Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-65
Cristina Runnalls
This study employed hierarchical linear modeling to investigate the studentand school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed.
{"title":"Predicting the mathematics pathways of english language learners: a multilevel analysis","authors":"Cristina Runnalls","doi":"10.51272/PMENA.42.2020-65","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-65","url":null,"abstract":"This study employed hierarchical linear modeling to investigate the studentand school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90258432","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-375
H. Enriquez, A. I. Sacristán
Resources play an important role in how subjects act and think. Teachers, throughout their professional career, develop ways of teaching mathematics —articulated by the organization and type of activities that guide their class, the resources they use and their forms of intervention; these are modified when a new resource is integrated. In this paper we present evidence of this phenomenon using the case study of a teacher who, as a result of her participation in a professional development course that we implemented, integrated digital resources into her documentation work, destabilizing her previous forms of teaching.
{"title":"Integrating digital resources to the documentation system of a mathematics teacher in a Mexican rural primary-school / Integración de recursos digitales al sistema documental de una profesora de matemáticas en una primaria rural de méxico","authors":"H. Enriquez, A. I. Sacristán","doi":"10.51272/PMENA.42.2020-375","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-375","url":null,"abstract":"Resources play an important role in how subjects act and think. Teachers, throughout their professional career, develop ways of teaching mathematics —articulated by the organization and type of activities that guide their class, the resources they use and their forms of intervention; these are modified when a new resource is integrated. In this paper we present evidence of this phenomenon using the case study of a teacher who, as a result of her participation in a professional development course that we implemented, integrated digital resources into her documentation work, destabilizing her previous forms of teaching.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73237320","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-124
Viana Nallely García Salmerón, F. Rodríguez-Vásquez
{"title":"A classroom experience: vector concept / Una experiencia de clase: concepto vector","authors":"Viana Nallely García Salmerón, F. Rodríguez-Vásquez","doi":"10.51272/PMENA.42.2020-124","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-124","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73920750","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-148
Gulden Karakok, M. Savić, Gail Tang, Emily Cilli-Turner, Paul R. Regier
{"title":"Creativity-in-progress rubric on problem solving at the post-secondary level","authors":"Gulden Karakok, M. Savić, Gail Tang, Emily Cilli-Turner, Paul R. Regier","doi":"10.51272/PMENA.42.2020-148","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-148","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"171 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73398857","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-250
Anna F. DeJarnette, Casey Hord
This study documented changes in the types of questions posed by pre-service teachers (PSTs) who participated in a semester-long professional development (PD) program focused on questioning in algebra. PSTs who participated in the PD—who were conducting 1-1 tutoring for students with learning disabilities during the same time—showed positive changes in the types of questions they posed. PSTs reduced their frequency of closed, leading questions to lead students through solution methods, and they increased their frequency of questions to probe students’ thinking, to focus attention on important mathematical ideas, and to establish mathematical relationships.
{"title":"Pre-service teachers’ patterns of questioning while tutoring students with learning disabilities in Algebra 1","authors":"Anna F. DeJarnette, Casey Hord","doi":"10.51272/PMENA.42.2020-250","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-250","url":null,"abstract":"This study documented changes in the types of questions posed by pre-service teachers (PSTs) who participated in a semester-long professional development (PD) program focused on questioning in algebra. PSTs who participated in the PD—who were conducting 1-1 tutoring for students with learning disabilities during the same time—showed positive changes in the types of questions they posed. PSTs reduced their frequency of closed, leading questions to lead students through solution methods, and they increased their frequency of questions to probe students’ thinking, to focus attention on important mathematical ideas, and to establish mathematical relationships.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73634914","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-392
Nicole L. Fonger, Amy B. Ellis
In this theoretical report we focus on the issue of communicating learning trajectories (LTs) to researchers. There is great variation in the body of work on LTs including how researchers communicate what a LT entails, and the kinds of metaphors employed for making meaning of LTs. We elaborate possible affordances and limitations of different metaphors for LTs including “a garden path” and “growing flowers.” This work has implications for how LTs are taken up by researchers, and also how LTs are leveraged to inform student-centered teaching practices.
