715 research outputs found
Photograph - Stacey, Professor Kaye, mathematics education. 1998
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/291036Stacey, Professor Kaye, mathematics education. 1998.310622
Item: [2003.0003.08100] "Photograph - Stacey, Professor Kaye, mathematics education. 1998
Digging up the past : new tools/new subjects
No full textIn an interdisciplinary panel discussion composed of Michigan State University faculty entitled "Digging Up the Past: New Tools/New Subjects," panelists describe their individual research and the modern research methods and tools available to them. The panelists explain how census data, archeology, photography, personal letters, religious order records, and numismatics may be used to shed light on historical periods and events which may not be exposed in official documents or historical records. Panelists are, Siddharth Chandra, professor James Madison College, Stacey Camp, professor Department of Anthropology, Sharon Leon, professor Department of History and Noah Kaye, professor Department of History. John P. Beck, professor of Human Resources and Labor Relations, convenes the session and moderates. Questions are taken from the audience
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Kaye Bock Award Winners
No full textThe Kaye Bock Award is given to the author (or authors) of the best paper, as determined by the editors, in each issue of the Berkeley Planning Journal that was written by a student (or a team of students). The award is named in loving memory of Kaye Bock to honor her unbounded concern for and commitment to graduate students. This award is also intended to be an eternal expression of gratitude from the Berkeley Planning Journal to Kaye for her critical and caring support during our first two decades of publication. The Kaye Bock Award is accompanied by a $250 cash gift
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Kaye Bock Student Paper Award
No full textThe Kaye Bock Student Paper Award is given to the author of the paper that is both an outstanding example of scholarship and exemplifies Kaye's commitment to underrepresented issues or peoples. The award is named in loving memory of Kaye Bock to honor her unbounded concern for and commitment to graduate students in the Department of City and Regional Planning. It is also intended as an expression of gratitude from the Berkeley Planning Journal to Kaye for her critical and caring support of the journal during our first two decades of publication. The winner is chosen by the editors of each volume of the Berkeley Planning Journal. The Kaye Bock Student Paper Award is accompanied by a $250 cash gift
First language interference: a guide for teachers of mathematics
No full textThe delivery of mathematics in English to classes of students whose first language may not be English is present in many countries including the UK, where the language of education is English, but the population may have varying levels of English competency, as it may be a second, or even third, language.
I teach adults in a Further Education college in the England, and in the last few years about 25% of my students have been English language learners (ELL), half in discrete Functional Skills Mathematics classes for ESOL (English for Speakers of Other Languages), where exam questions are structured around applications of mathematics in ‘real life’ situations. The other half are in GCSE (General Certificate in Secondary Education) Mathematics provision. These mathematics qualifications are generally taken by 16–18-year-olds and are used as requirements by Higher Education for university entrance, hence the need for adults returning to education to gain the necessary grade for a successful onward journey into, say, teaching or nursing.
The impact of the language content and structure on students’ ability to engage with the material in mathematics classes and exams is surprisingly high and can reduce students’ mathematics demonstrations of competencies significantly.
This is not intended to be a comprehensive guide to all of the differences between English and other languages, but to help raise awareness of the extent and content of those differences. Of course, this is just one barrier to learning that our adult students may experience
Avondale Creates Community for Christian Early Childhood Educators in Australia
No full textAvondale has helped establish the first association for Christian early childhood educators in Australia at an inaugural conference organised and hosted by its Discipline of Education. The inter-denominational Australian Christian Early Childhood Educators Association (ACECEA) will bring academics and practitioners together to network, collaborate on research and promote informed practice. “We recognise a key strength will be unity of purpose,” says Kaye Judge, a lecturer in education (early childhood) at Avondale
Cicinnus magnapuncta Kaye 1901
