The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.

The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms. / CITE/Mathematics and Science Education

Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership of Greater Philadelphia (MSPGP) had any relationship with changes in PSSA scores and math course taking patterns for students attending 23 partner district high schools. Participation included time spent attending professional development provided by the MSPGP and the level of engagement that a district had with the partnership. Results showed significant gains in PSSA achievement overall (t = 4.03, df = 22, p = .001) and for African American students in particular (t = 2.53, df = 13, p = .025). These results are similar to statewide results in Pennsylvania. The biserial correlation showed a relationship between the overall improvement in PSSA scores and the level of professional development in which schools participated (rp = .62, p < .05). Results also showed a significant gain in higher level math course completions for Latino/a students (t = 3.08, df = 19, p = .006). Although the gain in PSSA scores was not significant for Latino/a students, it was strongly correlated with the level of engagement schools had with the MSPGP (rp = .90, p < .05). Course completions, both overall and higher level, increased for the majority of schools. Achievement gaps persist for many of the schools even though the majority of African American and Latino/a students had increases in PSSA achievement as well as increases in course completions. The study also investigated whether other independent school district variables had any relationship with changes in outcomes. Results of the Pearson Correlation showed a significant relationship between the use of reformed curriculum and changes in PSSA achievement (r = .43, p = .04). / CITE/Mathematics and Science Education

Systemic risk is the risk that an economic shock may result in the breakdown of the fundamental functions of the financial system. It can involve multiple vectors of infection such as chains of losses or consecutive failures of financial institutions that may ultimately cause the failure of the financial system to provide liquidity, stable prices, and to perform economic activities. This thesis develops methods to quantify systemic risk, its effect on the financial system and perhaps more importantly, to determine its cause. In the first chapter, we provide an overview and a literature review of the topics covered in this thesis. First, we present a literature review on network-based models of systemic risk. Finally we end the first chapter with a review on market impact models. In the second chapter, we consider one unregulated financial institution with constant absolute risk aversion investment risk preferences that optimizes its strategies in a multi asset market impact model with temporary and permanent impact. We prove the existence and derive explicitly the optimal trading strategies. Furthermore, we conduct numerical exploration on the sensitivity of the optimal trading curve. This chapter sets the foundation for further research into multi-agent models and systemic risk models with optimal behaviours. In the third chapter, we extend the market impact models to the multi-agent setting. The agents follow a game theoretic strategy that is constrained by the regulations imposed. Furthermore, the agents must liquidate themselves if they become insolvent or unable to meet the regulations imposed on them. This paper provides a bridge between market impact models and network models of systemic risk. In chapter four, we introduce a financial network model that combines the default and liquidity stress mechanisms into a ``double cascade mapping''. Unlike simpler models, this model can quantify how illiquidity or default of one bank influences the overall level of liquidity stress and default in the system. We derive large-network asymptotic cascade mapping formulas that can be used for efficient network computations of the double cascade. Finally we use systemic risk measures to compare the results of including with and without an asset firesale mechanism. / Thesis / Doctor of Philosophy (PhD)

This thesis deals with the existence and properties of certain types of covering spaces. It contains the discussion of a generalization of the notion of simple connectedness and several well-known theorems depending on this. / Thesis / Master of Science (MS)

Thesis advisor: Eric Dearing / The value of home-school collaboration has been repeatedly touted in psychology and education (e.g., Pomerantz et al., 2007). However, impacts on learning may depend on whether home-school relationships are, in fact, truly collaborative. Indeed, the importance of educators having asset-based partnership attitudes – viewing families as partners who bring strengths to the collaboration, including knowledge, skills, and cultural capital – and the pedagogical skills to make use of these assets has become clear in the literature (McWayne et al., 2022). Yet, many questions remain around how asset-based partnership practices can be supported for teachers working with marginalized and disadvantaged families, especially around teaching early math.The present dissertation study examined preschool teachers’ and families’ uses of early math home-school collaboration kits—Family Math Kits—that were co-designed to build asset-based home-school partnerships in 24 Head Start classrooms in the Boston area. The study aimed to examine implementation testing and correlational indications of kit impact on teachers and families. Four key findings emerged. First, there were large differences in fidelity of implementation both across study sites and within study sites. While site and center leadership was likely critical to some of these differences, teacher and family focus groups also revealed both implementation challenges and opportunities that deserve future attention in the field. Second, despite variability in implementation fidelity, the kits were not only enjoyable for families, but the kits also provided meaningful early math learning opportunities (i.e., uncovering family strengths in their daily lives) that families could communicate with teachers. Third, while teachers were able to learn more about their families (i.e., family strengths) via the kits, challenges remained as to how to best utilize experiences from families in the classroom. Fourth, kits appeared to be positively associated with changes in teachers’ beliefs and attitudes such that teachers who implemented the kits with higher fidelity displayed a trend toward improved attitudes and beliefs (e.g., general pedagogical beliefs to specific beliefs around early math and home-school collaboration), especially around teachers’ math confidence. However, the use of the kits appeared to have somewhat mixed associations with family attitudes and beliefs. Taken together, these study findings underscore the importance and challenges of effective home-school collaboration for early math learning that is strengths-based. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

This dissertation demonstrates the existence of a pair of algebraic and geometric structures on triangles of groups and on quadrilaterals of groups. These structures are an automatic and biautomatic structure. In addition, this paper also discusses the growth function for the quadrilaterals. We show that these groups have these desired structures and discuss what they are. We also give an extraordinary example of a pair of quadrilaterals of groups that are defined nearly identically but do not behave alike. / Ph. D.

Buoyancy driven underwater gliders, which locomote by modulating their buoyancy and their attitude with moving mass actuators and inflatable bladders, are proving their worth as efficient long-distance, long-duration ocean sampling platforms. Gliders have the capability to travel thousands of kilometers without a need to stop or recharge. There is a need for the development of methods for hydrodynamic modeling. This thesis aims to determine the hydrodynamic parameters for the governing equations of motion for three autonomous underwater vehicles. This approach is two fold, using data obtained from computational flight tests and using a semi-empirical approach. The three vehicles which this thesis focuses on are two gliders (Slocum and XRay/Liberdade), and a third vehicle, the Virginia Tech Miniature autonomous underwater vehicle. / Master of Science

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<p dir="ltr">Researchers have developed Evidence-Based Practices (EBPs) to enhance student math outcomes within the Multi-Tiered Systems of Support (MTSS) framework. However, these EBPs often fail in real school settings due to poor implementation practices. Concerns about whether educators implement EBPs with sufficient fidelity persist. Implementation Fidelity (IF) measures how closely program delivery aligns with its intended design. This study investigated the effects and implications of an IF intervention package designed to equip general education majors with the necessary skills to implement a mathematics word problem-solving (WPS) intervention—the Conceptual Model-Based Problem-Solving (COMPS) intervention—with appropriate fidelity. Additionally, the study explored the real-world experiences encountered by education major college students when implementing the intervention in schools and examined practical factors influencing the implementation of mathematics EBPs in rural educational settings. The findings provide insights into effective strategies for improving IF in educational interventions and highlight the challenges and successes of implementation in real-world contexts.</p>