Relevant bibliographies by topics / Concrete teaching materials

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Concrete teaching materials'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Concrete teaching materials"

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Ball, Stanley. "Computers, Concrete Materials and Teaching Fractions." School Science and Mathematics 88, no. 6 (1988): 470–75. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11839.x.

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Thompson, Patrick W., and Diana Lambdin. "Research into Practice: Concrete Materials and Teaching for Mathematical Understanding." Arithmetic Teacher 41, no. 9 (1994): 556–58. http://dx.doi.org/10.5951/at.41.9.0556.

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Today we find common agreement that effective mathematics instruction in the elementary grades incorporates liberal use of concrete materials. Articles in the Arithmetic Teacher no longer exhort us to use concrete materials, nor does the Professional Standards for Teaching Mathematics (NCTM 1991) include a standard on the use of concrete materials. The use of concrete materials seems to be assumed unquestioningly.
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Suarman, Suarman, Hendripides Hendripides, and Nurul Hikmah. "Development of Innovative Teaching Materials through Scientific Approach." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (2018): 14. http://dx.doi.org/10.31258/jes.2.2.p.14-22.

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This study aims to develop teaching materials of economic learning assessment through scientific approach. The research used Research and Development (R&D) method that developed by Thiagarajan, Semmel, and Semmel that includes defining phase, design stage, and development stage. Data were collected from the assessment of three experts through an expert validation sheet and responses from 40 students through student response questionnaire. Data analysis using quantitative descriptive technique. The result of the research showed that the teaching materials are suitable for learning through t
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Furinghetti, Fulvia, and Marta Menghini. "The role of concrete materials in Emma Castelnuovo’s view of mathematics teaching." Educational Studies in Mathematics 87, no. 1 (2014): 1–6. http://dx.doi.org/10.1007/s10649-014-9569-8.

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Dumbrăveanu, Laura. "From the perception of science to the design of teaching materials." Journal of Science Communication 06, no. 03 (2007): C07. http://dx.doi.org/10.22323/2.06030307.

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To design teaching materials starting from the subject matter in Science field, from the contents of textbooks or by studying the syllabuses are regular practices within schools. The SEDEC project proposes concrete and innovative modalities of conceiving teaching materials starting from teachers perception of science and by talking with them about their ideas and needs regarding teaching Science. A deep discussion of the relationships between science education and European citizenship has been another important ingredient of this new process of didactic design.
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Oehlers, D. J. "Teaching the Fundamental Principles in Reinforced Concrete Design." Australian Journal of Structural Engineering 7, no. 3 (2007): 157–66. http://dx.doi.org/10.1080/13287982.2007.11464973.

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Berman, Barbara, and Fredda Friederwitzer. "Algebra Can Be Elementary … When It's Concrete." Arithmetic Teacher 36, no. 8 (1989): 21–24. http://dx.doi.org/10.5951/at.36.8.0021.

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Effective mathematics requires more than the use of symbols or numerals. All students, and even many adults, need concrete models to understand mathematical concepts. Elementary and middle school children can understand and master basic concepts of mathematics, including algebra, when concrete materials are used to model these concepts. This article presents a rationale for these statements and describes a model for teaching early algebraic concepts using manipulative materials.
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Brindasu, Paul Dan, Livia Dana Beju, and Corina Baitoiu. "Designing Educational Materials Through Product Lifecycle Management." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 73–78. http://dx.doi.org/10.2478/cplbu-2014-0016.

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AbstractThe paper analyses the situation of teaching materials in technical schools in Romania via a marketing research that takes into account stakeholders, the microenvironment, as well as the macroenvironment. The research has shed light on a number of problems that require a new approach to the design of educational tools. The paper proposes that this design of educational tools be performed through the product lifecycle management (PLM) perspective. All phases of the design and lifecycle of such products are analysed, and concrete solutions for realising each of these phases are proposed.
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Wahyudi, Winarto Eka. "Mengurai Problematika Pembelajaran Akidah (Integrasi Cooperative Learning Dengan Epistimologi Abid Al-Jabiri)." KUTTAB 1, no. 2 (2017): 145–57. http://dx.doi.org/10.30736/kuttab.v1i2.107.

