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Articles 1351 - 1380 of 9095
Full-Text Articles in Entire DC Network
The Nitrogen Budget Of Laboratory-Simulated Western Us Wildfires During The Firex 2016 Fire Lab Study, James M. Roberts, Chelsea E. Stockwell, Robert J. Yokelson, Joost De Gouw, Yong Liu, Vanessa Selimovic, Abigail R. Koss, Kanako Sekimoto, Matthew M. Coggon, Bin Yuan, Kyle J. Zarzana, Steven S. Brown, Cristina Santin, Stefan H. Doerr, Carsten Warneke
The Nitrogen Budget Of Laboratory-Simulated Western Us Wildfires During The Firex 2016 Fire Lab Study, James M. Roberts, Chelsea E. Stockwell, Robert J. Yokelson, Joost De Gouw, Yong Liu, Vanessa Selimovic, Abigail R. Koss, Kanako Sekimoto, Matthew M. Coggon, Bin Yuan, Kyle J. Zarzana, Steven S. Brown, Cristina Santin, Stefan H. Doerr, Carsten Warneke
Chemistry and Biochemistry Faculty Publications
Reactive nitrogen (Nr, defined as all nitrogencontaining compounds except for N2 and N2O) is one of the most important classes of compounds emitted from wildfire, as Nr impacts both atmospheric oxidation processes and particle formation chemistry. In addition, several Nr compounds can contribute to health impacts from wildfires. Understanding the impacts of wildfire on the atmosphere requires a thorough description of Nr emissions. Total reactive nitrogen was measured by catalytic conversion to NO and detection by NO-O3 chemiluminescence together with individual Nr species during a series of laboratory fires of fuels characteristic of western US wildfires, conducted as part of …
July 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
July 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
Supporting Novice Mathematics Teacher Educators Teaching Elementary Mathematics Content Courses For The First Time, Siobahn Suppa, Joseph Dinapoli, Eva Thanheiser, Jennifer M. Tobias, Sheunghyun Yeo
Supporting Novice Mathematics Teacher Educators Teaching Elementary Mathematics Content Courses For The First Time, Siobahn Suppa, Joseph Dinapoli, Eva Thanheiser, Jennifer M. Tobias, Sheunghyun Yeo
The Mathematics Enthusiast
In order to be effectively prepared by a teacher education program, prospective elementary teachers (PTs) need to experience high quality mathematics instruction in their mathematics content courses. The instructors of these courses typically consist of individuals (mathematicians and mathematics educators) with ranging experiences, from tenured faculty members to first-year assistant professors or graduate students. This paper explores how to support novice mathematics teacher educators (MTEs) who are teaching elementary content coursework for PTs for the first time. We detail and describe how to implement three systems for supporting novice MTEs: working with a mentor, being provided with educative curriculum materials, …
Growing A Greater Understanding Of Multiplication Through Lesson Study: Mathematics Teacher Educators’ Professional Development, Mollie H. Appelgate, Lara Dick, Melissa Soto, Dittika Gupta
Growing A Greater Understanding Of Multiplication Through Lesson Study: Mathematics Teacher Educators’ Professional Development, Mollie H. Appelgate, Lara Dick, Melissa Soto, Dittika Gupta
The Mathematics Enthusiast
Research cites the need for developing teachers’ mathematical knowledge for teaching (MKT) as well as for developing mathematics teacher educators’ (MTEs) mathematical knowledge for teaching teachers (MKTT). Using the framework of lesson study: formulating goals and researching, planning, implementing and observing, and reflecting (Lewis & Hurd, 2011), a group of MTEs designed and analyzed a lesson on multiplication for prospective elementary teachers. A qualitative analysis of MTE journal reflections and prospective teacher work showed a greater understanding of MTEs’ MKTT related to multiplication after completion of the lesson study. The authors recommend MTEs conduct lesson studies for other mathematics topics …
Providing Opportunities To Develop Prospective Teachers’ Pedagogical Content Knowledge, Aina Appova, Cynthia E. Taylor
Providing Opportunities To Develop Prospective Teachers’ Pedagogical Content Knowledge, Aina Appova, Cynthia E. Taylor
The Mathematics Enthusiast
One responsibility of mathematics teacher educators is to provide opportunities for prospective teachers to develop the necessary knowledge to be highly qualified professionals and effective mathematics teachers. Hill, Ball, and Schilling (2008) delineated two major knowledge domains required for mathematics teachers to be effective: subject matter knowledge and pedagogical content knowledge. In this article, based on literature review, we explore specific recommendations for mathematics teacher educators, including mathematicians and novice mathematics teacher educators, on different ways to incorporate lesson ideas into mathematics content courses to help provide opportunities for grades K-8 (age 5-14) prospective teachers’ development of pedagogical content knowledge. …
Using Transformative Learning Theory To Help Prospective Teachers Learn Mathematics That They Already “Know”, Kim Johnson, Dana Olanoff
