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Journal articles on the topic 'Decimal system – Study and teaching'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

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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2

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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4

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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5

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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6

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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9

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.
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Alam, MJ, M. Shahjahan, MS Rahman, H. Rashid, and MA Hosen. "Effects of different kinds of fertilizers on production of fishes in Polyculture system." International Journal of Agricultural Research, Innovation and Technology 4, no. 2 (2015): 16–21. http://dx.doi.org/10.3329/ijarit.v4i2.22639.

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A study was conducted to assess the effects of different kinds of inorganic fertilizers on the production of fishes in six ponds during October to December 2011. There were three treatments with two replications under each treatment and each of the ponds was stocked with 80 fish fry. In treatments I, II and III, ponds were fertilized fortnightly @ urea 100 g decimal-1, T.S.P. 100 g decimal-1 and urea 50 g decimal-1 + T.S.P. 50 g decimal-1, respectively. Selected water-quality parameters of ponds under study were more or less similar and within the productive range. Mean phytoplankton and zooplankton densities under treatments I, II and III were 57.08 ± 1.35, 8.80 ± 0.09 and 77.29 ± 3.72, 12.88 ± 0.74 and 98.93 ± 1.61, 16.16 ± 1.75 (x103) cells L-1, respectively. The net and gross fish productions of the ponds under treatments I, II and III were 0.85 and 3.11 t ha-1 yr-1 and 1.32 and 3.58 t ha-1 yr-1 and 1.85 and 4.11 t ha-1 yr-1, respectively. Fish production under treatment III was better than those under treatments I and II because plankton population densities under treatment III was the highest. Therefore, the mixed fertilization is suitable for production of plankton that enhance growth and production of fishes. DOI: http://dx.doi.org/10.3329/ijarit.v4i2.22639 Int. J. Agril. Res. Innov. & Tech. 4 (2): 16-21, December, 2014
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Trotter, Terrel. "On My Mind: Let's Take Another Look at Pi Day." Mathematics Teaching in the Middle School 7, no. 7 (2002): 374–75. http://dx.doi.org/10.5951/mtms.7.7.0374.

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IN OUR EARNEST DESIRE TO EDUCATE OUR students about the great importance and significance of the number p by celebrating with special mathematical activities on March 14, we just may be teaching a concept that we had not intended or that we are overlooking altogether. I am referring here to the fundamental concept of the place-value structure of our decimal number system.
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13

Misurac-Zorica, Irena, and Maja Cindric. "Advantages of discussion and cognitive conflict as an instructional method in contemporary teaching of mathematics." Zbornik Instituta za pedagoska istrazivanja 44, no. 1 (2012): 92–110. http://dx.doi.org/10.2298/zipi1201092m.

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Contemporary theories of teaching and learning mathematics emphasise the importance of learner?s active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student?s knowledge. In this form of teaching, it is important to detect students? misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students? knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student?s procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers.
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Tan, Wen Jia, Jen Feng Khor, Lloyd Ling, and Yuk Feng Huang. "Exploratory Research of New Curve Number System." E3S Web of Conferences 65 (2018): 07005. http://dx.doi.org/10.1051/e3sconf/20186507005.

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In the past, the CN was determined through SCS handbook. In order to determine runoff prediction using SCS-CN model, selection of CN is important. However, the conventional CN methodology with inappropriate CN selection often produces inconsistent runoff estimation. Thus, the new direct curve number derivation technique based on rainfall-runoff datasets with supervised numerical optimization technique under the guide of inferential statistics was developed to improve the accuracy of surface runoff prediction. Furthermore, the two decimal point CN system was proposed in this study. The optimum CN of Melana site is 90.45 at alpha 0.01 with BCa 99 % confidence interval range from 90.45 to 95.12. The regional specific calibrated SCS-CN model with two decimal point CN derivation technique is out-performed the runoff prediction of conventional SCS-CN model and the asymptotic curve number fitting method.
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Sharmin, F., MS Rahman, M. Shahjahan, and P. Chowdhury. "Study of growth and productions of tilapia (Oreochromis niloticus) on different population densities in monoculture." International Journal of Agricultural Research, Innovation and Technology 9, no. 2 (2020): 76–83. http://dx.doi.org/10.3329/ijarit.v9i2.45414.

