Search for: All records

Abstract The San Diego Formation, Pico Formation, Careaga Sandstone, and Foxen Mudstone of southern California are thought to be late Pliocene to early Pleistocene; however, numerical ages have not been determined. Following assessment of diagenetic alteration via multiple methods including scanning electron microscopy (SEM), X-ray diffraction (XRD), and minor elemental concentrations, we attempted to use strontium isotope stratigraphy to assign numerical ages. Using aragonitic fossils, we obtained ages of 2.0–1.85 Ma for the Careaga Sandstone and 2.0–1.75 Ma for the uppermost Foxen Mudstone, consistent with biostratigraphic work suggesting a Gelasian age for the Careaga Sandstone. Isotope ratios for aragonitic and calcitic fossils from the Pico Formation were poorly constrained, with the exception of one bed yielding ages of 5.1–4.3 Ma. Isotope ratios from the San Diego Formation were also inconsistent within beds, with the exception of two isolated outcrops that yielded ages of 5.0–4.5 Ma and 4.5–2.8 Ma, respectively. The age estimates for the Pico and San Diego Formations are older than most ages inferred from biostratigraphy. Noting that some aragonitic specimens from the San Diego Formation yielded isotope ratios indicative of ages as old as 19.4 Ma, we propose that some outcrops have been affected by diagenesis caused by groundwater flow through proximal granitic rocks and input from detrital sediment. Although we recommend that strontium isotope results for the Pico and San Diego Formations be interpreted with caution, the ages of the uppermost Foxen Mudstone and Careaga Sandstone can be confidently placed within the early Pleistocene. 

Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.