Using Transformative Learning Theory To Help Prospective Teachers Learn Mathematics That They Already “Know”, Kim Johnson, Dana Olanoff
The Mathematics Enthusiast
Prospective Teachers (PTs) often enter their mathematics content courses believing that they know enough mathematics to teach elementary school. However, research has shown that much of PTs’ knowledge is procedurally based and lacks depth and conceptual understanding. One job of Mathematics Teacher Educators (MTEs) in mathematics content courses is to help PTs become more mathematically proficient, by relearning the mathematics that they believe they already know in deeper, more connected ways. We suggest that one way for MTEs to do this is to incorporate Transformative Learning Theory (TLT) into their mathematics content courses. TLT is an application of andragogy, which …
The Role Of Uncertainty In Mathematical Tasks For Prospective Elementary Teachers, Ziv Feldman, Megan Wickstrom, Sayonita Ghosh Hajra, Dittika Gupta
The Role Of Uncertainty In Mathematical Tasks For Prospective Elementary Teachers, Ziv Feldman, Megan Wickstrom, Sayonita Ghosh Hajra, Dittika Gupta
The Mathematics Enthusiast
Mathematics teacher educators (MTEs) charged with the content preparation of prospective elementary teachers (PTs) receive widespread recommendations on a variety of issues, including which mathematical topics to include in their courses, the types of pedagogical strategies to use when working with PTs, and how to foster the development of particular mathematical practices. The nature of the mathematical tasks that MTEs can use to best support and extend PTs’ content knowledge is another area that deserves attention. This article considers uncertainty as a task feature and explains how it can be incorporated into mathematical tasks in order to support PTs’ specialized …
Teaching The Mathematics That Teachers Need To Know: Classroom Ideas For Supporting Prospective Elementary Teachers’ Development Of Mathematical Knowledge For Teaching, Eric W. Kuennen, John E. Beam
Teaching The Mathematics That Teachers Need To Know: Classroom Ideas For Supporting Prospective Elementary Teachers’ Development Of Mathematical Knowledge For Teaching, Eric W. Kuennen, John E. Beam
The Mathematics Enthusiast
The goal of this article is to articulate aspects of mathematical knowledge for teaching (MKT) that should be addressed in college mathematics content courses for prospective teachers (PTs), and to make research- and practice-based recommendations of class activities, materials, and strategies in support of developing this knowledge. We describe class activities that engage PTs in problem solving as a means of making sense of the content that they will later teach and that immerse them in the mathematics practices that they will later need to foster with their own students. We also provide examples of how mathematics manipulatives, school curriculum …
Strategies For Assessing Mathematical Knowledge For Teaching In Mathematics Content Courses, Cody L. Patterson, Amy Parrott, Jason Belnap
Strategies For Assessing Mathematical Knowledge For Teaching In Mathematics Content Courses, Cody L. Patterson, Amy Parrott, Jason Belnap
The Mathematics Enthusiast
In their practice, teachers must not only know how to solve mathematics problems; they must also be able to make sense of students’ mathematical thinking, understand the organization and intent of curricular materials, and select contexts to motivate and highlight mathematical ideas. Similarly, mathematics content courses for prospective teachers (PTs) should not only seek to convey mathematical content; they should prepare PTs to use mathematical knowledge in ways that enhance school teaching and learning of the subject. Accordingly, mathematics teacher educators (MTEs) should assess not only the mathematics that PTs know but also whether this mathematical knowledge is organized in …
Supporting Mathematics Teacher Educators’ Practices For Facilitating Prospective Teachers’ Mathematical Explanations In Content Courses, Allyson Hallman-Thrasher, Ginger Rhodes, Kyle Schultz
Supporting Mathematics Teacher Educators’ Practices For Facilitating Prospective Teachers’ Mathematical Explanations In Content Courses, Allyson Hallman-Thrasher, Ginger Rhodes, Kyle Schultz
The Mathematics Enthusiast
The push for more student-generated explanations in K-8 mathematics classrooms, together with prospective teachers’ well-documented weaknesses in both providing adequate explanation and appreciating what constitutes a sound mathematical explanation, points to the need for more experiences for prospective teachers to formulate explanations of mathematical ideas before asking them to facilitate students’ explanations. Creating experiences for prospective teachers to wrestle with challenging mathematics and learn to elicit, develop, and evaluate mathematical explanations is a responsibility of mathematics teacher educators (MTEs) who teach content courses for teachers. Our work considers MTEs’ practices that encourage prospective elementary teachers to construct and critique explanations. …