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The experiment was conducted to determine the effects of population densities of tilapia (Oreochromis niloticus) on the growth and production of tilapia in monoculture system. Fish population density was 80 fish per decimal under treatment-I, 160 fish per decimal under treatment-II and 320 fish per decimal under treatment-III. In the ponds under three treatments supplementary feed was not used. The average initial length and weight of the fry of tilapia was 4.48 cm and 0.067 g, respectively. The ponds were fertilized fortnightly with urea and TSP at the rates of 60 g, and 90 g per decimal, respectively. Mean survival rates of fish under treatment-I, treatment-II and treatment-III were 91.12%, 82.82% and 66.23%, respectively. The specific growth rates (SGR, % per day) of fish under treatment-I, treatment-II and treatment-III were 5.49%, 4.95% and 4.61%, respectively. The calculated net fish production of the ponds under treatment-I was 2.65 ton ha-1 yr-1 and that of the ponds under treatment-II was 2.55 ton ha-1 yr-1 and that of the ponds under treatment-III was 2.68 ton ha-1 yr-1. The net fish production under treatment-I and treatment-III were 2.65 ton ha-1 yr-1 and 2.68 ton ha-1 yr-1 higher than that of treatment-II, taking net fish production under treatment-I for 100%. According to survival rates and specific growth rates treatment-I is the best. So, the population density of 80 fish per decimal (under treatment-I) might be considered the best among the three treatments.
 Int. J. Agril. Res. Innov. Tech. 9(2): 76-83, December 2019
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Tempier, Frédérick. "New perspectives for didactical engineering: an example for the development of a resource for teaching decimal number system." Journal of Mathematics Teacher Education 19, no. 2-3 (2015): 261–76. http://dx.doi.org/10.1007/s10857-015-9333-8.

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17

Visakaruban, M., and P. Poologanathan. "The Organizing of Philosophical curriculum texts based on Dewey decimal classification System- An analytical study." Sri Lanka Library Review 35, no. 1 (2021): 22. http://dx.doi.org/10.4038/sllr.v35i1.38.

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Mohamad, Rotmianto. "Observing Optional Number in DDC Edition 23." Record and Library Journal 1, no. 1 (2018): 48. http://dx.doi.org/10.20473/rlj.v1-i1.2015.48-58.

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Dewey Decimal Classification is a most popular classification system in the world because of its completeness and most up-to-date. There are many optional number in this classification system, although it rarely to be discussed even it is important to known well about that optional number, especially for a librarian as classifier. This paper is a literature study about Dewey Decimal Classification Edition 23, to describe about optional numbers, particularly the number in relationship with Indonesia’s subject and discipline. This paper is to avoid misunderstanding in interpreted about optional number among librarians, especially for who that does not understand well about optional numbers.
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Rotmianto, Mohamad. "Observing Optional Number in DDC Edition 23." Record and Library Journal 1, no. 1 (2015): 48. http://dx.doi.org/10.20473/rlj.v1i1.78.

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Dewey Decimal Classification is a most popular classification system in the world because of its completeness and most up-to-date. There are many optional number in this classification system, although it rarely to be discussed even it is important to known well about that optional number, especially for a librarian as classifier. This paper is a literature study about Dewey Decimal Classification Edition 23, to describe about optional numbers, particularly the number in relationship with Indonesia’s subject and discipline. This paper is to avoid misunderstanding in interpreted about optional number among librarians, especially for who that does not understand well about optional numbers.
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Виситаева and Maret Visitaeva. "Classifying Skills for Development of the 5th–6th-Classes Students’ Mathematical Capabilities Within the Numeric Line Format." Profession-Oriented School 2, no. 4 (2014): 9–15. http://dx.doi.org/10.12737/5571.

