Secondary mathematics teachers' descriptions of student engagement

There is a need for a more robust conceptualization of engagement in mathematics education research. Investigating how teachers describe engagement can provide insight into relationships between purposes of engagement and dimensions of engagement. In this exploratory study, we examined how 28 secondary mathematics teachers in two states in the USA talked about their students' engagement. During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers' talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement.

Investigating problem-posing during math walks in informal learning spaces

Informal mathematics learning has been far less studied than informal science learning - but youth can experience and learn about mathematics in their homes and communities. "Math walks" where students learn about how mathematics appears in the world around them, and have the opportunity to create their own math walk stops in their communities, can be a particularly powerful approach to informal mathematics learning. This study implemented an explanatory sequential mixed-method research design to investigate the impact of problem-posing activities in the math walks program on high school students' mathematical outcomes. The program was implemented during the pandemic and was modified to an online program where students met with instructors via online meetings. The researchers analyzed students' problem-posing work, surveyed students' interest in mathematics before and after the program, and compared the complexity of self-generated problems in pre- and post-assessments and different learning activities in the program. The results of the study suggest that students posed more complex problems in free problem-posing activities than in semi-structured problem-posing. Students also posed more complex problems in the post-survey than in the pre-survey. Students' mathematical dispositions did not significantly change from the pre-survey to post-survey, but the qualitative analysis showed that they began thinking more deeply, asking questions, and connecting school content to real-world scenarios. This study provides evidence that the math walks program is an effective approach to informal mathematics learning. The program was successful in helping students develop problem-posing skills and connect mathematical concepts to the world around them. Overall, "math walks" provide a powerful opportunity for informal mathematics learning.

Different reference frames on different axes: Space and language in indigenous Amazonians

Spatial cognition is central to human behavior, but the way people conceptualize space varies within and across groups for unknown reasons. Here, we found that adults from an indigenous Bolivian group used systematically different spatial reference frames on different axes, according to known differences in their discriminability: In both verbal and nonverbal tests, participants preferred allocentric (i.e., environment-based) space on the left-right axis, where spatial discriminations (like "b" versus "d") are notoriously difficult, but the same participants preferred egocentric (i.e., body-based) space on the front-back axis, where spatial discrimination is relatively easy. The results (i) establish a relationship between spontaneous spatial language and memory across axes within a single culture, (ii) challenge the claim that each language group has a predominant spatial reference frame at a given scale, and (iii) suggest that spatial thinking and language may both be shaped by spatial discrimination abilities, as they vary across cultures and contexts.

Theoretical Development of DnaG Primase as a Novel Narrow-Spectrum Antibiotic Target

The widespread use of antibiotics to treat infections is one of the reasons that global mortality rates have fallen over the past 80 years. However, antibiotic use is also responsible for the concomitant rise in antibiotic resistance because it results in dysbiosis in which commensal and pathogenic bacteria are both greatly reduced. Therefore, narrow-range antibiotics are a promising direction for reducing antibiotic resistance because they are more discriminate. As a step toward addressing this problem, the goal of this study was to identify sites on DnaG primase that are conserved within Gram-positive bacteria and different from the equivalent sites in Gram-negative bacteria. Based on sequence and structural analysis, the primase C-terminal helicase-binding domain (CTD) was identified as most promising. Although the primase CTD sequences are very poorly conserved, they have highly conserved protein folds, and Gram-positive bacterial primases fold into a compact state that creates a small molecule binding site adjacent to a groove. The small molecule would stabilize the protein in its compact state, which would interfere with the helicase binding. This is important because primase CTD must be in its open conformation to bind to its cognate helicase at the replication fork.

Phylogenetic and functional distinctiveness explain alien plant population responses to competition

Several invasion hypotheses predict a positive association between phylogenetic and functional distinctiveness of aliens and their performance, leading to the idea that distinct aliens compete less with their resident communities. However, synthetic pattern relationships between distinctiveness and alien performance and direct tests of competition as the driving mechanism have not been forthcoming. This is likely because different patterns are observed at different spatial grains, because functional trait and phylogenetic information are often incomplete, and because of the need for competition experiments that measure demographic responses across a variety of alien species that vary in their distinctiveness. We conduct a competitor removal experiment and parameterize matrix population and integral projection models for 14 alien plant species. More novel aliens compete less strongly with co-occurring species in their community, but these results dissipate at a larger spatial grain of investigation. Further, we find that functional traits used in conjunction with phylogeny improve our ability to explain competitive responses. Our investigation shows that competition is an important mechanism underlying the differential success of alien species.

