The effectiveness of group problem-solving in mathematics depends on the extent to which meaningful participation is distributed across all group members. One way to explore how participation is distributed within groups is by examining how students are positioned within group interactions. In this study, we explore the social instructional factors that cause elementary students to move in and out of positions that support cognitive engagement during collaborative problem-solving in mathematics. Using a case study analysis of three elementary students working in a group, we found five social instructional factors that caused students to move in and out of cognitive-oriented positions during group work in mathematics: (1) building an ally through common language, (2) physical access to the chalkboard and resources, (3) tone of voice, (4) teacher intervention, and (5) contestation from peers. The findings promote implications for effectively facilitating group work in mathematics.
{"title":"Analyzing elementary students’ access to cognitive-oriented positions in mathematics","authors":"Tye G. Campbell, Haleigh Sears","doi":"10.29333/iejme/14191","DOIUrl":"https://doi.org/10.29333/iejme/14191","url":null,"abstract":"The effectiveness of group problem-solving in mathematics depends on the extent to which meaningful participation is distributed across all group members. One way to explore how participation is distributed within groups is by examining how students are positioned within group interactions. In this study, we explore the social instructional factors that cause elementary students to move in and out of positions that support cognitive engagement during collaborative problem-solving in mathematics. Using a case study analysis of three elementary students working in a group, we found five social instructional factors that caused students to move in and out of cognitive-oriented positions during group work in mathematics: (1) building an ally through common language, (2) physical access to the chalkboard and resources, (3) tone of voice, (4) teacher intervention, and (5) contestation from peers. The findings promote implications for effectively facilitating group work in mathematics.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dalal H. Alfageh, Cindy S. York, Angie Hodge-Zickerman, Ying Xie
This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.
{"title":"Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study","authors":"Dalal H. Alfageh, Cindy S. York, Angie Hodge-Zickerman, Ying Xie","doi":"10.29333/iejme/14190","DOIUrl":"https://doi.org/10.29333/iejme/14190","url":null,"abstract":"This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139846685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study compared the problem-solving abilities of ChatGPT and 58 pre-service teachers (PSTs) in solving a mathematical word problem using various strategies. PSTs were asked to solve a problem individually. Data was collected from PSTs’ submitted assignments, and their problem-solving strategies were analyzed. ChatGPT was also given the same problem to solve with various prompts, and the correctness of its solutions and problem-solving strategies were assessed alongside those of PSTs. The results indicated that PSTs used diverse strategies and achieved accurate solutions, but not always relevant strategies to children’s level of understanding. ChatGPT employed similar strategies to PSTs but mostly produced incorrect solutions, and its performance needed to be contextualized in the primary school context. The study highlights the potential of ChatGPT in mathematics teaching and informs teacher education programs about the possibility of using it in teaching problem-solving strategies.
{"title":"Pre-service teachers and ChatGPT in multistrategy problem-solving: Implications for mathematics teaching in primary schools","authors":"S. Getenet","doi":"10.29333/iejme/14141","DOIUrl":"https://doi.org/10.29333/iejme/14141","url":null,"abstract":"This study compared the problem-solving abilities of ChatGPT and 58 pre-service teachers (PSTs) in solving a mathematical word problem using various strategies. PSTs were asked to solve a problem individually. Data was collected from PSTs’ submitted assignments, and their problem-solving strategies were analyzed. ChatGPT was also given the same problem to solve with various prompts, and the correctness of its solutions and problem-solving strategies were assessed alongside those of PSTs. The results indicated that PSTs used diverse strategies and achieved accurate solutions, but not always relevant strategies to children’s level of understanding. ChatGPT employed similar strategies to PSTs but mostly produced incorrect solutions, and its performance needed to be contextualized in the primary school context. The study highlights the potential of ChatGPT in mathematics teaching and informs teacher education programs about the possibility of using it in teaching problem-solving strategies.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The anthropological theory of didactics (ATD) provides a lens to view mathematics education by placing mathematical practices within socio-cultural and historical contexts. The significance of institutions, in what regards with educational establishments, societal structures, cultural norms, and historical contexts, influences the perception and practice of mathematics in both students and teachers. This perspective is relevant for understanding the complexities of teaching multivariate calculus. Traditional approaches to this subject have been lecture-based, but with the evolution of educational paradigms, active pedagogies have emerged as vital. These include among others inquiry-based learning, collaborative learning, the flipped classroom approach, technology-enhanced active learning, and project-based learning. The challenges students face in multivariate calculus range from conceptual complexities to visualization challenges and over-reliance on memorization. In this work, we propose a holistic approach for defining class activities in multivariate calculus with emphasis in integrating visualization techniques, real-world applications, collaborative activities, and feedback mechanisms. Accordingly, four class activities, grounded in the principles of ATD and tailored to address challenges in multivariate calculus, are proposed. These activities aim to foster significant understanding, relevance, and engagement in students.