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The process of Islamic religious education in schools has so far been centered on teaching materials. The materials have a varied segmentation of discussion, especially in the aspects of aqidah, ritual, akhlaq, history and so on. The values of Islamic teachings contained in teaching materials are not only related to both empirical and concrete aspects of knowledge. There are also the ones dealing with the abstract and unreasonable aspects. For example in the aqidah subject matter, there are discussions about belief in God, angels, the hereafter and so on. In this paper, the writer experimented
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Zhang, Shuo, Geng Xin, Yang Yun, Zou Bin, Li Ang Jian, and Chun Lan Xue. "The Application of Multimedia Technology in the Editing of Chemical Experimental Audio-Visual Materials." Advanced Materials Research 271-273 (July 2011): 1612–17. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1612.

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The application of experimental audio-visual materials is an effective form of electrical multi-media teaching assistant of experimental courses. The making of audio-visual material has far-reaching actual significance and it is also an important direction in the teaching reformation at present. Aiming at giving references for the ones who are working on chemical experimental editing works, this article introduces some useful editing skills combined with some concrete examples produced by Premiere Pro 2.0 in the editing of chemical experimental audio-visual materials.
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Dissertations / Theses on the topic "Concrete teaching materials"

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Silva, Ricardo Augusto Manhani. "Construção e emprego de um protótipo funcional para ensino e aprendizagem em química : a importância das concepções prévias dos estudantes /." Bauru, 2020. http://hdl.handle.net/11449/192391.

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Orientador: Alexandre de Oliveira Legendre<br>Resumo: Esta pesquisa e seu produto técnico foram desenvolvidos com foco nas concepções prévias dos estudantes, visando oportunizar uma Unidade Didática como recurso didático, que possa ser utilizado pelo professor e pelo aluno do Ensino Médio no ensino de Química. A Unidade Didática contempla 14 sequências de atividades que foram elaboradas e aplicadas com o apoio de um roteiro de construção de um protótipo funcional de Estação de Tratamento de Água - ETA. Os sujeitos da pesquisa foram alunos da 2ª série do Ensino Médio de uma unidade escolar da r
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Andersson, Julia. "För- och nackdelar med olika undervisningsmaterial : En intervjustudie om undervisningsmaterial vid introduktionen av subtraktion." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30795.

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Studiens syfte är att undersöka sju lärares val av undervisningsmaterial vid introduktionen av subtraktion. Utgångspunkten i studien är taget ur livsvärldsfenomenologin, och data har samlats in genom semistrukturerade intervjuer där det kvalitativa datamaterialet sedan analyserats genom olika teman. Resultatet visar att samtliga lärare var överens om att konkret och laborativt material var att föredra vid introduktionen av subtraktion. Läroböckerna användes istället vid ett senare stadium för att hjälpa eleverna att befästa kunskaperna på en mer abstrakt nivå.<br>The aim of this study is to lo
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Nääv, Holmstedt Cajsa, and Rebecca Österberg. "”Att lära matten med kroppen är ju toppen” : En statistisk undersökning angående lärares användning av laborativt material i matematikundervisningen i årskurs F-3." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53403.

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Denna studie undersöker hur laborativt material används i matematikundervisningen i åk. F-3. Studien tittar även på bakomliggande förklaringar till varför lärare använder materialet eller ej, samt vad som krävs för en ökad användning. Metodvalen i föreliggande studie är av både kvantitativ- och kvalitativ karaktär och består utav en online-enkät som besvarats av 199 lärare. Resultatet visar att laborativt material är ett relativt vanligt inslag i matematikundervisningen. Det påvisar även att lärares teoretiska kunskaper om, och erfarenheter av laborativt material påverkar i vilken utsträckning
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Baier, Caroline. "Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?" Thesis, University of Kalmar, School of Human Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1061.

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<p> <strong>SAMMANFATTNING</strong><p>Arbetets syfte var att undersöka vilka faktorer det är som påverkar lärare att använda eller inte använda laborativt material i sin matematikundervisning i förskoleklass till och med årskurs 3.</p><p>Laborativ matematik innebär i detta arbete matematiklektioner där lärare och elever tar hjälp av någon form av konkret material, både vardagsmaterial och pedagogiskt material för att förstå och lösa problem inom ämnesområdet matematik.</p><p>Undersökningen genomfördes med hjälp av enkäter till elva lärare i förskoleklass till årskurs 3 på tre olika skolor i en
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Santos, Odilon J?lio dos. "A rela??o de Euler para poliedros." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18668.

