ORCID Profile
0000-0001-9118-2812
Current Organisation
Queensland University of Technology (QUT)
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: National Council of Teachers of Mathematics
Date: 08-2016
DOI: 10.5951/TEACCHILMATH.23.1.0047
Abstract: Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to create numerous structures, which they tested on a “shaker table.”
Publisher: National Council of Teachers of Mathematics
Date: 11-1997
DOI: 10.5951/TCM.4.3.0172
Abstract: Children have traditionally solved our problems—problems that we think will be of interest and relevance to them. We need to shift some of this responsibility to students and let them pose problems that they consider to be worthwhile pursuing.
Publisher: SensePublishers
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 03-06-2006
Publisher: Elsevier BV
Date: 03-2018
Publisher: Springer Science and Business Media LLC
Date: 20-10-2018
Publisher: Springer Singapore
Date: 2018
Publisher: BRILL
Date: 2009
Publisher: National Council of Teachers of Mathematics
Date: 03-2003
DOI: 10.2307/30034902
Publisher: Springer Berlin Heidelberg
Date: 13-10-2010
Publisher: Springer Netherlands
Date: 2013
Publisher: Informa UK Limited
Date: 2009
Publisher: Springer Science and Business Media LLC
Date: 23-07-2019
Publisher: BRILL
Date: 2007
Publisher: Springer Singapore
Date: 2021
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 1997
Publisher: National Council of Teachers of Mathematics
Date: 02-1998
DOI: 10.5951/MT.91.2.0166
Abstract: Variables are the basic tool for expressing generalizations. An understanding of the concept of variable is fundamental to our students' success with algebra. Yet this concept is more sophisticated than we realize and is often the stumbling block in our students' algebraic development (Leitzel 1989 NCTM 1989).
Publisher: Springer Berlin Heidelberg
Date: 13-10-2010
Publisher: Edith Cowan University
Date: 2015
Publisher: Informa UK Limited
Date: 02-10-2014
Publisher: Routledge
Date: 27-04-2020
Publisher: Informa UK Limited
Date: 09-1998
Publisher: Springer Science and Business Media LLC
Date: 20-02-2020
Publisher: Springer Science and Business Media LLC
Date: 03-1996
DOI: 10.1007/BF00302627
Publisher: Routledge
Date: 2008
Publisher: National Council of Teachers of Mathematics
Date: 1998
DOI: 10.2307/749719
Publisher: Informa UK Limited
Date: 09-2001
Publisher: Informa UK Limited
Date: 07-1998
Publisher: Elsevier BV
Date: 03-1996
Publisher: Springer International Publishing
Date: 2019
Publisher: Routledge
Date: 05-2003
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Routledge
Date: 03-2002
Publisher: Routledge
Date: 30-07-2015
Publisher: Springer Science and Business Media LLC
Date: 04-2020
Publisher: Elsevier BV
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 12-2005
DOI: 10.1007/BF02655853
Publisher: Springer Science and Business Media LLC
Date: 12-2005
DOI: 10.1007/BF02655857
Publisher: Springer New York
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 03-2016
Publisher: Routledge
Date: 2008
Publisher: National Council of Teachers of Mathematics
Date: 10-1992
DOI: 10.5951/AT.40.2.0072
Abstract: When you're trying to choose from a selection of sandwich fillings at a lunch canteen or trying to decide which shirt will best match a pair of pants, you're dealing with combinations. Defined simply, the topic of combinations involves the selection and arrangement of objects in a finite et where the order of election does not matter (Jacobs 1982).
Publisher: Springer Science and Business Media LLC
Date: 09-03-2017
Publisher: Wiley
Date: 2011
Publisher: Springer Netherlands
Date: 2014
Publisher: Springer Science and Business Media LLC
Date: 12-01-2012
Publisher: Springer Netherlands
Date: 2013
Publisher: Informa UK Limited
Date: 10-2012
Publisher: Informa UK Limited
Date: 11-12-2016
Publisher: National Council of Teachers of Mathematics
Date: 2016
DOI: 10.5951/JRESEMATHEDUC.47.1.0028
Abstract: We analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. We report students' initial and changing expectations of the outcomes of tossing one and two coins, how they related the relative frequency from their physical and computersimulated trials to the theoretical probability, and how they created and interpreted theoretical probability models. Findings include students' progression from an initial apparent equiprobability bias in predicting outcomes of tossing two coins through to representing the outcomes of increasing the number of trials. After observing the decreasing variation from the theoretical probability as the s le size increased, students developed a deeper understanding of the relationship between relative frequency of outcomes and theoretical probability as well as their respective associations with variation and expectation. Students' final models indicated increasing levels of probabilistic understanding.
