Encouraging versatile thinking in algebra using the computer

In this article we formulate and analyse some of the obstacles to understanding the notion of a variable, and the use and meaning of algebraic notation, and report empirical evidence to support the hypothesis that an approach using the computer will be more successful in overcoming these obstacles. The computer approach is formulated within a wider framework ofversatile thinking in which global, holistic processing complements local, sequential processing. This is done through a combination of programming in BASIC, physical activities which simulate computer storage and manipulation of variables, and specific software which evaluates expressions in standard mathematical notation. The software is designed to enable the user to explore examples and non-examples of a concept, in this case equivalent and non-equivalent expressions. We call such a piece of software ageneric organizer because if offers examples and non-examples which may be seen not just in specific terms, but as typical, or generic, examples of the algebraic processes, assisting the pupil in the difficult task of abstracting the more general concept which they represent. Empirical evidence from several related studies shows that such an approach significantly improves the understanding of higher order concepts in algebra, and that any initial loss in manipulative facility through lack of practice is more than made up at a later stage.     

Newspapers in Education and Children's Writing

Emphasis upon authenticity in children's writing leads us to consider the possibilities in engaging children in producing authentic texts such as newspapers. In this article David Wray and Jane Medwell discuss their research into the effects of three approaches to this newspaper production, one of which involved the collaboration of a teacher with a worker from the Newspapers in Education scheme. The very positive outcomes of this partnership are stressed.     

Temporal processing and reading disability

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.     

Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...     

Auditing for Score Inflation Using Self-Monitoring Assessments: Findings From Three Pilot Studies

Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This article reports the first three trials of SMAs, evaluating whether SMAs can detect inflation that had already been documented. The studies were conducted with mathematics tests in three grades. Despite severe conservative biases, the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as scoring just below the Proficient cut in the previous year and school poverty. However, a number of null findings underscore the need for additional research into the design of audit items.     

Processing of identity and conditional relations in monkeys (Cebus apella) and pigeons (Columba livid)

Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional...