Relevant bibliographies by topics / Elementary math methods

Contents

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

Academic literature on the topic 'Elementary math methods'

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

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Journal articles on the topic "Elementary math methods"

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Bowe, Anica G., Christopher D. Desjardins, Lesa M. Covington Clarkson, and Frances Lawrenz. "Urban Elementary Single-Sex Math Classrooms." Urban Education 52, no. 3 (August 3, 2016): 370–98. http://dx.doi.org/10.1177/0042085915574521.

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This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students ( n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.
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Rešić, Sead, Admira Ahmetbegović, and Alma Škrobić. "STUDENTS' ATTITUDE AND ACCEPTANCE OF MATH STUDIES." Journal Human Research in Rehabilitation 2, no. 2 (September 2012): 20–29. http://dx.doi.org/10.21554/hrr.091206.

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The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a fact that students upon gradating elementary school opt for high schools which have less mathematics in their curricula, and this state of affair continues when choosing higher education area. In the first theoretical part, certain fundamental concepts regarding this research topic have been clarified. The second part relates to the methodology of research of the above-mentioned problem. In the third part an analysis and interpretation of the results of conducted research has been provided.
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Lachance, Andrea. "Family Math Nights: Collaborative Celebrations of Mathematical Learning." Teaching Children Mathematics 13, no. 8 (April 2007): 404–8. http://dx.doi.org/10.5951/tcm.13.8.0404.

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As a mathematics educator at a midsized public university, I have taught hundreds of undergraduate elementary education majors how to teach mathematics to elementary school children. When I first started teaching mathematics methods, I struggled with how to give my students the opportunity to actually practice teaching mathematics to children. College campuses generally do not have accessible populations of elementary school children whom preservice teachers can practice on. And even if I could persuade a local school to host my students for some practice teaching during the school day, college class periods are too short to allow for field trips to local schools. Eventually I decided to have my students teach mathematics lessons to one another during my class time, but it was not the same as having them teach children.
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Rabbani, Sylvia, and Tatang Herman. "INCREASING FORMULATE AND TEST CONJECTURE MATH COMPETENCE AND SELF CONFIDENCE IN USING THE DISCOVERY LEARNING TEACHING MATH." PrimaryEdu - Journal of Primary Education 1, no. 1 (September 30, 2017): 119. http://dx.doi.org/10.22460/pej.v1i1.488.

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The main problem of this study is the lack of ability to formulate a conjecture of mathematics students in grade 5 elementary schools, lack of ability to test the conjecture of mathematics students in grade 5 elementary school and a low attitude of self-confidence of students Primary 5. This study uses quantitative and qualitative approach and methods of quasi and descriptive. The study population was the fifth-grade elementary school students in District Ciparay Bandung regency. The sample consisted of 66 students divided into 33 classes of students in the various groups of experiment V-A and 33 students in the class V-B as the control group. The instrument used comprising written tests on multiplication and division of fractions, and ratio and scale, attitude scale questionnaire of self-confidence, observation, and interviews. Quantitative analysis was performed on average pretest and posttest ability to compose and mathematical conjecture test using the t-test and Mann Whitney. Qualitative analysis was also conducted on the attitude scale questionnaire score self-confidence confirmed by observation and interview. The results pointed to an that mathematics learning by using discovery learning can improve students' mathematical formulate the conjecture. Learning mathematics using discovery learning can also improve students' mathematical test conjecture. The self-confidence of students in the experimental class was obtained using discovery learning math learning is good.
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Pigg*, Adelaide, and Tina M. Waliczek. "The Effects of a School Gardening Program on the Math and Science Achievement of 3rd, 4th, and 5th Grade Students." HortScience 39, no. 4 (July 2004): 844C—844. http://dx.doi.org/10.21273/hortsci.39.4.844c.

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Science and math achievement scores of 3rd, 4th, and 5th grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. Students in the experimental group participated in the Junior Master Gardener™ program in addition to the traditional classroom-based math and science methods. In contrast, students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the Junior Master Gardener™ program as a method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the Junior Master Gardener™ program. Results also found no statistically significant differences between demographic groups indicating that males and females and students from different ethnicities benefited similarly from participation in the Junior Master Gardener™ program.
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Pigg, A. E., T. M. Waliczek, and J. M. Zajicek. "Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students." HortTechnology 16, no. 2 (January 2006): 262–64. http://dx.doi.org/10.21273/horttech.16.2.0262.

