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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.
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Morrison, Vivienne Frances. ""You have to find a way to glue it in your brain": children's views on learning multiplication facts." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1059.
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While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian Studies'. The mixed-method approach to this study included formal assessment, participant observation, individual interviews, the children's written ideas, and individual case studies. The most significant finding of this study was the powerful influence of peer learning. The children enriched and directed each other's learning as they shared ideas and reflected on their own mathematical learning as they observed and critiqued the thinking of peers. As the children were involved in thinking about how they learn they were able to identify gaps and construct their own learning pathways. A significant finding was that children can develop their multiplicative strategies while they commit their multiplication facts to memory, in a relatively short time provided that the learning process facilitates strategy development and understanding. By exposing the children to multiplication facts in sequenced clusters provided them with a manageable number of facts to be learnt at one time. Another finding related to how children develop calculation strategies through lesson activities rather than being explicitly taught them. The children considered practice important for memorisation. Parental support was significant in enriching the children's learning.
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Akavia, Adi. "Learning noisy characters, multiplication codes, and cryptographic hardcore predicates." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43032.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (p. 181-187).
We present results in cryptography, coding theory and sublinear algorithms. In cryptography, we introduce a unifying framework for proving that a Boolean predicate is hardcore for a one-way function and apply it to a broad family of functions and predicates, showing new hardcore predicates for well known one-way function candidates such as RSA and discrete-log as well as reproving old results in an entirely different way. Our proof framework extends the list-decoding method of Goldreich and Levin [38] for showing hardcore predicates, by introducing a new class of error correcting codes and new list-decoding algorithm we develop for these codes. In coding theory, we introduce a novel class of error correcting codes that we name: Multiplication codes (MPC). We develop decoding algorithms for MPC codes, showing they achieve desirable combinatorial and algorithmic properties, including: (1) binary MPC of constant distance and exponential encoding length for which we provide efficient local list decoding and local self correcting algorithms; (2) binary MPC of constant distance and polynomial encoding length for which we provide efficient decoding algorithm in random noise model; (3) binary MPC of constant rate and distance. MPC codes are unique in particular in achieving properties as above while having a large group as their underlying algebraic structure. In sublinear algorithms, we present the SFT algorithm for finding the sparse Fourier approximation of complex multi-dimensional signals in time logarithmic in the signal length. We also present additional algorithms for related settings, differing in the model by which the input signal is given, in the considered approximation measure, and in the class of addressed signals. The sublinear algorithms we present are central components in achieving our results in cryptography and coding theory.
(cont) Reaching beyond theoretical computer science, we suggest employing our algorithms as tools for performance enhancement in data intensive applications, in particular, we suggest replacing the O(log N)-time FFT algorithm with our e(log N)-time SFT algorithm for settings where a sparse approximation suffices.
by Adi Akavia.
Ph.D.
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Haugland, Morten. "Extending the "transfer of learning" paradigm using the commutative property of multiplication and precision teaching procedures to facilitate fluent performance with multiplication facts /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406396.
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Harrison, Ryan Matthew. "Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.
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Koepp, Wiebke. "A Novel Transfer Function for Continuous Interpolation between Summation and Multiplication in Neural Networks." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-184087.
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In this work, we present the implementation and evaluation of a novel parameterizable transfer function for use in artificial neural networks. It allows the continuous change between summation and multiplication for the operation performed by a neuron. The transfer function is based on continuously differentiable fractional iterates of the exponential function and introduces an additional parameter per neuron and layer. This parameter can be determined along weights and biases during standard, gradient-based training. We evaluate the proposed transfer function within neural networks by comparing its performance to conventional transfer functions for various regression problems. Interpolation between summation and multiplication achieves comparable or even slightly better results, outperforming the latter on a task involving missing data and multiplicative interactions between inputs.I detta arbete presenterar vi implementationen och utvärderingen av en ny överföringsfunktion till användning i artificiella neuronnät. Den tillåter en kontinuerlig förändring mellan summering och multiplikation för operationen som utförs av en neuron. Överföringsfunktionen är baserad på kontinuerligt deriverbara bråkiterationer av exponentialfunktionen och introducerar ytterligare en parameter för varje neuron och lager. Denna parameter kan bestämmas längs vikter och avvikelser under vanlig lutningsbaserad träning. Vi utvärderar den föreslagna överföringsfunktionen inom neurala nätverk genom att jämföra dess prestanda med konventionella överföringsfunktioner för olika regressionsproblem. Interpolering mellan summering och multiplikation uppnår jämförbara eller något bättre resultat, till exempel för en uppgift som gäller saknade data och multiplikativ interaktion mellan indata.
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Hanson, Loraine Jones. "Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3466.
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The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), timed multiplication tests, observations, and informal interviews were used to assess and compare TA and TLI's learning environments, performance, and self-efficacy outcomes. Both third- and fourth-grade TA students' level of multiplication mastery improved significantly after intervention. Results from the post-MAS also revealed significantly higher self-efficacy beliefs, and reduced nervousness in learning multiplication facts amongst some TA students. Statistical data analysis revealed no significant performance outcome differences between TLI and TA third-grade classes; however, post-test comparisons between fourth-grade TLI and TA students showed TA students significantly outperforming their comparison group counterparts by answering approximately 50% more problems in a given time and feeling significantly less nervous toward learning new multiplication math facts. The TA program's motivational, self-paced, and self-evaluative features seemed to produce a positive learning environment, which encouraged student learning. Educators should consider using CAI with features similar to TA's to improve students' academic performance and self-efficacy.
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You, Yantian. "Sparsity Analysis of Deep Learning Models and Corresponding Accelerator Design on FPGA." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-204409.
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Machine learning has achieved great success in recent years, especially the deep learning algorithms based on Artificial Neural Network. However, high performance and large memories are needed for these models , which makes them not suitable for IoT device, as IoT devices have limited performance and should be low cost and less energy-consuming. Therefore, it is necessary to optimize the deep learning models to accommodate the resource-constrained IoT devices. This thesis is to seek for a possible solution of optimizing the ANN models to fit into the IoT devices and provide a hardware implementation of the ANN accelerator on FPGA. The contribution of this thesis mainly lies in two aspects: 1). analyze the sparsity in the two mainstream deep learning models – DBN and CNN. The DBN model consists of two hidden layers with Restricted Boltzmann Machines while the CNN model consists of 2 convolutional layers and 2 sub-sampling layer. Experiments have been done on the MNIST data set with the sparsity of 75%. The ratio of the multiplications resulting in near-zero values has been tested. 2). FPGA implementation of an ANN accelerator. This thesis designed a hardware accelerator for the inference process in ANN models on FPGA (Stratix IV: EP4SGX530KH40C2). The main part of hardware design is the processing array consists of 256 Multiply-Accumulators array, which can conduct multiply-accumulate operations of 256 synaptic connections simultaneously. 16-bit fixed point computation is used to reduce the hardware complexity, thus saving power and area. Based on the evaluation results, it is found that the ratio of the multiplications under the threshold of 2-5 is 75% for CNN with ReLU activation function, and is 83% for DBN with sigmoid activation function, respectively. Therefore, there still exists large space for complex ANN models to be optimized if the sparsity of data is fully utilized. Meanwhile, the implemented hardware accelerator is verified to provide correct results through 16-bit fixed point computation, which can be used as a hardware testing platform for evaluating the ANN models.