{"title":"Making meaning of learning trajectories amidst multiple metaphors","authors":"Nicole L. Fonger, Amy B. Ellis","doi":"10.51272/PMENA.42.2020-392","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-392","url":null,"abstract":"In this theoretical report we focus on the issue of communicating learning trajectories (LTs) to researchers. There is great variation in the body of work on LTs including how researchers communicate what a LT entails, and the kinds of metaphors employed for making meaning of LTs. We elaborate possible affordances and limitations of different metaphors for LTs including “a garden path” and “growing flowers.” This work has implications for how LTs are taken up by researchers, and also how LTs are leveraged to inform student-centered teaching practices.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73635286","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-332
Christine Taylor, Jean S. Lee
Professional developments (PD) play a central role in efforts to improve teachers’ mathematical content knowledge, pedagogical content knowledge, and beliefs about what it means to ‘do mathematics’ (Ball, 1990; Hill, 2007). Creating Algebra Teaching Communities for Hoosiers was the result of a Math-Science Partnership grant from Indiana’s Department of Education in 2015. The study involved 15 middle and high school urban teachers, with a focus on enriching teachers’ knowledge and skills for teaching algebra. This study examines: How do teacher portraits help facilitate the activities in the PD experience? This study focuses on exploring how PD facilitators used facilitation techniques to support participants based on character portraits (Sztajn, Borko, & Smith (2017), and contributes to an area of research needed on skillful facilitation techniques (e.g., Bobis, 2011; van es, 2014) to prepare and support PD facilitators. Findings culminated in five teacher portraits. Highly Skeptical Teacher (HST) is an experienced teacher but is uncomfortable being observed by colleagues. HST doubts students can be successful with the PD tasks. Others followed the skepticism because of HST’s experience in the classroom. Facilitators probed questions to interrupt preconceived perceptions of students. Cautiously Receptive Teacher (CRT) is eager to apply the theories into practice but struggles to bring ideas into reality in the classroom. CRT is hesitant to try new things, but gradually over time buys into the vision of the PD. Trying out activities with students was the best technique to convince CRT of novel teaching practices. Highly Receptive Teacher (HRT) is highly reflective and collaborative. HRT sees the potential of all students to be mathematical learners and makes connections between teaching, the PD, and everyday life experiences. PD facilitators would ask HRT to point out students’ mathematical thinking. BoxChecker Teacher (BCT) is extremely organized, thrives on explicit directions and timeline, and most comfortable with direct instruction. BCT’s intense focus on clear tasks and schedules, and high anxiety made the group dynamics tense. PD facilitators solicited input from BCT on the clarity of expectations. Lopsided Engager Teacher (LET) has great relationships with all students, even the most disruptive, and is deeply troubled when other teachers do not believe that all students can learn mathematics. LET displays turns of both low engagement and intense engagement. PD facilitators stoked this passion to engage in rich discussions, and showed empathy to situations where relationships take priority over learning. This study begins a conversation about mathematics teaching facilitation and how best to support and facilitate with a wide range of participants.
{"title":"From highly receptive to highly skeptical: Engaging all teachers through responsive PD facilitation","authors":"Christine Taylor, Jean S. Lee","doi":"10.51272/PMENA.42.2020-332","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-332","url":null,"abstract":"Professional developments (PD) play a central role in efforts to improve teachers’ mathematical content knowledge, pedagogical content knowledge, and beliefs about what it means to ‘do mathematics’ (Ball, 1990; Hill, 2007). Creating Algebra Teaching Communities for Hoosiers was the result of a Math-Science Partnership grant from Indiana’s Department of Education in 2015. The study involved 15 middle and high school urban teachers, with a focus on enriching teachers’ knowledge and skills for teaching algebra. This study examines: How do teacher portraits help facilitate the activities in the PD experience? This study focuses on exploring how PD facilitators used facilitation techniques to support participants based on character portraits (Sztajn, Borko, & Smith (2017), and contributes to an area of research needed on skillful facilitation techniques (e.g., Bobis, 2011; van es, 2014) to prepare and support PD facilitators. Findings culminated in five teacher portraits. Highly Skeptical Teacher (HST) is an experienced teacher but is uncomfortable being observed by colleagues. HST doubts students can be successful with the PD tasks. Others followed the