California State University (CSU): Open Journal Systems
Not a member yet
2976 research outputs found
Sort by
A Curriculum Review Checklist to Support Teaching for Robust Understanding
Get PDFPart of the professional work of teaching includes selecting curricular materials. The selection might be small (for a lesson or a project), medium (for a course one is teaching), or large (for a school or district). Sometimes the selection is done by one person, sometimes a committee. Whatever the circumstances, research suggests that having a framework for examining materials and methods is valuable. The first half of this report describes how such a framework might be designed in alignment with the goals of the Teaching for Robust Understanding approach while also supporting responsive instruction. The second half of the report provides an example, in checklist format, that the reader might use immediately. The checklist consolidates the research-based experience of veteran teachers into a useful tool for a newer teacher
By Inches and Yards: In Honor of Viji Sundar
Get PDFAbstract. The mathematics education community was saddened by the passing of its eminent member, Viji Sundar (18 March 1943 – 17 November 2021). The Editors invited some of the many who worked with Viji over the years to share stories. In celebration of a life well-lived and a legacy with staying power the Dr. Viji Sundar Memorial Fund <https://stanforacause.csustan.edu/ project/29635> was established to support the ongoing influence of her passion for learning
Affine dimers from characteristic polygons
Get PDFRecent work by Forsgård indicates that not every convex lattice polygon arises as the characteristic polygon of an affine dimer or, equivalently, an admissible oriented line arrangement on the torus in general position. We begin the classication of convex lattice polygons arising as characteristic polygons of affine dimers. We present several general constructions of new affine dimers from old, and an algorithm for finding affine dimers with prescribed polygon.
With these tools we prove that all lattice triangles, generalised parallelograms, and polygons of genus at most two admit an affine dimer
Avoiding Small Monochromatic Distances
Get PDFIs it true that for any coloring of the points of R in two colors there is an ε >0 such that one of the color classes contains pairs of points at every distance smaller than ε ? We show that the answer to this question is no
Teaching on Air Lessons During Covid 19: Highlighting the Work of the KMOS Summer Classroom
Get PDFThis article provides an example of how a television station and a teacher education program located at the University of Central Missouri partnered to provide on-air lessons for kindergarten through fifth grade lessons to respond to the academic need due to the school shutdowns in spring 2020 because of COVID-19. The article highlights how three teacher candidates who were completing their student teaching semester were invited by the curriculum director of KMOS Summer Classroom to plan lessons to teach on- air. The curriculum director of KMOS Summer discusses the process of selecting the candidates and planning the lessons. The KMOS Summer Classroom perceptions of this project prepared them for their first year of teaching. Successes of KMOS Summer Classroom are highlighted along with next steps for implementation of KMOS Summer Classroom 2.0. This article aims to share an experience other teacher education programs can consider when reaching their surrounding communities during a crisis or pandemic
A Generalization to Bellman and Shapiro\u27s Method on the Sum of Digital Sum Functions
Get PDFConsider the digital sum function in base 2. In 1948, R. Bellman and H.N. Shapiro proved a formula for the sum of digital sum functions in base 2 up to a certain number with an error term. However, there was a mistake in their proof. We are able to correct the mistake and walk in their footsteps while retaining their idea and method to prove the theorem. We also generalized their method to prove the same theorem for general base
Thought Bubble Theatre Festival: Applying and Developing Consent-Based Practices with Pre-Professional Actors
Get PDFAlli St. John shares her experience implementing her suggestions for building a culture of consent in educational theatre rehearsals situated within a larger Theatre for Young Audiences (TYA) theatre festival. Thought Bubble Theatre Festival served as a case study of three TYA productions that toured to four local parks in Tempe, AZ in March 2022. Alli documents her own creative practice working with student-actors and how consent-based techniques impacted the process, as well as shares qualitative research data that supports the importance and value of consent in an educational theatre process. 
A University and Middle School Mentor-Scholar Partnership
No full textThe State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative program includes a course that is rich with the pedagogy of service-learning, builds leadership characteristics and teamwork through course discussions, workshops, and the mentormentee relationship. The community benefits with increased support to at-risk students and building a pipeline between the college and K–12 community. The Mentor-Scholar Program tracks K–12 impact through state assessments, grades, social-school success outcomes, college mentors course evaluations and grades. The program tracks the impact on college students through grade assessment and reflection. The program was formed five years ago and has grown from thirty mentors with sixty mentees to 120 mentors with 300 mentees this past semester. Initial research shows an increase in attendance and GPA for K–12 students enrolled in the program and leadership skill development for college students