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The author has developed the method to classify skills, underpinning mathematical capabilities development among the 5th–6th-classes students, which
 facilitate studying mathematics for the numeric line. The classification consists of two blocks, separately for basic and for advanced study, namely:
 familiarity with the basic skills and methods for general learning activities; familiarity with methods of creative learning activity; operating with decimal
 numeric system, with numerical and literal expressions, with common fractions, decimal fractions, positive and negative numbers, percents, arithmetic
 mean), having skills to identify divisibility and skills to solve equations.
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Li, Wen Hui. "Study and Implementation of the Vehicle Control Instruments." Advanced Materials Research 267 (June 2011): 890–94. http://dx.doi.org/10.4028/www.scientific.net/amr.267.890.

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The vehicle control instruments based on 8051 SCM was mainly made of three sub-system modules: password protection system, alcohol detection system and anti-collision system of ultrasonic distance-measurement. The lock system designed a password with four decimal digits as its code. Alcohol detection system used gas sensors to detect the driver’s alcohol concentration of breath. The ultrasonic distance-measurement system took the ultrasonic wave’s propagation speed in the air as the known condition, according to the transmitting and receiving of the different time period, and calculated the launch point barrier to the actual distance, so it may effectively prevent the collision event’s occurrence. experiment shows that the controller overcomes the shortcomings of the traditional controller, which is function mono, low-precision, slow response, so that the new multi-function controller can be widely applied in the future.
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Merkley, Cari. "The Library of Congress, Dewey Decimal, and Universal Decimal Classification Systems are Incomplete and Unsystematic." Evidence Based Library and Information Practice 6, no. 4 (2011): 134. http://dx.doi.org/10.18438/b8qk7s.

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Objective – To determine the extent to which knowledge is currently addressed by the Library of Congress (LCC), Dewey Decimal (DDC), and Universal Decimal (UDC) classification systems.
 
 Design – Comparative analysis of the LCC, DDC, and UDC systems using Zin’s 10 Pillars of Knowledge.
 
 Setting – The Faculty of Philosophy and Science at a Brazilian university.
 
 Subjects – Forty one subject-related classes and 386 subclasses from the first two levels of the LCC, DDC, and UDC systems. 
 Methods – To evaluate the LCC, DDC, and UDC systems, the researchers employed the 10 Pillars of Knowledge, a “hierarchical knowledge tree” developed by the lead author of this study (p. 878). According to the authors, the 10 Pillars of Knowledge seek to illustrate relationships between fields of knowledge while capturing their breadth. The first level of the Pillars consists of the following categories: Knowledge, Supernatural, Matter and Energy, Space and Earth, Nonhuman Organizations, Body and Mind, Society, Thought and Art, Technology, and History. Each of the 10 Pillars is further subdivided, resulting in a four level hierarchical structure of 76 categories. Of the 76 categories, 55 are unique subject areas. A selection of subject-based classes and subclasses from the first two levels of the LCC, DDC, and UDC systems were then mapped to the relevant subclasses within the Pillars. Analysis was limited to the first two levels of LCC, DDC, and UDC, except for the LCC categories of BF and BL where further subclasses were analyzed. Classes or subclasses in LCC, DDC, or UDC that were not subject based (for example, those based on publication type) were excluded from the study. In total, 41 main classes and 386 subclasses from LLC, DDC, and UDC were categorized using the 10 Pillars.
 
 Main Results – The LLC, DDC, and UDC systems were deemed to be complete and systematic in their coverage of only three of the 10 Pillars: Matter and Energy, Thought and Art, and History. This means that there was at least one class or subclass in each of the three systems that corresponded to the subclasses in these pillars. The remaining seven pillars were only partially covered by the three systems to varying degrees. For example, the coverage of religion in LCC and DDC show evidence of a bias towards Christianity and incomplete coverage of other faiths. In addition to the lack of completeness in terms of subject coverage, the researchers found inconsistencies and problems with how relationships between subjects were illustrated by the systems. For example, botany should be a subclass of biology, but the subjects occupy the same level in the LCC, DDC, and UDC systems. Researchers also noted cases where subclasses on the same level were not mutually exclusive e.g., the BR (Christianity) and BS (The Bible) subclasses in LCC. Overall, LLC performed slightly better than DDC or UDC, covering 47 of the 55 unique subject categories in the 10 Pillars. It was followed by UDC with 44 out of 55, and DDC with 43 out of 55. Some of the 55 unique subject categories in the 10 Pillars system were not represented by any of the systems: 3 subclasses under Society (Society at Large – Area Based, Social Groups – Age, and Social Groups – Ethnicity), 2 under Technology (Technologies – Materials and Technologies – Processes), and 1 under Foundations (Methodology).
 
