The 50 most-cited articles in The Mathematics Enthusiast, 2020

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 I focus on preparing teachers who can connect mathematics to real-world contexts that involve exploring, analyzing, and proposing solutions for current social and political issues (e.g., Gutstein, 2006)—which I refer to as sociopolitical mathematics teaching. By drawing on existing literature and my own experiences, I identify the knowledge bases that teachers and mathematics teacher educators must draw on in…

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 reasoning and problem solving. This includes practices to open tasks for multiple entry points or solution strategies, tasks that allow for analysis of examples and counterexamples, and tasks that evaluate multiple strategies. Second, facilitating meaningful mathematical discourse. This includes practices for whole class and small group discourse. When…

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 are the methods or techniques used to teach adults. Through TLT, learners participate in a process where they are presented with a disorienting dilemma that perturbs their prior understandings. Learners work through the dilemma by critically reflecting on their prior understandings and participating in rational discourse with others. Ultimately, learners are tasked with making connections between their prior…

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 the field of mathematics education, gain familiarity with the organizations and documents that support the development of these practices and conceptualize ways in which they might engage PTs in their content courses in SMPs. First, we synthesize the evolution of mathematics standards for K-12 learners and teachers in the US. Second, we report results from an investigation into the ways…

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 materials, and samples of children’s thinking can be integrated as instructional tools in content courses. In developing these activities, we were guided by the research regarding the depth and breadth of knowledge required for the effective teaching of mathematics at the early childhood and upper elementary levels, and by the recommendations of professional organizations for math teacher education.

Mathematical modelling is a very important component in the teaching and learning of mathematics. In Malaysia, educators require more exposure to mathematical modelling it is still a new pedagogical method in classrooms. Modelling tasks that require students to construct a mathematical model would be a good start in developing modelling competencies. In this study, the authors investigate three mathematical modelling competencies of secondary students in the state of Selangor through a qualitative analysis of 20 students (divided into four groups) responses based on one modelling task developed by the researchers. The three modelling competencies we focus in this study are (1) making assumption; (2) computing and interpreting solution; and (3) mathematical reasoning. Our findings indicate that most students were basic users while a small percentage reached the proficient users level. With more engagement with the modelling tasks, students would able to acquire the modelling competencies and also develop their modelling skills. This would contribute to the meaningful learning of…

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 ways that are likely to support their teaching. In this article, we present some of the existing research on the assessment of mathematical knowledge for teaching and discuss ways in which MTEs can draw upon the work of elementary school teaching to help assess PTs’ content knowledge and habits of mind. These include assessments that focus on using representations that occur in elementary textbooks,…

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 needs of the learner. Therefore, given the sparse knowledge base in the new arena of mathematics teacher educator professional growth, effective design requires leveraging the scant existing research while also exploring and iteratively refining broad goals and objectives for faculty learning. Only after a conceptual foundation is articulated for what is to be learned and what will constitute evidence of learning, can cycles…

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 to support prospective teachers’ relearning of mathematics, which involves prospective teachers ultimately reconstructing their previously developed knowledge of mathematics. We will illustrate ways in which we use various aspects of mathematical knowledge for teaching teachers to support prospective teachers’ relearning of mathematics through the lens of three…

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. The work here provides a foundation for mathematics teacher educators’ practice, encompassing classroom-based examples and strategies, and offers potential avenues for mathematics teacher educators to conduct their own research on the nature and effectiveness of their course activities that help to promote and…

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 to further understand what MKTT MTEs need to develop to best support prospective teachers’ MKT.

This study aimed at determining the presence of gender Differential Item Functioning (DIF) for mathematics computation items among non-native speakers of English, and thus examining the relationship between gender DIF and characteristics of mathematics computation items. The research design is a comparative study, where the boys form the reference group and the girls form the focal group. The software WINSTEPS, which is based on the Rasch model was used. DIF analyses were conducted by using the Mantel-Haenszel chi-square method with boys forming the reference group and girls forming the focal group. A total of 988 boys and 1381 girls in form two were selected from 34 schools, with 17 schools located in the Penang island, 12 schools in Penang mainland and five schools in Perak. Some 20 items were selected from the grade eight TIMSS 1999 and TIMSS 2003 released mathematics items. Findings revealed that seven items were flagged as DIF, where two were of moderate DIF and one as large DIF. Two DIF items assessed combined operation from the topics of fraction and negative numbers in the…