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Santana, Rute Isabel Augusto. "Resolver tarefas de multiplicação e divisão: um estudo com alunos de 3.º ano." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19910.
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Relatório da componente de investigação do
relatório de estágio sobre a prática de ensino
supervisionada do Mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino BásicoO presente estudo integra a área da Matemática e tem como principal objetivo compreender como é que os alunos de 3.º ano resolvem tarefas de multiplicação e divisão. Como tal, este estudo pretende identificar quais as estratégias que os alunos utilizam e quais as dificuldades existentes quando resolvem tarefas que envolvem estas duas operações. A fundamentação teórica apresenta e discute tópicos essenciais para o estudo, nomeadamente: a aprendizagem das operações multiplicação e divisão; a relação entre estas operações; as caraterísticas das tarefas na aprendizagem da multiplicação e divisão; as estratégias utilizadas pelos alunos na resolução de tarefas de multiplicação e divisão; as dificuldades na aprendizagem da multiplicação e divisão; a aprendizagem da multiplicação e divisão nas orientações curriculares; e, por fim, o papel do professor na aprendizagem destas operações. Enquadra-se numa investigação de caráter qualitativo de natureza interpretativa. Todos os 20 alunos da turma participaram na intervenção realizada em sala de aula, porém, apenas três foram selecionados para que fosse realizada uma análise mais profunda das resoluções das tarefas propostas. Contudo, foram analisados os diálogos realizados por toda a turma na resolução das cadeias numéricas, que complementam a sequência de tarefas proposta. A proposta pedagógica elaborada, constituída por seis problemas e três cadeias numéricas, foi desenvolvida ao longo de cinco semanas. No decorrer deste período foi efetuada a recolha dos dados necessários para a investigação, maioritariamente através da observação participante e da recolha documental. As conclusões sobre as estratégias utilizadas pelos alunos quando resolvem problemas de multiplicação e divisão demonstram que: os alunos recorrem ao uso quase exclusivo de estratégias multiplicativas, evidenciando que já começam a conseguir compreender a relação entre multiplicação e divisão; nas primeiras tarefas de multiplicação também recorrem a estratégias aditivas; a estratégia mais usada pelos alunos é multiplicar sucessivamente a partir de um produto de referência.
The present study integrates the area of mathematics and its main objective is to understand how the 3rd year students solve multiplication and division tasks. More specifically, it aims to develop mental calculation strategies in solving multiplication and division tasks. As such, this study intends to identify what strategies students use and what difficulties they have when solving tasks involving these two operations The theoretical foundation presents topics essential for the study, namely: the learning of multiplication and division operations; the relation between multiplication and division; the characteristics of tasks in learning multiplication and division; the strategies used by students in solving multiplication and division tasks; difficulties in learning multiplication and division; the learning of multiplication and division in curricular guidelines; and, finally, the teacher's role in learning multiplication and division. This study is part of a qualitative research of an interpretative nature. All 20 students in the class participated in the classroom intervention, however, only three were selected for a more in-depth analysis of their resolutions. However, the three number chains that complemented the task sequence implemented, involving the whole class, were analyzed. The elaborated pedagogical proposal, consisting of six problems and three numerical chains, was developed over five weeks. During this period, I collected the necessary data for the investigation, mainly through observation and documentary collection. The conclusions about the strategies used by students when solving problems of multiplication and division show that: students resort to the almost exclusive use of multiplicative strategies, showing that they are already beginning to understand the relation between multiplication and division; in the first multiplication tasks they also resort to additive strategies; the strategy most often used by students is to multiply successively from a reference product.
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Starepravo, Ana Ruth. "A multiplicação na Escola Fundamental I: análise de uma proposta de ensino." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13092010-125231/.
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O presente trabalho consiste numa pesquisa qualitativa sobre o ensino e a aprendizagem de matemática, cujo objetivo foi o de propor uma metodologia, fundamentada no construtivismo piagetiano, para ensinar multiplicação nos anos iniciais do Ensino Fundamental. A observação de que o ensino desse conteúdo, em muitas escolas, privilegia a memorização da tabuada e a aplicação de algoritmos, em detrimento da compreensão, mobilizou uma investigação sobre como organizar o ensino dessa noção privilegiando o desenvolvimento da racionalidade e a aquisição de competências que transcendem o âmbito da matemática. Para isso foi realizada uma intervenção de ensino, planejada e desenvolvida pela própria pesquisadora, ao longo de um semestre (21 aulas) em uma turma de terceira série de uma escola da rede municipal de Curitiba. A multiplicação foi explorada em problemas de proporcionalidade simples (situações de correspondência um-para-muitos e de arranjo retangular). A divisão, por ser sua operação inversa, foi explorada em algumas atividades e dados relativos a essa operação foram incorporados ao estudo. As aulas foram gravadas em vídeo e transcritas em diários enriquecidos com observações e comentários da pesquisadora os quais, junto com as produções dos alunos e relatórios feitos pela professora da turma, compuseram nossa base de dados. Na análise buscamos indicativos da ocorrência de uma interação construtiva, caracterizada por progressos nos seguintes âmbitos: relações intelectuais (compreensão das operações aritméticas em questão pelas crianças); relações sociais/morais (conquistas que transcendem o conteúdo matemático); relações didáticas (efeitos sobre o próprio processo interventivo). Os resultados apontam para uma interação de qualidade construtiva uma vez que a intervenção teve efeito de aperfeiçoamento sobre os sujeitos envolvidos. Verificamos a substituição progressiva de estratégias de contagem por estratégias de cálculo, aquisição de competências aritméticas e interações entre as crianças (indícios de uma relação de cooperação). Apontamos