The Early History of David Bohm’s Quantum Mechanics Through the Perspective of Ludwik Fleck’s Thought-Collectives

This paper analyses the early history of David Bohm’s mechanics from the perspective of Ludwik Fleck’s thought-collectives and shows how the thought-style of the scientific community limits the possible modes of thinking and what new possibilities for the construction of a new theory arise if these limits are removed.     

Explicitly Teaching for Transfer: Effects on the Mathematical Problem‐Solving Performance of Students with Mathematics Disabilities

The purpose of this study was to explore methods to enhance mathematical problem solving for students with mathematics disabilities (MD). A small‐group problem‐solving tutoring treatment incorporated explicit instruction on problem‐solution rules and on transfer. The transfer component was designed to increase awareness of the connections between novel and familiar problems by broadening the categories by which students group problems requiring the same solution methods and by prompting students to search novel problems for these broad categories. To create a stringent test of efficacy, we incorporated a computer‐assisted practice condition, which provided students with direct practice on real‐world problem‐solving tasks. We randomly assigned 40 students to problem‐solving tutoring, computer‐assisted practice, problem‐solving tutoring plus computer‐assisted practice, or control, and pre‐ and posttested students on three problem‐solving tasks. On story problems and transfer story problems, tutoring (with or without computer‐assisted practice) effected reliably stronger growth compared to control; effects on real‐world problem solving, although moderate to large, were not statistically significant. Computer‐assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures.     

Principles for the Prevention and Intervention of Mathematics Difficulties

Three levels of prevention and intervention in the area of mathematics are addressed: (a) primary prevention focusing on universal design, (b) secondary prevention focusing on adaptations, and (c) tertiary prevention focusing on intensive and explicit contextualization of skills‐based instruction. The purpose of this paper is to identify and discuss principles of prevention and intervention in the area of mathematics. First, we identify research‐based principles associated with primary prevention. Second, we turn our attention to secondary prevention, with a focus on prereferral intervention. We identify principles that serve to differentiate primary and secondary prevention and specify instructional variables that are promising for use within a secondary prevention mode. Finally, we discuss intervention. We identify principles of effective intervention, which include individually referenced decision making, instructional intensity, and deliberate contextualization of skills‐based instruction.     

Gender,Science, and Scientific Organizations in Germany

This article considers the situation of women in science in Germany. We argue that scientific organizations play a crucial role in shaping science careers, often with different consequences for men and women. To sustain the argument, we offer a study of the careers of male and female scientists in the Max Planck Society. Our findings show that external support increases career options and opportunities for men, but not for women scientists.     

Animations-Framework in Java Systematische Animationsentwicklung mit Mehrschichtenarchitektur

Multimedia-Anwendungen und Animationen sind durch Dynamik gekennzeichnet. Die Dynamik muss sich in der Architektur der Anwendung niederschlagen. Eine M?glichkeit hierbei besteht darin, die Dynamik in einer speziellen Softwareschicht innerhalb einer Mehrschichtenarchitektur zu realisieren. Dieses Papier stellt ein Animations-Framework in Java vor, das diese Architektur JavaBeans-konform als muster-orientiertes Framework realisiert und somit die systematische Entwicklung von animierten Multimedia-Anwendungen in Java unterstützt.     

Intensive Intervention in Mathematics

Students who demonstrate persistent mathematics difficulties and whose performance is severely below grade level require intensive intervention. Intensive intervention is an individualized approach to instruction that is more demanding and concentrated than Tier 2 intervention efforts. We present the elements of intensive intervention that teachers should consider when planning for, implementing, and monitoring intensive intervention in mathematics. Each of these elements is based on evidence from validated interventions. We also highlight strategies for intensifying instruction. We provide two examples of intensive intervention, one of which launches from a Tier 2 intervention platform and the other which is completely generated by a teacher. We conclude with considerations for intensive intervention in mathematics.