skepticism because of HST’s experience in the classroom. Facilitators probed questions to interrupt preconceived perceptions of students. Cautiously Receptive Teacher (CRT) is eager to apply the theories into practice but struggles to bring ideas into reality in the classroom. CRT is hesitant to try new things, but gradually over time buys into the vision of the PD. Trying out activities with students was the best technique to convince CRT of novel teaching practices. Highly Receptive Teacher (HRT) is highly reflective and collaborative. HRT sees the potential of all students to be mathematical learners and makes connections between teaching, the PD, and everyday life experiences. PD facilitators would ask HRT to point out students’ mathematical thinking. BoxChecker Teacher (BCT) is extremely organized, thrives on explicit directions and timeline, and most comfortable with direct instruction. BCT’s intense focus on clear tasks and schedules, and high anxiety made the group dynamics tense. PD facilitators solicited input from BCT on the clarity of expectations. Lopsided Engager Teacher (LET) has great relationships with all students, even the most disruptive, and is deeply troubled when other teachers do not believe that all students can learn mathematics. LET displays turns of both low engagement and intense engagement. PD facilitators stoked this passion to engage in rich discussions, and showed empathy to situations where relationships take priority over learning. This study begins a conversation about mathematics teaching facilitation and how best to support and facilitate with a wide range of participants.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76958597","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 : 2020-12-23DOI: 10.51272/pmena.42.2020-103
José Luis Soto Munguía, Manuel Alfredo Urrea Bernal, César Fabián Romero Félix
{"title":"Difficulties to justify geometric propositions when solving loci problems with GeoGebra / Dificultades para justificar proposiciones geométricas al resolver problemas de lugares geométricos con GeoGebra","authors":"José Luis Soto Munguía, Manuel Alfredo Urrea Bernal, César Fabián Romero Félix","doi":"10.51272/pmena.42.2020-103","DOIUrl":"https://doi.org/10.51272/pmena.42.2020-103","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81983437","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-330
Meghan Shaughnessy, Nicole Garcia, Jillian Peterson, Kristen D’Anna Pynes
This study is an effort to address the challenge of supporting the enhancement of teaching practice. Our model situates professional development (PD) in mathematics instruction occurring in a summer program for fifth grade students. This PD model has two parts. First, participants engage in “legitimate peripheral participation” (Lave & Wenger, 1991) in teaching in this fifth grade classroom through structured conversations about the lesson plans, close observation of teaching, and analysis of student tasks. Second, participants engage in focused learning on leading mathematics discussions through simulations and rehearsals. Two groups of teachers participated, one onsite with a facilitator, and the second at a remote site with an in-person facilitator who delivered the leading mathematics discussion professional development. We study the impact of our PD model. Specifically, we ask: Does teachers’ participation impact their own teaching practice, and if so, in what ways? Twenty-one teachers participated across the two groups. We collected and analyzed a set of preand post-videos of classroom discussions. Participants were asked to record three mathematics discussions two months before the PD occurred and three such lessons two months after participation. A tool that captured techniques named in our decomposition of discussion (Selling et al., 2015), including advanced techniques utilized by experienced teachers, was applied to all videos by two research team members. Prior to the intervention, the means of technique usage of the remote participants were higher than those of the onsite group on almost every dimension (p < .05). Thus, we share the findings for the two groups separately. The onsite group (lower pre-intervention mean) did not appear to be leading discussions before the intervention. They showed slight increases in both orienting students to the thinking of others and concluding discussions. Since the intervention was focused on orienting students, likely an unfamiliar area of work, we hypothesize that this was the focus of their practice post-intervention. Conversely, the remote group (higher pre-intervention mean), who appeared to be leading discussions before the intervention, decreased on several categories and showed near significant growth on connecting and extending student thinking. One possible explanation for these decreases is the timing of the post-data collection at the beginning of the year when they may have been explicitly teaching their students how to engage in discussion, leading to fewer instances of particular discussion-leading moves. The increase in connecting and extending may have been due to readiness to take on this difficult work.