 Conclusion – The researchers conclude that none of the three major classification systems analyzed provides complete and systematic coverage of the world of knowledge, and call for the library community to move to new systems, such as the 10 Pillars of Knowledge.
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Xie, Bo Yang, and De Cai Zhao. "Study Online Course Evaluation System." Applied Mechanics and Materials 333-335 (July 2013): 2187–90. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2187.

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[Objective] This paper investigates new Web-based course content in the Networkenvironment, the role of curriculum evaluation and significance, the evaluation methods, processes,and should adhere to the principles of the network. [Process and methods] The process and methodsare compared with the traditional environment through experimental research, theoretical researchand system analysis combined with the digital network environment, access to experimental controlwith a combination of survey methods. [Results] It focuses on teaching content, learning resourcesand resides among the contents of teaching strategies and learning strategies of evaluation,involving students, teachers, learning materials, online teaching support systems, learning supportand service system in each part. evaluation of online courses plays a guiding role in guiding thedesign and development of online courses in the right direction; By analyzing the course of learningresources, learning process and its causes, we can determine its effectiveness, shortcomings,contradictions and problems and find out the reasons, ways and measures for improvements. canimprove the network quality of the course and optimize teaching. [Conclusion] Online courseteaching evaluation of network can provide reliable protection and guidance function, and it is astrong fulcrum in the whole systems engineering courses and online teaching.
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Zhang, Lan Yu, and Yi Fei Zhang. "Network Teaching System." Advanced Materials Research 962-965 (June 2014): 3067–70. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3067.

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The network education of colleges or universities has become one of the effective complement to traditional education. The Network education can be divided into autonomous distance education and real-time online distance education which could be applied in different conditions. The Network education has fundamentally changed the teaching method of traditional educations. It may even change the whole ideas on education. It could break out the limit of time and distance. Students will have more flexibility when they begin to study. This article investigates domestic colleges and universities technology ability and the infrastructure, analyzes the cost of software and hardware resources for network education recently, and plans three feasible network teaching system.
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Morris, Anne K., James Hiebert, and Sandy M. Spitzer. "Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?" Journal for Research in Mathematics Education 40, no. 5 (2009): 491–529. http://dx.doi.org/10.5951/jresematheduc.40.5.0491.

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The goal of this study is to uncover the successes and challenges that preservice teachers are likely to experience as they unpack lesson-level mathematical learning goals (i.e., identify the subconcepts and subskills that feed into target learning goals). Unpacking learning goals is a form of specialized mathematical knowledge for teaching, an essential starting point for studying and improving one's teaching. Thirty K–8 preservice teachers completed 4 written tasks. Each task specified a learning goal and then asked the preservice teachers to complete a teaching activity with this goal in mind. For example, preservice teachers were asked to evaluate whether a student's responses to a series of mathematics problems showed understanding of decimal number addition. The results indicate that preservice teachers can identify mathematical subconcepts of learning goals in supportive contexts but do not spontaneously apply a strategy of unpacking learning goals to plan for, or evaluate, teaching and learning. Implications for preservice education are discussed.
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Xu, Xianhong. "Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 187. http://dx.doi.org/10.3991/ijet.v12i06.7093.

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Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching.
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Urek, Handan. "Sudoku puzzles for practicing SI prefixes: A case study with Turkish undergraduates." Cypriot Journal of Educational Sciences 15, no. 5 (2020): 1065–77. http://dx.doi.org/10.18844/cjes.v15i5.5152.

