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1. Cohort Marsh Equilibrium Model (CMEM): History, Mathematics, and Implementation

   https://doi.org/10.1029/2023JG007823  

   Vahsen, M. L.; Todd‐Brown, K. E.; Hicks, J.; Pilyugin, S. S.; Morris, J. T.; Holmquist, J. R. (April 2024, Journal of Geophysical Research: Biogeosciences)

   Abstract Marsh accretion models predict the resiliency of coastal wetlands and their ability to store carbon in the face of accelerating sea level rise. Most existing marsh accretion models are derived from two parent models: the Marsh Equilibrium Model, which formalizes the biophysical relationships between sea level rise, dominant macrophyte growth, and elevation change; and the Cohort Theory Model, which formalizes how carbon mass pools belowground contribute to soil volume expansion over time. While there are several existing marsh accretion models, the application of these models by a broader base of researchers and practitioners is hindered because of (a) limited descriptions of how empirically derived ecological mechanism informed the development of these models, (b) limitations in the ability to apply models to geographies with variable tidal regimes, and (c) a lack of open‐source code to apply models. Here, we provide for the first time an explicit description of a mathematical version of the Cohort Theory Model and a numerical version of a combined model: the Cohort Marsh Equilibrium Model (CMEM) with an accompanying open‐sourceRpackage,rCMEM. We show that, through this “depth‐aware” model, we can capture how tidal variation impacts broad patterns of marsh accretion and carbon sequestration across the United States. The application of this model will likely be imperative in predicting the fate and state of coastal wetlands and the ecosystem services they provide in an era of rapid environmental change. 

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2. Lighting up history: Integrating mathematics and computational thinking in the science classroom.

   Searle, K. (January 2021, DN science scope)

   This paper shares with practitioners how to engage computing and making for better instruction of mathematics and history within a science classroom. 

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3. Engaging Multilingual Learners in Mathematics Learning

   Zareie, Parastoo (July 2025, ProQuest)
4. Interrogating Innate Intelligence Racial Narratives: Students’ Construction of Counter-Stories within the History of Mathematics

   https://doi.org/10.1007/s40753-021-00145-w  

   Reinholz, Daniel L. (January 2021, International Journal of Research in Undergraduate Mathematics Education)
5. Obstacles and affordances for integer reasoning: An analysis of children’s thinking and the history of mathematics

   Bishop, J. P.; Lamb, L. L.; Philipp, R. A.; Whitacre, I.; Schappelle, B. P.; & Lewis, M. L. (January 2014, Journal for research in mathematics education)

   We identify and document 3 cognitive obstacles, 3 cognitive affordances, and 1 type of integer understanding that can function as either an obstacle or affordance for learners while they extend their numeric domains from whole numbers to include negative integers. In particular, we highlight 2 key subsets of integer reasoning: understanding or knowledge that may, initially, interfere with one’s learning integers (which we call cognitive obstacles) and understanding or knowledge that may afford progress in understanding and operating with integers (which we call cognitive affor- dances). We analyzed historical mathematical writings related to integers as well as clinical interviews with children ages 6–10 to identify critical, persistent cognitive obstacles and powerful ways of thinking that may help learners to overcome obstacles. 

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