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Made available in DSpace on 2015-03-03T15:36:13Z (GMT). No. of bitstreams: 1 OdilonJS_DISSERT.pdf: 1624865 bytes, checksum: f08c3087f93d38a7f0eca20c25b43940 (MD5) Previous issue date: 2014-03-31<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>In this paper we analyze the Euler Relation generally using as a means to visualize the fundamental idea presented manipulation of concrete materials, so that there is greater ease of understanding of the content, expanding learning for secondary students and even fundamental. The study is an introduction to the topic and leads the rea
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Oliveira, Miguel Luiz Veiga de. "Ensino de matemática para surdos e ou cegos." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/821.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-22T14:00:14Z No. of bitstreams: 1 miguelluizveigadeoliveira.pdf: 3697128 bytes, checksum: 72b347560489b4e510107b221381b81b (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T14:02:04Z (GMT) No. of bitstreams: 1 miguelluizveigadeoliveira.pdf: 3697128 bytes, checksum: 72b347560489b4e510107b221381b81b (MD5)<br>Made available in DSpace on 2016-02-26T14:02:04Z (GMT). No. of bitstreams: 1 miguelluizveigadeoliveira.pdf: 3697128 bytes, checksum: 72b347560489b4e510107b221381b81b (MD5)
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Silveira, Daniel da Silva. "Professores dos anos iniciais: experiências com o material concreto para o ensino de matemática." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/2852.

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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2012.<br>Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-11-23T15:50:07Z No. of bitstreams: 1 PROFESSORES DOS ANOS INICIAIS EXPERIÊNCIAS COM O MATERIAL CONCRETO PARA O ENSINO DE MATEMÁTICA.pdf: 1950437 bytes, checksum: 244684d23fb58923aaf678627305930d (MD5)<br>Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-11-28T21:03:27Z (GMT) No. of bitstreams: 1 PROFESSORES DOS ANOS INICIAIS EXPERIÊNCIA
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Laayab, Chayma. "En givande undervisning i problemlösning för andraspråkselever : En studie i årskurs 3 vid en mångkulturell skola i södra Stockholm." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3410.

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<p>Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, rea
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Baraldi, Marcos Luchiari. "Poliedros de Kepler-Poinsot : uma verificação da relação de Euler com jujubas, canudos e varetas /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155971.

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Submitted by MARCOS LUCHIARI BARALDI (marcosbrld@yahoo.com.br) on 2018-09-12T03:42:53Z No. of bitstreams: 1 DISSERTAÇÃO-12.09.18.pdf: 3346423 bytes, checksum: a92ab36f4ef9b546a9685be711a2f4b5 (MD5)<br>Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-12T13:24:07Z (GMT) No. of bitstreams: 1 baraldi_ml_me_sjrp.pdf: 3346423 bytes, checksum: a92ab36f4ef9b546a9685be711a2f4b5 (MD5)<br>Made available in DSpace on 2018-09-12T13:24:07Z (GMT). No. of bitstreams: 1 baraldi_ml_me_sjrp.pdf: 3346423 bytes, checksum: a92ab36f4ef9b546a9685be711a2f4b5 (MD5) P
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LEITE, Lusitonia da Silva. "A Expressão da Compreensão de Alunos com Dificuldades de Aprendizagem em Matemática ao Trabalhar com o Material Cuisenaire." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/570.

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Made available in DSpace on 2014-07-29T15:00:25Z (GMT). No. of bitstreams: 1 dissertacao lusitonia1.pdf: 1368129 bytes, checksum: 989173bc992d019898f59fa553e6c318 (MD5) Previous issue date: 2009-03-30<br>Concrete materials are part in the searching of learning methods that allow a better understanding in the learning of mathematics. In this work, I research how do students with difficulties in learning express Mathematics comprehension when they deal with the Cuisenaire Material in a learning situation, and what do they understand from it? The investigation basis was the Experiencing Mathema
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Books on the topic "Concrete teaching materials"

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Biernacki, Joseph J. Concrete: An infrastructure material ; module. Materials World Modules, 1998.

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Ostrowski, Donald. Who Wrote That? Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749704.001.0001.

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This book examines nine authorship controversies, providing an introduction to particular disputes and teaching students how to assess historical documents, archival materials, and apocryphal stories, as well as internet sources and news. The book does not argue in favor of one side over another but focuses on the principles of attribution used to make each case. While furthering the field of authorship studies, the book provides an essential resource for instructors at all levels in various subjects. It is ultimately about historical detective work. Using Moses, Analects, the Secret Gospel of
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Book chapters on the topic "Concrete teaching materials"

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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda, and Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.

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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.
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Kosheleva, Olga, and Karen Villaverde. "In What Order to Present the Material Within Each Topic: Concrete-First Versus Abstract-First." In How Interval and Fuzzy Techniques Can Improve Teaching. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55993-2_20.

