Academic literature on the topic 'Decimal system – Study and teaching'
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Journal articles on the topic "Decimal system – Study and teaching"
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Makkonen, Kirsi, Helena Thuneberg, Markku Jahnukainen, and Risto Hotulainen. "Yhteisopettajuus ja joustavat oppimisryhmät yläkoulun matematiikan opetuksen tukena." Ainedidaktiikka 3, no. 1 (2019): 2–20. http://dx.doi.org/10.23988/ad.71163.
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Tässä artikkelissa raportoidaan kolmivuotisen tutkimusprojektin tuloksia, jossa oppilaiden matematiikan osaamista seurattiin yläkoulun ajan seurannan pääpainon ollessa kymmenjärjestelmän perusteiden hallinnassa. Koekoulussa oppilaiden (n = 153) opetus toteutettiin painotetun opetuksen luokkia lukuun ottamatta oppilaiden oppimistarpeen pohjalta muodostetuissa joustavissa oppimisryhmissä, ja erityisopetuksen työmuotona oli matematiikan aineenopettajan ja erityisopettajan yhteisopetus. Kontrolliryhmän muodosti toisen yläkoulun oppilaat (n = 58). Toistomittauksissa käytettiin Kymppi 2-kartoitusta, ja aineistoa analysoitiin sekä parametrisesti että epäparametrisesti, ja peruskoulun lopussa oppilaiden osaamista arvioitiin parametrisesti myös KTLT-testillä. Tutkimuksen perusteella voidaan arvioida, että oppilaan oppimistarpeen pohjalta muodostetuissa oppimisryhmissä, joissa erityisopetuksen tuki toteutui yhteisopettajuutena, voitiin vahvistaa paremmin heikosti menestyvien oppilaiden kymmenjärjestelmän hallintaa ja peruskoulun matematiikan opetussuunnitelman tavoitteita kuin jos opetus oli toteutettu kiinteissä perusopetusryhmissä osa-aikaisen erityisopetuksen tuella. Merkittävänä tuloksena voi pitää sitä, että koekoulun joustavissa oppimisryhmissä opiskelleiden suoriutumisen ero kymmenjärjestelmän hallinnassa ei kasvanut verrattuna parhaiten menestyneisiin painotetun opetuksen oppilaisiin toisin kuin kontrollikoulussa.
 Asiasanat: matematiikan opetus, yläkoulu, erityisopetus, yhteisopettajuus, joustavat oppimisryhmät
 
 Supporting upper comprehensive school mathematics curriculum with co-teaching and flexible learning groups
 Abstract
 This article reports on the findings of the three-year project which followed the participating pupils’ mathematical skills, with a main emphasis placed on the decimal system, throughout their upper comprehensive school curriculum (Finnish grades 7 – 9). The teaching at the main study school (n = 153) was conducted in flexible study groups according to the pupils’ learning needs, unless the pupil was part of a weighed curriculum. The teaching form of work for the special education was the co-teaching method of the mathematics subject teacher and the special education teacher. The second upper comprehensive school of the district acted as a control study school (n = 58). The Kymppi 2-mapping was used during the repeated measurements. The material has been processed both parametrically and nonparametrically. The pupils’ abilities were also evaluated at the end of their upper comprehensive school studies parametrically with the KTLT-test. The study results suggest that study groups based on the pupils’ learning needs, and conducted with the co-teaching method, showed greater improvement in the pupils’ ability to comprehend the decimal system. Those placed in set study groups with part-time special education displayed a weaker comprehension of the decimal system. The most significant finding was that the performance difference at the main study school between the flexible learning groups did not increase compared to the weighed study groups, unlike at the control study school.
 Keywords: teaching mathematics, upper comprehensive school, special education, co-teaching, flexible learning groups
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Martensson, Pernilla, and Henrik Hansson. "Challenging teachers’ ideas about what students need to learn." International Journal for Lesson and Learning Studies 7, no. 2 (2018): 98–110. http://dx.doi.org/10.1108/ijlls-11-2017-0048.
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Purpose The purpose of this paper is to contribute to the understanding of the processes that make teachers learn in a collaborative arrangement similar to lesson study (LS) and learning study (LearS). The teachers in this collaboration wanted to enhance teaching and student learning (grades 4-7) about decimal numbers. Design/methodology/approach The analysis is based on data from five teachers’ collaborative work in an adaptive arrangement of LS and LearS called subject didactic groups. Data consist of eight audio recordings of the teachers’ meetings as well as written and photographic documentation of the meetings. The analysis was carried out through the lens of expansive learning within an activity system (Engeström, 1987). This entailed a focus on contradictions between teachers’ ways of thinking and acting when individually and collaboratively developing their teaching, on the solutions to the conflicts produced by the teachers, and on how these challenged the teachers’ ideas about what the students need to learn. Findings The authors identified contradictions between formative and summative assessment, exams and stressed students, prevailing norms about teaching and the theoretical tool used for planning and analyzing lessons and student learning, and the local curriculum and time constraints. The solutions to the conflicts were the driving force for developing new and more qualitative knowledge about what the students need to learn. Originality/value This paper gives explicit examples of contradictions and solutions that can challenge and drive teachers to expand their learning in an adaptive form of LS and LearS suited to daily teaching.
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Taylor, Arlene G. "Teaching the Dewey Decimal Classification System." Cataloging & Classification Quarterly 42, no. 3-4 (2006): 97–117. http://dx.doi.org/10.1300/j104v42n03_03.
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Qassim, Asmaa' Y. "Investigating Teacher-Learner Interaction in EFL Classes a Basic Level of Learning." Humanities Journal of University of Zakho 5, no. 4 (2017): 1257. http://dx.doi.org/10.26436/2017.5.4.511.