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The purpose of this study was to develop two Sudoku puzzles for undergraduate students which can be utilised in the context of introductory physical science courses in order to assist them to practice SI prefixes. For this reason, SI prefixes for decimal multiples and submultiples were addressed in two separate puzzles. To test the puzzles, a case study was conducted with 20 biology teaching students studying their first year in a state university in Turkey. Data were collected with the help of a questionnaire posed to the students before and after the application of the puzzles. According to the results, 18 students (90%) completed the puzzles successfully. In addition, the students agreed that solving the Sudoku puzzles made contributions to them in terms of practicing SI prefixes. It is recommended that the Sudoku puzzles developed in this study might be used efficiently for all undergraduate students taking courses such as general chemistry and physics.
 
 Keywords: SI prefixes, educational games, Sudoku puzzles, introductory science courses.
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Gonzales, Regina M., and Eric Johnson. "A Case Study for Teaching System Requirements Analysis." INCOSE International Symposium 7, no. 1 (1997): 797–804. http://dx.doi.org/10.1002/j.2334-5837.1997.tb02252.x.

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Salah, Almila Akdag, Cheng Gao, Krzysztof Suchecki, and Andrea Scharnhorst. "Need to Categorize: A Comparative Look at the Categories of Universal Decimal Classification System and Wikipedia." Leonardo 45, no. 1 (2012): 84–85. http://dx.doi.org/10.1162/leon_a_00344.

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This study analyzes the differences between the category structure of the Universal Decimal Classification (UDC) system (which is one of the widely used library classification systems in Europe) and Wikipedia. In particular, the authors compare the emerging structure of category-links to the structure of classes in the UDC. The authors scrutinize the question of how knowledge maps of the same domain differ when they are created socially (i.e. Wikipedia) as opposed to when they are created formally (UDC) using classification theory. As a case study, we focus on the category of “Arts”.
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Noda, Aurelia, and Alicia Bruno. "Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome." Qualitative Research in Education 6, no. 1 (2017): 56. http://dx.doi.org/10.17583/qre.2017.2061.

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This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.
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Meng-yue, Cao, Li Dan, and Wang Jun. "A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern." English Language Teaching 13, no. 3 (2020): 77. http://dx.doi.org/10.5539/elt.v13n3p77.

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College English teaching is supposed to cover both language acquisition and culture learning due to the close relationship between language and culture, taking cultural teaching as an indispensible part of college English courses. With the rapid integration of information technology and English curriculum, artificial intelligence has brought new opportunities to college English teaching, and college English cultural teaching methods are now faced with new innovations. In the age of intelligence, to promote teaching quality and learning effect, artificial intelligence technology can be embedded in English teaching practice, exerting its technical advantages and frontier characteristics. In consideration of integrated developing tendency of college English cultural teaching model and modern information technology, the paper is aimed to design and build up an intelligence-aided system so as to extend the depth and width of the application of modern information technology in college English cultural teaching as well as to exploit the great application potential of modern information technology in college English cultural teaching, thus opening a new way and presenting a direction for college English cultural teaching.
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Wen, Shi-Hao, Jing-Song Xu, Jan D. Carline, Fei Zhong, Yi-Jun Zhong, and Sheng-Juan Shen. "Effects of a teaching evaluation system: a case study." International Journal of Medical Education 2 (February 26, 2011): 18–23. http://dx.doi.org/10.5116/ijme.4d66.910e.

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GUO Limei. "Study on Weight Assignment in Classroom Teaching Evaluation System." Journal of Convergence Information Technology 7, no. 16 (2012): 535–43. http://dx.doi.org/10.4156/jcit.vol7.issue16.65.

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Supriana, C. E. "System Design Teaching Model in Informatics Engineering Study Program." Journal of Physics: Conference Series 1165 (February 2019): 012013. http://dx.doi.org/10.1088/1742-6596/1165/1/012013.

