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Vertical Non-Permanent Surfaces in an Elementary Mathematics Classroom
No full textIn a mathematics classroom students are most likely to disengage with the subject matter if they are facing potential learning difficulties which is why it is important to engage students in the process of learning mathematics. To increase engagement, teachers can create a dynamic and interactive learning environment by incorporating Vertical Non-Permanent Surfaces (VNPS). VNPS are defined as vertical dry-erase boards mounted on classroom walls, providing students with a space to actively showcase their work and engage in mathematical problem-solving (Liljedahl, 2016). This self-study research included building a thinking classroom approach - a classroom that not only supports thinking but actively promotes it where individuals think both independently and collaboratively, to build knowledge and understanding (Liljedahl, 2019) by applying VNPS posters within multiple mathematics lessons. Data was collected utilizing student observations, student work or responses, and teacher reflections throughout the semester. This self-study was completed in a fourth-grade classroom with thirteen students, all attending school in a low-income area. Previous research has shown that students working in groups on VNPS exhibited higher levels of thinking classroom behaviors, such as perseverance, active discussion, engagement, and the ability to share and apply knowledge, compared to those using other types of work surfaces (Liljedahl, 2019). This study explores students\u27 participation in collaborative VNPS and its effect on students\u27 ability to solve complex mathematical problems. Findings showcase student\u27s critical thinking skills, problem-solving abilities, and collaboration
Implementation of SEL in Elementary Classrooms
No full textResearch has shown that Social Emotional Learning (SEL) significantly benefits students and classroom environments by fostering essential life skills. SEL is the process through which individuals develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2024). These competencies are crucial in helping students build empathy, communicate effectively, and collaborate with peers. This literature review examines the relationship between SEL implementation in elementary classrooms and its impact on student development. Using CASEL’s SEL framework, this research synthesis analyzes various techniques and tools educators use to implement SEL into daily instruction. Key areas of focus include structured SEL programs, teacher-led discussions, cooperative learning strategies, and the role of classroom climate in supporting SEL growth. This study identifies best practices that contribute to improved student engagement, emotional regulation, and social interaction by evaluating existing research. The findings from this research aim to provide teachers with insight into the most effective methods for fostering SEL skills such as kindness, teamwork, and active listening
Making Afterschool Programs Successful to Ensure Student Success During and After K-12 Education
No full textAfter the 1960s, the need for supervision for school aged students after school was sought after at a higher rate due to the increase of the working population. From there, afterschool programs flourished into a way to provide academic support and social development opportunities. Through a qualitative study, this research synthesis looks at what elements make successful afterschool programs and in what ways ways afterschool programs are effective and ineffective in meeting the needs of students. Key phrases such as “afterschool programing”, “success after school”, and “afterschool academic support” produced peer reviewed articles with statistics of long lasting benefits as well as studies on the success of afterschool programs. Add sentences about how to get the 25 articles. Previous research has shown that regular participation in afterschool programs has led to better attitudes towards school, higher graduation rates (Afterschool Alliance, 2024), and higher standardized test scores (Vandell et al., 2007) . Utilizing the social cognitive theory (acquiring new skills largely through observation and modeling (Bandura,2001)), analysis of how afterschool programs have supported student achievement are discussed. Afterschool programs could utilize their resources to better support K-12 students needs
The Effects of Small Group Work on Student Engagement Within Mathematics
No full textRecent studies have highlighted the benefits of small group activities in encouraging student participation and group engagement, especially in mathematics. Peer contact is promoted, problem-solving skills are improved, and motivation is raised through collaborative learning (Li et al., 2021; Webb & Farivar, 1999). In this classroom research, student engagement is viewed as a multidimensional construct that includes emotional, behavioral, and cognitive forms of engagement (Appleton, Christenson, & Furlong, 2008). This study examines how fifth-grade students\u27 participation and group engagement in mathematics activities are impacted by small-group interactions and teamwork. The study was carried out in a collaborative fifth-grade classroom where small group work during mathematics lessons was prioritized and where questionnaires, teacher observations, and student assignments were used to gather data. Results indicate that working in small groups greatly increased student involvement, especially on an emotional and cognitive level. Working in small groups strengthened students\u27 resilience, engagement, and comprehension of mathematics. These results are consistent with the research findings of Appleton et al. (2008), who emphasized the importance of positive classroom environments and supportive peer interactions in fostering student engagement. Furthermore, when students were allowed to freely argue and defend their arguments with others, they felt more driven and dedicated to their work. Webb and Farivar (1994), who emphasized how peer explanations in small groups enhanced learning outcomes, corroborated these findings. Overall, working in small groups improves academic performance and creates a collaborative learning atmosphere, both of which contribute to a better comprehension of mathematics
The What, Why, How and Where of Self-Compassion: Bridging Knowledge and Application
No full textThis literature review aims to address the wide body of existing research on self-compassion (Neff, 2023), and highlight practical applications designed to improve this skill. By describing what self-compassion is, why it holds value, how it can be understood and practiced, and where future research is leading, we seek to meet the need for translational research on self-compassion. Although there are available ways to practice self-compassion, such as the Mindful Self-Compassion Program (Neff & Germer, 2013), the programs that exist are intensive, and require a time and monetary commitment. In this review, we will present self-compassion as an actionable and understandable tool that is evidence-based. The science and research efforts behind self-compassion hold significant value; however, without bridging the gap between science and everyday life, these discoveries remain largely out of view to the majority of the population. We hope to help translate what is known from the research into an understandable, literature review and highlight practical, accessible applications of self-compassion
The History and the Contemporary Status of the No Cloning Theorem and the Extended Church-Turing Thesis
No full textThis project aims to trace the history and the evolution of two fundamental concepts that have cut across physics, mathematics and computer science over the past 100 years. First: Evolution of the so-called No-Cloning Theorem. In classical computing (Pre-Quantum), information can be copied without limitations. The discovery of the No-Cloning Theorem by Wootters and Zurek (1982) and Dieks (1982) revised this concept dramatically; they independently proved that unknown quantum states cannot be perfectly copied. I look at mathematical proofs of this theorem, construct physics-based nonmathematical plausibility arguments for it, and explore the role it plays in Quantum Key Distribution (QKD) protocols, such as BB84 (Bennett and Brassard, 1984) and the Ekert Protocol (Artur Ekert 1991). Second: Evolution of the concept of computability in quantum computing. I began by trying to understand the classical Church-Turing thesis (1936) which states that any computation performed by a physically realizable system can be simulated by a Turing machine. Then I try to explore the Extended Church-Turing Thesis (ECTT, 1980s) which conjectures that all efficiently computable functions in the physical world can be efficiently simulated by a probabilistic Turing machine. The recent discovery of quantum algorithms (for example, Shor’s algorithm, 1994) suggests that quantum computers could violate this thesis by solving problems exponentially faster than classical computers. The very modern debate (2020’s) surrounding this topic asks whether quantum computing truly invalidates ECTT or whether deeper physical constraints (such as decoherence) might limit quantum computers in a fashion that would be consistent with ECTT. This debate is far from settled. I have grappled with these hard questions and will summarize what I understand to be the status of this debate