Fostering And Modeling The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers, Stephanie Bernander, Jennifer E. Szydlik, Carol E. Seaman
Fostering And Modeling The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers, Stephanie Bernander, Jennifer E. Szydlik, Carol E. Seaman
The Mathematics Enthusiast
What do prospective elementary teachers (PTs) need to learn about the nature and practice of mathematics? What pedagogy is powerful in achieving those learning outcomes? This article focuses on ways to foster and model a classroom culture of doing mathematics with PTs. We describe ways to support them in solving problems, using and valuing precise language and notation, making sense of definitions, conjecturing, generalizing, and in communicating and justifying their mathematical thinking. We assert that participation in authentic mathematical practices provides PTs with the mathematical disposition and the tools to continue to learn mathematics long after they leave your classroom; …
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
Teaching Sociopolitical Issues In Mathematics Teacher Preparation: What Do Mathematics Teacher Educators Need To Know?, Mathew D. Felton-Koestler
The Mathematics Enthusiast
Attention to issues of social justice is becoming increasingly prominent in teacher education programs and in the field of mathematics education (e.g., White, Crespo, & Civil, 2016). Moreover, scholars have argued that instead of remaining isolated in a single course (typically the “multicultural” course), a focus on social justice must be integrated throughout teacher education programs (McDonald & Zeichner, 2009). This requires that mathematics teacher educators be prepared to address social justice in their mathematics content and methods courses. There are a variety of perspectives in the literature on social justice mathematics education (Wager & Stinson, 2012). In my work …
Guest Editorial: Special Issue On Supporting Mathematics Teacher Educators’ Knowledge And Practices For Teaching Content To Prospective (Grades K-8) Teachers, Aina Appova, Rachael M. Welder, Ziv Feldman
Guest Editorial: Special Issue On Supporting Mathematics Teacher Educators’ Knowledge And Practices For Teaching Content To Prospective (Grades K-8) Teachers, Aina Appova, Rachael M. Welder, Ziv Feldman
The Mathematics Enthusiast
No abstract provided.
Foreword: Building A Profession Of Mathematics Teacher Education, James Hiebert, Dawn Berk
Foreword: Building A Profession Of Mathematics Teacher Education, James Hiebert, Dawn Berk
The Mathematics Enthusiast
No abstract provided.
Exploring Mathematical Knowledge For Teaching Teachers: Supporting Prospective Elementary Teachers’ Relearning Of Mathematics, Alison Castro Superfine, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, Christina Eubanks-Turner
Exploring Mathematical Knowledge For Teaching Teachers: Supporting Prospective Elementary Teachers’ Relearning Of Mathematics, Alison Castro Superfine, Priya V. Prasad, Rachael M. Welder, Dana Olanoff, Christina Eubanks-Turner
The Mathematics Enthusiast
The growing number of studies on mathematics teacher educator knowledge have consistently argued that mathematics teacher educators require specialized knowledge in their work with prospective teachers (beyond the knowledge needed for teaching students), what researchers refer to as mathematical knowledge for teaching teachers. Drawing from existing research and aspects of our own work as mathematics teacher educators, we offer our own conceptualization of mathematical knowledge for teaching teachers and illustrate ways in which we as mathematics teacher educators use our own knowledge in teaching mathematics content to prospective teachers. We are particularly concerned with the knowledge mathematics teacher educators use …
What Content Prek-8 Prospective Teachers Should Know And Why: Topic Recommendations For Content Courses, Pingping Zhang, April Brown, Manjula Joseph, Jia He
What Content Prek-8 Prospective Teachers Should Know And Why: Topic Recommendations For Content Courses, Pingping Zhang, April Brown, Manjula Joseph, Jia He
The Mathematics Enthusiast
There is a long history of mathematics educators trying to answer the questions of what mathematics is essential to learn and why, including the mathematical education of prospective teachers. Determining the answer to these questions and conveying that answer convincingly are not always easy tasks for new mathematics teacher educators (MTEs). As an MTE’s career progresses (or in some cases as novice MTEs), they must also decide how much content is possible to cover in the context of one, two, or three semesters. That is, how deep is deep enough, and how much breadth is feasible? And how does an …
Professional Development For Mathematics Teacher Education Faculty: Need And Design, Billy Jackson, Shandy Hauk, Jenq Jong Tsay, Alma Ramirez
Professional Development For Mathematics Teacher Education Faculty: Need And Design, Billy Jackson, Shandy Hauk, Jenq Jong Tsay, Alma Ramirez
The Mathematics Enthusiast