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The current research aims at identifying the impact of teacher behavior on teacher-learner interaction in English language at the basic instruction level. The population consists of all male pupils in basic stage instruction within Kurdistan Region-Duhok city-Directorate of education, during the academic year (2013-2014). The sample for the study has been randomly chosen from the basic instruction – level 8. It consists of (32) pupils, sixteen forming the experimental group which has been taught by using Flanders Decimal System of behavior teacher-learner interaction (it has been prepared by the researcher depending on the source and other previous studies and researches so as to test the hypotheses of the current study. It has also been made valid through its presentation to a panel of experts, while the reliability factor has been computed by using the re-test method. On the other hand, sixteen pupils formed the control group which has been taught by using the Recommended Method by the Ministry of Education (henceforth RM). The t-test has been used for the equivalence of groups. Moreover, the researcher has used the tape recorder to access to the patterns of verbal interaction inside the classroom. The achievement test is the research tool for gaining the results of the experiment after being made valid and reliable. The findings show that teachers of English can make use of the given time in the class more successfully if they focus on encouraging learners (pupils) and accepting their ideas. Additionally, there is a limited influence of the variable related to the period of teaching service and place of graduation on the patterns of interaction inside the classroom as it has affected the percentage of the teacher's instant questions. Thus, it showed teacher of English is the most effective strategy in teacher-learner interaction. The research ends with some recommendations and suggestions depending on the findings of the study
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Clason, Robert G. "How Our Decimal Money Began." Arithmetic Teacher 33, no. 5 (1986): 30–33. http://dx.doi.org/10.5951/at.33.5.0030.
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Almost ten years ago, we celebrated the bicentennial of the American Revolution. A few years from now we will celebrate the bicentennial of our 1789 Constitution. During the era of these two major American event two hundred year ago our decimal monetary system was created. As arithmetic teachers, we are responsible for teaching children the fact of pennies, dimes, and dollars. Some background relating this arithmetic to American history can enrich both subjects.
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Suh, Jennifer M., Chris Johnston, Spencer Jamieson, and Michelle Mills. "Promoting Decimal Number Sense and Representational Fluency." Mathematics Teaching in the Middle School 14, no. 1 (2008): 44–50. http://dx.doi.org/10.5951/mtms.14.1.0044.
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The abstract nature of mathematics requires the communication of mathematical ideas through multiple representations, such as words, symbols, pictures, objects, or actions. Building representational fluency involves using mathematical representations flexibly and being able to interpret and translate among these different models and mathematical concepts. This article shares a collaborative lesson study experience in planning and teaching a unit on decimals. Participants included fifth- and sixth-grade teachers and lesson study facilitators, including a university mathematics educator, a doctoral student, and a school mathematics specialist. The lesson was taught in a fifth-grade class with a high population of English language learners (ELL) and special needs students. The overarching goal of the lesson study was to develop students' representational fluency and mathematical proficiency with decimals. While working with teachers, the lesson study facilitators shared related research on representations and the importance of selecting and evaluating effective mathematical models to give the diverse population access to decimal concepts. The lesson study facilitators' goal was to heighten teachers' awareness of the importance of multiple representations and introduce a planning process that allows teachers to select models in a thoughtful and critical way that would facilitate the teaching and learning of a mathematics concept.
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Suh, Jennifer, and Padmanabhan Seshaiyer. "Modeling 10-ness using Tech-knowledgy." Teaching Children Mathematics 18, no. 9 (2012): 574–78. http://dx.doi.org/10.5951/teacchilmath.18.9.0574.
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Foundational in understanding place value and our decimal number system, this concept is explored through a practiced-based activity designed to develop teachers' technology knowledge for teaching mathematics. The activity focuses on number sense using online applets and various related models and representations.
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Bunlang, Sunti, Maitree Inprasitha, and Narumon Changsri. "Design Mathematical Activity in Mathematics Classroom: Decimal Number." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 247–59. http://dx.doi.org/10.47175/rielsj.v2i3.293.
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The research was aimed to investigate six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world through a flow of lessons over the four stages of the Open Approach along with the Lesson Study process. The research results revealed that a series of five research lesson plans encompassing various mathematical activities were successfully encouraging students to elaborate their ideas and transmitting their ideas from the real-world to the mathematical world using semi-concrete aids. Moreover, the results of using the Open Approach have been proved to be relevant as students demonstrated their mathematization in fostering their mathematical thinking to transform their ideas smoothly. Therefore, designing mathematical activities is important to cultivate students’ mathematical thinking in problem-solving instantaneously. A limitation of the research was identified when the Lesson Study team members were reflecting on the teaching practice. This is because they found that the unclear illustration in the student worksheets has raised confusion. In conclusion, the overall results of this research have contributed significantly to our recognition of the practicality of Open Approach treatment in the Lesson Study process in developing students’ mathematization through their participation in mathematical activities.
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Turbiner, A. V., and J. C. Lopez Vieyra. "On 1/Z expansion, the critical charge for a two-electron system, and the Kato theorem." Canadian Journal of Physics 94, no. 3 (2016): 249–53. http://dx.doi.org/10.1139/cjp-2015-0366.