Publisher: Springer Science and Business Media LLC
Date: 10-1991
DOI: 10.1007/BF00367908
Publisher: Springer Science and Business Media LLC
Date: 11-2019
Publisher: Springer Science and Business Media LLC
Date: 02-2006
DOI: 10.1007/BF02655900
Publisher: Springer Netherlands
Date: 2014
Publisher: Springer Science and Business Media LLC
Date: 28-02-2022
DOI: 10.1007/S41979-022-00066-6
Abstract: Fifth-grade students applied quantitative reasoning in exploring the flow times of three simulated lavas of different viscosities down the slope of a hand-made volcano. After modeling the lava flow times for 6 km down the volcano slope, students used their quantitative models to predict the evacuation times for villagers living 10 km down. Reported are how students structured and represented their data in model creation, how they applied their knowledge of viscosity in identifying variation and covariation displayed in their models, and how they applied quantitative reasoning in making predictions from their models. Students’ quantitative models included graph forms not formally taught at their grade level, including ordered case value, stacked bar, and line graphs. Models comprising ordered case value and line graphs appeared to facilitate students’ detection and interpretation of covariation between lava viscosity and flow time. Although there was some difficulty in explicating a global view of covariation, students could identify the variation in the viscosity and time separately. Linking their knowledge of viscosity with lava flow times suggested at least an implicit understanding of covariation, and illustrated a reciprocal relationship between mathematics and science. In making predictions about evacuation times, students applied both quantitative interpretation and quantitative literacy (Mayes, 2019), together with their understanding of viscosity and their contextual knowledge of volcanoes. Students’ erse applications of quantitative reasoning were not anticipated, especially since they were not given any particular directions. In expressing the certainty of their predictions, students referred to viscosity and lava flow rates, the dimensions of the volcano, and environmental factors.
Publisher: Wiley
Date: 09-1995
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Springer Science and Business Media LLC
Date: 09-2010
DOI: 10.1007/BF03217564
Publisher: Springer Singapore
Date: 2016
Publisher: Springer-Verlag
Date: 2005
Publisher: Routledge
Date: 02-04-2008
Publisher: Springer US
Date: 30-11-2010
Publisher: National Council of Teachers of Mathematics
Date: 08-2008
Abstract: Our children live in a highly sophisticated world composed of interlocking complex systems. An appreciation and understanding of such systems is critical for making effective decisions about our lives as in iduals and as community members. The activities presented in this article provide rich opportunities for children to experience an introduction to complex systems during which they think mathematically about relevant relationships, patterns, and regularities in dealing with authentic problems (English 2006 Lesh and Doerr 2003).
Publisher: Routledge
Date: 19-07-2004
Publisher: Springer Berlin Heidelberg
Date: 2010
Publisher: Springer Nature Singapore
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 06-1995
DOI: 10.1007/BF01274079
Publisher: Philosophy Documentation Center
Date: 1992
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 30-06-2023
DOI: 10.1007/S13394-023-00465-X
Abstract: The teaching and learning of statistical thinking begins at a young age in Australia, with a focus on data representation and interpretation from Foundation Year (age 5), and the collection, sorting and categorising of items from the natural environment starting even earlier. The intangible concept of data, as part of statistical literacy, can be complex for children to grasp, especially when applying the notion of data to the everyday world or when data are explored in isolation to an investigation process. Authentic data modelling experiences present meaningful opportunities to apply statistical thinking although expert STEM knowledge is not always accessible to primary classroom teachers, nor is it always obvious how to implement such authentic problems within a classroom context. In this exploratory case study, we present data from a Year 4 classroom (age 9) statistical investigation addressing, ‘How big is a leaf?’ linking data to the real-life STEM context they represented. The authors were interested in how the teacher’s communication processes supported her students’ emerging understandings about data. Wit’s (2018) cognitive tuning framework offered a way to capture how the communication processes in a group build to a commonly shared frame of reference. Findings revealed a pattern of communication between the teacher and students, supporting students’ changing conceptions of data and related statistical thinking processes, throughout the investigation.
Publisher: Informa UK Limited
Date: 09-1998
Publisher: Springer International Publishing
Date: 2021
Publisher: National Council of Teachers of Mathematics
Date: 09-2014
DOI: 10.5951/TEACCHILMATH.21.2.0122
Abstract: Integrating Science, Technology, and Engineering in Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms. This article describes an activity that introduced fourth-grade students to the work of aerospace engineers and to the science, technology, and mathematics principles associated with flight.