本研究旨在解决如何支持教学实践的挑战。我们的模型将专业发展(PD)置于五年级学生暑期课程的数学教学中。该PD模型分为两部分。首先，参与者通过结构化的课程计划对话、密切观察教学和分析学生任务，参与五年级课堂教学中的“合法外围参与”(Lave & Wenger, 1991)。其次，参与者通过模拟和排练，集中学习领先的数学讨论。两组教师参加，一组在现场有一名辅导员，另一组在远程现场有一名辅导员，由他亲自主持数学专业发展讨论。我们研究PD模型的影响。具体来说，我们的问题是:教师的参与是否会影响他们自己的教学实践，如果会，影响的是什么?两组共有21名教师参与。我们收集并分析了一组课堂讨论前后的视频。参与者被要求在PD发生前两个月记录三次数学讨论，并在参与后两个月记录三次这样的课程。一个工具捕获了我们分解讨论中提到的技术(Selling et al.， 2015)，包括经验丰富的教师使用的先进技术，由两名研究团队成员应用于所有视频。干预前，远程被试在几乎所有维度上的技术使用手段均高于现场被试(p < 0.05)。因此，我们分别分享了两组的研究结果。现场组(干预前均值较低)在干预前似乎没有主导讨论。他们在引导学生思考他人的想法和总结讨论方面都略有提高。由于干预的重点是引导学生，可能是一个不熟悉的工作领域，我们假设这是干预后他们练习的重点。相反，在干预前似乎主导讨论的远程组(干预前平均水平较高)在几个类别上有所下降，在连接和扩展学生思维方面表现出接近显著的增长。对这些下降的一个可能的解释是，数据收集的时间是在年初，当时他们可能已经明确地教学生如何参与讨论，导致较少的特定讨论引导动作的实例。连接和扩展的增加可能是由于准备好承担这项困难的工作。
{"title":"Challenges in improving and measuring mathematics discussion leading practice","authors":"Meghan Shaughnessy, Nicole Garcia, Jillian Peterson, Kristen D’Anna Pynes","doi":"10.51272/PMENA.42.2020-330","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-330","url":null,"abstract":"This study is an effort to address the challenge of supporting the enhancement of teaching practice. Our model situates professional development (PD) in mathematics instruction occurring in a summer program for fifth grade students. This PD model has two parts. First, participants engage in “legitimate peripheral participation” (Lave & Wenger, 1991) in teaching in this fifth grade classroom through structured conversations about the lesson plans, close observation of teaching, and analysis of student tasks. Second, participants engage in focused learning on leading mathematics discussions through simulations and rehearsals. Two groups of teachers participated, one onsite with a facilitator, and the second at a remote site with an in-person facilitator who delivered the leading mathematics discussion professional development. We study the impact of our PD model. Specifically, we ask: Does teachers’ participation impact their own teaching practice, and if so, in what ways? Twenty-one teachers participated across the two groups. We collected and analyzed a set of preand post-videos of classroom discussions. Participants were asked to record three mathematics discussions two months before the PD occurred and three such lessons two months after participation. A tool that captured techniques named in our decomposition of discussion (Selling et al., 2015), including advanced techniques utilized by experienced teachers, was applied to all videos by two research team members. Prior to the intervention, the means of technique usage of the remote participants were higher than those of the onsite group on almost every dimension (p < .05). Thus, we share the findings for the two groups separately. The onsite group (lower pre-intervention mean) did not appear to be leading discussions before the intervention. They showed slight increases in both orienting students to the thinking of others and concluding discussions. Since the intervention was focused on orienting students, likely an unfamiliar area of work, we hypothesize that this was the focus of their practice post-intervention. Conversely, the remote group (higher pre-intervention mean), who appeared to be leading discussions before the intervention, decreased on several categories and showed near significant growth on connecting and extending student thinking. One possible explanation for these decreases is the timing of the post-data collection at the beginning of the year when they may have been explicitly teaching their students how to engage in discussion, leading to fewer instances of particular discussion-leading moves. The increase in connecting and extending may have been due to readiness to take on this difficult work.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80369237","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 : 2020-12-23DOI: 10.51272/PMENA.42.2020-86
Paula Patricia Guerra Lombardi, Raisa Lopez, Elisa Pereyra
{"title":"Mathematics problems and real world connections: How political is too political?","authors":"Paula Patricia Guerra Lombardi, Raisa Lopez, Elisa Pereyra","doi":"10.51272/PMENA.42.2020-86","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-86","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81534316","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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