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Gavalas, Dimitris. "Study of the 'teaching system' according to systems theory." International Journal of Mathematical Education in Science and Technology 31, no. 2 (2000): 261–68. http://dx.doi.org/10.1080/002073900287309.

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Huang, Zhi, and Xue Peng Liu. "The Study on Electromechanical Teaching System and Fault Diagnosis." Applied Mechanics and Materials 310 (February 2013): 544–47. http://dx.doi.org/10.4028/www.scientific.net/amm.310.544.

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The electromechanical system is discussed, which simplify the circuit working status by the computer to treat voltage sampling value. Interface program is developed. Finally, large sampling data transmission problem is solved by the PC machine with multiple sampling SCM communication. The digital circuit fault diagnosis method is utilized.
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He, Ling Na, Guo Min Gu, and Bo Chen. "Study on Teaching Method of Project in the Operating System." Advanced Materials Research 605-607 (December 2012): 2579–82. http://dx.doi.org/10.4028/www.scientific.net/amr.605-607.2579.

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Teaching method of project is a teaching activity through the implementation of a project. Operating systems course is a highly theoretical course, and there are some problems using traditional teaching methods. The teaching method of project combines theory and practice of teaching in the classroom. Through assistance of the demonstration system and virtual experimental platform, this trains students’ ability to solve practical problems and improves the overall effectiveness of teaching.
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38

Menchini, Ugo, Francesco Bandello, Vincenzo De Angelis, et al. "Ranibizumab for Visual Impairment due to Diabetic Macular Edema: Real-World Evidence in the Italian Population (PRIDE Study)." Journal of Ophthalmology 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/324841.

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Purpose. An expanded access program (PRIDE study) in Italy to provide ranibizumab 0.5 mg to diabetic macular edema (DME) patients, prior to reimbursement.Methods. Open-label, prospective, phase IIIb study. Majority of patients were not treatment-naïve before enrollment. Patients received ranibizumab as per the EU label (2011). Safety was assessed by incidences of ocular/systemic adverse events (AEs) and serious AEs (SAEs) and efficacy in terms of visual acuity (VA) change from baseline (decimal score or Snellen (20/value)).Results. Overall, 515 patients (83.5%) completed the study. In unilateral/bilateral patients, commonly observed AEs were cardiac disorders (1.3%/1.3%) and nervous system disorders (1.3%/1.1%); SAEs were reported in 4.5%/4.8% of patients. Acute renal failure, lung carcinoma, and cardiac arrest were the causes of death in one unilateral and two bilateral patients. Ranibizumab improved/maintained VA (Snellen (20/value)/decimal scores) in both unilateral (up to −16.7/1.5) and bilateral patients (up to −23.6/1.2) at Month 5, with a mean of 4.15 and 4.40 injections, respectively. Overall, no difference was observed in the VA outcomes and treatment exposure between unilateral/bilateral patients.Conclusions. The PRIDE study provided early ranibizumab access to >600 Italian patients. Ranibizumab was well-tolerated and improved/maintained VA in 40.2%–68.8% patients, with no differences in case of unilateral or bilateral pathology. The study is registered with EudraCT.
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Fouques, Damien, Dana Castro, Marion Mouret, and Tristan Le Chevanton. "Teaching the Rorschach Comprehensive System." Rorschachiana 42, no. 1 (2021): 1–20. http://dx.doi.org/10.1027/1192-5604/a000138.

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Abstract. The administration process of the Rorschach test is of utmost importance as it influences both the coding and the interpretative procedures. Performing it appropriately requires complex skills, knowledge, and solid training. The aim of the study is to describe students’ interests in and difficulties with administering the Rorschach (Comprehensive System) for the first time. A two-phase methodology, including an analysis of questionnaire responses followed by a study of students’ written narratives, using Iramuteq textual analysis software, was implemented with two different samples of third-year undergraduates (including 63 and 253 participants, respectively), recruited from a French psychology school. Our results show that students have a strong interest in understanding the test and wish to use it in their future practice. When administering the Rorschach for the first time, students find it difficult to cope with the complexity of the procedures at a technical, emotional, and relational level.
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Hua, Hai, and Min Yao. "Study on Mobile Network System Based on Moodle Platform." Applied Mechanics and Materials 644-650 (September 2014): 4542–45. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.4542.

