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1. Misconception of Abstraction: When to Use an Example and When to Use a Variable?

   https://doi.org/10.1145/3501709.3544276  

   Du, Hanxiang; Xing, Wanli; Zhang, Yuanlin (August 2022, Proceedings of the 2022 ACM Conference on International Computing Education Research)
2. When to use and when not to use BBR: An empirical analysis and evaluation study

   https://doi.org/10.1145/3355369.3355579  

   Cao, Yi; Jain, Arpit; Sharma, Kriti; Balasubramanian, Aruna; Gandhi, Anshul (October 2019, IMC '19: Proceedings of the Internet Measurement Conference)
3. How to Use Quantum Indistinguishability Obfuscation

   https://doi.org/10.1145/3618260.3649779  

   Coladangelo, Andrea; Gunn, Sam (June 2024, ACM)
4. Frog hatchlings use early environmental cues to produce an anticipatory resource-use phenotype

   https://doi.org/10.1098/rsbl.2022.0613  

   Harmon, Emily A.; Evans, Boyce; Pfennig, David W. (March 2023, Biology Letters)

   Developmental plasticity can occur at any life stage, but plasticity that acts early in development may give individuals a competitive edge later in life. Here, we asked if early (pre-feeding) exposure to a nutrient-rich resource impacts hatchling morphology in Mexican spadefoot toad tadpoles, Spea multiplicata . A distinctive carnivore morph can be induced when tadpoles eat live fairy shrimp. We investigated whether cues from shrimp––detected before individuals are capable of feeding––alter hatchling morphology such that individuals could potentially take advantage of this nutritious resource once they begin feeding. We found that hatchlings with early developmental exposure to shrimp were larger and had larger jaw muscles––traits that, at later stages, increase a tadpole's competitive ability for shrimp. These results suggest that early developmental stages can assess and respond to environmental cues by producing resource-use phenotypes appropriate for future conditions. Such anticipatory plasticity may be an important but understudied form of developmental plasticity. 

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5. When Am I (N)ever Going to Use This? How Engineers Use Algebra

   Istas, Brooke; Walkington, Candace; Leyva, Elizabeth (July 2021, 2021 ASEE Virtual Annual Conference)

   Mathematics is an important tool in engineering practice, as mathematical rules govern many designed systems (e.g., Nathan et al., 2013; Nathan et al., 2017). Investigations of structural engineers suggest that mathematical modelling is ubiquitous in their work, but the nature of the tasks they confront is not well-represented in the K-12 classroom (e.g., Gainsburg, 2006). This follows a larger literature base suggesting that school mathematics is often inauthentic and does represent how mathematics is used in practice. At the same time, algebra is a persistent gatekeeper to careers in engineering (e.g., Harackiewicz et al., 2012; Olson & Riordan, 2012). In the present study, we interviewed 12 engineers, asking them a series of questions about how they use specific kinds of algebraic function (e.g., linear, exponential, quadratic) in their work. The purpose of these interviews was to use the responses to create mathematical scenarios for College Algebra activities that would be personalized to community college students’ career interests. This curriculum would represent how algebra is used in practice by STEM professionals. However, our results were not what we expected. In this paper, we discuss three major themes that arose from qualitative analyses of the interviews. First, we found that engineers resoundingly endorsed the importance of College Algebra concepts for their day-to-day work, and uniformly stated that math was vital to engineering. However, the second theme was that the engineers struggled to describe how they used functions more complex than linear (i.e., y=mx+b) in their work. Students typically learn about linear functions prior to College Algebra, and in College Algebra explore more complex functions like polynomial, logarithmic, and exponential. Third, we found that engineers rarely use the explicit algebraic form of an algebraic function (e.g., y=3x+5), and instead rely on tables, graphs, informal arithmetic, and computerized computation systems where the equation is invisible. This was surprising, given that the bulk of the College Algebra course involves learning how to use and manipulate these formal expressions, learning skills like factoring, simplifying, solving, and interpreting parameters. We also found that these trends for engineers followed trends we saw in our larger sample where we interviewed professionals from across STEM fields. This study calls into question the gatekeeping role of formal algebraic courses like College Algebra for STEM careers. If engineers don’t actually use 75% of the content in these courses, why are they required? One reason might be that the courses are simply outdated, or arguments might be made that learning mathematics builds more general modelling and problem-solving skills. However, research from educational psychology on the difficulty of transfer would strongly refute this point – people tend to learn things that are very specific. Another reason to consider is that formal mathematics courses like advanced algebra have emerged as a very convenient mechanism to filter people by race, gender, and socioeconomic background, and to promote the maintenance of the “status quo” inequality in STEM fields. This is a critical issue to investigate for the future of the field of engineering as a whole. 

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