More Like this

1. Student inquiry in interesting lessons

   Nieves, Hector I. ; Singh, Rashmi ; Dietiker, Leslie ( January 2020 , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A. I. ; Cortés-Zavala, J. C. ; Ruiz-Arias, P. M. (Ed.)

   What impact, if any, do interesting lessons have on the types of questions students ask? To explore this question, we used lesson observations of six teachers from three high schools in the Northeast who were part of a larger study. Lessons come from a range of courses, spanning Algebra through Calculus. After each lesson, students reported interest via lesson experience surveys (Author, 2019). These interest measures were then used to identify each teachers’ highest and lowest interest lessons. The two lessons per teacher allows us to compare across the same set of students per teacher. We compiled 145 student questions and identified whether questions were asked within a group work setting or part of a whole class discussion. Two coders coded 10% of data to improve the rubric for type of students’ questions (what, why, how, and if) and perceived intent (factual, procedural, reasoning, and exploratory). Factual questions asked for definitions or explicit answers. Procedural questions were raised when students looked for algorithms or a solving process. Reasoning questions asked about why procedures worked, or facts were true. Exploratory questions expanded beyond the topic of focus, such as asking about changing the parameters to make sense of a problem. The remaining 90% of data were coded independently to determine interrater reliability (see Landis & Koch, 1977). A Cohen’s Kappa statistic (K=0.87, p<0.001) indicates excellent reliability. Furthermore, both coders reconciled codes before continuing with data analysis. Initial results showed differences between high- and low-interest lessons. Although students raised fewer mathematical questions in high-interest lessons (59) when compared with low-interest lessons (86), high-interest lessons contained more “exploratory” questions (10 versus 6). A chi-square test of independence shows a significant difference, χ2 (3, N = 145) = 12.99, p = .005 for types of students’ questions asked in high- and low-interest lessons. The high-interest lessons had more student questions arise during whole class discussions, whereas low-interest lessons had more student questions during group work. By partitioning each lesson into acts at points where the mathematical content shifted, we were able to examine through how many acts questions remained open. The average number of acts the students’ questions remained unanswered for high-interest lessons (2.66) was higher than that of low-interest lessons (1.68). Paired samples t-tests suggest that this difference is significant t(5)=2.58, p = 0.049. Therefore, student interest in the lesson did appear to impact the type of questions students ask. One possible reason for the differences in student questions is the nature of the lessons students found interesting, which may allow for student freedom to wonder and chase their mathematical ideas. There may be more overall student questions in low-interest lessons because of confusion, but more research is needed to unpack the reasoning behind student questions. 

   more » « less
2. Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation

   https://doi.org/10.1007/s10763-023-10408-4  

   Wang, Jianlan ; Wang, Yuanhua ; Moore, Yanhong ; Sneed, Stacey ; Thacker, Beth ; Hart, Stephanie ( August 2023 , International Journal of Science and Mathematics Education)

   Questioning is a critical instructional strategy for teachers to support students’ knowledge construction in inquiry-oriented science teaching. Existing literature has delineated the characteristics and functions of effective questioning strategies. However, attention has been primarily cast on the format of questioning like open-ended questions in prompting student interactions or class discourses, but not much on science content embedded in questions and how they guide students toward learning objectives. Insufficient attention has been cast on the connection between a chain of questions used by a teacher in the attempt to scaffold student conceptual understanding, especially when students encounter difficulties. Furthermore, existing methods of question analysis from massive information of class discourses are unwieldy for large-scale analysis. Science teacher education needs an instrument to assess a large sample of Pre-service Teachers’ (PST) competencies of not only asking open-ended questions to solicit students’ thoughts but also analyzing the information collected from students’ responses and determining the logical of consecutive responses. This study presented such an instrument for analyzing patterns of 60 PST’s questioning chains from when they taught a science lesson during a methods course and another lesson during student teaching. Cohen’s Kappa was conducted to examine the inter-rater reliability of the coders. The PST’s orientations from the two videos were determined and the correlation between them was compared to test the validity of this instrument. Consideration of the data from this instrument identified patterns of the PSTs’ science teaching, discussed the importance of guiding questions in inquiry teaching, and suggested quantitative studies with this instrument.