ainda para mudanças de atitudes dos alunos no que se refere às seguintes questões: envolvimento nas atividades propostas, relação com a matemática, forma de tratar os problemas apresentados, comunicação e expressão em sala de aula. No âmbito didático destacamos o tratamento dispensado ao erro, usado como estratégia didática, o papel interventivo que a avaliação exerceu no processo de ensino e a importância da escrita para a reflexão do professor sobre a sua própria prática.The present work consists of a qualitative research in education and the mathematics learning that objective was to propose a methodology based on Piaget´s constructivism, to teach multiplication in the early years of Eleentary School. The observation that shows how this content has been treated, in many schools, as a memorization and application matter, rather than a comprehension issue, directed to an investigation how about organize the teaching of this matter prioritizing the development of racionality and the acquisition of competences that go beyond matheatics. For that, a planned learning intervention was developed and made by the researcher herself over a period of one semester (21 classes) in a third grade public school from Curitiba. The multiplication was explored in simple proportionality problems (in one-tomany correspondence and rectangular array problems). The division, as it´s the inverse, was also explored in some activities and the data collected was also included in this study. The classes were recorded in video and a transcript enriched by observations and comments from the the researcher was produced. The transcript, the student´s works and daily reports done by the teacher form our database. In the analysis, we look for indications of a constructive interaction, characterized by progresses in the following areas: intellectual relationships (comprehension of the arithmetical operations used); social/moral relationships (acquisition of non mathematical aptitudes); didactic relationships (effects on the intervention process itself). The results show a constructive quality interaction as the intervention had a development effect on the subjects involved. We verified the progressive substitution of the counting strategies for calculation strategies, the acquisition of arithmetical aptitudes and interaction between the students (signs of a cooperative relationship). Also some attitudes changes were observed in the students regarding the following matters: the engagement in the activities, the relationship with mathematics, the approach on the problems, communication and expressionat the classroom. In the didactic field, we highlight the treatment regarding the errors, used as a didatic strategy, the interfered paper the avaliation exerced to the teaching process and the importance of writing for the teacher´s reflection about its practice.
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IRISH, CHERYL L. "THE EFFECTS OF PEG- AND KEYWORD MNEMONICS AND COMPUTER-ASSISTED INSTRUCTION ON FLUENCY AND ACCURACY OF BASIC MULTIPLICATION FACTS IN ELEMENTARY STUDENTS WITH LEARNING AND COGNITIVE DISABILITIES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997209845.
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Liu, Qian. "Deep spiking neural networks." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/deep-spiking-neural-networks(336e6a37-2a0b-41ff-9ffb-cca897220d6c).html.
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Neuromorphic Engineering (NE) has led to the development of biologically-inspired computer architectures whose long-term goal is to approach the performance of the human brain in terms of energy efficiency and cognitive capabilities. Although there are a number of neuromorphic platforms available for large-scale Spiking Neural Network (SNN) simulations, the problem of programming these brain-like machines to be competent in cognitive applications still remains unsolved. On the other hand, Deep Learning has emerged in Artificial Neural Network (ANN) research to dominate state-of-the-art solutions for cognitive tasks. Thus the main research problem emerges of understanding how to operate and train biologically-plausible SNNs to close the gap in cognitive capabilities between SNNs and ANNs. SNNs can be trained by first training an equivalent ANN and then transferring the tuned weights to the SNN. This method is called âoff-lineâ training, since it does not take place on an SNN directly, but rather on an ANN instead. However, previous work on such off-line training methods has struggled in terms of poor modelling accuracy of the spiking neurons and high computational complexity. In this thesis we propose a simple and novel activation function, Noisy Softplus (NSP), to closely model the response firing activity of biologically-plausible spiking neurons, and introduce a generalised off-line training method using the Parametric Activation Function (PAF) to map the abstract numerical values of the ANN to concrete physical units, such as current and firing rate in the SNN. Based on this generalised training method and its fine tuning, we achieve the state-of-the-art accuracy on the MNIST classification task using spiking neurons, 99.07%, on a deep spiking convolutional neural network (ConvNet). We then take a step forward to âon-lineâ training methods, where Deep Learning modules are trained purely on SNNs in an event-driven manner. Existing work has failed to provide SNNs with recognition accuracy equivalent to ANNs due to the lack of mathematical analysis. Thus we propose a formalised Spike-based Rate Multiplication (SRM) method which transforms the product of firing rates to the number of coincident spikes of a pair of rate-coded spike trains. Moreover, these coincident spikes can be captured by the Spike-Time-Dependent Plasticity (STDP) rule to update the weights between the neurons in an on-line, event-based, and biologically-plausible manner. Furthermore, we put forward solutions to reduce correlations between spike trains; thereby addressing the result of performance drop in on-line SNN training. The promising results of spiking Autoencoders (AEs) and Restricted Boltzmann Machines (SRBMs) exhibit equivalent, sometimes even superior, classification and reconstruction capabilities compared to their non-spiking counterparts. To provide meaningful comparisons between these proposed SNN models and other existing methods within this rapidly advancing field of NE, we propose a large dataset of spike-based visual stimuli and a corresponding evaluation methodology to estimate the overall performance of SNN models and their hardware implementations.
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Magalhães, Lúcia do Amaral Mesquita de. "Procedimentos de cálculo e sentido de número: uma aproximação no contexto da sala de aula." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18072012-160038/.