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Singapore
Date: 2020
Publisher: Springer Netherlands
Date: 2013
Publisher: Elsevier
Date: 2003
Publisher: National Council of Teachers of Mathematics
Date: 05-1993
DOI: 10.2307/749347
Publisher: Routledge
Date: 03-04-1997
Publisher: Springer International Publishing
Date: 10-12-2018
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 09-1998
DOI: 10.1007/BF03217339
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer Science and Business Media LLC
Date: 2003
Publisher: Informa UK Limited
Date: 23-12-2016
Publisher: Wiley
Date: 11-1993
Publisher: Springer Science and Business Media LLC
Date: 06-10-2015
Publisher: Springer Berlin Heidelberg
Date: 13-10-2010
Publisher: Springer Science and Business Media LLC
Date: 02-10-2017
Publisher: Springer Berlin Heidelberg
Date: 13-10-2010
Publisher: Springer Singapore
Date: 2020
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Berlin Heidelberg
Date: 13-10-2010
Publisher: Springer Science and Business Media LLC
Date: 19-08-2015
Publisher: Springer Science and Business Media LLC
Date: 20-02-2015
Publisher: Purdue University (bepress)
Date: 31-10-2013
Publisher: Elsevier BV
Date: 07-1997
Abstract: This study examined the effectiveness of three intervention measures designed to facilitate 10- and 12-year-old children's recognition of indeterminacy in reasoning with illogical syllogisms. The indeterminate nature of these syllogisms arises from the lack of logical connection between the premises, which means a single, logically correct solution cannot be drawn. The interventions addressed: (a) children's purported difficulties with closure, specifically, a lack of awareness and acceptability of indeterminate situations (b) children's construction of complete mental models of the premise information and (c) a combined approach, incorporating (a) and (b). The children brought a strong foundation of deductive processes to the study, which was necessary, but insufficient, for dealing with the indeterminate problems. Neither intervention (a) nor (b) alone, was adequate in developing children's ability to explicitly recognize indeterminacy only the combined intervention made a significant difference. Possible reasons for this are explored, along with an analysis of children's difficulties in resolving these problems. A number of educational implications are also addressed.
Publisher: National Council of Teachers of Mathematics
Date: 10-1998
Abstract: Student-generated problems can offer a rich and motivating source of problem activities for middle school children. Traditionally, students have solved our problems, problems that we think will be of interest and relevance to them. The problems that we choose for students, however, are not always the ones that they would choose. Furthermore, the problems that we create are usually solvable, have “correct” expression, and normally contain appropriate and sufficient information. Real-life problems, however, do not always come so neatly packaged, and neither do student-generated problems. Being able to deal with nontextbook problems is becoming increasingly necessary in our society we need to ensure that our students can meet this challenge.
Publisher: Wiley
Date: 06-1992
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 02-09-2016
Publisher: Springer Science and Business Media LLC
Date: 12-08-2006
Publisher: Springer Science and Business Media LLC
Date: 30-10-2019
Publisher: Springer Science and Business Media LLC
Date: 10-07-2009
Publisher: National Council of Teachers of Mathematics
Date: 02-2013
DOI: 10.5951/TEACCHILMATH.19.6.0364
Abstract: Help first-grade students learn to competently generate, test, revise, and represent data before being formally taught to do so.
Publisher: Springer Science and Business Media LLC
Date: 07-2020
Publisher: Springer Science and Business Media LLC
Date: 12-1993
DOI: 10.1007/BF02357061
Publisher: Springer International Publishing
Date: 2019
Publisher: Springer Singapore
Date: 2018
Publisher: Wiley
Date: 02-1998
Publisher: Routledge
Date: 30-07-2016
Publisher: National Council of Teachers of Mathematics
Date: 08-2014
DOI: 10.5951/TEACCHILMATH.21.1.0036
Abstract: Three core components in developing children's understanding and appreciation of data—establish a context, pose and answer statistical questions, represent and interpret data—lay the foundation for the fourth component: use data to enhance existing context.
Publisher: National Council of Teachers of Mathematics
Date: 05-2015
DOI: 10.5951/MATHTEACMIDDSCHO.20.9.0532
Abstract: A sixth-grade engineering-based modeling activity asks students to select the best possible design for a reconstructed bridge.
Publisher: Springer Science and Business Media LLC
Date: 06-2005
Publisher: WORLD SCIENTIFIC
Date: 20-01-2015
Publisher: SAGE Publications
Date: 28-09-2012
Publisher: Routledge
Date: 06-12-2012
Publisher: National Council of Teachers of Mathematics
Date: 10-2004
DOI: 10.5951/MT.98.3.0182
Abstract: For many students, combinatorics is associated with negative experiences calculating permutations and combinations, often confusing one with the other. What exactly is combinatorics? Combinatorics can be defined as the art of counting, or more specifically, as “an area of mathematics in which we study families of sets (usually finite) with certain characteristic arrangements of their elements or subsets, and ask what combinations are possible and how many there are” (Rusin 2002).
Publisher: Springer Science and Business Media LLC
Date: 10-2005
DOI: 10.1007/BF03217401
No related grants have been discovered for Lyn English.