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Science and math achievement scores of third, fourth, and fifth grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. The experimental group of students participated in a school garden program in addition to traditional classroom-based math and science methods, while students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the school garden program as an additional method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores, showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the school garden program. Results also found no statistically significant differences between gender and ethnic background comparisons. However, statistically significant differences in comparisons of grade levels showed that fourth graders benefited more, academically, from participation in the school garden program in comparison to other grade levels.
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Muhtadi, Muhtadi, Sutama Sutama, Sofyan Anif, and Harun Joko Prayitno. "PENGEMBANGAN KEMITRAAN KA WASAN MATEMATIKA(MATH MASTER ZONE) DI KECAMATAN SA WAHAN KABUP ATEN NGANJUK." Warta LPM 18, no. 1 (March 1, 2015): 20–28. http://dx.doi.org/10.23917/warta.v18i1.1163.

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PEMITRA service activities in the kecamatan Sawahan kabupaten Nganjuk, had conducted educational activities, training, and mentoring for elementary school teachers, principals, supervisors and the person in charge of Math Masters Zone program to improve the basic concepts of mathematics and its teaching method. In this Pemitra conducted training activities learning methods of Math Masters, so that teachers had an understanding and basic mathematical concepts were true, and instructed it so easy and fun to their students. In the implementation of this Pemitra service activities, had given results and achievements were very enjoyable because math test scores elementary school students in the kecamatan Sawahan on the 2013/2014 school year had average to 8.5 and the highest value reached 10.0. Math Olympiad activities also quite lively, as students becomed more enthusiastic andexcited. Based on indicators of progress and this proves that the method Math Master who had been introduced by the Executive Team Pemitra, had helped to solve problems Numeric Phobia for elementary school students in the kecamatan Sawahan. Mathematics was considered subjects which so easy and very fun by the students.Constraints and problems still be faced today is the support and consistency of Nganjuk government has not been consistent in developing subdistrict Sawahan as Math Master Zone.
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Chval, Kathryn B. "Supporting Teacher Learning: Making the Complexities of Teaching Visible for Prospective Teachers." Teaching Children Mathematics 11, no. 2 (September 2004): 91–96. http://dx.doi.org/10.5951/tcm.11.2.0091.

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Most of the prospective teachers who enter my methods courses assume that teaching mathematics to elementary students will be easy. For example, Jenny wrote, “I thought, ‘I can teach math. How can it be so hard? It's elementary math!’ But I have been proven wrong.” Based on comments such as Jenny's, I realized the importance of giving prospective teachers opportunities to understand that effectively teaching mathematics to elementary students is complex and challenging. I recognized that field experience in my mathematics methods courses had to make the complexities of teaching more visible for prospective teachers. In other words, prospective teachers must study teaching practices. Such study would not only require viewing, analyzing, and discussing practices but also include the opportunity for prospective teachers to practice and analyze their own teaching.
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Sherard, Wade H. "Teacher Education: Mathematics Methods in a Laboratory Setting." Arithmetic Teacher 33, no. 1 (September 1985): 48–49. http://dx.doi.org/10.5951/at.33.1.0048.

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In our sequence of mathematics courses for th e elementary school teacher, mathematics content is integrated with discussion of teaching methods and materials. We have found that the methods portion of these courses, which concern the teaching of informal geometry, measurement, probability, and statistics, can be taught very effectively in a math lab setting, where the emphasis is on active involvement of the student and on the use of concrete, manipulative materials.
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Hassidov, Dina. "The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools." Creative Education 08, no. 14 (2017): 2293–311. http://dx.doi.org/10.4236/ce.2017.814157.

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Dissertations / Theses on the topic "Elementary math methods"

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Coester, Lee (Leila) Anne. "Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?" Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6758.

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Doctor of Philosophy
Curriculum and Instruction Programs
Gail Shroyer
David Allen
This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents’ elementary mathematics methods course focused on the NCTM Process Standards, the teachers’ current standards-based teaching practices, the degree to which various pedagogical strategies from mathematics methods courses prepared preservice teachers for the classroom, and early career teachers’ suggestions for improving methods courses. Both qualitative and quantitative methodologies were used in this survey study as questions were of both closed and open format. Data from closed-response questions were used to determine the frequency, central tendencies and variability in standards-based preparation and teaching practices of the early career teachers. Open-ended responses were analyzed to determine patterns and categories relating to the support of, or suggestions for improving, elementary mathematics methods courses. Though teachers did not report a wide variation in the incorporation of the NCTM Process Standards in their teaching practices, some differences were worth noting. Problem Solving appeared to be the most used with the least variability in its frequency of use. Reasoning, in general, appeared to be used the least frequently and with the most variability. Some aspects of Communication, Connections and Representation were widely used and some were used less frequently. From a choice of eight methods teaching practices, ‘Observing in actual classrooms or working with individual students’ and ‘Planning and teaching in actual classrooms’ were considered by early career teachers to be the most beneficial aspects of methods courses.
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Gold, Lindsay A. "Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168.