No full text<i>Cicinnus magnapuncta</i> (Kaye, 1901) <p>(Figs. 6, 9, 10, 31)</p> <p> <b>Type locality.</b> Trinidad, Tabaquite [NHMUK, syntype examined, designated here as lectotype] <i>Perophora magnapuncta</i> Kaye, 1901: Kaye (1901); Kaye & Lamont (1927).</p> <p> <i>Cicinnus magnapuncta</i> was described and illustrated implicitly from one (but possibly more) specimens collected at Tabaquite, central Trinidad, in June 1898 by W.J. Kaye (Kaye 1901, Kaye & Lamont 1927). Kaye (1901) does not indicate the sex of the type material but his illustration and the single specimen recognized as a type in the NHMUK is female (Fig. 31). The syntype in the NHMUK lacks a collecting data label, though it does bear a label reading “Trinidad, Kaye” and the accession number 1901-72. On the reverse of the accession label, <i>Perophora magnapuncta</i> Kaye is handwritten, in a style similar to that seen for other Kaye types from 1901 in NHMUK, although different from Kaye’s characteristic writing on later types. A red edged type label is also present on the specimen, along with a genitalia preparation label (the genitalia are apparently missing because the slide only contains the terminal two abdominal segments). We therefore believe that this specimen is a syntype, and here designate it as the lectotype with the following labels: C, magnapuncta Keyes [<i>recte</i> Kaye] Type genit.pr. No 6 Mimallonidae / BMNH(E) #805414/ NHMUK010588329/ Type [red edged circular label]/ Trinidad Kaye 1901 -72 [number after 1901 unclear, 72 or 92, written on upper surface of label]; <i>Perophora magnapuncta</i> Kaye [written on lower surface of label]/ LECTOTYPE ♀ <i>Perophora magnapuncta</i> Kaye designated by St Laurent and Cock, 2017 [red handwritten label].</p> <p> <i>Cicinnus magnapuncta</i> was the only mimallonid species described from Trinidad until <i>C. trini</i> described above. Although <i>C. magnapuncta</i> seemed to be endemic to the island, a single male specimen from French Guiana in the MNHN (Fig. 9) may be this species considering the similarities in external appearance to the females and the close affinity of Trinidad Mimallonidae with those of French Guiana. However, due to the lack of males from Trinidad, it is not possible to definitively state at this time that the two populations are conspecific. Interestingly, so far only females of <i>C. magnapuncta</i> have been collected or photographed in Trinidad, thus males seem to either not be strongly attracted to light or are potentially diurnal or crepuscular whereas the females arrive late (23.51 h and 0 0.44 h) at light (K. Sookdeo pers. comm.).</p> <p> Several similar <i>Cicinnus</i> species are known from mainland South America, namely: <i>C. bactriana</i> (Butler, 1878), <i>C. callipius</i> Schaus, 1928, <i>C. candacus</i> Schaus, 1928, <i>C. gaujoni</i> (Dognin, 1922), and <i>C. marona</i> Schaus, 1905. Primary types of all species have been examined by the first author. <i>Cicinnus magnapuncta</i> is unique in having weak maculation, particularly submarginally, such that there is a complete absence of dark petiolate scales. The relatively faint postmedial lines and discal spots, as well as light brown to fawn ground coloration, also can be used to distinguish <i>C. magnapuncta</i> from other species listed previously, which are darker brown or nearly orange in the case of <i>C. marona</i>, and nearly always have stronger maculation.</p> <p> Prior to this work, <i>C. magnapuncta</i> was only known from a single location in Trinidad, therefore we report several new locations for this species, and figure actual specimens (not a painted illustration) for the first time. This species is restricted to forested areas of Trinidad, though the previously mentioned specimen from French Guiana may be this species. In addition to the lectotype collected from Tabaquite in the Central Range, <i>C. magnapuncta</i> has been found on the slopes of the Northern Range.</p> <p> <b>Material examined.</b> (1 ♂ *, 6 ♀ total) <b>TRINIDAD</b>: 2 ♀, Brasso Seco: 14.III.2015 (K. Sookdeo photograph, not collected). 1 ♀, Cumaca Road 0.5 mi: 27.X.1980, M.J.W. Cock [<i>leg.</i>], at MV Light (UWIZM CABI.2457). 3 ♀, Cumaca Road, 4.6 mi: 21.X.1982, M.J.W. Cock [<i>leg.</i>], at MV light (2 ♀ MWJC, 1 ♀ to be deposited USNM). 1 ♀, [Tabaquite]: [VI.1898], Kaye 1901, [lecto] type, BMNH (E)# 805414, NHMUK 010588329 (NHMUK). <b>FRENCH GUIANA:</b> 1 ♂, St. Jean du Maroni: 2.I.1978, T. Porion <i>leg.</i> [*provisionally identified as this species] (MNHN).</p>Published as part of <i>St Laurent, Ryan A. & Cock, Matthew J. W., 2017, Annotated list of Mimallonidae (Lepidoptera, Mimallonoidea) from Trinidad and Tobago, with the description of a new species of Cicinnus Blanchard, 1852 and taxonomic notes, pp. 53-70 in Zootaxa 4268 (1)</i> on pages 60-62, DOI: 10.11646/zootaxa.4268.1.3, <a href="http://zenodo.org/record/579898">http://zenodo.org/record/579898</a>
The usefulness of "Maths Histories" as (part of) a holistic assessment tool
No full textA key issue in any educational context is diagnostic assessment, as this is often used to inform placement in and planning of specific classes. When it comes to adults with low educational achievements, the issue of assessing students is even more pertinent, since many of them have had negative educational experiences and are averse to formal tests. In this contribution we present first experiences with a qualitative assessment tool called maths histories, a concept that is based on the idea that individuals draw their personal maths history as a line graph. We shared insights learned from pilot interviews which we conducted with young and more experienced adults as well as a teacher and discuss next steps in developing this assessment tool
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