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While it has been suggested that patterning activities support early algebra learning, it is widely acknowledged that the shift from perceiving patterns to understanding algebraic functions—and correspondingly, from reporting empirical patterns to providing explanations—is difficult. This paper reports on the collaborations of grade 4 students (n= 68) from(More)
A new curriculum to introduce rational numbers was devised, using developmental theory as a guide. The 1st topic in the curriculum was percent in a linear-measurement context, in which halving as a computational strategy was emphasized. Two-place decimals were introduced next, followed by 3and 1-place decimals. Fractional notation was introduced last, as an(More)
OBJECTIVE We sought to extend our prior observations and histopathologically characterize key metabolic enzymes (CYP1A1) with markers of oxidative damage in the placental sections from smokers. STUDY DESIGN Placental specimens were collected from term singleton deliveries from smokers (n = 10) and nonsmokers (n = 10) and subjected to a detailed(More)
OBJECTIVE We sought to evaluate the frequency of, and factors associated with, the use of 3 evidence-based interventions: antenatal corticosteroids for fetal lung maturity, progesterone for prevention of recurrent preterm birth, and magnesium sulfate for fetal neuroprotection. STUDY DESIGN A self-administered survey was conducted from January through May(More)
  • Zachary Hawes, Joan Moss, Beverly Caswell, Daniel Poliszczuk
  • 2015
The purpose of the current study was to (i) investigate the malleability of children’s spatial thinking, and (ii) the extent to which training-related gains in spatial thinking generalize to mathematics performance. Sixty-one 6to 8-year-olds were randomly assigned to either computerized mental rotation training or literacy training. Training took place on(More)
This paper draws attention to certain linguistic features present in notes posted to a common computer data base (Knowledge Forum) by grade four, five and six students in two schools working on a set of mathematical generalising tasks. The notes exhibit some elements present in various sorts of student mathematical writing familiar from other contexts (for(More)
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