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As a new teaching assistance system, mobile network teaching system is built for those learners whose learning space position and time are irregular and self-learning requests increase. From the view of expanding the mobile function on the Moodle platform, this paper sets up a mobile network teaching system supporting different mobile devices access the system through wireless communication network, which meet teachers’ and students’ needs to get teaching resources conveniently, fast and efficiently and self-learn anytime, anywhere.
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刘, 贵波. "Study on the Application of “Five-Step Innovative Teaching Method” in System Anatomy Teaching." Advances in Education 11, no. 04 (2021): 1216–19. http://dx.doi.org/10.12677/ae.2021.114187.

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Ristanti, Yuni. "PENINGKATAN MOTIVASI DAN KETERAMPILAN HITUNG PECAHAN DESIMAL MELALUI MEDIA MANIPULATIF PADA PEMBELAJARAN TEMATIK-INTEGRATIF SD." Jurnal Riset Pendidikan Matematika 3, no. 1 (2016): 122. http://dx.doi.org/10.21831/jrpm.v3i1.9686.

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Penelitian ini bertujuan untuk: (1) mengetahui apakah penampilan guru dalam mengajar berada pada klasifikasi baik untuk mendukung peningkatan keterampilan hitung dan motivasi belajar, (2) meningkatkan motivasi belajar siswa, dan (3) meningkatkan keterampilan hitung pecahan desimal siswa kelas 4 SDN 15 Ulu Gadut (Padang) melalui media manipulatif pada pembelajaran tematik integratif dengan menggunakan desain penelitian tindakan kelas. Teknik pengumpulan data menggunakan: observasi, tes tskala motivasi, catatan lapangan, dan tes kemampuan hitung. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukan: (1) penampilan guru dalam mengajar memperoleh skor 160,5; 174; dan 179,17 dengan klasifikasi baik pada siklus 1, 2, dan 3. 2) motivasi peserta didik meningkat dari siklus 1, 2, dan 3 berturut-turut senilai 62,04, 65,56, dan 68,16 sedangkan hasil tes skala motivasi meningkat dengan skor pada siklus 1, 2, dan 3 senilai 79,41, 85,05, dan 87,05. (3) Hasil tes keterampilan hitung siklus 3 memperoleh skor 90,81 pada level I, 93,51 pada level II, 75,14 pada level III, 75,68 pada level IV, dan 76,76 pada level V.Kata Kunci: keterampilan hitung pecahan desimal, motivasi belajar, media manipulatif, tematik-integratif. IMPROVING MOTIVATION AND THE DECIMAL COMPUTATION SKILL BY USING MANIPULATIVES IN THEMATIC-INTEGRATED LEARNING IN ELEMENTARY SCHOOL AbstractThis study aims to: (1) determine whether teacher’s performance in teaching using manipulatives media are in good classification to support arithmetic skills and students’ learning motivation (2) increase the learning motivation, and (3) increase the decimal computation skill of class IV B students of SDN 15 Ulu Gadut, Padang by using manipulatives. The results are as follows: (1) the teacher’s teaching performance is in a good category with a total score of cycles I, II, and III, 160.5, 174, and 179.17 respectively. (2) the students’ learning motivation has increased by 62.04 in cycle I, 65.56 in cycle II, and 68.16 in cycle III and then, the result of students’ motivation scale test is in a very high category, with an average increase of 79.41, 85.05, and 87.05 in cycles I, II, III. (3) the results of arithmetic skill test at the end of the third cycle are at an average score of 90.81 at level I, 93.51 at level II, 75.14 at level III, 75.68 at level IV, and 76.76 at level V.Keywords: decimal computation skill, learning motivation, manipulatives, thematic-integrated.
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Bai, Shi, and Qiang Sun. "Study on Practice Teaching System of Undergraduate Industrial Design in Comprehensive University." MATEC Web of Conferences 176 (2018): 02007. http://dx.doi.org/10.1051/matecconf/201817602007.