Aboriginal students’ education has always been the concern of the Ministry of Education in order to achieve equity in education. Among the factors that influence the poor outcomes for aboriginal students have been attributed to their poor literacy skill in both mathematics and language. Like in other dimensions, there is still much to be understood about the numeracy competency of aboriginal students. The objectives of this study are to identify the numeracy competency of primary-school aboriginal students and investigate the relationship between their performances in written and oral tests. To identify numeracy competency, 87 aboriginal students in Johor participated in a written numeracy test and their results were analysed using percentages. A paired samples t-test and Pearson correlation was used to compare written and oral test scores from randomly selected 44 students. The findings showed that the numeracy competency of the aboriginal students is at the moderate level with mean score 52.25% in written test. A significant difference was noted between the students’ performances…

The coronavirus (COVID-19) pandemic has been sweeping the globe for the past few months, leading to worldwide travel restrictions, including a shelter in place order and closure of non-essential businesses in Montana. The Institute for Tourism and Recreation Research (ITRR) at the University of Montana emailed a survey to tourism-related business owners around Montana. Two separate rounds of the COVID-19 business survey were emailed during March. The purpose of this report was to analyze and synthesize open ended responses written by tourism-related business owners and managers on a COVID-19 survey as it pertains to Montana, and is based on comments from the second round of surveys representing a sample of 919 Montana tourism-related business owners/managers.

This study aims to characterise the pedagogical practices of 45 observed primary mathematics lessons taught by 24 mathematics teachers in six national primary schools (SK) and six Chinese vernacular primary schools (SJKC). The data were collected using two video cameras, one focused on the teacher while the other camera focused on the pupils’ activities. The qualitative data were analysed based on two main activities in the classroom, which are teacher’s activities and pupils’ activities. The findings show that mathematics lessons conducted by SK teachers tended to engage the pupils in individual seatwork so as to assess pupils’ understanding. Conversely, SJKC teachers were focused more on explaining mathematical concepts to help the pupils build up their conceptual understanding. By characterising the pedagogical practices of mathematics lessons in various schools, the researcher hopes that the findings of this study will contribute to better understanding of the teaching and learning process in SK and SJKC mathematics classrooms. The results serve as a documentation of pedagogical…

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; it helps them to make sense of the Common Core State Standards (CCSS) for Mathematical Practice (CCSSI, 2010); and it supports them in embracing a culture of doing mathematics with children in their own mathematics classrooms. While our advice is situated in theory and supported by research, it is also practical. We use examples of classroom dilemmas and dialogue to illustrate our suggestions.

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 with PTs as a way to decrease PTs’ mathematics anxiety levels prior to their entry into the teaching profession. Starting with a summary of research findings about the causes of PTs’ mathematics anxiety, this article then presents eight research–based recommendations that MTEs can use to help reduce PTs’ mathematics anxiety levels while teaching a mathematics content course designed for elementary PTs. It is important for MTEs to be aware of the prevalence of mathematics…

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 content knowledge. Using Zaslavsky’s (2005) three types of uncertainty – competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes – we provide three classroom examples of ways in which MTEs incorporated uncertainty into their mathematical tasks. Each example provides detail about the task design, background research on PTs’ knowledge of the underlying mathematical content, the type…

This study aims to exemplify a framework based on an empirical study and the empirical study is to explore how a mathematics expert teacher makes sense of multiplication. The study was conducted through interviewing a secondary school mathematics expert teacher with over 30 years of mathematics teaching experience. The theoretical framework used in this paper is proposed by Chin and Tall (2012) and further developed by Chin (2013) and Chin (2014). The collected data are anaylsed qualitatively using this framework in order to find out what are the supportive and problematic conceptions involved in making sense of multiplication and consequently investigate how do these conceptions affect the sense-making of multiplication across different contexts. The findings suggested that when changes of meaning occur, supportive or problematic conceptions might arise and these either support or inhibit learners from building a coherent understanding. This study also showed that supportive conceptions might contain problematic aspects and problematic conceptions might contain supportive aspects.…

The findings in this paper were a part of a bigger study which aimed to develop a cognitive diagnostic assessment [CDA] for primary mathematics learning of “Time”. This paper aimed to discuss and compare the knowledge state of primary pupils from different types of schools in Penang. Knowledge state represented a pupil’s mastery level on a defined set of attributes. These attributes were assessed by using a set of items and the responses were observed to find out a pupil’s knowledge state. Two hundred and sixty-nine Primary Six pupils from 11 primary schools in Penang involved in the study. A set of CDA with 35 items consisting of four cognitive models were administered to the pupils. However, only three cognitive models were discussed in this paper. Students’ responses were analysed by using Artificial Neural Network [ANN] to find the attribute probability of every pupil on each attribute. This probability was then classified and this set of classified attribute probability represented knowledge state of a pupil. Finding out the knowledge state of pupils helps teacher to…

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, and working in a collaborative teaching environment. We close by discussing specific challenges associated with these supports, and call for more institutions to share how they have successfully implemented systems to support novice MTEs.