The purpose of this report is to share a conceptual model useful in the design of professional learning about teaching for university mathematics faculty. The model is illustrated by examples from a particular design effort: the development of an online shortcourse for faculty new to teaching mathematics courses for prospective primary school teachers. How novice mathematics teacher educators grow as instructors is an emerging area of research and development in the United States. At the same time, it is well established that effective instructional design of any course, including a course for faculty, requires breadth first: understanding and anticipating the …
Opportunities To Decrease Elementary Prospective Teachers’ Mathematics Anxiety, Monica S. Karunakaran
Opportunities To Decrease Elementary Prospective Teachers’ Mathematics Anxiety, Monica S. Karunakaran
The Mathematics Enthusiast
There is a large body of research that documents mathematics anxiety among elementary prospective teachers (PTs) (e.g., Dutton, 1951; Gresham, 2007; Sloan, 2010). Anxiety about mathematics leaves many PTs with the belief that they are not good at doing mathematics, a fear of doing mathematics, and the response that they do not want to talk about or display this fear to others. This disposition is dangerous for PTs because it perpetuates a cycle of mathematics anxiety with their future students. The goal of this article is to encourage the use of research findings when mathematics teacher educators (MTEs) are working …
Mathematics Teacher Educators’ Addressing The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers: A Focus On Critiquing The Reasoning Of Others, Brooke Max, Rachael M. Welder
Mathematics Teacher Educators’ Addressing The Common Core Standards For Mathematical Practice In Content Courses For Prospective Elementary Teachers: A Focus On Critiquing The Reasoning Of Others, Brooke Max, Rachael M. Welder
The Mathematics Enthusiast
Over the last forty years, standards and recommendations for teachers and learners of K-12 mathematics in the US have evolved to highlight mathematical practices (e.g., Common Core State Standards of Mathematics, Standards for Mathematical Practice [SMPs]). Practice standards (i.e., SMPs) describe mathematical competencies that should be developed in learners of mathematics at all levels. National organizations (e.g., Conference Board of Mathematical Sciences) have specifically called for attention to be given to SMPs in collegiate mathematics content courses for prospective elementary (ages 5-12) teachers (PTs). The goal of this paper is to help instructors of such courses, especially those new to …
Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth Macdonald, Jessica F. Shumway
Experiencing Active Mathematics Learning: Meeting The Expectations For Teaching And Learning In Mathematics Classrooms, Kristy Litster, Beth Macdonald, Jessica F. Shumway
The Mathematics Enthusiast
Active learning mathematics classrooms incorporate meaningful activities that emphasize reasoning, thinking and active interaction with mathematics. Current mathematics standards and curricula recommend that Mathematics Teacher Educators (MTEs) use elements of active learning in their mathematics content courses specifically designed for Prospective Teachers (PTs) as they prepare PTs to learn and teach mathematics. However, it can be very difficult for PTs to shift their pedagogical dispositions towards instruction associated with active learning because they typically have not experienced mathematics taught in this way. This article focuses on two instructional practices for MTEs to use with PTs. First, selecting tasks that promote …
Introductory Calculus: Through The Lenses Of Covariation And Approximation, Caleb Huber
Introductory Calculus: Through The Lenses Of Covariation And Approximation, Caleb Huber
Graduate Student Portfolios, Professional Papers, and Capstone Projects
Over the course of a year, I investigated reformative approaches to the teaching of calculus. My research revealed the substantial findings of two educators, Michael Oehrtman and Pat Thompson, and inspired me to design a course based upon two key ideas, covariation and approximation metaphors. Over a period of six weeks, I taught a course tailored around these ideas and documented student responses to both classroom activities and quizzes. Responses were organized intonarratives, covariation, rates of change, limits, and delta notation. Covariation with respect to rates of change was found to be incredibly complex, and students would often see it …
University Of Montana Commencement List, Spring 2020, University Of Montana--Missoula. Office Of The Registrar
University Of Montana Commencement List, Spring 2020, University Of Montana--Missoula. Office Of The Registrar
University of Montana Commencement Programs, 1898-2020
Due to COVID-19, the Registrar did not publish an official Spring 2020 commencement program (physically or digitally). Library staff copied the list of graduates from the commencement web site and saved the list for online access in this repository.