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The 1/Z expansion for the ground state energy of the Coulomb system of an infinitely massive center of charge Z and two electrons (two-electron ionic sequence) is studied. A critical analysis of the 1/Z coefficients presented in Baker et al. (Phys. Rev. A, 41, 1247 (1990)) is performed and its numerical deficiency is indicated, leading, in particular, to unreliable decimal digits beyond digits 11–12 of the first coefficients. We made a consistency check of the 1/Z-expansion with accurate energies for Z = 1–10: the weighted partial sums of the 1/Z expansion with Baker et al. coefficients reproduce systematically the ground state energies of two-electron ions with Z ≥ 2 up to 12 decimal digits and for Z = 1 up to 10 decimal digits calculated by Nakashima and Nakatsuji (J. Chem. Phys. 127, 224104 (2007)) with unprecedented accuracy. This rules out the presence of non-analytic terms at Z = ∞ contributing to the first 10–12 decimal digits in the ground state energy; it agrees with the Kato theorem about convergence of the 1/Z expansion within that accuracy. The ground state energy of two-electron ions Z = 11 (Na9+) and Z = 12 (Mg10+) is calculated with 12 decimal digits. This study can be considered as the independent confirmation of the correctness of 10 decimal digits in all 401 coefficients of 1/Z-expansion printed in Baker et al. (Phys. Rev. A, 41, 1247 (1990)).
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Sowder, Judith. "Research into Practice: Place Value as the Key to Teaching Decimal Operations." Teaching Children Mathematics 3, no. 8 (1997): 448–53. http://dx.doi.org/10.5951/tcm.3.8.0448.
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Some years ago I examined several middle school students' understanding of numbers (Threadgill-Sowder 1984). The answers that students gave me during that study showed me that their understanding, developed largely through experiences in the elementary grades, was fuzzy and led me to undertake a decade of research on children's number sense in the elementary and middle school grades. I will set the stage for this article by sharing two of the questions I gave the students during that study and some of the responses I received.
Dissertations / Theses on the topic "Decimal system – Study and teaching"
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Bruwer, Tertius F. "Wanbegrippe ten opsigte van bewerkings met desimale breuke." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50545.
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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without
being noticed and these are not corrected by repeated routine exercises. The misconceptions
formed are at times the result of inappropriate models used to solve problems. An even
bigger concern is that these particular models sometimes provide the correct answers by
accident. This may result in the learner's belief in the models being reinforced, as described
by Swan (n.d.).
The aim of this study is to identify the misconceptions related to the use of decimal fractions
by Grade 8 and 9 learners and then, through the use of an intervention program, to address
the learners' misconceptions and attempt to correct them.
Two schools were involved in this study. The group of learners from school A served as a
control group to determine the success of the intervention in learners from school B. The
results of school A, the frequency and nature of errors were compared with the test results of
school B as well as described by interviews with learners from school B. After the diagnostic
tests and interview, the learners' answers were compared with those already described in
literature.
The learners from school B participated voluntarily in the intervention program. Learners from
both schools wrote a post-test and the results were compared with those of a pre-test.
The conclusion of this study is that there are misconceptions concerning calculations with
decimal fractions at Grade 8 and 9 level. These misconceptions are formed during the
intermediate phase and are not suitably corrected. The intervention program, for various
reasons, had limited success. These reasons are discussed and recommendations are made
for future intervention programs.<br>AFRIKAANSE OPSOMMING: Navorsing toon dat wanbegrippe ten opsigte van berekeninge in baie klaskamers
onopgemerk verbygaan en dat dit nie reggestel word deur herhaalde roetine oefeninge nie.
Wanbegrippe wat kinders vorm is onder andere die gevolg van onvanpaste modelle wat
gebruik word vir die oplos van probleme. 'n Groter gevaar is dat hierdie onvanpaste modelle
toevallig die regte antwoord lewer. Dit kan dan veroorsaak dat die leerder se vertroue op die
modelle net versterk word, soos Swan (s.j.) dit beskryf.
Die doel van hierdie studie is om wanbegrippe ten opsigte van bewerkings met desimale
breuke by Graad 8 en 9 leerders te identifiseer en dan deur middel van 'n intervensieprogram
die leerders se wanbegrippe aan te spreek en te probeer regstel.
Twee skole is by hierdie studie betrek. Die groep leerders van skool A sou dien as 'n
kontrolegroep om die intervensie-sukses van die leerders van skool B te bepaal. Die skool A
resultate en frekwensie van foute asook die aard daarvan is vergelyk met die toetse van skool
B en beskryf op grond van onderhoude met die leerders van skool B. Ná die diagnostiese
toets en onderhoud is die leerders se antwoorde vergelyk met dié wat reeds in die literatuur
beskryf is.
Die leerders van skool B is op vrywillige basis by 'n intervensieprogram betrek. Beide skole
se leerders het daarna 'n natoets geskryf en die resultate is vergelyk met dié van die
voortoets.
Die gevolgtrekking wat uit hierdie studie gemaak word, is dat daar wanbegrippe ten opsigte
van bewerkings met desimale breuke op graad 8 en 9 vlak aanwesig is. Hierdie wanbegrippe
is in die intermediêre fase gevorm en nie reggestel nie. Die intervensieprogram het om
verskeie redes slegs beperkte sukses gehad. Hierdie redes word bespreek en aanbevelings
word gemaak vir toekomstige intervensieprogramme.
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Tracanella, Aline Tafarelo. "O Sistema de Numeração Decimal: um estudo sobre o valor posicional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21279.