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Hutchison, Colleen Scott Larson. "Sentence Frames Used as the Method of Instruction and the Achievement of English Learners and Non-English Learners in Fourth-Grade Math." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600586.

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Many math students, both EL and non-EL, struggle to reach the level of proficiency on California state tests which is required since the passage of NCLB in 2002 (California Department of Education, 2012). In California only 34% of students scored at the level of proficiency or above in 2011 (National Assessment for Educational Progress, 2012). The purpose of this quasi-experimental quantitative study was to determine the degree of achievement, similarities, and differences in learning fourth-grade math for ELs and non-ELs when sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction in a southern California school district. The instructional method of using sentence frames with all students, non-ELs and ELs, may assist all students to become successful and reach the level of proficiency in fourth-grade mathematics. A group of approximately 23 teachers with approximately 30 students each for a total of 700 fourth-grade math students, will teach two lessons, one lesson that primarily uses sentence frames as the method of instruction and one lesson that does not use sentence frames in the method of instruction. Pre and post tests for each lesson was taken and data was analyzed to identify patterns, similarities, differences, and diverging themes associated when the use of sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction with ELs and non-ELs.

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Trejos, Tatiana. "Evaluation of the Evidential Value of the Elemental Composition of Glass, Ink and Paper by Laser-Based Micro-Spectrochemical Methods." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/755.

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Elemental analysis can become an important piece of evidence to assist the solution of a case. The work presented in this dissertation aims to evaluate the evidential value of the elemental composition of three particular matrices: ink, paper and glass. In the first part of this study, the analytical performance of LIBS and LA-ICP-MS methods was evaluated for paper, writing inks and printing inks. A total of 350 ink specimens were examined including black and blue gel inks, ballpoint inks, inkjets and toners originating from several manufacturing sources and/or batches. The paper collection set consisted of over 200 paper specimens originating from 20 different paper sources produced by 10 different plants. Micro-homogeneity studies show smaller variation of elemental compositions within a single source (i.e., sheet, pen or cartridge) than the observed variation between different sources (i.e., brands, types, batches). Significant and detectable differences in the elemental profile of the inks and paper were observed between samples originating from different sources (discrimination of 87 – 100% of samples, depending on the sample set under investigation and the method applied). These results support the use of elemental analysis, using LA-ICP-MS and LIBS, for the examination of documents and provide additional discrimination to the currently used techniques in document examination. In the second part of this study, a direct comparison between four analytical methods (µ-XRF, solution-ICP-MS, LA-ICP-MS and LIBS) was conducted for glass analyses using interlaboratory studies. The data provided by 21 participants were used to assess the performance of the analytical methods in associating glass samples from the same source and differentiating different sources, as well as the use of different match criteria (confidence interval (±6s, ±5s, ±4s, ±3s, ±2s), modified confidence interval, t-test (sequential univariate, p=0.05 and p=0.01), t-test with Bonferroni correction (for multivariate comparisons), range overlap, and Hotelling’s T2 tests. Error rates (Type 1 and Type 2) are reported for the use of each of these match criteria and depend on the heterogeneity of the glass sources, the repeatability between analytical measurements, and the number of elements that were measured. The study provided recommendations for analytical performance-based parameters for µ-XRF and LA-ICP-MS as well as the best performing match criteria for both analytical techniques, which can be applied now by forensic glass examiners.
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CHEN, YEN-JU, and 陳彥儒. "A Study of the Effect to Elementary School Students Learning by Providing Adaptive Prompts on the Polya Methods of Math Problems Solving." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8qcen8.