May 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
May 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
Department Of Mathematical Sciences Newsletter, Spring 2020, University Of Montana--Missoula. Department Of Mathematical Sciences
Department Of Mathematical Sciences Newsletter, Spring 2020, University Of Montana--Missoula. Department Of Mathematical Sciences
Newsletters from the Department of Mathematical Sciences at UM
Professor Matt Roscoe Receives Prize from the Museum of Mathematics / Fred Peck -- UM Math Faculty Authors: Steele and Bardsley / Mark Kayll -- Vera Myers 1926-2020 -- Notes from the Chair / Emily Stone -- Honor Roll of Donors -- Spring 2020 Scholarship and Award Winners -- Degree Recipients 2019-20 -- Lauren Fern Honored as a Montana University System Teaching Scholar / Nikolaus Vonessen
Montanan, Spring 2020, University Of Montana--Missoula
Montanan, Spring 2020, University Of Montana--Missoula
Montanan Magazine, 1969-2024
This is the magazine of the University of Montana with news about the University for UM alumni as well as current faculty, students, staff, and administrators. This is volume 37, number 2.
Ambient Air Quality In The Kathmandu Valley, Nepal, During The Pre-Monsoon: Concentrations And Sources Of Particulate Matter And Trace Gases, Md Robiul Islam, Thilina Jayarathne, Isobel J. Simpson, Benjamin Werden, John Maben, Ashley Gilbert, Puppala S. Praveen, Sagar Adhikari, Arnico K. Panday, Maheswar Rupakheti, Donald R. Blake, Robert J. Yokelson, Peter F. Decarlo, William C. Keene, Elizabeth A. Stone
Ambient Air Quality In The Kathmandu Valley, Nepal, During The Pre-Monsoon: Concentrations And Sources Of Particulate Matter And Trace Gases, Md Robiul Islam, Thilina Jayarathne, Isobel J. Simpson, Benjamin Werden, John Maben, Ashley Gilbert, Puppala S. Praveen, Sagar Adhikari, Arnico K. Panday, Maheswar Rupakheti, Donald R. Blake, Robert J. Yokelson, Peter F. Decarlo, William C. Keene, Elizabeth A. Stone
Chemistry and Biochemistry Faculty Publications
The Kathmandu Valley in Nepal is a bowl-shaped urban basin that experiences severe air pollution that poses health risks to its 3.5 million inhabitants. As part of the Nepal Ambient Monitoring and Source Testing Experiment (NAMaSTE), ambient air quality in the Kathmandu Valley was investigated from 11 to 24 April 2015, during the premonsoon season. Ambient concentrations of fine and coarse particulate matter (PM2:5 and PM10, respectively), online PM1, inorganic trace gases (NH3, HNO3, SO2, and HCl), and carbon-containing gases (CO2, CO, CH4, and 93 nonmethane volatile organic compounds; NMVOCs) were quantified at a semi-urban location near the center of …
March 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
March 2020 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
Making Sense Of Robustness Through The Modal Understanding Framework, Grayson O'Reilly
Making Sense Of Robustness Through The Modal Understanding Framework, Grayson O'Reilly
UM Graduate Student Research Conference (GradCon)
I track the robustness discourse beginning with Richard Levins’ influential 1966 article followed by Steven Orzack and Elliott Sober’s response, and then highlight contemporary philosophers in order to demonstrate the problematic nature of robustness. Through this discourse I arrive at a clear picture of the capabilities and shortcomings of robustness and demonstrate that we require a more flexible framework of scientific understanding in order to make sense of robustness given our current intuitions and practices and in the face of an urgent climate crisis. I argue that Soazig Le Bihan's modal view does just that. I lay out how we …
Chmy 143n.00: College Chemistry Ii, Mark S. Cracolice
Chmy 143n.00: College Chemistry Ii, Mark S. Cracolice
University of Montana Course Syllabi
No abstract provided.
Nrsm 385.01: Waterdhed Hydrology, Kevin D. Hyde
Nrsm 385.01: Waterdhed Hydrology, Kevin D. Hyde
University of Montana Course Syllabi, 2016-2020
No abstract provided.