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Esta pesquisa foi dedicada a procurar nuances da construção do sentido de número no desenvolvimento e uso de estratégias de cálculo de adição e subtração. Tal procura se deu nas ações e práticas emergentes de interações no contexto de sala de aula dezessete aulas distribuídas ao longo de três meses durante as quais foram propostos jogos relacionados ao cálculo e às noções de número, além de problemas do campo aditivo presentes nos Cadernos de apoio e aprendizagem, material em uso na rede municipal de São Paulo. A análise das práticas matemáticas e interações em sala de aula teve como objetivos: a) procurar caminhos que pudessem levar a compreender em que medida o uso de certos procedimentos de cálculo favorece o desenvolvimento do sentido de número; b) discutir em que medida o aluno, ao comunicar seus procedimentos para o grupo, expressa conhecimentos sobre números e operações; e c) discutir as ações individuais como correlatas de aspectos sociais da microcultura da sala de aula e, ao mesmo tempo, a microcultura de sala de aula como um fenômeno emergente continuamente gerado pelas ações individuais (Cobb, Stephan, McClain e Gravemeijer, 2001). Da nossa incursão pelas teorizações de Cobb e outros, orientamos nossa análise pela via de três categorias prévias: 1) normas sociais e crenças dos alunos sobre o próprio papel, o papel do outro e a natureza geral da atividade matemática na escola; 2) normas sociomatemáticas e crenças e valores matemáticos e 3) práticas matemáticas e concepções e atividade matemática. Partindo dessa análise, procuramos discutir, em primeiro lugar, a ligação entre normas sociais, normas sociomatemáticas e práticas matemáticas como uma relação de estreita interdependência. Em segundo lugar, como a abordagem de conhecimentos procedimentais (aqui, estratégias de cálculo na adição e na subtração) pode colocar em pauta conhecimentos conceituais (aqui, a estrutura do sistema numérico). Por fim, refletimos as limitações do estudo em relação à promoção e análise do desenvolvimento do sentido de número dos alunos. Os resultados indicam que a consideração do trabalho em sala de aula sob a perspectiva emergente, analisando as ações dos alunos nos níveis das normas sociais, normas sociomatemáticas e práticas matemáticas pode guiar as intervenções do professor, favorecendo o foco em características específicas do conteúdo em pauta. Também sugerem que o trabalho com o objetivo de desenvolver o sentido de número dos alunos, que obviamente abarca a compreensão da estrutura do nosso sistema numérico, deve perpassar o trabalho de matemática ao longo de todo o ensino fundamental.This research was dedicated to looking for nuances in the sense of number construction in the development and use of adding and subtracting calculation strategies. Such search happened based on actions and practices emerging from interactions in the classroom context seventeen classes distributed in the period of three months during which games related to calculation and to number notion were proposed, as well as addictive problems present in the Cadernos de apoio e aprendizagem [Support and learning notebooks], material in use at São Paulo City public schools. The analysis of mathematical practices and classroom interactions aimed at: a) looking for ways that could lead to understanding in which measure the use of certain calculation procedures favored the development of the sense of number; b) discussing in which measure the students, when communicating their procedures to the group, express knowledge about numbers and operations; and c) discussing individual actions as related to the classroom micro culture social aspects and, at the same time, classroom micro culture as an emerging phenomenon continually generated by individual actions (Cobb, Stephan, McClain e Gravemeijer, 2001). From our incursions into Cobbs and others theories, we oriented our analysis via three previous categories: 1) social norms and students beliefs about his/hers own roles, the roles of the others and the general nature of mathematical activity in the school; 2) socio mathematical norms and mathematical beliefs and values and 3) mathematical practices and conceptions and mathematical activity. Starting from this analysis, we tried to discuss, firstly, the link referring to social norms, socio mathematical norms and mathematical practices as a closely interdependent relation. Secondly, how the approach to procedure knowledge (in this case, adding and subtracting calculation strategies) can put on the agenda conceptual knowledge (in this case, numeric system structure). Lastly, we reflected the limitations of the study relating to the promotion and analysis of the development of the students sense of number. The results indicate that considering the classroom work by the emerging perspective, analyzing the students actions at the level of social norms, socio mathematical norms and mathematical practices can guide teachers interventions, favoring the focus on specific characteristics of the content on the agenda. They also suggest that the work aiming at the development of the students sense of number, which obviously comprehends the understanding of our numeric system structure, should pervade mathematical work throughout all primary and junior high school teaching.
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Mofu, Zanele Abegail. "An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013333.
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This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study uses a qualitative case study approach. The data collection included video recorded one-to-one oral interviews with the learners. I used the Learning Framework in Number (LFIN) developed by Wright, Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention interview data and to determine their levels of multiplicative reasoning. The analysis showed the positive impact of the Mathematics Recovery programme on the improvement of multiplicative reasoning. The study contributes to the use of Mathematics Recovery programmes in South Africa from both a teacher and teacher educator perspective.
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Risley, Rachael Ann. "Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics." Thesis, University of Colorado at Denver, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112620.
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This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs’ conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs’ progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students’ reflection on their multiplicative thinking. Introduction of more difficult numbers—any number for which the child was yet to master multiples—tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC.
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Silva, Paula Aguiar da. "Campo multiplicativo das operações : uma iniciativa de formação com professores que ensinam matemática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/109917.
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Este trabalho apresenta investigação acerca das concepções de professores dos Anos Inicias sobre o Campo Multiplicativo à luz da Teoria dos Campos Conceituais de Gérard Vergnaud. O campo multiplicativo foi escolhido como tema de estudo por permear todo o ensino básico, sendo assim de grande importância para a formação matemática escolar dos estudantes. A coleta de dados se dá em um curso de formação continuada, que se desenvolveu ao longo de 5 encontros de 4 horas, com 11 professoras da Escola Estadual de Ensino Médio Célia Flores Lavra Pinto localizada no município de Viamão/RS. Utilizou-se a pesquisa-ação como metodologia da pesquisa. Ao final da pesquisa, concluímos que o grupo de professores pesquisado se mantém restrito ao trabalho voltado para o algoritmo de multiplicação e a memorização da tabuada, quando se trata do Campo Multiplicativo das Operações. O produto desta pesquisa é um conjunto de atividades sobre o tema Campo Multiplicativo das Operações, dentre outros temas relacionados, que poderão auxiliar professores que ensinam matemática interessados em pensar sobre a prática docente e ampliar suas possibilidades de intervenção junto aos estudantes.This paper presents the development of a training course for teachers of the early years in order to investigate teachers' conceptions about Multiplicative Field Operations to the Theory of Conceptual Fields Gérard Vergnaud. The multiplicative field was chosen as the subject of study not only because it permates the whole basic education, but also because it has a great importance to the training school mathematics students. Data collection occurs in a continuing education course, which was developed in 5 meetings of 4 hours, with 11 teachers from State Preparatory School High School Celia Flores Lavra Pinto localized in Viamão/RS. We used the action research as the research methodology. At the end of the paper, we conclude that the studied group of teachers remains restricted to the work facing the multiplication algorithm and memorizing multiplication tables when it comes to the field Multiplicative Operations . The product of this research is a set of activities on the theme Multiplicative Field Operations. Among other issues, it may help teachers to teach mathematics for those who are interested in thinking about teaching practice and expand their possibilities of intervention with students.
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Launay, Aurélien. "Detection of microorganism colonies in sequences of high resolution images : early detection of antimicrobial resistance." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAD034.