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Gebel, Inga. "Challenges in teaching problem solving: Presentation of a project in progress by using an extended tetrahedron model." In Implementation Research on Problem Solving in School Settings. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871167.0.07.

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In order to implement mathematical problem solving in class, it is necessary to consider many different dimensions: the students, the teacher, the theoretical demands and adequate methods and materials. In this paper, an implementation process is presented that considers the above dimensions as well as the research perspective by using an extended tetrahedron model as a structural framework. In concrete terms, the development and initial evaluation of a task format and a new teaching concept are presented that focus on differentiated problem-solving learning in primary school. The pilot results show initial tendencies towards possible core aspects that enable differentiated problem solving in mathematics teaching.
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Barbin, Évelyne. "From experimental to theoretical geometry in new pedagogical movements at the turn of the 19th and 20th centuries (1872-1906)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.17.

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There exist many historical works on the new pedagogical movements in the beginning of the 20th century, at the level of one country and at the international level also. Our purpose is to focus on teaching of geometry with comparing situations in four countries: United Kingdom, France, Germany and United States. We show that, behind the agreements, there are deep differences in relation with questions posed by geometrical teaching. We use two kinds of materials, discussions and textbooks, and we specially examine the questions on parallels definitions and their introduction in teaching. Keywords: laboratory method, concrete geometry, experimental geometry, intuitive geometry, practical geometry, rational geometry, Émile Borel, Carlo Bourlet, John Dewey, George Halsted, Julius Henrici, Adelia Hornbrook, Jules Houël, Charles Méray, Eliakim Moore, John Perry, Peter Treutlein.
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Winny, Steffen. "Serious Games as an Instrument of Non-Formal Learning." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch012.

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This chapter contains a systematic overview of various didactic designs, which are used to provide learning experiences via the Internet. Using the example of renewable energy, the development and status quo of Web-didactic offers is reconstructed on the basis of concrete cases ranging from simple replication of classical teaching materials to different kinds of serious games. This bottom-up approach provides a practical introduction on how to evaluate serious games or other digital learning offers by identifying the most essential criteria for a didactic game analysis, but can also be used for benchmarking as some of the examples might also be inspiring for actual game design. Furthermore, this review indicates a significant gap between the high didactic standards for designing self-administrated learning environments and the factual realization as it is shown in most of the examined cases. A basic understanding of the requirements of different learning settings is given in the introduction.
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Caldeira, Amélia, S. O. Lopes, Isabel Perdigão Figueiredo, and Alexandra R. Costa. "Low-Cost Videos for Learning Mathematics by Teaching." In Developing Technology Mediation in Learning Environments. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1591-4.ch010.

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Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.
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Nascimento, Carolina Picchetti. "Subject Matter Analysis in Physical Education." In Contemporary Approaches to Activity Theory. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch014.

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Educational research grounded in the theoretical perspective of developmental teaching can provide some ideas, challenges, and proposals to be discussed. From a developmental perspective, the fundamental content of teaching and learning covers the theoretical concepts of each school subject. Through the area of physical education, the author discusses the process for identifying and systematizing the theoretical concepts that organize school subjects. This discussion is proposed from the point of view of its philosophical foundations in dialectical materialism and from concrete possibilities and challenges in educational research. Through analysis and systematization of the essential and necessary relations that organize physical education and by an attempt at making these relations concrete, the author highlights the value and challenges that arise during a process of a subject matter analysis in educational research.
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Temür, Rasim, and Gebrail Bekdaş. "Optimum Design of Reinforced Concrete Retaining Walls." In Advances in Computational Intelligence and Robotics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4766-2.ch016.

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Methodologies based on metaheuristic algorithms such as particle swarm optimization, harmony search algorithm, and teaching-learning-based optimization are proposed for optimum design of reinforced concrete cantilever retaining walls. The objective function of optimization is to find a design providing minimum cost, including material and construction costs. For this purpose, the best combination of 11 design variables (heel and toe projections, stem thickness at the top and bottom of a wall, slab thickness and rebar diameters, and spacing between the bars) that satisfy 29 design constraints including stability (overturning, sliding, and bearing) and reinforced concrete design of the wall are searched during the optimization process. The rules of ACI 318 14 (building code requirements for structural concrete) are used for the reinforced concrete design. In order to determine the strengths and weaknesses of algorithms, several different cases are investigated. As conclusions, some suggestions have been obtained that will lead to future work in this field.
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Charise, Andrea. "Resemblance, Diversity, and Making Age Studies Matter." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0012.