This paper aims to introduce the notions of knowing and grasping of a mathematics concept. We choose the concept of complex numbers to illustrate how these notions can be used to describe the understanding of students for this particular topic. As students develop their knowledge, supportive conceptions and problematic conceptions may occur in different ways. A student may know how to perform an algorithm or how to use a particular concept, without ‘grasping’ the meaning of the idea in a manner which enables him to comprehend more sophisticated ideas in an extended context. Grasping a concept means the ability to see the different aspects of an underlying concept, manipulate it and use it in different ways for different purposes. On top of that, one should be able to speak of it as a meaningful entity in its own right. In this paper, we will report the data which were collected through questionnaires and follow-up interviews of two third year undergraduate mathematics students to illustrate the subtle distinctions between “knowing” and “grasping”. The results reveal that both…

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. Through examination of data from a professional development designed for MTEs, we identified what aspects of prospective elementary teachers’ mathematical explanations MTEs attended to while observing and discussing a math content course for prospective elementary teachers. From this study we…

In mathematical problem solving, students’ written work mostly reveals their mathematical algorithm skills and has very little information about their reasoning skills of the problem solving process. This study extends the features of mathematical writing that integrate the language and mathematical thinking to increase students’ mathematical problem solving skills. The main feature of this study is the use of mathematics writing workbook as a practical approach to guide the students in the problem solving process. Thirty Foundation students in Engineering participated in a six weeks of writing to solve mathematical problems. An exploratory case study analysis was used to examine the written contents of the participants’ mathematical writing workbook, the performance of their formal test as well as their perceptions of mathematical writing. The trace of work in the workbooks showed that mathematical writing has somehow given some impact on these students to visualize, aware and recognize their problem solving behaviors in words.

The purpose of this paper is to share our experience in using photovoice to explore what is a good mathematics lesson as conceived by the primary pupils. Photovoice is a participatory method of research that can be used as a reflection technique among children who developmentally are less inclined to engage in language-based data gathering methods.In the study, six 11-year old pupils were chosen to participate. The objective of the study was to gauge the effectiveness of photovoice as an alternative method to capture reflection. Pupils were asked to take photographs with digital camera the most effective moment in their mathematics lesson. Photo-elicited individual interviews were conducted. On the methodology perspective, result of the study shows that photovoice does enhance learner’s critical reflection. However, the interpretation of photovoice data faces some validating issues such as personal judgment and multiple interpretations. We believe that by employing triangulation of different data sources may help to solve the problems. The analysis of the case study data using…

To learn more about COVID-19 impacts on rural people with disabilities, we conducted a survey in late April/early May to explore rural and urban differences in COVID-19 health risks, adherence to public health recommendations, and trust in different information sources. We focused on people with disabilities because they often experience higher rates of secondary health conditions that place them at heightened risk of COVID-19 complications. Summary findings: Rural respondents reported higher rates of COVID-19 health risk factors, but less adherence to public health recommendations. Overall, individuals with health risk factors reported adopting fewer public health recommendations than individuals without health risk factors. Service providers and Dr. Anthony Fauci were the most trusted sources of information about COVID-19 for both rural and urban respondents.

Do students see things the same as what mathematics teachers have anticipated? In a light-hearted and inquisitive mode, two fundamental mathematical tasks were administered to 147 pre-university students who newly joined a private college for enrolment into various programs. One task simply required the participants to state the variables in a linear equation and the other attempted to elicit what the participants would naturally perceive from a diagram featuring a straight line crossing the coordinate axes. This study aimed to examine the participants’ perceptual flexibility with mathematical elements without explicit hints. The emergent textual responses were qualitatively classified and the frequencies of the various types of response evaluated. While the two tasks appear to be drearily ordinary to arouse excitement, the data startlingly revealed a wide range of valid and invalid responses from the participants, and some mathematical elements appeared to be more visually implicit or explicit than others to the participants. Specifically, few participants perceived composite…

