Pub Date : 2024-02-14DOI: 10.1080/10511970.2024.2310249
Thomas J. Pfaff
{"title":"How Ecologists Develop the Logistic Model","authors":"Thomas J. Pfaff","doi":"10.1080/10511970.2024.2310249","DOIUrl":"https://doi.org/10.1080/10511970.2024.2310249","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139777728","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}
Pub Date : 2024-02-14DOI: 10.1080/10511970.2024.2312924
Katie Johnson, Allison Dieppa, Jason Elek
{"title":"Composing Math: An Interdisciplinary Faculty Partnership to Improve Undergraduate Writing in a Research-Focused Capstone Course","authors":"Katie Johnson, Allison Dieppa, Jason Elek","doi":"10.1080/10511970.2024.2312924","DOIUrl":"https://doi.org/10.1080/10511970.2024.2312924","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139778989","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}
Pub Date : 2024-02-01DOI: 10.1080/10511970.2023.2300817
Judith McDonald, Sepideh Stewart, G. Harel
{"title":"A Student-Centered Lesson on Eigenvalues and Eigenvectors","authors":"Judith McDonald, Sepideh Stewart, G. Harel","doi":"10.1080/10511970.2023.2300817","DOIUrl":"https://doi.org/10.1080/10511970.2023.2300817","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"34 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684092","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}
Pub Date : 2024-01-25DOI: 10.1080/10511970.2023.2300833
Matthew T. Johnson, Brandon Kim, Daniel O’Keefe, Wilson J. González-Espada
{"title":"Modernizing Calculus to Enhance STEM Retention","authors":"Matthew T. Johnson, Brandon Kim, Daniel O’Keefe, Wilson J. González-Espada","doi":"10.1080/10511970.2023.2300833","DOIUrl":"https://doi.org/10.1080/10511970.2023.2300833","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597550","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}
Pub Date : 2024-01-24DOI: 10.1080/10511970.2024.2303648
Jordan Kostiuk
{"title":"Using Student Reflections to Develop Deep Teaching","authors":"Jordan Kostiuk","doi":"10.1080/10511970.2024.2303648","DOIUrl":"https://doi.org/10.1080/10511970.2024.2303648","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"39 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599587","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}
Pub Date : 2023-11-30DOI: 10.1080/10511970.2023.2289408
J. Cox, S. Kaschner, and M. Krohn
{"title":"An Intervention to Support Students Placed Below Introductory Coursework","authors":"J. Cox, S. Kaschner, and M. Krohn","doi":"10.1080/10511970.2023.2289408","DOIUrl":"https://doi.org/10.1080/10511970.2023.2289408","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208741","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}
Pub Date : 2023-11-14DOI: 10.1080/10511970.2023.2282547
Steven Greenstein, Bogdan Nita
AbstractWith this paper, we share an activity for the undergraduate mathematics classroom called The Harp Project that leverages the aesthetic nature of both the mathematical and the musical arts. This project was conceived as a STEAM/PBL project with the added feature that it was carried out in pieces by an entire class. Anecdotal evidence suggests that the uncommonly high level of students' interest and engagement in the experience and the communal feel of their participation can be attributed to this collective quality of the project's design. For this reason, we invite others to consider this curricular experience as it appears viable for supporting efforts to cultivate a broader population of students with an affinity for mathematics.Keywords: math and the artsmath and musicmath and creativitymath educationSTEAM-PBLharpDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. ACKNOWLEDGMENTSThis project was supported in part by funding from the National Science Foundation through the Garden State Louis Stokes Alliances for Minority Participation program (GSLSAMP; Award 1909824). The LSAMP program assists universities and colleges in their efforts to increase the numbers of students completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines.Additional informationNotes on contributorsSteven GreensteinSteven Greenstein is a mathematics educator and researcher who likes to think about mathematical things... and how people think about mathematical things. If he can do that while riding his bicycle, all the better. Through his work he aims to discern and support the practices with which educators can democratize access to authentic mathematical activity that honors the diversity of learner's mathematical thinking and that is guided by self-directed and agentive inquiry, mathematical play, and the pursuit of wonder-ful ideas.Bogdan NitaBogdan Nita is a mathematics professor and researcher who enjoys teaching and working on a variety of research problems in the convergence zone of science and art, and in particular mathematics and music. Recently he's been exploring problems involving fluid dynamics and the mathematics of the Pan's flute, stochastic improvisations of jazz solos, and using partial fractions to find and analyze non-standard musical scales.
