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Articles 1 - 30 of 13044
Full-Text Articles in Entire DC Network
Co-Creation Of Classroom Language: Supporting Learners To Develop Expressions Of Uncertainty And Statistical Concepts, Jioo Nimkar, Nayanatara Ruth Gautham
Co-Creation Of Classroom Language: Supporting Learners To Develop Expressions Of Uncertainty And Statistical Concepts, Jioo Nimkar, Nayanatara Ruth Gautham
The Mathematics Enthusiast
This qualitative study explored how Grade 4 students and the researcher co-created language to express statistical concepts in a multilingual Indian classroom during a week-long instructional sequence. The analysis draws on a situated socio-cultural perspective on language in mathematics. Students’ language progressed from simple claims to more refined and sophisticated expressions, enabling them to discuss central tendencies and distributions while acknowledging uncertainty. Co-created phrases such as āsapās reshā (the nearby line) not only supported communication but also deepened reasoning. The article also discusses what role scaffolding played in refining these informal resources.
Multimodal Interpretation Of Notation, Dave Hewitt, Jenni Ingram
Multimodal Interpretation Of Notation, Dave Hewitt, Jenni Ingram
The Mathematics Enthusiast
Challenges related to the teaching and learning of formal notation in school mathematics are widely documented, and specifically in relation to the underlying mathematical structures that the notation is intended to convey. In this article, we draw on embodied cognition to examine the interactions among three students working with the software Grid Algebra. Embodied cognition emphasises the role of gesture and movement in learning and understanding mathematics. Grid Algebra uses movement to direct students’ attention to mathematical operations on numbers and numerical expressions within the grid and the structure of these operations, while the software takes care of the …
Linguistic And Conceptual Transfer: Crosslinguistic Translanguaging In The English-French Bilingual Mathematics Classroom In The Uk, Jo Skelton, Jane Spiro
Linguistic And Conceptual Transfer: Crosslinguistic Translanguaging In The English-French Bilingual Mathematics Classroom In The Uk, Jo Skelton, Jane Spiro
The Mathematics Enthusiast
This paper presents the findings of a study, conducted as part of a PhD thesis, exploring ways in which translanguaging can be used to support the development of conceptual understanding of division. The study focused on 18 8-9-year-old pupils learning mathematics through the instructional languages of English and French in an ‘immersion-style’ bilingual education context in England. The data was collected from four consecutive mathematics lessons focusing on division, the first two taught through English by a monolingual English teacher and the second two taught in French by a bilingual French teacher. Both teachers were interviewed directly following their second …
From Words To Worlds: Concluding Reflections And Emerging Directions, Jenni Ingram, Núria Planas, David Pimm
From Words To Worlds: Concluding Reflections And Emerging Directions, Jenni Ingram, Núria Planas, David Pimm
The Mathematics Enthusiast
In concluding the second series of eight articles in the double special issue on ‘Engaging with communication and language in relation to mathematics and its education’, we take the opportunity to reflect across the articles to prompt us all to consider potential and emerging directions for future research. This final article is overall a commentary inspired by the communication-centred and language-centred contributions to mathematics education across the entire collection of articles, that is, all those comments that situate mathematics and its education as language and communication praxis. We explore this relationship between mathematics and its education with communication and language …
From Uncertainty To Dialogue: Visualising Collaborative Noticing And Mathematical Intuitions In Students' Narratives Within Probability Learning, Daniela Diaz-Rojas
From Uncertainty To Dialogue: Visualising Collaborative Noticing And Mathematical Intuitions In Students' Narratives Within Probability Learning, Daniela Diaz-Rojas
The Mathematics Enthusiast
This study explores the critical role of language and communication in fostering collaborative noticing practices that display mathematical intuitions within probability learning. Through an analysis of student interactions, I show how the joint articulation of ideas and the exploration of shared doubt enable intuition, often perceived as an object that is held and a solitary experience, to become a socially shared and co-constructed process. The observed collaborative dialogue concerns shared content and form, constructing a joint narrative architecture that enables common understanding and allows the group to notice, examine, and reshape their intuitions. Collaborative noticing when working with probability problems …
Affectivity As A Form Of Communication During Interactions Between Parent, Child, And Touchcounts, Qiang Lin
Affectivity As A Form Of Communication During Interactions Between Parent, Child, And Touchcounts, Qiang Lin
The Mathematics Enthusiast
This qualitative study examines communication in family mathematics settings, focusing on how embodied communication is constituted during parent–child interaction with a multitouch technology application, TouchCounts. Moving beyond information–transmission perspectives, the study adopts an embodied and relational approach centered on affectivity—conceptualized as the circulation of attunement, resonance, and intensity of movement and feeling across human and non-human components of the parent–child–TouchCounts assemblage. Drawing on close qualitative analysis of two selected video-recorded excerpts, the study traces how mathematical events unfold moment by moment through bodily action and material engagement, and how affective flow shapes how participants respond to one …
Montana Kaimin, October 1, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, October 1, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.