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Previous issue date: 2018-05-09<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>As soon as children begin their school life, they already carry with them an idea about the
numbers and operation of the Decimal Number System (DNS). However, this knowledge need
to be systematized, extended and deepened appropriately in order to assist in the construction
of other mathematical concepts. Given this problem, the present research aims to investigate
the mobilized knowledge of the positional value in the DNS and the understanding of the
characteristics of number zero in the same system by students of the fourth year of Elementary
School. Therefore, it is done a brief historical context to rescue how the development of this
kind of knowledge by ancient people has developed over time. As theoretical contributions, it
is used the researches of Piaget & Szeminska, and of Kamii on the constructions of the number
concept by the students. Regarding to the acquisition of the properties of the DNS, it is
discussed the researches of Fayol, Lerner & Sadovsky as well as Zunino, who also studies the
issue of the number zero in this system. To achieve the research objective, it is adopted the
qualitative methodology, since the focus of it is on the mobilized knowledge by the students in
the search for a solution to proposed activities. It was also developed an instrument with six
exercises involving the positional value and the number zero, based on the proposed sequence
in the Brandt version. One week after an application of the instrument, it was conducted a semistructured
interview, which was of very important to understand the answers provided by the
students. In the analysis and discussion of the obtained data, it is understand that the students
mobilized knowledge about the numerical sequence and the criteria of comparison pointed out
by Lerner & Sadovsky. In addition to these mobilized knowledge, the participants also used the
contextualization of activities to justify their responses, using a comparison with everyday
situations, such as, for example, age observation among children. Regarding the number zero,
it was analyzed the meanings attributed to this number by the students during interviews.
During the research phases, all students stated that zero “worth nothing”, but they have provided
justifications that meet the historical facts pointed out in the brief contextualization carried out
in the third chapter of the research. It is also noted that the participants are building their
knowledge about DNS, presenting an unstable knowledge that changes according to the
question asked regarding the proposed situation. The results found in this research indicate that
the work with DNS needs to be continuous throughout the initial years of Elementary School,
as the students continue to build their knowledge about DNS and expand their understanding
of the number zero in the years after the literacy cycle<br>Assim que as crianças iniciam sua vida escolar, já carregam consigo alguma ideia sobre os
números e sobre o funcionamento do Sistema de Numeração Decimal (SND). Todavia esses
conhecimentos precisam ser sistematizados, ampliados e aprofundados adequadamente, para
auxiliar na construção de outros conceitos matemáticos. Diante dessa problemática, a presente
pesquisa tem por objetivo investigar que conhecimentos são mobilizados por alunos do quarto
ano do Ensino Fundamental acerca do valor posicional no SND e sobre a compreensão do
número zero nesse mesmo sistema. Para isso, buscamos em uma breve contextualização
histórica resgatar como se deu o desenvolvimento desses saberes por povos antigos no decorrer
do tempo. Como aportes teóricos, nos baseamos nas pesquisas de Piaget e Szeminska e de
Kamii sobre a construção do conceito de número pelos alunos. Com relação à aquisição das
propriedades do SND, discorremos sobre as pesquisas de Fayol e de Lerner e Sadovsky, bem
como de Zunino, que aborda também a questão do número zero nesse sistema. Para atender ao
objetivo da pesquisa, adotamos a metodologia de cunho qualitativo, pois o foco da investigação
está nos conhecimentos mobilizados pelos educandos na busca por uma solução para as
atividades propostas. Elaboramos um instrumento com seis exercícios envolvendo o valor
posicional e o número zero, baseado na sequência proposta na tese de Brandt. Uma semana
após a aplicação do instrumento, realizamos uma entrevista semiestruturada, que foi de suma
importância para compreender com maior clareza as respostas fornecidas pelos alunos. Na
análise e discussão dos dados obtidos, compreendemos que os estudantes mobilizaram
conhecimentos acerca da sequência numérica e dos critérios de comparação apontados por
Lerner e Sadovsky. Além desses conhecimentos mobilizados, os participantes também
recorreram à contextualização das atividades para justificar suas respostas, usando a
comparação com situações cotidianas, como, por exemplo, a observação da idade entre
crianças. Com relação ao número zero, analisamos os significados atribuídos a esse número
pelos alunos durante as entrevistas. Durante as fases da pesquisa, todos os educandos afirmaram
que o zero “não vale nada”, mas trouxeram justificativas que vão ao encontro dos fatos histórico
apontados na breve contextualização realizada no primeiro capítulo da investigação. Notamos
também que os participantes estão construindo seus conhecimentos acerca do SND,
apresentando um conhecimento não estável, ou seja, que se altera de acordo com a pergunta
feita referente à situação proposta. Os resultados encontrados nessa pesquisa apontam que o
trabalho com o SND precisa ser contínuo, durante todos os anos iniciais do Ensino
Fundamental, pois os alunos continuam construindo seus conhecimentos acerca do SND e
ampliando sua compreensão sobre o número zero nos anos posteriores ao ciclo de alfabetização
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Milan, Ivonildes dos Santos. "O ensino do Sistema de Numeração Decimal nas séries iniciais do Ensino Fundamental: as relações com a aprendizagem do sistema posicional." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20788.