{"title":"The Harp Project: Collective Learning at the Intersection of the Mathematical and Musical Arts","authors":"Steven Greenstein, Bogdan Nita","doi":"10.1080/10511970.2023.2282547","DOIUrl":"https://doi.org/10.1080/10511970.2023.2282547","url":null,"abstract":"AbstractWith this paper, we share an activity for the undergraduate mathematics classroom called The Harp Project that leverages the aesthetic nature of both the mathematical and the musical arts. This project was conceived as a STEAM/PBL project with the added feature that it was carried out in pieces by an entire class. Anecdotal evidence suggests that the uncommonly high level of students' interest and engagement in the experience and the communal feel of their participation can be attributed to this collective quality of the project's design. For this reason, we invite others to consider this curricular experience as it appears viable for supporting efforts to cultivate a broader population of students with an affinity for mathematics.Keywords: math and the artsmath and musicmath and creativitymath educationSTEAM-PBLharpDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. ACKNOWLEDGMENTSThis project was supported in part by funding from the National Science Foundation through the Garden State Louis Stokes Alliances for Minority Participation program (GSLSAMP; Award 1909824). The LSAMP program assists universities and colleges in their efforts to increase the numbers of students completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines.Additional informationNotes on contributorsSteven GreensteinSteven Greenstein is a mathematics educator and researcher who likes to think about mathematical things... and how people think about mathematical things. If he can do that while riding his bicycle, all the better. Through his work he aims to discern and support the practices with which educators can democratize access to authentic mathematical activity that honors the diversity of learner's mathematical thinking and that is guided by self-directed and agentive inquiry, mathematical play, and the pursuit of wonder-ful ideas.Bogdan NitaBogdan Nita is a mathematics professor and researcher who enjoys teaching and working on a variety of research problems in the convergence zone of science and art, and in particular mathematics and music. Recently he's been exploring problems involving fluid dynamics and the mathematics of the Pan's flute, stochastic improvisations of jazz solos, and using partial fractions to find and analyze non-standard musical scales.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"57 29","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902477","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}
Pub Date : 2023-11-13DOI: 10.1080/10511970.2023.2282541
George Ashline, Bret Findley, Mitchell Andrea, Dylan Wawruck
AbstractWe describe the components and implementation of an activity for multivariable calculus featuring applications to the field of chemistry. This activity focuses on the isobaric thermal expansion coefficient found using partial differentiation of the volume of an ideal gas with respect to temperature as pressure is held constant. Broader goals of this activity include enhancing calculus conceptual understanding, encouraging further interdisciplinary study and exploration, and cultivating mathematicians and scientists with broader and deeper backgrounds.Keywords: Multivariable calculusapplicationchemistry activitycoefficient of thermal expansionpartial differentiationideal gasphysical chemistryDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgementsWe thank the Saint Michael’s College S-STEM Committee and PI Prof. Michael Larsen for support of this initiative.We are very appreciative of all of the detailed and helpful feedback provided by the referees and editors during the review process, which has significantly improved the article. This work was substantially funded by NSF-DUE 1742241. We acknowledge Prof. Barbara O’Donovan (Saint Michael’s Engineering Coordinator) for her helpful remarks on this paper and collaboration on the overall interdisciplinary initiative. We recognize Prof. William (Sandy) Karstens (from the Saint Michael’s Physics Department) for his insightful feedback on a later draft of this paper. We acknowledge Prof. Timothy Guasco (from the Millikin University Chemistry Department) for his valuable comments on some later versions of this paper. We also thank all of our students who provided feedback on these efforts. These students include members of our undergraduate classes and beta testers of earlier versions of our classroom materials.Additional informationNotes on contributorsGeorge AshlineGeorge Ashline received his B.S. in mathematics from St. Lawrence University, his M.S. in mathematics from the University of Notre Dame, and his Ph.D. in mathematics (value distribution theory) from the University of Notre Dame in 1994. He has taught at Saint Michael’s College since 1995. He is a participant in Project NExT, an MAA program created for new or recent Ph.D.’s in the mathematical sciences who are interested in improving the teaching and learning of undergraduate mathematics. He is also actively involved in professional development programs in mathematics for K-12 teachers.Bret FindleyBret Findley graduated from Willamette University with a B.A. in German and chemistry and received his Ph.D. in physical chemistry from Dartmouth
