ions away from the node-line axis and the second-order Doppler effect grows larger, even at negligibly small secular temperatures. Buffer-gas-cooled clocks rely on large numbers of ions, typically ~10^7, optically pumped by a discharge lamp at a scattering rate of a few photons per second per ion. To reduce the second-order Doppler shift from space charge repulsion of ions from the trap node line, novel multipole ion traps are now being developed where ions are weakly bound with confining fields that are effectively zero through the trap interior and grow rapidly near the trap electrode ``walls''.

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.

Numerically simulated two-dimensional auroral double layers

NASA Technical Reports Server (NTRS)

Borovsky, J. E.; Joyce, G.

1983-01-01

A magnetized 2 1/2-dimensional particle-in-cell system which is periodic in one direction and bounded by reservoirs of Maxwellian plasma in the other is used to numerically simulate electrostatic plasma double layers. For the cases of both oblique and two-dimensional double layers, the present results indicate periodic instability, Debye length rather than gyroradii scaling, and low frequency electrostatic turbulence together with electron beam-excited electrostatatic electron-cyclotron waves. Estimates are given for the thickness of auroral doule layers, as well as the separations within multiple auroral arcs. Attention is given to the temporal modulation of accelerated beams, and the possibilities for ion precipitation and ion conic production by the double layer are hypothesized. Simulations which include the atmospheric backscattering of electrons imply the action of an ionospheric sheath which accelerates ionospheric ions upward.

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…

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).

Direct determination of protonation states and visualization of hydrogen bonding in a glycoside hydrolase with neutron crystallography.

PubMed

Wan, Qun; Parks, Jerry M; Hanson, B Leif; Fisher, Suzanne Zoe; Ostermann, Andreas; Schrader, Tobias E; Graham, David E; Coates, Leighton; Langan, Paul; Kovalevsky, Andrey

2015-10-06

Glycoside hydrolase (GH) enzymes apply acid/base chemistry to catalyze the decomposition of complex carbohydrates. These ubiquitous enzymes accept protons from solvent and donate them to substrates at close to neutral pH by modulating the pKa values of key side chains during catalysis. However, it is not known how the catalytic acid residue acquires a proton and transfers it efficiently to the substrate. To better understand GH chemistry, we used macromolecular neutron crystallography to directly determine protonation and ionization states of the active site residues of a family 11 GH at multiple pD (pD=pH+0.4) values. The general acid glutamate (Glu) cycles between two conformations, upward and downward, but is protonated only in the downward orientation. We performed continuum electrostatics calculations to estimate the pKa values of the catalytic Glu residues in both the apo- and substrate-bound states of the enzyme. The calculated pKa of the Glu increases substantially when the side chain moves down. The energy barrier required to rotate the catalytic Glu residue back to the upward conformation, where it can protonate the glycosidic oxygen of the substrate, is 4.3 kcal/mol according to free energy simulations. These findings shed light on the initial stage of the glycoside hydrolysis reaction in which molecular motion enables the general acid catalyst to obtain a proton from the bulk solvent and deliver it to the glycosidic oxygen.

Direct determination of protonation states and visualization of hydrogen bonding in a glycoside hydrolase with neutron crystallography

PubMed Central

Wan, Qun; Parks, Jerry M.; Hanson, B. Leif; Fisher, Suzanne Zoe; Ostermann, Andreas; Schrader, Tobias E.; Graham, David E.; Coates, Leighton; Langan, Paul; Kovalevsky, Andrey

2015-01-01

Glycoside hydrolase (GH) enzymes apply acid/base chemistry to catalyze the decomposition of complex carbohydrates. These ubiquitous enzymes accept protons from solvent and donate them to substrates at close to neutral pH by modulating the pKa values of key side chains during catalysis. However, it is not known how the catalytic acid residue acquires a proton and transfers it efficiently to the substrate. To better understand GH chemistry, we used macromolecular neutron crystallography to directly determine protonation and ionization states of the active site residues of a family 11 GH at multiple pD (pD = pH + 0.4) values. The general acid glutamate (Glu) cycles between two conformations, upward and downward, but is protonated only in the downward orientation. We performed continuum electrostatics calculations to estimate the pKa values of the catalytic Glu residues in both the apo- and substrate-bound states of the enzyme. The calculated pKa of the Glu increases substantially when the side chain moves down. The energy barrier required to rotate the catalytic Glu residue back to the upward conformation, where it can protonate the glycosidic oxygen of the substrate, is 4.3 kcal/mol according to free energy simulations. These findings shed light on the initial stage of the glycoside hydrolysis reaction in which molecular motion enables the general acid catalyst to obtain a proton from the bulk solvent and deliver it to the glycosidic oxygen. PMID:26392527

Impact of a drop onto a wetted wall: description of crown formation and propagation

NASA Astrophysics Data System (ADS)

Roisman, I. V.; Tropea, C.

