Mathematics and Mathematics Education at the University of Nebraska-Lincoln: Partnering to Implement Core Practices in Elementary Teacher Preparation

Author(s):  
Michelle Homp ◽  
W. James Lewis
1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.


1969 ◽  
Vol 16 (7) ◽  
pp. 569-574
Author(s):  
William R. Arnold

There is little doubt that today the “discovery approach” is the preferred method for teaching mathematics. Implicit in this method is the notion that children should discover mathematical concepts, that the Ieamer engage in some form of inquiry, and that the ongoing process of learning is of prime importance. All this is reflected in the recent emphasis in mathematics education upon discovery, inquiry, and process.


Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston

Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.


Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.


2018 ◽  
Vol 3 (1) ◽  
pp. 504-512 ◽  
Author(s):  
M L Jolly-Breithaupt ◽  
M E Harris ◽  
B L Nuttelman ◽  
D B Burken ◽  
J C MacDonald ◽  
...  

Abstract Two experiments evaluated the effects of feeding a new corn hybrid, containing an α-amylase enzyme trait, Syngenta Enogen Feed Corn (SYT-EFC), on feedlot performance and carcass characteristics at two locations. Experiment 1 utilized 300 calffed steers (298.5 ± 16.3 kg of BW) at the University of Nebraska–Lincoln Eastern Nebraska Research and Extension Center Mead, NE. Treatments were designed as a 2 × 2 + 1–factorial arrangement with factors consisting of 1) corn type (SYT-EFC or conventional [CON]) and 2) byproduct type (with or without Sweet Bran [SB]), or a BLEND of STY-EFC and CON without SB. In Exp. 2, 240 crossbred, calf-fed steers (287.6 ± 15.4 kg of BW) were utilized at the University of Nebraska–Lincoln Panhandle Research and Extension Center near Scottsbluff, NE. Steers were fed SYT-EFC, CON, BLEND, or CON with a commercial α-amylase enzyme supplement (CON-E). In Exp. 1, there was an interaction for ADG (P = 0.05) and G:F (P = 0.02). Steers fed SYT-EFC with SB had greater ADG and G:F than CON; however, in diets without SB, SYT-EFC and CON were not different resulting in a 10.1% change in G:F when steers were fed SYT-EFC in SB compared with CON and only 1.6% change between SYT-EFC and CON without SB. Energy values, based on performance data, resulted in a 6.5% and 8.3% change in NEm and NEg, respectively, for steers fed SYT-EFC and CON with SB and 1.6% change for both NEm and NEg for steers fed SYT-EFC and CON without SB. For the main effect of corn trait, steers fed SYT-EFC had greater marbling scores, fat depth, and calculated yield grade compared with CON (P ≤ 0.03). In diets without SB, there was no difference between SYT-EFC, CON, or BLEND for DMI, final BW, ADG, G:F, NEm, or NEg (P ≥ 0.35). In Exp. 2, cattle fed SYT-EFC, BLEND, or CON-E had greater final BW, ADG, and G:F than cattle fed CON (P ≤ 0.03). On average, NEm and NEg were 4.9% and 7.0% greater, respectively, for steers fed amylase enzyme treatments compared with CON (P ≤ 0.01). Hot carcass weights were greater in steers fed α-amylase treatments compared with CON (P < 0.01). Feeding Syngenta Enogen Feed Corn, which contains an α-amylase enzyme trait, at both locations improved feed efficiency in finishing cattle diets containing WDGS or SB.


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