{"title":"Partial differentiation and the coefficient of thermal expansion: a multivariable calculus activity connecting with chemistry","authors":"George Ashline, Bret Findley, Mitchell Andrea, Dylan Wawruck","doi":"10.1080/10511970.2023.2282541","DOIUrl":"https://doi.org/10.1080/10511970.2023.2282541","url":null,"abstract":"AbstractWe describe the components and implementation of an activity for multivariable calculus featuring applications to the field of chemistry. This activity focuses on the isobaric thermal expansion coefficient found using partial differentiation of the volume of an ideal gas with respect to temperature as pressure is held constant. Broader goals of this activity include enhancing calculus conceptual understanding, encouraging further interdisciplinary study and exploration, and cultivating mathematicians and scientists with broader and deeper backgrounds.Keywords: Multivariable calculusapplicationchemistry activitycoefficient of thermal expansionpartial differentiationideal gasphysical chemistryDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgementsWe thank the Saint Michael’s College S-STEM Committee and PI Prof. Michael Larsen for support of this initiative.We are very appreciative of all of the detailed and helpful feedback provided by the referees and editors during the review process, which has significantly improved the article. This work was substantially funded by NSF-DUE 1742241. We acknowledge Prof. Barbara O’Donovan (Saint Michael’s Engineering Coordinator) for her helpful remarks on this paper and collaboration on the overall interdisciplinary initiative. We recognize Prof. William (Sandy) Karstens (from the Saint Michael’s Physics Department) for his insightful feedback on a later draft of this paper. We acknowledge Prof. Timothy Guasco (from the Millikin University Chemistry Department) for his valuable comments on some later versions of this paper. We also thank all of our students who provided feedback on these efforts. These students include members of our undergraduate classes and beta testers of earlier versions of our classroom materials.Additional informationNotes on contributorsGeorge AshlineGeorge Ashline received his B.S. in mathematics from St. Lawrence University, his M.S. in mathematics from the University of Notre Dame, and his Ph.D. in mathematics (value distribution theory) from the University of Notre Dame in 1994. He has taught at Saint Michael’s College since 1995. He is a participant in Project NExT, an MAA program created for new or recent Ph.D.’s in the mathematical sciences who are interested in improving the teaching and learning of undergraduate mathematics. He is also actively involved in professional development programs in mathematics for K-12 teachers.Bret FindleyBret Findley graduated from Willamette University with a B.A. in German and chemistry and received his Ph.D. in physical chemistry from Dartmouth","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347651","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}
Pub Date : 2023-10-24DOI: 10.1080/10511970.2023.2269920
D. Faitelson, S. Gul, and M. Arieli
AbstractExercise is essential for mastering mathematics, but it faces two major hurdles. First, students are often not motivated to do their homework. Second, checking traditional homework is a manual and labour intensive process that becomes harder to support as the number of students increases. We argue that computer games could alleviate both problems. In contrast to homework, students are willing to spend many hours playing video games. And because video games keep track of the gamers' performance, they offer a scalable solution to the problem of checking the homework. We describe an experiment to augment traditional homework with a computer game that we have developed for exercising the topics of symmetry groups in an undergraduate college course. We describe the mathematical background of the subject matter, how we have embedded the mathematics into the game, the empirical results of playing the game, and the insights we have gained from this experiment.Keywords: HomeworkVideo gamesSymmetry groupsTilingOrbifoldsDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgmentsPlease list any acknowledgments here.Notes1 The game is available as a Windows installation package [Citation4].Additional informationNotes on contributorsD. FaitelsonDr. David Faitelson received his Ph.D (2008) in Computer Science from the University of Oxford, UK. Currently, David is a senior lecturer at the Afeka Academic College of Engineering. David's research interests include the application of formal mathematics to the construction of correct software, computational biomimicry, and using computers to improve higher education.S. GulDr. Shai Gul graduated with a Ph.D in Mathematics, Discrete Geometry, in 2015 from the University of Bar-Ilan (Israel). In 2016 he took a position at Holon Institute of Technology (Israel) and is now a Senior Lecturer in Mathematics. Shai's research is in Discrete Geometry especially in plane covering problems. More recently, Shai founded the Lab for Designing Mathematics at H.I.T, where with the help of students from different disciplines they explore techniques for making abstract mathematics more tangible and accessible to non mathematicians.and M. ArieliMichal Arieli is an independent illustrator and designer, specializing in transmedia story-telling. She has earned her M. Des in Integrated Design from Holon Institute of Technology, Israel in 2021. She is currently a senior editor at Globes, a major Israeli financial newspaper.