One-to-one correspondence without language

A logical rule important in counting and representing exact number is one-to-one correspondence, the understanding that two sets are equal if each item in one set corresponds to exactly one item in the second set. The role of this rule in children's development of counting remains unclear, possibly due to individual differences in the development of language. We report that non-human primates, which do not have language, have at least a partial understanding of this principle. Baboons were given a quantity discrimination task where two caches were baited with different quantities of food. When the quantities were baited in a manner that highlighted the one-to-one relation between those quantities, baboons performed significantly better than when one-to-one correspondence cues were not provided. The implication is that one-to-one correspondence, which requires intuitions about equality and is a possible building block of counting, has a pre-linguistic origin.

The role of citizen science in addressing grand challenges in food and agriculture research

The power of citizen science to contribute to both science and society is gaining increased recognition, particularly in physics and biology. Although there is a long history of public engagement in agriculture and food science, the term 'citizen science' has rarely been applied to these efforts. Similarly, in the emerging field of citizen science, most new citizen science projects do not focus on food or agriculture. Here, we convened thought leaders from a broad range of fields related to citizen science, agriculture, and food science to highlight key opportunities for bridging these overlapping yet disconnected communities/fields and identify ways to leverage their respective strengths. Specifically, we show that (i) citizen science projects are addressing many grand challenges facing our food systems, as outlined by the United States National Institute of Food and Agriculture, as well as broader Sustainable Development Goals set by the United Nations Development Programme, (ii) there exist emerging opportunities and unique challenges for citizen science in agriculture/food research, and (iii) the greatest opportunities for the development of citizen science projects in agriculture and food science will be gained by using the existing infrastructure and tools of Extension programmes and through the engagement of urban communities. Further, we argue there is no better time to foster greater collaboration between these fields given the trend of shrinking Extension programmes, the increasing need to apply innovative solutions to address rising demands on agricultural systems, and the exponential growth of the field of citizen science.

Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological multiple case study

BACKGROUND

Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers' experiences in engaging in integrated STEM instruction. The purpose of this phenomenological multiple case study is to understand nine science teachers' first-time experiences in implementing integrated STEM curricular units in their middle school physical science classrooms. This study draws upon both classroom implementation data and teacher reflective interviews to illustrate different degrees of integrated STEM instruction and to understand teachers' challenges and successes with these varying approaches.

RESULTS

Our results indicate three distinct cases of integration within our sample that represent low, medium, and high degrees of STEM integration throughout curriculum implementations. Interviews with teachers from each case revealed three themes that varied across teachers' experiences: the nature of integration, choosing between science and engineering, and student engagement and motivation. Teachers in all three cases were challenged to make explicit connections between science, engineering, and mathematics while simultaneously maintaining a motivating and engaging context for their students throughout their instruction. Further, it appears that the degree of STEM integration that occurs in instruction may be related to teachers' ability to make explicit connections between the disciplines.

CONCLUSIONS

The work presented here informs educational researchers, policy makers, and K-12 STEM educators that there are several challenges when it comes to implementing new STEM initiatives in K-12 education. Although this work is limited to middle school physical science teachers' experiences with first-time STEM instruction, many of the identified themes are not content-specific; therefore, this work may shed light on general struggles that are common to educators who are integrating across content disciplines for the first time.

How personal, behavioral, and environmental factors predict working in STEMM vs non-STEMM middle-skill careers

BACKGROUND

Much of science, technology, engineering, mathematics, and medical (STEMM) education policy and research centers around developing the upper levels of the STEMM workforce sector. However, there are many positions in this workforce, "middle-skill careers," that are largely responsible for executing the innovations and are largely ignored in STEMM education research.

RESULTS

Using data from the National Educational Longitudinal Study of 1988, we found differences in what predicts STEMM-related vs. non-STEMM careers across skill-level. For instance, underrepresented minorities and those exhibiting school transgressions are more likely to be working in middle-skill STEMM fields than in middle-skill non-STEMM fields as adults; the same is not true of the high-skill workforce.

CONCLUSIONS

One-size-fits-all policies for broadening participation in the STEMM workforce across skill-level are unlikely to be successful. Further, programs that are designed to generate wonder and fascination with STEMM content may be successful in attracting more girls. However, to promote greater participation of individuals from traditionally underrepresented ethnic minority groups in STEMM, programs that support choices toward higher educational attainment, specifically four-year college degree attainment, are more likely to be successful.

Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian

How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language.