The world is experiencing its sixth episode of mass extinction of life. In rhetoric typically used by bloggers rather than scientists, the National Academy of Sciences reports that this "biological annihilation" is more dire than previously believed,' and that the decimation of biodiversity and of the ecosystem services resulting from it is nothing less than a "frightening assault on the foundations of human civilization."2 Unlike previous episodes of mass extinction, this one is caused by human overpopulation, overconsumption, and anthropogenic climate change. The United States has been a world conservation leader for over a century, but its commitment to supporting biodiversity is flagging while its contributions to the causes of extinction, including responsibility for 14 percent of global greenhouse gas emissions,' are growing. Although the United States is only one player in this crisis, its legal mandates for biodiversity protection, including those contained in the Endangered Species Act,4 have proved essential for combatting extinction when assessed in the context of both…

A mathematical text is multimodal with different modes of communication, namely verbal language, algebraic notation, visual forms and gestures. This paper aims to compare and discuss the ideational meaning of visual forms in worked examples from Malaysian and Singaporean Grade Seven Mathematics textbooks on Lines and Angles. There are two structures in ideational meaning, namely narrative (with action) and conceptual (without action). Action diagrams represent ongoing mathematical activity whereas, without action diagrams represent mathematical objects. Document analysis and coding were carried on 57 geometrical diagrams found in the textbooks used in a 20-year period. The properties to identify a narratively and a conceptually structured diagram were based on grammar to ‘read’ geometrical diagrams. The Malaysian textbook used from the year 1997 to 2002 consisted of some narrative diagrams and the Singaporean textbooks consistently gave importance to conceptual diagrams. Further, there are differences in the classification, identifying and spatial relations between geometric…

In 2017, John Walden led an excavation of the Tutu Uitz Na intermediate elite center, found in the Maya site of Lower Dover, Belize. He and his team uncovered two burials, designated SG1-BU2 and SG1-BU3. Their initial report claims that there were three individuals, all sacrificially bound and killed within an eastern triadic shrine. In 2019, Dr. Kirsten Green-Mink and Justine Bye, both of the University of Montana, re-analyzed the Tutu Uitz Na burials and performed a comprehensive bioarchaeological analysis. SG1-BU2 was found to contain three individuals – 2 adults and 1 subadult. SG1-BU3 contained one adult, likely of high status as they presented cranial and dental modifications. None of the individuals were found to have any binding material, nor did the layout of the skeletal elements strongly validate a sacrificial theory. We propose that alternative scenarios be considered in explaining the presence of these interments in the Tutu Uitz Na eastern triadic shrine. The purpose of the 2019 analysis is to better explain mortuary behavior and the identities of those interred within…

This research assesses the state of English nature vocabulary in Montana, defined here as words and terms relating to local species, weather, and topography. Studies have shown declining nature knowledge among English speakers as well as a marked decrease in the usage of nature words in English popular culture throughout the 20th century, and while research across disciplines points to a growing disconnect between humans and their environment, researchers have yet to investigate the role of vocabulary and language attrition in humans’ changing experience of nature. This study develops a new survey instrument to gather vocabulary data from Montanans, aiming to gauge depth and diversity of nature terminology knowledge as well as attitudes about language and environment. Demographic information gathered in the online survey is used to analyze trends in the data based on age, community type, and other participant features. Analysis of this data is based on UNESCO’s (2013) Language Vitality Assessment model, a framework designed to quantify language loss and investigate the drivers of…

David Orr, in an article on ecological intelligence reminds us that the modern world was shaped by people who did not understand that our social and economic systems could not coexist with the rest of the biological or natural systems on Earth (Orr, 1994). My research is rooted in Orr’s argument and discovering ways to shift this degrading paradigm. With my belief in the power of education in empowering youth and my background in environmental and climate change studies, I see a future in great need of people who holistically understand the functions of all types of systems and can use that understanding to drive intelligent and innovative interactions with them. The purpose of the study was to gain insights from educators around Missoula County in Montana about their perception of systems thinking principles and methods and its role in classroom learning. A mixed-method, 16-question survey was distributed out to K-12 educators around Missoula from various elementary, middle and high schools as well as a few independent schools. The responses suggest that although the majority of…

The coronavirus (COVID-19) pandemic has been detrimental for both the health and the economy of Montanans and the entire globe. Many of Montana businesses, especially the travel-related businesses, were shut down from mid-March to the end of May. All non-essential travel stopped. The impact on businesses was felt statewide. This report focuses on the open-ended responses within the third round of business surveys conducted by the Institute for Tourism and Recreation Research (ITRR) at the University of Montana. The survey was conducted in the height of Montana’s shut-down to capture the thoughts and concerns of business owners in the travel industry. Of the 440 survey respondents, the majority say this will be a long, slow recovery and nearly half of the businesses say they cannot last over 6 months if this continues. Cutting costs, cutting hours and laying off employees was the current response to staying afloat. As businesses think about re-opening, it is all about keeping employees and customers safe by adopting new cleaning practices and adjusting how their business operates.