2002-12-01

The impact of a drop onto a liquid film with a relatively high impact velocity, leading to the formation of a crown-like ejection, is studied theoretically. The motion of a kinematic discontinuity in the liquid film on the wall due to the drop impact, the formation of the upward jet at this kinematic discontinuity and its elevation are analysed. Four main regions of the drop and film are considered: the perturbed liquid film on the wall inside the crown, the unperturbed liquid film on the wall outside the crown, the upward jet forming a crown, and the free rim bounding this jet. The theory of Yarin & Weiss (1995) for the propagation of the kinematic discontinuity is generalized here for the case of arbitrary velocity vectors in the inner and outer liquid films on the wall. Next, the mass, momentum balance and Bernoulli equations at the base of the crown are considered in order to obtain the velocity and the thickness of the jet on the wall. Furthermore, the dynamic equations of motion of the crown are developed in the Lagrangian form. An analytical solution for the crown shape is obtained in the asymptotic case of such high impact velocities that the surface tension and the viscosity effects can be neglected in comparison to inertial effects. The edge of the crown is described by the motion of a rim, formed due to the surface tension.

Direct determination of protonation states and visualization of hydrogen bonding in a glycoside hydrolase with neutron crystallography

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

Wan, Qun; Parks, Jerry M.; Hanson, B. Leif

Glycoside hydrolase (GH) enzymes apply acid/base chemistry to catalyze the decomposition of complex carbohydrates. These ubiquitous enzymes accept protons from solvent and donate them to substrates at close to neutral pH by modulating the pK a values of key side chains during catalysis. However, it is not known how the catalytic acid residue acquires a proton and transfers it efficiently to the substrate. To better understand GH chemistry, we used macromolecular neutron crystallography to directly determine protonation and ionization states of the active site residues of a family 11 GH at multiple pD (pD = pH + 0.4) values. Themore » general acid glutamate (Glu) cycles between two conformations, upward and downward, but is protonated only in the downward orientation. We performed continuum electrostatics calculations to estimate the pK a values of the catalytic Glu residues in both the apo- and substrate-bound states of the enzyme. The calculated pK a of the Glu increases substantially when the side chain moves down. The energy barrier required to rotate the catalytic Glu residue back to the upward conformation, where it can protonate the glycosidic oxygen of the substrate, is 4.3 kcal/mol according to free energy simulations. Lastly, these findings shed light on the initial stage of the glycoside hydrolysis reaction in which molecular motion enables the general acid catalyst to obtain a proton from the bulk solvent and deliver it to the glycosidic oxygen.« less

Direct determination of protonation states and visualization of hydrogen bonding in a glycoside hydrolase with neutron crystallography

DOE PAGES

Wan, Qun; Parks, Jerry M.; Hanson, B. Leif; ...

2015-09-21

Glycoside hydrolase (GH) enzymes apply acid/base chemistry to catalyze the decomposition of complex carbohydrates. These ubiquitous enzymes accept protons from solvent and donate them to substrates at close to neutral pH by modulating the pK a values of key side chains during catalysis. However, it is not known how the catalytic acid residue acquires a proton and transfers it efficiently to the substrate. To better understand GH chemistry, we used macromolecular neutron crystallography to directly determine protonation and ionization states of the active site residues of a family 11 GH at multiple pD (pD = pH + 0.4) values. Themore » general acid glutamate (Glu) cycles between two conformations, upward and downward, but is protonated only in the downward orientation. We performed continuum electrostatics calculations to estimate the pK a values of the catalytic Glu residues in both the apo- and substrate-bound states of the enzyme. The calculated pK a of the Glu increases substantially when the side chain moves down. The energy barrier required to rotate the catalytic Glu residue back to the upward conformation, where it can protonate the glycosidic oxygen of the substrate, is 4.3 kcal/mol according to free energy simulations. Lastly, these findings shed light on the initial stage of the glycoside hydrolysis reaction in which molecular motion enables the general acid catalyst to obtain a proton from the bulk solvent and deliver it to the glycosidic oxygen.« less

The Structure and Properties of 0.1 - 100 keV Electron Distributions Over Jupiter's Polar Aurora Region and their Contribution to Polar Aurora Emissions

NASA Astrophysics Data System (ADS)

Ebert, R. W.; Allegrini, F.; Bagenal, F.; Bolton, S. J.; Chae, K.; Connerney, J. E. P.; Clark, G. B.; Gladstone, R.; Hue, V.; Kurth, W. S.; Levin, S.; Louarn, P.; Mauk, B.; McComas, D. J.; Paranicas, C.; Saur, J.; Reno, C.; Szalay, J. R.; Thomsen, M. F.; Valek, P. W.; Weidner, S.; Wilson, R. J.