{"title":"Integrating the anthropological theory of didactics in multivariate calculus education: Challenges, pedagogical shifts, and innovative activities","authors":"J. Díaz","doi":"10.29333/iejme/14142","DOIUrl":"https://doi.org/10.29333/iejme/14142","url":null,"abstract":"The anthropological theory of didactics (ATD) provides a lens to view mathematics education by placing mathematical practices within socio-cultural and historical contexts. The significance of institutions, in what regards with educational establishments, societal structures, cultural norms, and historical contexts, influences the perception and practice of mathematics in both students and teachers. This perspective is relevant for understanding the complexities of teaching multivariate calculus. Traditional approaches to this subject have been lecture-based, but with the evolution of educational paradigms, active pedagogies have emerged as vital. These include among others inquiry-based learning, collaborative learning, the flipped classroom approach, technology-enhanced active learning, and project-based learning. The challenges students face in multivariate calculus range from conceptual complexities to visualization challenges and over-reliance on memorization. In this work, we propose a holistic approach for defining class activities in multivariate calculus with emphasis in integrating visualization techniques, real-world applications, collaborative activities, and feedback mechanisms. Accordingly, four class activities, grounded in the principles of ATD and tailored to address challenges in multivariate calculus, are proposed. These activities aim to foster significant understanding, relevance, and engagement in students.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to analyze the process of the progressive mathematization of the concept of the function by secondary school students through the resolution of a free fall situation. A free-fall mathematical situation was designed and experimented using the Tracker software to obtain movement data. Worksheets and conversations were collected between students and the teacher, and experiments and class discussions were filmed. The analysis consisted of identifying the development from informal strategies associated with the context of the problem to formal procedures. The results show that the process brings meanings to mathematical ideas such as variation, variables, and the relationship between variables, allows coordination and transition between representations and contributes to the learning of functions as a representation of the variation of physical phenomena.
{"title":"Progressive mathematics of functions in secondary school students using a free-fall activity","authors":"Rosa Isela González-Polo, Apolo Castaneda","doi":"10.29333/iejme/14108","DOIUrl":"https://doi.org/10.29333/iejme/14108","url":null,"abstract":"This article aims to analyze the process of the progressive mathematization of the concept of the function by secondary school students through the resolution of a free fall situation. A free-fall mathematical situation was designed and experimented using the Tracker software to obtain movement data. Worksheets and conversations were collected between students and the teacher, and experiments and class discussions were filmed. The analysis consisted of identifying the development from informal strategies associated with the context of the problem to formal procedures. The results show that the process brings meanings to mathematical ideas such as variation, variables, and the relationship between variables, allows coordination and transition between representations and contributes to the learning of functions as a representation of the variation of physical phenomena.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Bratkovich, Jane Harvey, Katherine M. Hellmann, Kimberly A. Cooper
This study examines language demands in undergraduate university mathematics classes with a view to better preparing and supporting international and other culturally and linguistically diverse (CLD) students in the United States universities. We observed and analyzed the language demands of 13 entry-level mathematics classes across two large universities. Findings showed that mathematics instruction required extensive and varied listening skills requiring students to listen to long and uninterrupted stretches of sometimes fast paced speech. Technical vocabulary contributed to the language demands, but instructors used both academic and colloquial varieties of language in instruction, interweaving mathematical nouns with phrasal verbs to explain mathematical processes. We suggest a greater focus on development of academic listening skills in English language classes as well as potential collaboration with mathematics campus resources and faculty for additional student support for preparing CLD students for potential future discourse practices.
{"title":"Language demands in undergraduate mathematics courses","authors":"M. Bratkovich, Jane Harvey, Katherine M. Hellmann, Kimberly A. Cooper","doi":"10.29333/iejme/13904","DOIUrl":"https://doi.org/10.29333/iejme/13904","url":null,"abstract":"This study examines language demands in undergraduate university mathematics classes with a view to better preparing and supporting international and other culturally and linguistically diverse (CLD) students in the United States universities. We observed and analyzed the language demands of 13 entry-level mathematics classes across two large universities. Findings showed that mathematics instruction required extensive and varied listening skills requiring students to listen to long and uninterrupted stretches of sometimes fast paced speech. Technical vocabulary contributed to the language demands, but instructors used both academic and colloquial varieties of language in instruction, interweaving mathematical nouns with phrasal verbs to explain mathematical processes. We suggest a greater focus on development of academic listening skills in English language classes as well as potential collaboration with mathematics campus resources and faculty for additional student support for preparing CLD students for potential future discourse practices.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Armando Morales-Carballo, Miguel Díaz Cárdenas, Angie Damián Mojica
This article presents a theoretical-didactic perspective on the formation and development of concepts concerning mathematical objects as a result of research on didactic difficulties in dealing with concepts in school. The theoretical foundation that supports the research is based on the contributions of the materialist approach to the theory of knowledge. Specifically, an interpretation of its application in the teaching of mathematics is under investigation, specifically in the process of formation and development of concepts in the field of Euclidean geometry. However, the elements that are derived are essential for the treatment of concepts in any sub-branch of mathematics. The analysis of this process and the factors that influence the development show some fundamental elements to consider in the research activity in the field of mathematics education.