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La culture sur milieu gélosé peut être présente sous différentes formes dans l’étude d’échantillons microbiologiques, de la détection de pathogènes jusqu’à l’étude de la résistance de ces même pathogènes aux antibiotiques. Cependant c’est une méthode pouvant s’avérer fastidieuse est relativement lente. L’instrument Evisight que l’on utilise permet de prendre des images des boites de Pétri pendant l’incubation, autorisant ainsi l’utilisation de méthodes de traitement d’images, pour un résultat avant la fin de l’incubation. Nous développons une méthode d’apprentissage profond pour la détection de microorganismes, en image finale tout d’abord, puis en dans un second temps avec l’ensemble des images prises pendant l’incubation. Enfin une troisième étude a été mené afin d’automatiser la méthode de détection de résistance aux antibiotiques via culture sur gélose, mais également obtenir un meilleur temps avant résultat pour cette même méthodeThe culture on agar medium can be present in various forms in the study of microbiological samples, from the detection of pathogens to the study of the resistance of these same pathogens to antimicrobials. However it is a method that can be tedious and relatively slow. The Evisight instrument used is able to take images of Petri dishes during incubation, thus allowing the use ofimage processing methods, for a result before the end of the incubation. We develop a deep learning method for the detection of microorganisms, in the final image first, then in a second step with all the images taken during the incubation. Finally, a third study was conducted to automate the method of antimicrobial resistance detection via agar culture, but also to obtain a better time beforeresult
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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.
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Math & Science EducationPh.D.
The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation.
Temple University--Theses
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Saeedimoghaddam, Mahmoud. "Exploring the Effectiveness of the Urban Growth Boundaries in USA using the Multifractal Analysis of the Road Intersection Points, A Case Study of Portland, Oregon." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595847811169889.
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Marques, Eliano Patrício Macedo. "Social media impact on stock prices." Master's thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/10642.
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Mestrado em Econometria Aplicada e PrevisãoEste documento explora o impacto do social media nos preços das ações. Para medir tal impacto, foi construído uma plataforma online na Cloud da Amazon (AWS) recorrendo a ferramentas como o R, web APIs do Twitter, Google News, Google Finance, Yahoo News, Yahoo Finance e Financial Times. O objetivo deste estudo passa por criar uma base de dados para modelação com uma granularidade de 15 minutos incluindo como possíveis variáveis explicativas todas as noticias publicadas das fontes acima referidas para o Tesco e SKY. Posteriormente, recorrendo a uma técnica de GARCH multiplicativos, diversos modelos econométricos foram desenvolvidos com o objetivo de efetuar previsões a um passo dos retornos dos preços das ações acima referidos. Se efetivamente a informação do social media for relevante, deverá ser observado uma melhoria nas previsões dos retornos das ações. No decorrer do documento, será apresentado a metodologia utilizada no estudo e a sua aplicação em dados com elevada frequência. No geral, podemos concluir que a informação do social media é residualmente relevante para modelar e prever os retornos dos preços das ações e, nos modelos sem informação do Twitter, o segundo melhor modelo para o Tesco e o melhor modelo para a SKY, inclui informação do social media. No que se refere às fontes utilizadas, pode-se concluir que o Google Finance e o Financial Times relevam maior importância nos movimentos dos retornos das ações do que o Yahoo Finance e/ou Twitter, apesar de tal relevância ser muito residual e próxima de zero.
This dissertation explores the impact of social media on stock prices. In order to measure such an impact, an end-to-end online platform was created leveraging the Amazon Web Services cloud, open source R, web APIs from Twitter, Google News, Google Finance, Yahoo News, Yahoo Finance and Financial Times. The end goal was to create an intraday dataset that tracks all the news related to two companies Tesco PLC, SKY PLC and then perform several econometric models using a Multiplicative GARCH model to understand if the social media news from multiple sources are statistically relevant to measure the stock prices returns and if the forecast accuracy improves by including such covariates in the predictive equations. For all of the approaches it will be presented the respective theory background and their applications to high-frequency data. Overall it can be concluded that news, past market information and tweets didn't improve that much the stocks returns models and forecasting accuracy but, for models without Twitter, Tesco's 2nd best model and SKY's best model included social media news as covariates. Google Finance and Financial Times presented better results when compared to Yahoo Finance and/or Twitter, however, overall, the impact was very residual and closer to zero.
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Maia, Dennys Leite. "Aprendizagem docente sobre estruturas multiplicativas a partir de uma formaÃÃo colaborativa apoiada em tecnologias digitais." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18129.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorAs tecnologias digitais podem ajudar a desvelar e mediar reflexÃes sobre a prÃtica docente e contribuir para a formaÃÃo continuada de professores com carÃncias conceituais e didÃticas acerca da MatemÃtica. Assim, a questÃo central desta pesquisa Ã: Que contribuiÃÃo uma formaÃÃo colaborativa apoiada em tecnologias digitais exerce sobre a aprendizagem e a prÃtica docente acerca do campo conceitual das estruturas multiplicativas? Definiu-se, como objetivo geral: Analisar as contribuiÃÃes de formaÃÃo colaborativa, apoiada em tecnologias digitais, sobre a construÃÃo conceitual e pedagÃgica acerca de estruturas multiplicativas. Os objetivos especÃficos foram assim delineados: Mapear os conhecimentos docentes sobre estruturas multiplicativas; Identificar as formas que as professoras interagem e utilizam as tecnologias digitais para discussÃo e anÃlises sobre o ensino de MatemÃtica; e Caracterizar a construÃÃo e reconstruÃÃo dos conceitos matemÃticos pelas professoras a partir da experiÃncia de formaÃÃo colaborativa com apoio de tecnologias digitais. Os principais referenciais teÃricos versaram sobre elementos da aprendizagem colaborativa e campo conceitual das estruturas multiplicativas. O mÃtodo de investigaÃÃo adotado foi a Pesquisa Colaborativa, contemplando as etapas de cossituaÃÃo, cooperaÃÃo e coproduÃÃo. Realizou-se a pesquisa com trÃs professoras-coordenadoras do Projeto ObservatÃrio da EducaÃÃo (OBEDUC) no CearÃ, identificadas como PCA, PCN e PCS. A formaÃÃo colaborativa, com apoio em tecnologias digitais, aconteceu entre agosto e novembro de 2015. Dados de entrevistas virtuais preliminares e instrumentos do Projeto OBEDUC compuseram a etapa de cossituaÃÃo da Pesquisa Colaborativa. O estÃgio de coproduÃÃo ocorreu, prioritariamente, por meio das interaÃÃes virtuais, com as participaÃÃes e produÃÃes das professoras no Facebook, Skype e WhatsApp. Os conhecimentos desenvolvidos e uma produÃÃo colaborativa entre os participantes representam a etapa de coproduÃÃo. As professoras possuÃam restrito repertÃrio de situaÃÃes multiplicativas, apresentando apenas problemas de ProporÃÃo Simples, ProporÃÃo MÃltipla e Produto de Medidas com configuraÃÃo retangular. Todas demonstraram dificuldades com aspectos didÃticos da MatemÃtica e sobre estruturas multiplicativas. Com as primeiras atividades da formaÃÃo, identificou-se que as docentes possuÃam conhecimentos bÃsicos acerca do campo conceitual multiplicativo, com uma polarizaÃÃo entre PCA e PCN, com PCS entre ambas quanto ao conhecimento e classificaÃÃo de situaÃÃes. A construÃÃo e reconstruÃÃo dos conceitos ocorreu a partir das interaÃÃes desenvolvidas com as ferramentas digitais. A discussÃo, proposiÃÃo, classificaÃÃo e anÃlise das situaÃÃes de forma colaborativa, seguida de aplicaÃÃo com alunos, registro por meio de vÃdeos e imagens, para posterior postagem, compartilhamento e discussÃo colaborativa, fomentou significativamente a reflexÃo da prÃtica com MatemÃtica. Os resultados mostram que as mÃdias digitais â imagens e vÃdeos â foram relevantes para a exposiÃÃo das concepÃÃes dos participantes sobre o campo multiplicativo e estratÃgias de resoluÃÃo discente. Destaca-se a parceria entre Escola e Universidade para a produÃÃo de novos conhecimentos e modelo de formaÃÃo, que favoreceu a ampliaÃÃo conceitual pelos participantes. A experiÃncia mobilizou habilidades e competÃncias acerca do ensino e da aprendizagem de estruturas multiplicativas. A percepÃÃo de que à indispensÃvel um tratamento apurado das estratÃgias de resoluÃÃo discente evidencia-se como um dos principais ganhos da formaÃÃo.