As a social worker and social reformer in Chicago, a policy consultant for the U.S. Children’s Bureau, and an active participant in both European and Latin American reform movements, Sophonisba Preston Breckinridge (1866-1948) was an integral part of the child welfare movement at the local, national, and international levels throughout the first half of the twentieth century. Summing up Breckinridge’s four decades of child welfare advocacy, Children’s Bureau Chief Katharine Lenroot declared, “The children of the world are richer because she lived and cared.”[i] Indeed, Sophonisba Preston Breckinridge and the international child welfare movement advanced child welfare, international cooperation, and human rights in the first half of the twentieth century.

Agenda and meeting minutes from the December 3, 2020 meeting of the Associated Students of the University of Montana (ASUM). The following resolution was discussed during the meeting:\nSB46-20/21: Resolution Establishing the ASUM Legislative Priorities

In this interview, Kenneth Lewis reflects on his military service, including his time in the U.S. Army in Vietnam. Although he served only one year in Vietnam, he served a total of 11 years of active duty with the Army and six years with the National Guard. While in Vietnam, his assignment was driving a dump truck. He also served two three-year tours in Germany and, while there, drove a semi-truck. Lewis also discusses returning home after the Vietnam War and the protests and adverse reactions he encountered. He talks about using the G.I. Bill for education and VA loans to purchase homes.

In this episode, hear from Cierra Anderson—a master’s in economics candidate and law student—who works at the intersection of federal Indian law and economic development in Indian country.

Student newspaper of the University of Montana, Missoula.

In this interview, Joseph Wagner reflects on his eight years serving in the U.S. Marine Corps. He served four years of active duty and four years of reserves. Wagner reflects on his basic training experience. His military occupational specialty (MOS) was combat engineering, which involved construction. During his active duty service, he learned about explosives and landmine detection. He reflects on his two combat tours serving in Afghanistan and his head injuries during his first deployment. He talks about his frustrations with the Veterans Administration in trying to get benefits for his disabilities, which included hearing loss and post-traumatic stress disorder, or PTSD. He discusses his post-military education and career, including as a dietitian, a certified personal trainer, and a yoga instructor. Although he was not originally from Montana, he ended up there after his military service and attended the University of Montana.

Student newspaper of the University of Montana, Missoula.

Nathan Bemis describes his early childhood and decision to enter the U.S. Navy, in which he served from 1960 to 1964. He talks about specializing as a gunner’s mate working on 8-inch guns aboard the USS Rochester and the USS Lexington aircraft carriers. Bemis discusses the hardships of the job, while noting that his faith in Jesus Christ was a source of encouragement. He describes his life as a minister after leaving the Navy, having served in churches in the South and Montana. He reiterates the importance of his faith throughout his adult life. The interviewee’s full date of birth and birth place have been redacted from the audio and transcript.

Agenda and meeting minutes from the November 5, 2020 meeting of the Associated Students of the University of Montana (ASUM). The following resolutions were discussed during the meeting:\nSB38-20/21: Resolution Revising ASUM Bylaws Article VI, Section 3.F.6; Allowing Candidates to Hand Out Campaign Flyers\nSB42-20/21: Resolution Amending the Threshold for Primary Elections in Article VI, Section 4 of the ASUM Bylaws\nSB43-20/21: Resolution Endorsing the Inclusion of Major Repairs Funding for "Music Building Infrastructure" in HB05\nSB44-20/21: Resolution Proposing a Constitutional Referenda to Strike the Petition Signature Requirement

Documents from the November 05, 2020 meeting of the Associated Students of the University of Montana (ASUM). The following resolutions were discussed during the meeting: SB 38_20/21- Resolution Revising ASUM Bylaws Article VI, Section 3.F.6; Allowing Candidates to Hand Out Campaign Flyers SB 42_20/21- Resolution Amending the Threshold for Primary Elections in Article VI, Section 4 of the ASUM Bylaws SB 43_20/21- Resolution Endorsing the Inclusion of Major Repairs Funding for “Music Building Infrastructure” in HB05 SB 44_20/21- Resolution Proposing a Constitutional Referenda to Strike the Petition Signature Requirement

Student newspaper of the University of Montana, Missoula.

Student newspaper of the University of Montana, Missoula.

Agenda and meeting minutes from the October 28, 2020 meeting of the Associated Students of the University of Montana (ASUM). The following resolution was discussed during the meeting:\nSB41-20/21: Resolution Urging University of Montana Instructors to Avoid Online Proctoring