This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.

Metal halide perovskite nanocrystals (NCs) have emerged as new-generation light-emitting materials with narrow emissions and high photoluminescence quantum efficiencies (PLQEs). Various types of perovskite NCs, e.g., platelets, wires, and cubes, have been discovered to exhibit tunable emissions across the whole visible spectrum. Despite remarkable advances in the field of perovskite NCs, many nanostructures in inorganic NCs have not yet been realized in metal halide perovskites, and producing highly efficient blue-emitting perovskite NCs remains challenging and of great interest. Here, we report the discovery of highly efficient blue-emitting cesium lead bromide (CsPbBr₃) perovskite hollow NCs. By facile solution processing of CsPbBr₃ precursor solution containing ethylenediammonium bromide and sodium bromide, in situ formation of hollow CsPbBr₃ NCs with controlled particle and pore sizes is realized. Synthetic control of hollow nanostructures with quantum confinement effect results in color tuning of CsPbBr₃ NCs from green to blue, with high PLQEs of up to 81%.

Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size ( g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.

The search for new hard materials is often challenging, but strongly motivated by the vast application potential such materials hold. Ti₃Au exhibits high hardness values (about four times those of pure Ti and most steel alloys), reduced coefficient of friction and wear rates, and biocompatibility, all of which are optimal traits for orthopedic, dental, and prosthetic applications. In addition, the ability of this compound to adhere to ceramic parts can reduce both the weight and the cost of medical components. The fourfold increase in the hardness of Ti₃Au compared to other Ti–Au alloys and compounds can be attributed to the elevated valence electron density, the reduced bond length, and the pseudogap formation. Understanding the origin of hardness in this intermetallic compound provides an avenue toward designing superior biocompatible, hard materials.

The purpose of this study was to examine the effects of a schema-based instructional strategy that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with LP. Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.