2017-12-01

In addition to the main emissions in the north and south, Jupiter's auroral emissions also include polar, satellite-related, and other features. Here we present observations from Juno's Jovian Auroral Distributions Experiment (JADE) of 0.1 - 100 keV electrons in Jupiter's polar aurora region during the spacecraft's northern and southern polar passes bounding PJ1 (27 August 2016), PJ3 (11 December 11 2016), PJ4 (2 February 2017), PJ5 (27 March 2017), PJ6 (19 May 2017), and PJ7 (11 July 2017). Specifically, we focus on the spatial structure, energy and pitch angle distributions, and energy flux and spectra of these electrons. The observations reveal regions containing magnetic field aligned beams of bi-directional electrons having broad energy distributions interspersed between beams of upward electrons with narrow, peaked energy distributions, regions void of these electrons, and regions dominated by penetrating radiation, with penetrating radiation being most common. The electrons show evidence of acceleration via parallel electric fields (inverted-V structures) and via stochastic processes (bi-directional distributions). The inverted-V structures identified to date were observed from 1.4 - 2.9 RJ and had spatial scales of 100s to 1000s of kilometers along Juno's trajectory. The upward energy flux of the electron distributions was typically greater than the downward energy flux and their contribution to producing Jupiter's polar aurora emissions will be discussed.

Pulsing Inertial Oscillation, Supercell Storms, and Surface Mesonetwork Data

NASA Technical Reports Server (NTRS)

Costen, R. C.; Miller, L. J.

1998-01-01

The pulsing inertial oscillation (PIO) model is a nonlinear, time-dependent, translating vortex solution of the inviscid, compressible fluid dynamic equations in the middle troposphere. The translation of this vortex during a pulse is strikingly similar to that of a supercell storm -- a rotating thunderstorm that can generate tornadoes and hail. Two studies were performed to test the hypothesis that some supercell storms are manifestations of a PIO pulse. The first study applied the model to an intense interior draft whose buoyancy was bounded by a temperature excess of +/- 12 K. The peak updraft speed achieved was 41.5 m/ s and the peak Rossby number was 92.9. The study also pointed to an advanced concept for attaining higher values. The second study applied the PIO model to a supercell storm as a whole and succeeded in replicating its bulk properties, such as mesocyclonic circulation, net mass and moisture influxes, and time track. This study also identified a critical feature of the PIO model that could be tested against storm data: The average vertical draft is downward before the turn in the storm track and upward afterwards. In the conventional theory, the average vertical draft is upward from storm inception until dissipation. These differing draft predictions were compared with the best available data, which are surface mesonetwork data. These data were found to support the PIO model. However, surface data alone are not conclusive, and further measurements are warranted.

Moving multiple sinks through wireless sensor networks for lifetime maximization.

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

Petrioli, Chiara; Carosi, Alessio; Basagni, Stefano

2008-01-01

Unattended sensor networks typically watch for some phenomena such as volcanic events, forest fires, pollution, or movements in animal populations. Sensors report to a collection point periodically or when they observe reportable events. When sensors are too far from the collection point to communicate directly, other sensors relay messages for them. If the collection point location is static, sensor nodes that are closer to the collection point relay far more messages than those on the periphery. Assuming all sensor nodes have roughly the same capabilities, those with high relay burden experience battery failure much faster than the rest of themore » network. However, since their death disconnects the live nodes from the collection point, the whole network is then dead. We consider the problem of moving a set of collectors (sinks) through a wireless sensor network to balance the energy used for relaying messages, maximizing the lifetime of the network. We show how to compute an upper bound on the lifetime for any instance using linear and integer programming. We present a centralized heuristic that produces sink movement schedules that produce network lifetimes within 1.4% of the upper bound for realistic settings. We also present a distributed heuristic that produces lifetimes at most 25:3% below the upper bound. More specifically, we formulate a linear program (LP) that is a relaxation of the scheduling problem. The variables are naturally continuous, but the LP relaxes some constraints. The LP has an exponential number of constraints, but we can satisfy them all by enforcing only a polynomial number using a separation algorithm. This separation algorithm is a p-median facility location problem, which we can solve efficiently in practice for huge instances using integer programming technology. This LP selects a set of good sensor configurations. Given the solution to the LP, we can find a feasible schedule by selecting a subset of these configurations, ordering them via a traveling salesman heuristic, and computing feasible transitions using matching algorithms. This algorithm assumes sinks can get a schedule from a central server or a leader sink. If the network owner prefers the sinks make independent decisions, they can use our distributed heuristic. In this heuristic, sinks maintain estimates of the energy distribution in the network and move greedily (with some coordination) based on local search. This application uses the new SUCASA (Solver Utility for Customization with Automatic Symbol Access) facility within the PICO (Parallel Integer and Combinatorial Optimizer) integer programming solver system. SUCASA allows rapid development of customized math programming (search-based) solvers using a problem's natural multidimensional representation. In this case, SUCASA also significantly improves runtime compared to implementations in the ampl math programming language or in perl.« less

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…

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…

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…

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.