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碩士
國立臺南大學
數位學習科技學系碩博士班
104
The study aimed to explore the way which providing prompts on the Polya Methods was applied in mathematics teaching as well as its impact on the effectiveness of students’ learning mathematics. Subjects in the study have two classes; all of them are from one of the schools in Kaohsiung. The experimental group were taught with the Providing Prompt on the Polya Methods of math problems solving, while the control group were treated by the traditional instructions. The experiment lasted for one week and the data were analyzed with Paired-Samples t Test and descriptive statistics to explore the differences in learning outcomes between the providing prompt on the Polya Methods of Math Problems Solving and the traditional methods. To understand the satisfaction of Providing Prompt on the Polya Methods of Math Problems Solving in Mathematics teaching, the experimental group was asked to answer the questionnaire and the results showed that: (1) There were significant differences between the experimental group and the control group in the learning achievement; (2) The students in the experimental group were taught with Providing Prompt on the Polya Methods of Math Problems Solving were satisfied, and they agreed.
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WANG, SU-LING, and 王素玲. "An Action Research on the Sixth Grade Math Game Teaching Method in the Elementary Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ggd5d3.

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碩士
中臺科技大學
文教事業經營研究所
107
In this study, the researcher applied action research to explore the change of students’ learning attitudes, students’ learning outcomes, the difficulties that teachers may encounter, and the resolutions of using game teaching of ratio with 6th grade students. Sixteen 6th grade students of the researcher were recruited as participants for this experimental study. In order to explore the learning outcomings and learning attitudes, the researcher used self-compiling mathematics pretest, learning achievement test papers, and National Mathematical Attitude Scale of Cao Zongping and Zhou Wenzhong (1998). Then, the reacher proposed the advises by collecting lesson plans, the records of observation and briefing, student’s feedback sheets, student’s interview records, and teacher’s reflective journal. The results obtained in this study were as follows: 1. Mathematical game teaching method has significant differences in improving students attitude towards mathematics learning. 2. The mathematics game teaching method has significant differences in improving the learning achievement of low level students. 3. The learning outcomes reflected well on the display of multiple intelligencesin such as interpersonal relationship and metacognition. 4. The solution to the teaching dilemma: Linking the teaching objectives. Let low or medium learners to present first. Interspersed with various competition modes. Rewards should be immediately and exaggerated. The teacher should not say too much. Prepare the course skillfully and in-depth. Useing creative thinking of Wallas. The game itself includes the efficacy of learning and assessment that can solve the problem of being behind schedule.
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Books on the topic "Elementary math methods"

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Pica, Rae. Jump into math. Beltsville, MD: Gryphon House, 2008.

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Stolberg, Judith Rothschild. Creating child-centered materials for math and science. Washington, D.C: Children's Resources International, 1998.

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Berge, Margaret. Help your child excel in math: Easy, practical methods that make learning fun. Hollywood, Fla: Lifetime Books, 1992.

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Math. Monterey, CA: Evan-Moor Corp., 2005.

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Kopp, Jaine. Math on the menu: Teacher's guide. Berkeley, Calif: Lawrence Hall of Science, University of California, 2000.

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Matricardi, Joanne. Math activities A to Z. Clifton Park: Thomson Delmar Learning, 2005.

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1962-, Lupkowski-Shoplik Ann, ed. Developing math talent: A guide for educating gifted and advanced learners in math. Waco, Tex: Prufrock Press, 2005.

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Buck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications, 1990.

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Buck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications/Critical Thinking Press & Software, 1990.

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Buck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications, 1990.

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Book chapters on the topic "Elementary math methods"

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Wardell, Ted, James Bevere, Julia McCarty, William Smith, Tracy Mulvaney, and Lauren Niesz. "Transformational Leadership Initiatives Driving P-12 School Change." In Strategic Leadership in PK-12 Settings, 133–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9242-6.ch010.

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In this chapter, educational leaders who are driving school change through transformational leadership initiatives share their stories. The authors range in their respective roles with an elementary school classroom teacher, a math-science departmental supervisor, a high school principal and a district superintendent. Each case study describes the implementation of a transformative leadership project from the main idea and impetus driving each project to the implementation methods and outcomes of each respective endeavor. The first project describes a teacher's addition of cultural-driven morning meetings to an elementary school classroom. The teacher discusses the necessity and how-to of implementing culture-driven morning meetings in the classroom and reflects on the overall impact on her students. A school superintendent leads the reader through his process of increasing rigor at the start of high school through the implementation of Advanced Placement (AP) courses for ninth-grade students. Next, a high school principal discusses an innovative blended learning program in a low socioeconomic district including the special challenges experienced. Finally, a high school math supervisor describes the school-wide implementation of Khan Academy for SAT preparation.
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Johnston, Christopher J., and Patricia S. Moyer-Packenham. "A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching." In Educational Technology, Teacher Knowledge, and Classroom Impact, 200–227. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-750-0.ch009.