Digital technologies can help to reveal and mediate reflections about teaching practice and contribute to the continued training of teachers who have conceptual and didactic needs about Mathematics. Thus, the central question of this research is: What contribution does a digital technology supported collaborative training have on learning and teacher practice about multiplicative structures conceptual field? It was defined as general objective: To analyze the contributions of collaborative teacher training supported digital technologies about multiplicative structures. The specific objectives were thus outlined: To chart teachers knowledges about the teaching and learning of multiplicative structures; To identify the ways that teachers interact and use digital technologies for discussion and analysis of Mathematics teaching; and To characterize the construction and reconstruction of mathematical concepts by teachers from the digital technology supported collaborative training experience. The main theoretical references were about elements of collaborative learning and conceptual field of multiplicative structures. The adopted method research was the Collaborative Research, comprising the stages of co-situation, cooperation and coproduction. It was conducted with three teachers-coordinators of the Observatory of Education Project (OBEDUC) in Ceara, identified as PCA, PCN and PCS. The digital technologies supported collaborative training happened in august and november 2015. Virtual preliminary interviews data and OBEDUC Project instruments comprised the Collaborative Research co-situation stage. The co-production stage took place mainly through virtual interactions, through shareholdings and teachers productions in Facebook, Skype and WhatsApp. The developed knowledge and a collaborative production among the participants represent the co-production stage. The teachers had limited repertoire of multiplicative situations, just having problems Simple Proportion, Multiple Proportion and Measures Product with rectangular configuration. All of them demonstrated difficulties with didactic Mathematics and multiplicative structures aspects. With the training first activities, it was identified that the teachers had basic knowledges about the multiplicative conceptual field, with a polarization between PCA and PCN, with PCS between both, regarding knowledge and classification of situations. The concepts construction and reconstruction occurred from interactions developed with digital tools. The discussion, proposition, classification and analysis of situations collaboratively, followed by application with students, registration through videos and images for later posting, sharing and collaborative discussion, significantly boosted reflection of practice with Mathematics. The results show that digital media â images and videos - were relevant for the exposition of participants conceptions about the multiplicative field and student resolution strategies. Noteworthy is the partnership between School and University for the production of new knowledge and training model that favored the conceptual expansion by the participants. The experience mobilized abilities and skills about teaching and learning multiplicative structures. The perception that an accurate treatment of student resolution strategies is indispensable is one of the main gains of training.
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Morais, Anuar Daian de. "Fórmula (-1) : desenvolvendo objetos digitais de aprendizagem para as operações com números positivos e negativos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/31426.
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Essa dissertação apresenta um conjunto de Objetos Digitais de Aprendizagem (ODAs) que foram desenvolvidos com o objetivo de promover a aprendizagem das operações com números positivos e negativos sob a perspectiva da teoria dos Campos Conceituais de Gerard Vergnaud. Além disso, também foi desenvolvida uma proposta didática para auxiliar o professor que desejar utilizá-lo nas suas aulas. Nossa pesquisa ainda apresenta a construção histórica do conjunto dos números positivos e negativos, uma discussão sobre o uso das tecnologias de informação e comunicação (TICs) em Educação e uma revisão de propostas voltadas para o ensino dos números positivos e negativos. De caráter experimental, nossa proposta foi aplicada em dois momentos diferentes: no final de 2008 numa turma de 6º série do Ensino Fundamental do Colégio de Aplicação da UFRGS e durante o primeiro semestre de 2010 numa escola da rede privada do município de Guaíba/RS. A análise dos resultados obtidos serviu como subsídio para a implementação de modificações no ODA e na proposta didática, bem como para a reflexão do desenvolvimento de ODAs que promovam o desenvolvimento do raciocínio aditivo e multiplicativo através de problemas que envolvam operações com números positivos e negativos.This master's research shows a set of Digital Learning Objects (DLO) which were developed to promote learning of operations with whole numbers through Vergnaud's theory of conceptual fields. Furthermore, a didactical proposal was also developed in order to aid the teacher who wishes to use it in the classroom. Our research also presents the historical construction of the set of positive and negative numbers, a discussion of the use of information and communication technologies (ICTs) in Education and a review of proposals aimed at whole numbers teaching. Having an experimental character, our proposal was applied on two different moments: in the end of 2008 on an 6th grade of Colégio de Aplicação da UFRGS in the city of Porto Alegre and during the first semester of 2010 in a private school in the district of Guaíba/RS. The analysis of the results gathered served as foundation to implement a few modifications on the DLO and on the didactical proposal, as well to reflect over the development of DLOs which can promote the development of the additive and multiplicative reasoning through problems involving operations with whole numbers.