    

   more » « less
3. Evidence of a liquid–liquid phase transition in H$$_2$$O and D$$_2$$O from path-integral molecular dynamics simulations

   https://doi.org/10.1038/s41598-022-09525-x  

   Eltareb, Ali ; Lopez, Gustavo E. ; Giovambattista, Nicolas ( April 2022 , Scientific Reports)

   We perform path-integral molecular dynamics (PIMD), ring-polymer MD (RPMD), and classical MD simulations of H$$_2$$${}_2$O and D$$_2$$${}_2$O using the q-TIP4P/F water model over a wide range of temperatures and pressures. The density$$\rho (T)$$$\rho \left(T\right)$, isothermal compressibility$$\kappa _T(T)$$${\kappa }_T\left(T\right)$, and self-diffusion coefficientsD(T) of H$$_2$$${}_2$O and D$$_2$$${}_2$O are in excellent agreement with available experimental data; the isobaric heat capacity$$C_P(T)$$$C_P\left(T\right)$obtained from PIMD and MD simulations agree qualitatively well with the experiments. Some of these thermodynamic properties exhibit anomalous maxima upon isobaric cooling, consistent with recent experiments and with the possibility that H$$_2$$${}_2$O and D$$_2$$${}_2$O exhibit a liquid-liquid critical point (LLCP) at low temperatures and positive pressures. The data from PIMD/MD for H$$_2$$${}_2$O and D$$_2$$${}_2$O can be fitted remarkably well using the Two-State-Equation-of-State (TSEOS). Using the TSEOS, we estimate that the LLCP for q-TIP4P/F H$$_2$$${}_2$O, from PIMD simulations, is located at$$P_c = 167 \pm 9$$$P_c=167\pm 9$ MPa,$$T_c = 159 \pm 6$$$T_c=159\pm 6$ K, and$$\rho _c = 1.02 \pm 0.01$$${\rho }_c=1.02\pm 0.01$ g/cm$$^3$$${}^3$. Isotope substitution effects are important; the LLCP location in q-TIP4P/F D$$_2$$${}_2$O is estimated to be$$P_c = 176 \pm 4$$$P_c=176\pm 4$ MPa,$$T_c = 177 \pm 2$$$T_c=177\pm 2$ K, and$$\rho _c = 1.13 \pm 0.01$$${\rho }_c=1.13\pm 0.01$ g/cm$$^3$$${}^3$. Interestingly, for the water model studied, differences in the LLCP location from PIMD and MD simulations suggest that nuclear quantum effects (i.e., atoms delocalization) play an important role in the thermodynamics of water around the LLCP (from the MD simulations of q-TIP4P/F water,$$P_c = 203 \pm 4$$$P_c=203\pm 4$ MPa,$$T_c = 175 \pm 2$$$T_c=175\pm 2$ K, and$$\rho _c = 1.03 \pm 0.01$$${\rho }_c=1.03\pm 0.01$ g/cm$$^3$$${}^3$). Overall, our results strongly support the LLPT scenario to explain water anomalous behavior, independently of the fundamental differences between classical MD and PIMD techniques. The reported values of$$T_c$$$T_c$for D$$_2$$${}_2$O and, particularly, H$$_2$$${}_2$O suggest that improved water models are needed for the study of supercooled water.

    

   more » « less
4. Design of soft magnetic materials

   https://doi.org/10.1038/s41524-021-00682-7  

   Renuka Balakrishna, Ananya ; James, Richard D. ( January 2022 , npj Computational Materials)