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Multiple existing frameworks address aspects of teachers’ knowledge for teaching mathematics with technology. This study proposes the integration of several frameworks, including TPACK (Mishra & Koehler, 2006), MKT (Ball, Thames, & Phelps, 2008), and technology evaluation criteria (Battey, Kafai, & Franke, 2005) into a new comprehensive model for interpreting teachers’ knowledge of the use of technology for teaching mathematics: the T-MATH (Teachers’ Mathematics and Technology Holistic) Framework The study employed quantitative and qualitative methods to examine 144 pre-service elementary teachers’ evaluations of technology for future mathematics teaching. The proposed model and its application to this group of pre-service teachers suggest that there are multiple dimensions to understanding teachers’ knowledge of uses of technology for mathematics teaching, and that teachers’ self-identified evaluation criteria reveal the dimension in which their knowledge resides. Understanding teachers’ progressions through these dimensions may provide insights into the types of experiences that support teacher development of the knowledge necessary to teach mathematics using appropriate technologies.
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Capmany, José, and Daniel Pérez. "Basic Building Blocks and Techniques." In Programmable Integrated Photonics, 38–77. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198844402.003.0002.

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Programmable integrated photonics (PIP) relies on designing suitable basic building blocks (BBBs) able to carry elementary signal processing operations and interconnection hardware architectures that offer very high spatial regularity. The most popular BBBs proposed so far are based on elementary 2×2 tunable photonics coupling components capable of providing independent setting of the power coupling ratio. Additionally, they are based on the phase shift experienced by the incoming signals from two input waveguides in their transition to the two output waveguide ports of the device. This chapter deals primarily with these components. First, it considers the basic matrix methods required to describe their operation, either standalone or in combination with others to form more complex structures. Next, it describes the main technology approaches for the implementation of BBBs, including 3dB Mach–Zehnder tunable couplers, directional couplers, and beamsplitters, followed by how these BBBs are employed to build up a tunable basic unit (TBU), which is the elementary constituent of waveguide mesh circuits. It concludes by describing the devices and techniques relevant in multiport devices, and discusses the equivalence between mode conversion and linear optics matrix transformations and the universal linear combiner.
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Conference papers on the topic "Elementary math methods"

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"Meeting the Demands of the 21st Learner - Delivering Elementary Science and Math Methods Courses Online an Auto-ethnographic Approach." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004961801300134.

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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
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Nurhaedah, Nurhaedah, Rahmawati Patta, and Asmawati Triputri. "THE JARIMATIKA METHOD ON MATH LEARNING: HOW TO IMPROVE MATH SKIL." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290023.

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Devi, Aryna Chintya, Esti Untari, and Suhel Madyono. "Smart Cards as Learning Media for the Development of the Match Index Card Method on the Theme of “Cita-Citaku” Class IV Elementary Schools." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.019.

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Tong, Tao, Jinggao Li, and Jon P. Longtin. "Ultrafast Laser-Induced Breakdown Spectroscopy and Application to Real-Time Control of Ultrafast Laser Micromachining Process." In ASME 2003 Heat Transfer Summer Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/ht2003-47068.

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A significant obstacle in ultrafast laser micromachining of multi-layer or heterogeneous micro-structures is the lack of an online diagnostic method to determine which material is being ablated during the material removal process. This problem arises because ultrafast lasers are generally insensitive to the material being processed. One promising technique to address this problem is the use of laser-induced breakdown spectroscopy (LIBS) by which the plasma generated during the laser-material interaction can be collected and analyzed to provide information regarding the elemental composition of the mate-rial being ablated. In this work, a real-time feedback control system for the ultrafast laser micromachining process based on the LIBS technique is built. The ultrafast LIBS signal is first characterized to prove the feasibility. Characteristics of spectral emission, temporal evolution, spatial heterogeneity of the ultrafast LIBS signal, effects from laser machining factors, etc., are discussed. Comparison methods for identifying the material emission patterns are then studied. Effective algorithms from the study are implemented into the control system software, SPECOMP, developed in the laboratory. Issues on the real-time control process are discussed. The real-time controlled machining process has then been applied to the machining of micro-structures on thermal sprayed material. Compared to the passive machining process without any such feedback control, SPECOMP system provides several important advantages including less damage to the substrate layer, shortened machining time, and more uniform feature sizes.
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