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Previous issue date: 2017-11-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>On this research, we aim to reflect upon the teaching and learning of the Decimal Number System on the second grade of elementary School, more specifically to analyze the didactical conditions that allow the comprehension of what is hidden - the positional system. We used some of the contributions of Mathematics’ Didactics that defends the usage of didactical situations that raise, in students, the use of previous knowledge to select, organize, interpret information, and make decisions, in order to allow them to find different ways to build mathematical knowledge. Our methodology is inspired by Didactical Engineering, which comprehends the usage/elaboration of didactical situations that ensemble a meaningful learning board in the classroom. The didactical sequence, elaborated by Argentinian researchers from the Didactical Situations Theory, integrates an investigation project - developed in the city of Buenos Aires with second grade students – and has, as a starting point, the interaction with written numbers. We applied the didactical sequence twice to second grade students from the same elementary school, located in São Paulo. Our research has brought relevant contributions, such as: the way students relate, think and comprehend the positional value; promote successive approximations on the value of algorithms that represent the first grouping of ten basis; justify the efficiency of didactical sequences in mathematical learning; identify variables, in teaching and learning, that secure the process of both successive conceptualization to new knowledge and also variables present in the usual teaching which unfeasible the construction process of knowledge by students, and yet, confirms the potential of the group discussions to Mathematical learning<br>Nessa pesquisa, objetivamos refletir sobre o ensino e a aprendizagem do Sistema de Numeração Decimal no segundo ano do Ensino Fundamental, mais especificamente analisar as condições didáticas que possibilitam a compreensão daquilo que está oculto – o sistema posicional. Utilizamos algumas contribuições da Didática da Matemática, que defende a utilização de situações didáticas que suscitem, nos alunos, ações que mobilizem conhecimentos já adquiridos, para que selecionem, organizem, interpretem informações e tomem decisões que os permitam encontrar diferentes formas de construir conhecimentos matemáticos. Nossa metodologia se inspira na Engenharia Didática, que compreende a utilização/elaboração de situações didáticas que configurem um quadro de aprendizagem significativa em sala de aula. A sequência didática, elaborada por pesquisadoras argentinas a partir da Teoria das Situações Didáticas, integra um projeto de investigação – desenvolvido na Província de Buenos Aires com alunos do segundo ano –, cujo ponto de partida é a interação com a numeração escrita. Aplicamos a sequência didática duas vezes a alunos do segundo ano do Ensino Fundamental, numa mesma escola, localizada em São Paulo. Nossa pesquisa trouxe contribuições relevantes, tais como: o modo como os alunos se relacionam, pensam e entendem o valor posicional; promover aproximações sucessivas sobre o valor dos algarismos que representam o primeiro agrupamento da base dez; justificar a eficácia das sequências didáticas na aprendizagem matemática; identificar variáveis, no ensino e aprendizagem, que asseguram o processo tanto de conceitualizações sucessivas a novos conhecimentos quanto de variáveis presentes no ensino usual, as quais inviabilizam o processo de construção dos conhecimentos pelos alunos; e, ainda, confirmar o potencial das discussões coletivas para a aprendizagem matemática
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Fuglestad, Anne Berit. "Computers and the understanding of mathematics : a study of teaching decimal numbers." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339608.
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Gomes, Herica Cambraia. "Educação matemática inclusiva: musicalidade, modificabilidade cognitiva estrutural e mediação docente." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20629.
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Previous issue date: 2017-10-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>With the advancement of neuroscience, we find ourselves in a promising moment for
inclusive mathematics, which has significant repercussion in the learning of the Decimal
Numbering System, mainly in the associative aspects of mathematical cognition and
psychomotor stimulation as inseparable in the body and mind relation. Musicality is presented
as an innate process, in a construct of elements that encompass Corporeity, Rhythm and
Sound, as a possibility of a new teaching strategy. Therefore, this investigation chose to
identify teacher’s perception by elaborating, developing and analyzing teaching experiences
of the Decimal Numbering System with Musicality in the first two years of Primary
Education. The theoretical anchorage in composed of concepts that unfold into triads deriving
from Neuroscience (SNARC effect, Numerical Route and Numerical Reasoning), Executive
Functions (Voluntary Attention, Operational Memory and Inhibitory Control), Musicality
(Corporeity/Watchful Hearing; Movements/Rhythms; and Qualities/Sound) and Teaching
Mediation (Intentionality/Reciprocity. Meaning and Transcendence). The research, using a
qualitative method, unfolds itself into practical activities, analyzed from the contributions of
Musicality in the Decimal Numbering System teaching, into the curriculum and into teaching
mediation. The results showed three improvements in teaching: 1) Voluntary Attention and
Operational Memory brought by Musicality through watchful hearing projected in the
Counting and in the Mental Calculation accomplished by the students, without distinction; 2)
the development of the Corporeity and Musicality Scheme for Mental Calculation, in which
the representation of the numerical writing comes from the Global Praxis, following
systematized, coordinated, enlarged and ascending steps; and 3) the accomplishment of
Mental Calculation during the Musicality activities that associate numbers and pulses, tones
of musical instruments and mathematical operations, working as a process of evaluating
Decimal Numbering System learning. The teacher’s self-evaluation elected studying practice,
autonomy and creativity as the main influences of Musicality in the teaching performance; the
teachers pointed out, also, the perspective of “error” as a boosting mechanism for the learning
process and the respect of individual times as an inclusive practice of Mathematics Teaching<br>Com o avanço da neurociência, encontramo-nos em momento promissor na educação
matemática inclusiva, com significativas repercussões na aprendizagem do Sistema de
Numeração Decimal, sobretudo nos aspectos associativos da cognição matemática e
estimulação psicomotora como indissociáveis na relação corpo-mente. A Musicalidade é