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The resurgence of grass-roots activism around race (#BlackLivesMatter) and class (anti-austerity, Occupy) has highlighted how matters of age collide with other significant determinants of health and illness, such as gender, sexuality, race, ethnicity, and class. Clearly, what it means to grow old is deeply contingent upon far-reaching disciplinary and contextual factors that shape students’ understanding of health well before they step into the classroom. Part one of this chapter unpacks key problems currently facing age studies pedagogy by asking, How can age studies be taught to better reflect these crucial diversities, encourage the growth of this field, and establish the value of age studies for students from a range of academic backgrounds and with assorted, often uncertain, career paths? Part two expands this proposition through elaborating a case study of teaching age studies as part of the health humanities curriculum at the University of Toronto Scarborough. The author outlines ways in which striking but conventional age studies material (e.g., Shakespeare’s King Lear) might be repurposed to respond meaningfully both to the locality of a multicultural teaching environment and to students who may possess very different frames of reference. The purpose of the chapter is to (1) articulate the need for greater diversity in age studies (lessons reflected in health humanities more generally) and (2) provide concrete ways to embolden such diversification within the classroom by engaging students—and charging educators—in the expansion of what humanistic studies of aging might entail.
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De Bock, Dirk. "Georges Cuisenaire’s numbers in colour. A teaching aid that survived the 1950s." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.27.

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In 1952, a Belgian primary school teacher, Georges Cuisenaire, published Les nombres en couleurs, a booklet in which the author describes his invention and explains a corresponding method for teaching elementary arithmetic. Cuisenaire materialized the numbers from one to ten by means of rods of corresponding lengths and in different colours. The rods provided a concrete tool for exploring and gaining insight in basic concepts and skills, such as the four basic operations, finding divisors and multiples, working with fractions, the decimal system, arithmetic sequences, and area and volume calculation. From the mid-1950s, with the support of Caleb Gattegno, the Cuisenaire rods broke through worldwide. In subsequent years, empirical research into the effectiveness of the Cuisenaire’s method was initiated and in several countries Cuisenaire Associations were founded. In the late 1960s and 1970s, a number of attempts were made to use the material for the teaching of typical modern mathematics contents to (very) young children, but the use of the rods in this context was sometimes far-fetched and did not break through. Keywords: CIEAEM, Cuisenaire rods, numbers in colour, teaching aid, teaching material, Georges Cuisenaire, Caleb Gattegno
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Conference papers on the topic "Concrete teaching materials"

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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.

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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of
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de Aquino Leal, Alexis Vinicius, and Deller James Ferreira. "Teaching computer programming based on patterns with activities and collaborative games using concrete materials for high school students." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685109.

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Sorva, Juha, Ville Karavirta, and Ari Korhonen. "Roles of Variables in Teaching." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3100.

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Expert programmers possess schemas, abstractions of concrete experiences, which help them solve programming problems. Stereotypes of variable use in computer programs can be characterized using roles of variables, which can be taught to novices in order to support schema formation. This paper describes the ’lightweight’ adoption of roles of variables in our teaching of introductory programming. We discuss the changes made to our courses, our experiences with this process, and some preliminary results of how our students took to roles of variables. Roles provided us with a new way to improve ou
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Ottevaere, Olivier. "Ruled Based Construction and the Materialization of a Line in Motion." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.36.

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From the work of the Architect and Engineer Felix Candela on Hyperbolic Paraboloid surfaces for thin shell construction, the paper retraces how ruled geometries, generalized by a sequence of rotating lines, directly regulate procedures of construction for concrete formwork, made of straight timber elements. From the conception of three timber structures, The Pinch, Sweep and Warp, it is discussed how such geometrical principles are further explored structurally, materially and spatially. Finally, a series of subsequent physical experiments are put forward in search of new shell topologies, gen
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Brown, Ashland O. "Undergraduate Finite Element Instruction Using Commercial Finite Element Software Tutorials and the Kolb Learning Cycle." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60756.

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As background, the Kolb learning cycle describes an entire cycle around which a learning experience progresses [1]. The goal, therefore, is to structure learning activities that will proceed completely around this cycle, providing the maximum opportunity for full student comprehension of the course material. This model has been used previously to evaluate and enhance teaching in engineering [2, 3, and 4]. Most college education is geared toward abstract conceptualiztion, but complete learning is enhanced by the use of all four learning stages Abstract Hypothesis and Conceptualization, Active E
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