{"title":"Formation and development of mathematical concepts: Elements for research and teaching","authors":"Armando Morales-Carballo, Miguel Díaz Cárdenas, Angie Damián Mojica","doi":"10.29333/iejme/14023","DOIUrl":"https://doi.org/10.29333/iejme/14023","url":null,"abstract":"This article presents a theoretical-didactic perspective on the formation and development of concepts concerning mathematical objects as a result of research on didactic difficulties in dealing with concepts in school. The theoretical foundation that supports the research is based on the contributions of the materialist approach to the theory of knowledge. Specifically, an interpretation of its application in the teaching of mathematics is under investigation, specifically in the process of formation and development of concepts in the field of Euclidean geometry. However, the elements that are derived are essential for the treatment of concepts in any sub-branch of mathematics. The analysis of this process and the factors that influence the development show some fundamental elements to consider in the research activity in the field of mathematics education.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Riyan Hidayat, Tay Ying Qi, Putri Nur’afrina Binti Tajul Ariffin, Mohamad Hafizullah Bin Mohd Hadzri, Lin Mei Chin, Jacqueline Lee Xuan Ning, Nurihan Nasir
In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.
{"title":"Online game-based learning in mathematics education among Generation Z: A systematic review","authors":"Riyan Hidayat, Tay Ying Qi, Putri Nur’afrina Binti Tajul Ariffin, Mohamad Hafizullah Bin Mohd Hadzri, Lin Mei Chin, Jacqueline Lee Xuan Ning, Nurihan Nasir","doi":"10.29333/iejme/14024","DOIUrl":"https://doi.org/10.29333/iejme/14024","url":null,"abstract":"In contemporary education, game-based learning (GBL) has become a captivating instructional method applied across various academic subjects, including mathematics. The utilization of online GBL in mathematics education constitutes a segment of the activities that mathematics educators can employ during their lessons to teach students and enhance their educational progress. The primary goal of this study was to examine recent research endeavors involving the use of online GBL in mathematics education for Generation Z cohort. To achieve this objective, a systematic review (SR) was carried out to investigate the types of online games employed, analyze previous research methodologies, and explore the educational contexts relevant to mathematics education that align with the needs of Generation Z. An SR process was conducted to gather relevant articles from three databases, namely Science Direct, Scopus, and Springer. Full-text articles were meticulously assessed based on predetermined eligibility criteria. The review revealed many online games suitable for mathematics education, including Augmented Reality, Digital Inquiry Game, E-Rebuild, Math-Island Game, NanoRoboMath, Quizizz, and Wuzzit Trouble. The incorporation of online games in mathematics education offers numerous advantages.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access to the platforms, the lack of stress and stimulating the research qualities of students when searching for specific information or stimulating the system to make mistakes. The ability to ask the right leading questions and to detect the gaps of the “interlocutor” are important competencies applicable in dealing with life’s problems.
{"title":"Flipped dialogic learning method with ChatGPT: A case study","authors":"Nataliya Hristova Pavlova","doi":"10.29333/iejme/14025","DOIUrl":"https://doi.org/10.29333/iejme/14025","url":null,"abstract":"This article presents a case study and ideas to flip classical dialogic learning method. Some possibilities of using ChatGPT to stimulate the active role of the student in the dialogic teaching method are shown. Data from observations of students training to be teachers of mathematics and informatics in their work with artificial intelligence (AI) are presented. A model for the application of the flipped dialogue in the education of students is proposed. An example of dialogue is given. The study concludes that that the main advantages of using flipped dialog learning with AI are easy access to the platforms, the lack of stress and stimulating the research qualities of students when searching for specific information or stimulating the system to make mistakes. The ability to ask the right leading questions and to detect the gaps of the “interlocutor” are important competencies applicable in dealing with life’s problems.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding the concepts related to real function is essential in learning mathematics. To determine how students understand these concepts, it is necessary to have an appropriate measurement tool. In this paper, we have created a web application using 32 items from conceptual understanding of real functions (CURF) item bank. We conducted a psychometric analysis using Rasch model on 207 first-year students. The analysis showed that CURF is a dependable and valid instrument for measuring students’ CURF. The test is uni-dimensional; all items are consistent with the construct and have excellent item fit statistics. The results indicate that the items are independent of each other and unbiased towards the gender and high school background of the students.
{"title":"Measuring students’ conceptual understanding of real functions: A Rasch model analysis","authors":"Anela Hrnjičić, Adis Alihodžić","doi":"10.29333/iejme/13942","DOIUrl":"https://doi.org/10.29333/iejme/13942","url":null,"abstract":"Understanding the concepts related to real function is essential in learning mathematics. To determine how students understand these concepts, it is necessary to have an appropriate measurement tool. In this paper, we have created a web application using 32 items from conceptual understanding of real functions (CURF) item bank. We conducted a psychometric analysis using Rasch model on 207 first-year students. The analysis showed that CURF is a dependable and valid instrument for measuring students’ CURF. The test is uni-dimensional; all items are consistent with the construct and have excellent item fit statistics. The results indicate that the items are independent of each other and unbiased towards the gender and high school background of the students.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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