apresentada como processo nato, em um constructo de elementos que envolvem
Corporeidade, Ritmo e Som, como possibilidade de nova estratégia de ensino. Neste sentido,
esta investigação optou por analisar as contribuições da Musicalidade no ensino do Sistema de
Numeração Decimal por meio da identificação de percepções de professores nos dois anos
iniciais do ensino fundamental, ao elaborarem, desenvolverem e analisarem experiências de
ensino do Sistema de Numeração Decimal utilizando a Musicalidade. A ancoragem teórica é
composta por conceitos, que se desdobram em tríades, advindos da Neurociência (Efeito
SNARC, Rota Numérica e Senso Numérico), das Funções Executivas (Atenção Voluntária,
Memória Operacional e Controle Inibitório), da Musicalidade (Corporeidade/Escuta Atenta;
Movimentos/Ritmos; e Qualidades/Som) e da Mediação Docente (Intencionalidade/
Reciprocidade, Significado e Transcendência). A pesquisa, de abordagem qualitativa,
exploratória e descritiva, configura-se com desdobramentos em atividades práticas, analisadas
a partir de contribuições da Musicalidade no ensino do Sistema de Numeração Decimal, no
Currículo e na Mediação Docente. Os resultados apontaram três evoluções no ensino: 1) a
Atenção Voluntária e a Memória Operacional desencadeadas pela Musicalidade por meio da
Escuta Atenta projetadas na Contagem e no Cálculo Mental realizados pelos alunos, sem
distinção; 2) o desenvolvimento do Esquema de Corporeidade da Musicalidade para o
Cálculo Mental, no qual a representação da escrita numérica parte da Praxia Global,
obedecendo a etapas sistematizadas, coordenadas, ampliadas e ascendentes; e 3) a realização
do Cálculo Mental durante as atividades de Musicalidade, que associam números e pulsos,
timbres de instrumentos musicais e operações matemáticas, funcionando como processo de
avaliação da aprendizagem do Sistema de Numeração Decimal. A autoavaliação das
professoras elegeu a prática de estudos, a autonomia e a criatividade como principais
influências da Musicalidade na performance docente; as docentes apontaram, também, a
perspectiva do “erro” como mecanismo impulsionador do processo de aprendizagem e o
respeito aos tempos individuais como prática inclusiva da educação matemática
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Silva, Renato Carneiro da. "Sistema de numeraÃÃo decimal : saberes docentes e conhecimentos discentes do 3Â ano do ensino fundamental." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16618.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Esta pesquisa analisa os saberes docentes e os conhecimentos discentes do 3 ano do Ensino Fundamental sobre o sistema de numeraÃÃo decimal â SND. A HistÃria do SND, de acordo com Ifrah (2005) e Eves (2011), permite conhecer o desenvolvimento das suas caracterÃsticas â as bases, os algarismos, a criaÃÃo do zero â o que favorece uma EducaÃÃo MatemÃtica problematizadora. Os objetivos dessa pesquisa, que à um estudo de caso, sÃo: i) identificar os conhecimentos de estudantes do 3 ano do Ensino Fundamental na escrita de nÃmeros, com 2 e 3 ordens, e os saberes docentes mobilizados na interpretaÃÃo de tais registros; ii) conhecer registros de representaÃÃo de estudantes do 3 ano do Ensino Fundamental na escrita de nÃmeros, com 2 e 3 ordens; e iii) investigar como a professora analisa as escritas discentes de nÃmeros, com 2 e 3 ordens, em diferentes registros de representaÃÃo. Participaram da pesquisa 24 estudantes do 3 ano do Ensino Fundamental e uma professora de uma escola pÃblica do municÃpio de Maranguape, regiÃo Metropolitana de Fortaleza. Os saberes discentes foram avaliados nos seguintes aspectos: ComparaÃÃo de numerais com quantidade diferente de algarismos; ComparaÃÃo de numerais com a mesma quantidade de algarismos; Do numeral verbal falado para o numeral arÃbico (escrever); Do numeral verbal falado para o numeral arÃbico (escolher uma opÃÃo); Do numeral arÃbico para numeral verbal escrito (por extenso); Do numeral escrito (por extenso) para o numeral arÃbico. As questÃes foram organizadas em itens que continham numerais com 2, 3 e 4 algarismos. ApÃs a aplicaÃÃo do teste, realizou-se com a professora regente uma entrevista estruturada dividida em 3 momentos: o primeiro, relacionado aos seus saberes do conhecimento, pedagÃgicos e existenciais sobre o SND; o segundo, com perguntas com o objetivo de compreender como esta analisa as produÃÃes dos seus estudantes; e o terceiro, abordando as reflexÃes da professora sobre a pesquisa realizada. Os resultados com os estudantes revelaram a necessidade do trabalho com as diversas representaÃÃes do SND e o fato que mais da metade dos estudantes jà possui algum conceito sobre a quarta ordem do SND, mesmo sem esse conteÃdo constar do currÃculo referente ao seu ano e nÃo ter sido estudado, ratificando outros estudos os quais afirmam que os estudantes estÃo na escola com aprendizagens que esta nÃo os proporcionou. O currÃculo, portanto, precisa ser revisto, pois o engessamento de alguns conteÃdos a determinado momento restringe a aprendizagem dos estudantes. Os resultados com a professora evidenciam uma prÃtica que tem no livro didÃtico seu principal recurso metodolÃgico e desconhecimento das caracterÃsticas do SND. Ratifica-se, dessa forma, a necessidade de uma formaÃÃo docente dessa etapa da escolarizaÃÃo que englobe todos os saberes do conhecimento. Espero que este estudo contribua para novas pesquisas, favorecendo o desenvolvimento de uma EducaÃÃo MatemÃtica que as crianÃas merecem para uma vida mais plena.
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Burghardt, Josef. "Database system for teaching German." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834506.
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It is not revolutionary to say that repetition and practical experience is a very important aspect in learning about and understanding a topic. This is especially true for languages, particularly from the point of view of vocabulary.Like in many other processes that deal with gaining knowledge, studying foreign words involves a lot of side work: For instance the selection of words, or their presentation for the actual training.The purpose of this thesis is to automate the study of vocabulary. To do so, an intelligent software package was developed. Divided into three parts the project takes into account the aspects from the language point of view, from the studying point of view, and from the computer science point of view.The fundamental idea to accomplish the goal is a relational database system. It is utilized by software programs that solve their tasks in respect to data management, data manipulation, storage and retrieval, in an efficient way.The system is developed for English speaking persons studying German as a foreign language. And with every language having its own nature, it naturally influences all levels and aspects of design and utilization of the database.l:<br>Department of Computer Science
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Santos, Anderson Flávio dos [UNESP]. "Sistemas de numeração posicionais e não posicionais." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/122212.