Documents From The September 16, 2026 Meeting Of The Associated Students Of The University Of Montana (Asum), University Of Montana -- Missoula. Associated Students
Documents From The September 16, 2026 Meeting Of The Associated Students Of The University Of Montana (Asum), University Of Montana -- Missoula. Associated Students
Senate Meeting Agendas and Minutes, 2007-Present
Agenda and meeting minutes from the September 16, 2026 meeting of the Associated Students of the University of Montana (ASUM). No resolutions were made during this meeting.
Montana Kaimin, September 10, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, September 10, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.
Montana Kaimin, September 3, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, September 3, 2026, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.
Revisiting The Secretary Problem, Steven J. Brams, D. Marc Kilgour
Revisiting The Secretary Problem, Steven J. Brams, D. Marc Kilgour
The Mathematics Enthusiast
The venerable Secretary Problem asks how a decision maker (DM) should select one of n candidates, who come up randomly, when the only information available is each candidate’s strict rank within the set of previous applicants. Moreover, DM may select only the current candidate. Our illustrative case has n = 9 candidates, for which the Standard Method is to reject outright the first 3 candidates and then choose the first of the 4th through 8th candidates who is better than all of the first three, or the 9th candidate if none of them is. We compare the Standard Method with …
Ahat 343.01: Therapeutic Interventions - Lab, Nick Cromidas
Ahat 343.01: Therapeutic Interventions - Lab, Nick Cromidas
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Kin 105.01: Foundations Of Exercise Science, Melanie L. Mcgrath
Kin 105.01: Foundations Of Exercise Science, Melanie L. Mcgrath
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Kin 106.01: Foundations Of Exercise Science - Lab, Melanie L. Mcgrath
Kin 106.01: Foundations Of Exercise Science - Lab, Melanie L. Mcgrath
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Ahat 342.01: Therapeutic Interventions, Nick Cromidas
Ahat 342.01: Therapeutic Interventions, Nick Cromidas
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Kin 440.01: Sports Psychology, Charles G. Palmer
Kin 440.01: Sports Psychology, Charles G. Palmer
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Kin 205.01: Foundations Of Integrative Physiology And Athletic Training, Melanie L. Mcgrath
Kin 205.01: Foundations Of Integrative Physiology And Athletic Training, Melanie L. Mcgrath
University of Montana Course Syllabi, 2026-2030
No abstract provided.
Instructive Misadventures When Calculating Election-Related Probabilities, David Mccune
Instructive Misadventures When Calculating Election-Related Probabilities, David Mccune
The Mathematics Enthusiast
This article describes an interesting error I committed in the course of my research in voting theory. While embarrassing, the error has led to productive discussions about mathematical failure with my students in my probability and statistics course. I describe my mistake and discuss how the incorporation of such mistakes into the classroom can enhance student trust and engagement.
The Irrationality Of The California Gubernatorial Recall System, Wesley H. Hollday, Eric Pacuit
The Irrationality Of The California Gubernatorial Recall System, Wesley H. Hollday, Eric Pacuit
The Mathematics Enthusiast
We analyze California’s gubernatorial recall system using basic ideas from the mathematical theory of social choice. We expose some pathologies of the system, use computer simulations to explore how often these pathologies might occur, investigate the effects of strategic voting on the analysis, and suggest changes to the system that cure the pathologies.