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The Industrial Design of the comprehensive university should actively carry out education and teaching research and reform, where practice teaching plays an increasingly important role in Industrial Design education. Focusing on the training of high-quality professionals, the practice-based Industrial Design teaching system was discussed. The guiding ideology and the formulation of guidelines for establishing a practical teaching system, were proposed as well as a multiple-level innovation and open practice teaching system structure. At the same time, the important features of the practical teaching system of Industrial design are explained, such as proportion of time, teaching module, teaching platform, teaching arrangement, etc. which provide reference theory and method for the practical teaching of Industrial Design.
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Zhu, Kun Xue. "Study on Martial Arts Teaching System Reform Based on ICT Method." Applied Mechanics and Materials 380-384 (August 2013): 2099–103. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2099.

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with the implementation of new teaching reform, universities begin to reform the teaching mode. Sports has also been included in the reform on important curriculum system. Martial art courses have many functions which are welcomed by students, such as, self-defense, physical fitness and so on. But according to the investigation that martial arts curriculum resources are limited, many students cant successfully choose it. Even if students have selected, the teaching effect is not good due to the large number of students. In order to realize the teaching goal of students as the main body, students emotion as the main line, the paper relies on the latest information technology ICT method to study the reform of Martial Arts teaching system, and based on the ICT network integrated information service, it has made experimental verification on the system integration and equipment leasing of Martial Arts teaching system. On the basis of the requirement in "sports and healthy curriculum standard", it has made the teaching goal for students mastering certain difficulty training routines and the mutual practice, which achieves the comprehensive reform of Martial Arts teaching system, and provides a theoretical reference for the study of sports teaching new reform scheme.
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Xiaolan, He, He Jie, and Wu Yili. "Study on the Teaching System of ERP Sand Table Simulation." Research Journal of Applied Sciences, Engineering and Technology 6, no. 14 (2013): 2544–49. http://dx.doi.org/10.19026/rjaset.6.3736.

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Hu, Yi Bin. "Study on MVC-Based Teaching System Design in Engineering Colleges." Applied Mechanics and Materials 519-520 (February 2014): 1622–25. http://dx.doi.org/10.4028/www.scientific.net/amm.519-520.1622.

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This paper studies the pattern of ASP.NET Model-View-Controller, and its workflow, implementation of each part of the framework. The main objective of the system is analyzed, the system's main functions, system architecture and system business processes, while further study ASP.NET MVC framework technology implementation and expansion, mainly to explain the framework of implementation of the system, described in detail in ASP.NET under the MVC pattern, workflow and implementation of each part of the component framework. The main function of the functional modules and the main implementation is studied in the last part.
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Kim, Shin Ja. "A Study on the Teaching-Learning System of Individualized Instruction." Journal of Educational Technology 3, no. 1 (1987): 3–28. http://dx.doi.org/10.17232/kset.3.1.3.

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Rosinová, Danica, Peter Balko, and Teofana Puleva. "Teaching multiloop control of nonlinear system: three tanks case study." IFAC-PapersOnLine 49, no. 6 (2016): 360–65. http://dx.doi.org/10.1016/j.ifacol.2016.07.204.

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孟, 庆梅. "Study and Practice on Teaching Evaluating System in Independent Institute." Advances in Education 06, no. 01 (2016): 29–33. http://dx.doi.org/10.12677/ae.2016.61006.

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Leng, Ling, and Lin Wang. "Study of Practical Teaching Based on "Network Protocol Simulation System"." Applied Mechanics and Materials 380-384 (August 2013): 2741–44. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2741.

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The key content for vocational and technical education is practical teaching. Therefore, it is essential to carry out simulation system software in teaching. In this paper, experimental training of analogue simulation is further studied on theoretical significance, application value, special role and system construction. At the same time, experimental training of analogue simulation is proved to realize effectively training target of professional ability for higher vocational, combined with the example of Network Protocol Simulation Teaching System adopted by the department to explain.
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