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000809246.pdf: 734649 bytes, checksum: 3d86aa89d7b50d25d5172e2d723de72f (MD5)<br>A necessidade do uso dos números é um processo histórico e indispensável à organização da vida humana, apesar de ser um conceito abstrato. Desde a idade antiga, quando os humanos ainda moravam em cavernas, a necessidade da contagem sempre esteve presente, pois contavam peixes, rebanhos, plantações. Até mesmo nos dias de hoje, as mais variadas e desenvolvidas práticas tecnológicas utilizam-se dos números, citando, como exemplo, o sistema binário computacional. O objetivo deste trabalho é explicar como os sistemas de numerações são utilizados ao longo da história, suas necessidades, cálculos e aplicações. Além disso, serão apresentadas comparações entre os sistemas mais utilizados, fazendo distinção entre sistemas numéricos posicionais e não posicionais. Pretende-se, também, propor uma reflexão sobre as vantagens e desvantagens desses modelos de sistemas. Ainda serão apresentados resultados de atividades práticas aplicadas com crianças que estão cursando o 4º e 5º ano do Ensino Fundamental. Objetiva-se mostrar como as crianças compreendem o posicionamento dos números dentro do sistema numérico decimal, de modo a evidenciar que o hábito da memorização é predominante para a realização das operações básicas desse sistema em decorrência do seu não entendimento. Tal fato faz com que os alunos das escolas brasileiras não tenham conhecimentos matemáticos básicos, e, consequentemente, com que o país não apresente resultados desejáveis nas avaliações internacionais. Em síntese, pretende-se que este trabalho seja uma oportunidade de reflexão ao passar pela história da matemática, por demonstrações de conceitos simples desses sistemas de numeração e explicitar que uma pessoa aprende realmente a manipular os números quando faz real entendimento destes<br>The necessity of using numbers is a historical process and essencial to the organization of human life, although it is an abstract concept. Since Early Middle Ages, when human beings still lived in caves, the need for counting had always existed because fishes, herds, plantations had to be counted. Even nowadays the most diverse and developed technologies use numbers like the computacional binary numeral system. The aim of this paper is to explain how numeral systems have been used throughout history, their necessity, calculation and aplication. Besides this, comparisons between the most used systems will be presented, distinguishing positional and non positional numeral systems. It is also intended to suggest reflection about this systems models advantages and disadvantages. Also pratical activities applied to children in fourth and fifth grades of primary and secondary school results will be present. The purpose is showing how children understand numbers positioning of decimal number system in order to highlight that the memorizing habit prevails performing basic operations of this system due to the fact people do not understand it. This fact makes the students of Brazilian schools do not have basic math skills, and, consequently, the country does not present desirable results on international assessments. In summary, the main purpose of this paper is being an opportunity for reflection presenting math history, demonstrating numbering systems simple concepts and showing that someone really learns to manipulates numbers when they are really understood
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Santos, Anderson Flávio dos. "Sistemas de numeração posicionais e não posicionais /." São José do Rio Preto, 2014. http://hdl.handle.net/11449/122212.
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Orientador: Vanderlei Minori Horita<br>Banca: Marcus Augusto Bronzi<br>Banca: Jéfferson Luiz Rocha Bastos<br>Resumo: A necessidade do uso dos números é um processo histórico e indispensável à organização da vida humana, apesar de ser um conceito abstrato. Desde a idade antiga, quando os humanos ainda moravam em cavernas, a necessidade da contagem sempre esteve presente, pois contavam peixes, rebanhos, plantações. Até mesmo nos dias de hoje, as mais variadas e desenvolvidas práticas tecnológicas utilizam-se dos números, citando, como exemplo, o sistema binário computacional. O objetivo deste trabalho é explicar como os sistemas de numerações são utilizados ao longo da história, suas necessidades, cálculos e aplicações. Além disso, serão apresentadas comparações entre os sistemas mais utilizados, fazendo distinção entre sistemas numéricos posicionais e não posicionais. Pretende-se, também, propor uma reflexão sobre as vantagens e desvantagens desses modelos de sistemas. Ainda serão apresentados resultados de atividades práticas aplicadas com crianças que estão cursando o 4º e 5º ano do Ensino Fundamental. Objetiva-se mostrar como as crianças compreendem o posicionamento dos números dentro do sistema numérico decimal, de modo a evidenciar que o hábito da memorização é predominante para a realização das operações básicas desse sistema em decorrência do seu não entendimento. Tal fato faz com que os alunos das escolas brasileiras não tenham conhecimentos matemáticos básicos, e, consequentemente, com que o país não apresente resultados desejáveis nas avaliações internacionais. Em síntese, pretende-se que este trabalho seja uma oportunidade de reflexão ao passar pela história da matemática, por demonstrações de conceitos simples desses sistemas de numeração e explicitar que uma pessoa aprende realmente a manipular os números quando faz real entendimento destes<br>Abstract: The necessity of using numbers is a historical process and essencial to the organization of human life, although it is an abstract concept. Since Early Middle Ages, when human beings still lived in caves, the need for counting had always existed because fishes, herds, plantations had to be counted. Even nowadays the most diverse and developed technologies use numbers like the computacional binary numeral system. The aim of this paper is to explain how numeral systems have been used throughout history, their necessity, calculation and aplication. Besides this, comparisons between the most used systems will be presented, distinguishing positional and non positional numeral systems. It is also intended to suggest reflection about this systems models advantages and disadvantages. Also pratical activities applied to children in fourth and fifth grades of primary and secondary school results will be present. The purpose is showing how children understand numbers positioning of decimal number system in order to highlight that the memorizing habit prevails performing basic operations of this system due to the fact people do not understand it. This fact makes the students of Brazilian schools do not have basic math skills, and, consequently, the country does not present desirable results on international assessments. In summary, the main purpose of this paper is being an opportunity for reflection presenting math history, demonstrating numbering systems simple concepts and showing that someone really learns to manipulates numbers when they are really understood<br>Mestre
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Wahid, Ratnaria. "Exploring flexibilities within the international copyright system for teaching, research and study." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/35691/.