Msw Portfolio, Natalie Lynn Pitkin
Msw Portfolio, Natalie Lynn Pitkin
Graduate Student Portfolios, Professional Papers, and Capstone Projects
This portfolio reflects my development as a social work professional throughout the Master of Social Work program at the University of Montana. My experiences in child welfare, family support, and inpatient behavioral health have shaped my understanding of social work as a profession that requires both meaningful relationships with individuals and a commitment to addressing the systems that influence their lives. Through academic learning, University of Montana's core competencies, field education, and professional experiences, I have strengthened my ability to apply an intersectional, trauma-informed, and empowerment-focused lens to practice.
Msw Final Portfolio, Teresa M. Asbury
Msw Final Portfolio, Teresa M. Asbury
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Msw Portfolio: Development Of A Social Work Practitioner, Loren Fitzpatrick
Msw Portfolio: Development Of A Social Work Practitioner, Loren Fitzpatrick
Graduate Student Portfolios, Professional Papers, and Capstone Projects
This portfolio details my experiences and professional journey throughout the University of Montana's Master of Social Work program. It provides significant reflection of core social work elements and competencies while highlighting an understanding of trauma informed care, development of theoretical orientation, and the importance of culturally responsive practice. Examples of competency are displayed through provided coursework assignments, group projects, and research papers.
All Food Is Good Food – Steps To Becoming An Eating Disorder Therapist, Aurelia R. Nelson
All Food Is Good Food – Steps To Becoming An Eating Disorder Therapist, Aurelia R. Nelson
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Msw Portfolio, Aunnika K. Woods
Msw Portfolio, Aunnika K. Woods
Graduate Student Portfolios, Professional Papers, and Capstone Projects
A professional portfolio displaying a collection of experiences and development throughout my time in the MSW program, documenting growth, challenges, and values.
Growth In Discomfort, Kayla Marker
Growth In Discomfort, Kayla Marker
Graduate Student Portfolios, Professional Papers, and Capstone Projects
This portfolio captures the transformation into an advanced social work practitioner, emphasizing self-reflection, social justice, and the integration of theory into practice. Through personal narrative and practical examples, the document demonstrates growth in ethical behavior, advocacy for marginalized groups, trauma-informed care, and cultural humility, particularly in rural and Indigenous contexts. This portfolio details the application of systems, social learning, and empowerment theories, and highlights the importance of bridging micro and macro practice, engaging in research and policy analysis, and assuming leadership roles. The work showcases adaptability, collaboration, and evidence-based approaches, culminating in a commitment to lifelong learning and justice-oriented leadership …
Roots And Systems: A Portfolio Of Clinical Growth, Trauma-Informed Care, And Culturally Centered Practice, Sarah Rice
Roots And Systems: A Portfolio Of Clinical Growth, Trauma-Informed Care, And Culturally Centered Practice, Sarah Rice
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Msw Portfolio, Allie Wright
Msw Portfolio, Allie Wright
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
My Msw Journey, Kaela Metcalfe
My Msw Journey, Kaela Metcalfe
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Reflections In Practice, Joshua William Erickson
Reflections In Practice, Joshua William Erickson
Graduate Student Portfolios, Professional Papers, and Capstone Projects
This portfolio narrative documents my professional development through the Master of Social Work program at the University of Montana. It discusses how I've developed my skills through practicum sites at Youth Villages and the Program of All-Inclusive Care for the Elderly (PACE) at Cambridge Health Alliance (CHA) as well as coursework spanning from clinical practice, policy analysis, program evaluation, and community organizing. Using the Five Elements of Advanced Integrated Practice and all ten CSWE competencies as an organizing structure, clinical skills with adolescents, families, and older adults are reflected on. Growth in macro-level practice, program evaluation, and interdisciplinary leadership is …
Spiral & Wheel, Red Audiss
Spiral & Wheel, Red Audiss
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.