   We present a strategy for the design of ferromagnetic materials with exceptionally low magnetic hysteresis, quantified by coercivity. In this strategy, we use a micromagnetic algorithm that we have developed in previous research and which has been validated by its success in solving the “Permalloy Problem”—the well-known difficulty of predicting the composition 78.5% Ni of the lowest coercivity in the Fe–Ni system—and by the insight it provides into the “Coercivity Paradox” of W. F. Brown. Unexpectedly, the design strategy predicts that cubic materials with large saturation magnetizationm_sand large magnetocrystalline anisotropy constantκ₁will have low coercivity on the order of that of Permalloy, as long as the magnetostriction constantsλ₁₀₀, λ₁₁₁are tuned to special values. The explicit prediction for a cubic material with low coercivity is the dimensionless number$$({c}_{11}-{c}_{12}){\lambda }_{100}^{2}/(2{\kappa }_{1})=81$$$\left(c_{11}-c_{12}\right){\lambda }_{100}^2/\left(2{\kappa }_1\right)=81$for 〈100〉 easy axes. The results would seem to have broad potential application, especially to magnetic materials of interest in energy research.

    

   more » « less
5. Non-simple conformal loop ensembles on Liouville quantum gravity and the law of CLE percolation interfaces

   https://doi.org/10.1007/s00440-021-01070-4  

   Miller, Jason ; Sheffield, Scott ; Werner, Wendelin ( June 2021 , Probability Theory and Related Fields)

   We study the structure of the Liouville quantum gravity (LQG) surfaces that are cut out as one explores a conformal loop-ensemble$$\hbox {CLE}_{\kappa '}$$${\text{CLE}}_{{\kappa }^{\prime }}$for$$\kappa '$$${\kappa }^{\prime }$in (4, 8) that is drawn on an independent$$\gamma $$$\gamma$-LQG surface for$$\gamma ^2=16/\kappa '$$${\gamma }^2=16/{\kappa }^{\prime }$. The results are similar in flavor to the ones from our companion paper dealing with$$\hbox {CLE}_{\kappa }$$${\text{CLE}}_{\kappa }$for$$\kappa $$$\kappa$in (8/3, 4), where the loops of the CLE are disjoint and simple. In particular, we encode the combined structure of the LQG surface and the$$\hbox {CLE}_{\kappa '}$$${\text{CLE}}_{{\kappa }^{\prime }}$in terms of stable growth-fragmentation trees or their variants, which also appear in the asymptotic study of peeling processes on decorated planar maps. This has consequences for questions that do a priori not involve LQG surfaces: In our paper entitled “CLE Percolations” described the law of interfaces obtained when coloring the loops of a$$\hbox {CLE}_{\kappa '}$$${\text{CLE}}_{{\kappa }^{\prime }}$independently into two colors with respective probabilitiespand$$1-p$$$1-p$. This description was complete up to one missing parameter$$\rho $$$\rho$. The results of the present paper about CLE on LQG allow us to determine its value in terms ofpand$$\kappa '$$${\kappa }^{\prime }$. It shows in particular that$$\hbox {CLE}_{\kappa '}$$${\text{CLE}}_{{\kappa }^{\prime }}$and$$\hbox {CLE}_{16/\kappa '}$$${\text{CLE}}_{16/{\kappa }^{\prime }}$are related via a continuum analog of the Edwards-Sokal coupling between$$\hbox {FK}_q$$${\text{FK}}_q$percolation and theq-state Potts model (which makes sense even for non-integerqbetween 1 and 4) if and only if$$q=4\cos ^2(4\pi / \kappa ')$$$q=4{cos}^2(4\pi /{\kappa }^{\prime })$. This provides further evidence for the long-standing belief that$$\hbox {CLE}_{\kappa '}$$${\text{CLE}}_{{\kappa }^{\prime }}$and$$\hbox {CLE}_{16/\kappa '}$$${\text{CLE}}_{16/{\kappa }^{\prime }}$represent the scaling limits of$$\hbox {FK}_q$$${\text{FK}}_q$percolation and theq-Potts model whenqand$$\kappa '$$${\kappa }^{\prime }$are related in this way. Another consequence of the formula for$$\rho (p,\kappa ')$$$\rho (p,{\kappa }^{\prime })$is the value of half-plane arm exponents for such divide-and-color models (a.k.a. fuzzy Potts models) that turn out to take a somewhat different form than the usual critical exponents for two-dimensional models.

    

   more » « less