Full textBooks on the topic "Decimal system – Study and teaching"
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Enright, Brian E. Addition of decimals ; Subtraction of decimals. Curriculum Associates, 1985.
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Enright, Brian E. Multiplication of decimals ; Division of decimals. Curriculum Associates, 1985.
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4
Kinghorn, Harriet R. Independent research library activities: Using the Dewey decimal system. T.S. Denison, 1992.
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Smart, Margaret A. Building understanding with base ten blocks (middle). Activity Resources Co., 1990.
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S, Weinzeig I., Nortman-Wolf Sherry, and Learning Resources (Firm), eds. Activities for base ten blocks. Learning Resources, Inc., 2004.
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Cross, Marion. 101 winning ways with base ten: 1-3. Exclusive Educational Products, 2002.
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Cross, Marion. 101 winning ways with base ten: 4-6. Exclusive Educational Products, 2002.
Find full textBook chapters on the topic "Decimal system – Study and teaching"
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Yang, Qianqian, Wanqiu Cui, Yan Xiao, and Ying Meng. "Study of Undergraduate Tutorial Teaching System." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_41.
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Chao-Tu, Shan, Zhi Sheng-Jing, Yun-Liu, et al. "Study on Teaching Quality Assurance System Construction." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_125.
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Wu, Yaoxi. "Study on Independent College’s Practical Teaching System." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35567-7_52.
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Zhang, Tiejun. "A Study on Mobile Phone-Based Practice Teaching System." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_369.
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Wan, Wenlong, Ling Zhang, Yuzhuang Lu, and Zhen Liu. "A Study on the Integration of Netblog and English Teaching with Reform of Teaching Materials." In Advances in Computer Science, Intelligent System and Environment. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23777-5_94.
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Zhang, FaJun, WenJie Fang, Chang Zhou, and Zhong Liu. "A Brief Study on Teaching Evaluation System Based on Fuzzy Rule with Scientific Teaching Materials." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_18.
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Yu, Xiumin, Huajie Ding, Junjie Li, and Ping Sun. "Study on Serious Hybrid Electric Vehicle Control System Based on MPC566 Microcontroller." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009). Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_109.
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Xie, Huizhong, Zhigang Ji, and Lingling Si. "Study on College Scientific Research Capability Evaluation System Based on Neural Network." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009). Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_63.
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Cao, Yonghua, Yinhao Gao, Xuwen Guo, and Lianfeng Zhang. "Study of University Physics Teaching Based on Information Technology with Education Practice." In Advances in Computer Science, Intelligent System and Environment. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23753-9_1.
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Isoda, Masami, Raimundo Olfos, and Takeshi Noine. "The Teaching of Multidigit Multiplication in the Japanese Approach." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_7.
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AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.
Conference papers on the topic "Decimal system – Study and teaching"
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Wang, Fang. "Study on Humanized Teaching Management System." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.143.
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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.
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Ma, Tian, Hongmei Jin, Benyuan Ma, and Zhanli Li. "Study on 3D virtual experiment teaching system." In 2015 IEEE International Conference on Signal Processing, Communications and Computing (ICSPCC). IEEE, 2015. http://dx.doi.org/10.1109/icspcc.2015.7338970.
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Jun Rong, Yuejiao Ding, Hongmin Li, Bo Yang, and Yiming Li. "The application study of analogy teaching method in automatic control principle teaching." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485746.
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Yuan, Lifeng, and Han Chen. "Study on GIS specialty practice teaching system construction." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496436.
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Zhang, Mu, Xiaona Feng, Jing Luo, and Xinjian Zhao. "Study of the Interdisciplinary Curriculum Innovation Teaching System." In 2010 2nd International Conference on E-business and Information System Security (EBISS 2010). IEEE, 2010. http://dx.doi.org/10.1109/ebiss.2010.5473763.
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Luo, Bingyang, and Chuanbo Liu. "Study and realization of experimental teaching information system." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6058087.
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Xue, Shengjun, Xukui Liu, and Tan Ran. "Study on the CSCW-Based Web Teaching System." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5365195.
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Wang, Yanfeng, and Fengfeng Duan. "Study of Personalized Teaching System Based on Web2.0." In 2008 International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2008. http://dx.doi.org/10.1109/iscid.2008.165.
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Tham, Nyap Tet Clement, Alpha Agape Gopalaiy, Lenin Gopal, and Ashutosh K. Singh. "A comparative study on the implementation of reversible Binary Coded Decimal (BCD) Adder performance on Field Programmable Gate array (FPGA)." In 2014 IEEE International Conference on Control System, Computing and Engineering (ICCSCE). IEEE, 2014. http://dx.doi.org/10.1109/iccsce.2014.7072752.
Full textReports on the topic "Decimal system – Study and teaching"
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
Full textAbstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.