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Backendorf, Viviane Raquel. "Uma sequência didática de medidas de comprimento e superfície no 5º ano do ensino fundamental: um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25221.
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O objetivo deste trabalho foi elaborar, aplicar e analisar uma sequência didática que abordasse o tema das medidas de comprimento e área, numa turma da quarta série (quinto ano) do Ensino Fundamental. Decidiu-se desenvolver essa pesquisa em virtude de dificuldades apresentadas por alunos de Ensino Médio e egressos das escolas, relacionadas ao tema das grandezas e medidas. Este tema esteve presente em algum momento de seu processo de escolarização. Acredita-se que as incompreensões dos conceitos estejam relacionadas a um ensino baseado na utilização e memorização de regras e fórmulas. Elaborou-se, então, uma proposta de ensino apostando na construção dos conceitos desde as primeiras séries do Ensino Fundamental, onde inicia-se o estudo dos conceitos de grandezas e medidas. A pesquisa foi desenvolvida como estudo de caso, e a sequência didática foi aplicada numa turma de quarta série de uma escola municipal do município de Travesseiro, Rio Grande do Sul. Durante todo o processo de construção, implementação e avaliação da sequência, recorreu-se a estudos que tratam do ato de medir, da construção de conceitos, da utilização das estruturas multiplicativas e do desenvolvimento cognitivo das crianças para compreender e analisar as estratégias e os métodos utilizados pelos alunos envolvidos na pesquisa para resolver determinadas situações. Analisando os resultados, verificou-se que é possível promover a compreensão e construir o conceito de medida com alunos da quarta série (quinto ano) do Ensino Fundamental.The objective of this work was to elaborate, to apply and to analyze a didactic sequence to approach the theme of the length and area measures, in a group of the fourth grade (fifth year) of the Elementary School. The difficulties presented by students of the High School and egress of the schools, related to the theme of the greatness and measures, that motivated the research. This theme was present in some moments of their scholarship process. It is believed that the incomprehensions of the concepts are related to a teaching based on the use and memorization of rules and formulas. There was elaborated, then, a teaching proposal betting in the construction of the concepts from the first series of the Elementary School, where the student begins the study of the concepts of greatness and measures. The research was developed as a case study, and the didactic sequence was applied in a group of the fourth grade of a municipal school of the municipal district of Travesseiro, Rio Grande do Sul. During the whole construction process, implementation and evaluation of the sequence, we referred to studies that treat of the act of measuring, the construction of concepts, the use of the multiplicative structures and the children's cognitive development to understand and to analyze the strategies and the methods used by the students involved in the research to solve certain situations. Analyzing the results, it was verified that it is possible to promote the understanding and to build the measure concept with students of the fourth grade (fifth year) of the Elementary School.
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Ell, Fiona Ruth. "Learning about Multiplication: An Interpretation of a Transition." 2005. http://hdl.handle.net/2292/919.
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Whole document restricted, see Access Instructions file below for details of how to access the print copy.This thesis examines how children learn multiplication, a new concept in mathematics. Multiplication is an area of concern in primary schools because it is the first abstraction point from counting and addition and because it underpins many subsequent concepts. Understanding more about how children learn multiplication is important for improving teaching and learning in mathematics. An initial interview study with twenty-eight Year 5 and 6 students explored how we can see their multiplicative thinking using a range of questions and tasks. The children's responses appeared to fit the pattern suggested by the literature. Further analysis revealed important individual variability and instability. The role of transition between different ways of thinking appeared important. In order to look at transition and change in six children's thinking the second study used a moderate hermeneutic viewpoint. The nature of the transitions occurring over eight lessons was analysed and found to have certain characteristics. The transition was idiosyncratic, recursive, shaped by fore-conceptions and tradition processes, influenced by the teacher's interpretations and by the use of language. These characteristics add depth to our understanding of how children learn multiplication. The thesis concludes that multiplicative thinking is an ongoing transition through increasingly sophisticated ideas rather than an end-point or definable state. Further it suggests that moderate hermeneutics is a theoretical framework with explanatory value in classroom settings, allowing researchers to view learning in new and useful ways.
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HUANG, Lung-Hua, and 黃隆華. "The Design of Game-based Learning Software for Multiplication." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/06692361237340425404.
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碩士國立臺灣師範大學
資訊教育學系
93
The thesis proposes a game-based learning software for elementary multiplication according to the multiplication learning strategies, learning theories, and game-based learning design methodologies. The software studies the learning contents including basic concept, meaning and property, and computational skills of multiplication. In order to evaluate the proposed software, an experiment was made to verify the effects on the learning achievement and students’ motivation. The experimental results show the software have a good effect on students’ learning and motivation. The thesis also conducts a research on multiplication remediation of the proposed software. From experimental results, there are good effects on remediation for most of students.
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Lin, Chen-Lung, and 林成瓏. "Investigating E-learning Effectiveness– A Case Study on Fourth-gradeDecimal Multiplication." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75j3ce.
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碩士國立虎尾科技大學
資訊管理系碩士在職專班
104
This research studied the influence of different teaching methods, including E-learning as experimental group and traditional teaching as control group on students with different learning attitude and style. The learning lesson was “Decimals Multiplied by Integers”. The learning effectiveness and reactions of student were monitored. Besides, the satisfaction of students on the E-learning website was also studied. The Quasi-experimental method was applied to all the sixty fourth-grade students. The research result finds that E-learning helps these students make great progress on learning the mathematics. The students of experimental group show better learning attitude in motivation, process and faith. However, the results show that different learning styles make no influence on the learning effectiveness. According to the questionnaire survey of E-learning and interview record, most of the students in the experimental group express the positive attitude on E-learning and consider the E-learning able to raise the interest on mathematics learning.
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Fan, Yangsu, and 范揚素. "The Effects of Direct Instruction on Multiplication for Elementary Student with Learning Disabilities." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82107343257001523660.
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碩士國立屏東教育大學
特殊教育學系碩士班
101
The purpose of this study was to explore the effects of Direct Instruction on multiplication of integer for an elementary student with learning disabilities. Adopt a withdrawal design of the single-subject-design for a student with learning disabilities in the elementary school to implement Direct Instruction, and collects students’ grades on the multiplication of integer. All collected data were analyzed by visual analysis, the effect size. The results of this study were as follows: 1.There were immediate effects in Direct Instruction on multiplication of integer correct rate for the subject. 2.There were maintenance effects on multiplication of integer correct rate for the subject. 3.After implementing Direct Instruction, the participants learned multiplication of integer and got the right answer for almost all type of questions. 4.The subject could accept Direct Instruction, and felt satisfied with learning multiplication of integer by Direct Instruction.