{"title":"Computer games are scalable and engaging alternatives to traditional undergraduate mathematics homework","authors":"D. Faitelson, S. Gul, and M. Arieli","doi":"10.1080/10511970.2023.2269920","DOIUrl":"https://doi.org/10.1080/10511970.2023.2269920","url":null,"abstract":"AbstractExercise is essential for mastering mathematics, but it faces two major hurdles. First, students are often not motivated to do their homework. Second, checking traditional homework is a manual and labour intensive process that becomes harder to support as the number of students increases. We argue that computer games could alleviate both problems. In contrast to homework, students are willing to spend many hours playing video games. And because video games keep track of the gamers' performance, they offer a scalable solution to the problem of checking the homework. We describe an experiment to augment traditional homework with a computer game that we have developed for exercising the topics of symmetry groups in an undergraduate college course. We describe the mathematical background of the subject matter, how we have embedded the mathematics into the game, the empirical results of playing the game, and the insights we have gained from this experiment.Keywords: HomeworkVideo gamesSymmetry groupsTilingOrbifoldsDisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also. AcknowledgmentsPlease list any acknowledgments here.Notes1 The game is available as a Windows installation package [Citation4].Additional informationNotes on contributorsD. FaitelsonDr. David Faitelson received his Ph.D (2008) in Computer Science from the University of Oxford, UK. Currently, David is a senior lecturer at the Afeka Academic College of Engineering. David's research interests include the application of formal mathematics to the construction of correct software, computational biomimicry, and using computers to improve higher education.S. GulDr. Shai Gul graduated with a Ph.D in Mathematics, Discrete Geometry, in 2015 from the University of Bar-Ilan (Israel). In 2016 he took a position at Holon Institute of Technology (Israel) and is now a Senior Lecturer in Mathematics. Shai's research is in Discrete Geometry especially in plane covering problems. More recently, Shai founded the Lab for Designing Mathematics at H.I.T, where with the help of students from different disciplines they explore techniques for making abstract mathematics more tangible and accessible to non mathematicians.and M. ArieliMichal Arieli is an independent illustrator and designer, specializing in transmedia story-telling. She has earned her M. Des in Integrated Design from Holon Institute of Technology, Israel in 2021. She is currently a senior editor at Globes, a major Israeli financial newspaper.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"32 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266028","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}
Pub Date : 2023-10-21DOI: 10.1080/10511970.2023.2214930
A. T. Wang, B. Celik, C. P. Webster
ABSTRACT Texas A&M University-Commerce has implemented supplemental instruction (SI) for Calculus since the fall of 2013. A direct display of the ABC rates from fall 2005 to spring 2021 only presents fluctuation from semester to semester, and one can hardly deduce that the ABC rates are increasing. In this paper, the “moving average” technique is used to reveal the effectiveness of SI in improving the percentage of students earning a grade of A, B, or C (ABC rates) in Calculus. Our longitudinal data under the “moving average” also shows that the SI implementation increased the ABC rates of major ethnic groups.
{"title":"Use Longitudinal Data and Moving Average to Illustrate Effectiveness of Supplemental Instruction","authors":"A. T. Wang, B. Celik, C. P. Webster","doi":"10.1080/10511970.2023.2214930","DOIUrl":"https://doi.org/10.1080/10511970.2023.2214930","url":null,"abstract":"ABSTRACT Texas A&M University-Commerce has implemented supplemental instruction (SI) for Calculus since the fall of 2013. A direct display of the ABC rates from fall 2005 to spring 2021 only presents fluctuation from semester to semester, and one can hardly deduce that the ABC rates are increasing. In this paper, the “moving average” technique is used to reveal the effectiveness of SI in improving the percentage of students earning a grade of A, B, or C (ABC rates) in Calculus. Our longitudinal data under the “moving average” also shows that the SI implementation increased the ABC rates of major ethnic groups.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"49 1","pages":"1022 - 1034"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76331043","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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