scholarly journals A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large-Scale Research (2000-2015)

PRIMUS ◽  
2019 ◽  
Vol 29 (10) ◽  
pp. 1080-1100
Author(s):  
Sven Trenholm ◽  
Julie Peschke ◽  
Mohan Chinnappan
Keyword(s):  
Mathematics Instruction ◽  
Large Scale ◽  
Undergraduate Mathematics

scholarly journals Individual and situational factors related to undergraduate mathematics instruction

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Estrella Johnson ◽  
Rachel Keller ◽  
Valerie Peterson ◽  
Timothy Fukawa-Connelly
Keyword(s):  
Mathematics Instruction ◽  
Situational Factors ◽  
Undergraduate Mathematics

scholarly journals Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties

2019 ◽  
Vol 52 (3) ◽  
pp. 271-283 ◽  
Author(s):  
Christian T. Doabler ◽  
Brian Gearin ◽  
Scott K. Baker ◽  
Mike Stoolmiller ◽  
Patrick C. Kennedy ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Large Scale ◽  
Critical Role ◽  
Kindergarten Students ◽  
Observation Data ◽  
Mathematics Problems ◽  
Mathematics Difficulties ◽  
Practice Opportunities ◽  
Student Practice

Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored whether there is an optimal amount of student practice that teachers should provide in core mathematics instruction to maximize the mathematics achievement of kindergarten students with MD, a so called “Goldilocks effect,” as opposed to simply “more is better.” Results from observation data collected in a large-scale efficacy trial supported the latter rather than the former. Specifically, we found that three individual practice opportunities for every explicit teacher demonstration of mathematical content was associated with increased mathematics achievement for students with MD relative to fewer practice opportunities. Implications for facilitating frequent student practice opportunities during core mathematics instruction and designing professional development for teachers who work with students with MD are discussed.

Some comments about observations and image processing of comet 29P/Schwassmann-Wachmann 1

1999 ◽  
Vol 173 ◽  
pp. 243-248
Author(s):  
D. Kubáček ◽  
A. Galád ◽  
A. Pravda
Keyword(s):  
Image Processing ◽  
Large Scale ◽  
Harvard College ◽  
Oak Ridge ◽  
Large Scale Structures ◽  
Short Period Comet ◽  
Short Period ◽  
Scale Structures ◽  
Harvard College Observatory ◽  
Period Comet

AbstractUnusual short-period comet 29P/Schwassmann-Wachmann 1 inspired many observers to explain its unpredictable outbursts. In this paper large scale structures and features from the inner part of the coma in time periods around outbursts are studied. CCD images were taken at Whipple Observatory, Mt. Hopkins, in 1989 and at Astronomical Observatory, Modra, from 1995 to 1998. Photographic plates of the comet were taken at Harvard College Observatory, Oak Ridge, from 1974 to 1982. The latter were digitized at first to apply the same techniques of image processing for optimizing the visibility of features in the coma during outbursts. Outbursts and coma structures show various shapes.

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