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Cheng, Ya-Wen, and 鄭雅文. "An Action Research on the Second Grade’s Multiplication Teaching by “Group Cooperative Learning”." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/p9jpwd.
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碩士臺北市立大學
學習與媒材設計學系課程與教學碩士學位在職專班
107
This study adopts the action research method, aiming at using the group cooperative learning to carry out the design and implementation of the second-year multiplication teaching curriculum, and to explore the multiplication learning performance of the school children. This study investigated second-year students in an elementary school in Taipei City. It is divided into 7 groups, each group consisting of 4 people, thus there are 28 students. They also use heterogeneous grouping and homogenous grouping for conducting multiplication teaching with "group cooperative learning" amounted to twenty lessons in five weeks, 4 in each week. Through use of the researcher's self-editing multiplication achievement evaluation, group task list, student learning feedback form, collaborative observation of the teacher's record, the teacher's thoughts and collection of other quantitative and qualitative information, and collation analysis, the results obtained are as follows: First, the use of group cooperation learning, teachers in the inter-rim inspection, can grasp the student's academic learning behavior and interaction situation. They can also perform timely involvement in guiding students' misconduct or misconception. Second, apply the group cooperative learning,and the integration ofthe differences of students into the curriculum design, and prowide diversified learning framework and lower the double peak phenomenon of learning so that students could have the opportunity to develop moderately. Third, the rotation and division of the roles of the group member of cooperative study group, can provide students with different learning opportunities. In addition, it can stimulate and motivate students to participate in learning which in turn leads student to a more positive learning attitude. Fourth, the group cooperates to learn to provide a scaffold for peer learning, thereby enhancing learning achievements. Finally, the researcher makes recommendation based on the research results as a reference for educators and future researchers. Keywords: group cooperative learning, multiplication teaching, learning performance
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HUANG, FENG-HSIA, and 黃鳳霞. "The Design of the Multiplication APP —A Study of the APP Blended in the Multiplication Learning for the Second Graders of the Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/74auy5.
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碩士華梵大學
資訊管理學系碩士班
104
Multiplication is an important part of mathematics curriculum in the elementary school education. Addition, subtraction, and multiplication are the basic calculation abilities for the kids in early elementary school. As the Grade 1-9 Curriculum Guidelines encourage teachers use the information technology, multimedia and abundant resources from internet to create new learning environments which is different from the traditional one. If teachers can design the App based on students and user needs, it will more efficient in mathematics teaching. In this study, MIT App Inventor 2 was used to develop a mathematical multiplication App in Android system and use to assist the second grade students in the learning multiplication unit. The contents are focused on the continuous addition into the meaning of multiplication, and then use them to learn multiplication by the game way. This APP is presented in the use of pictures, sound, singing, games and quizzes way. The students can use this App for self-learning and self-testing. The experimental results show that the digital teaching materials using App can improve the students’ interest in learning and memorizing the mathematical multiplication. And the students enjoy learning multiplication with this multiplication APP.
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張家碩. "Exploring the Norms of Classroom Discourse Affect the Children’s Multiplication Learning-Three Cases Study." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/31959658275565487333.
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碩士國立新竹教育大學
應用數學系碩士班
94
The purpose of this research was to investigate evolution of social norms and sociomathematical norms and the relationship between two these items in the discussion culture of mathematics classroom. Moreover, the study compared the different achievements of the second-grade students’ learning opportunities in multiplication, and the mathematical learning that arose before with after evolution of norms. The study utilized qualitative methodology to analyze 22 mathematics classes videotaped. Consequently, the study obtained that there are four social norms emerging in the interaction of teacher-students and students-students: 1. the social norms of problem solving records, 2. the social norms of asking a question and a suggestion appropriately, 3. the social norms of the small-group interaction, 4. the social norms of explanation. Furthermore sociomathematical norms in acceptable mathematical explanation and justification include: 1. to explain the problem solving records by being back to the word problems, 2. to probe questions correlated with mathematical meaning. Mathematical sameness and difference norms include: 1. the sameness of meaning of fill-in the blank problems, 2. the sameness and difference of the meaning of solving ways. Mathematically sophisticated norms include variety of the strategies that solve a problem. Mathematical efficient norms include effectiveness of problem solving records. Mathematically elegant norms include integrality of problem solving records. In addition, this study also has following conclusion: 1. Social norms and sociomathematical norms are interwoven and supported each other in the forming process. 2. Sociomathematical norms evolve with the mathematics content constantly. 3. Sociomathematical norms derive out other social sociomathematical norms. 4. The social norms affect the students’ learning, as for the influence of students’ mathematics learning processes, the formation of sociomathematical norms are more important the social norms. 5. Based on students’ various mathematics achievements, the need of the sociomathematical norms will be different as well. 6. For students, mathematically sophisticated norms and mathematically efficient norms are the higher level of the sociomathematical norms. Regarding future researches, this study suggests that they can investigate the sameness and differences of sociomathematical norms in different mathematical contents, and to explore abilities of students’ problem solving, communication, representation, evaluation and analysis in the mathematical classroom discussion.
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Tai, Wei-Chen, and 戴瑋辰. "The Effects of Direct Instruction on Fraction Multiplication for Elementary Student with Learning Disabilities." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88791690769606082962.
Full textAbstract:
碩士國立屏東教育大學
特殊教育學系
100
The purpose of this study was to explore the effects of Direct Instruction on fraction multiplication for a elementary student with learning disabilities . Adopt a withdrawal design of the single-subject-design for a student with learning disabilities in the elementary school to implement Direct Instruction,and collect the fraction multiplication grades of the student. All collected data were analyzed by visual analysis, the effect size. The results of this study were as follows: 1. Direct Instruction had immediate effects on fraction multiplication correct rate for the subject. 2. Direct Instruction had maintenance effects on fraction multiplication correct rate for the subject. 3. After implementing Direct Instruction, the subject learned fraction multiplication, and almost all type of questions were correct. 4. The subject could accept Direct Instruction,and was satisfied with learning fraction multiplication by Direct Instruction.
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Chen, Ching-Yi, and 陳靜儀. "A Study of Multimedia Presentation Modality and Cognitive Style on Fraction Multiplication Learning Achievements." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/42379183062455799558.
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碩士國立臺灣海洋大學
教育研究所
101
The purpose of this study is to verify the Modality Principle that is based on cognitive theory of multimedia learning,and considers the individual differences of learners at the same time. The objectives are: 1) To investigate the effect of different multimedia presentation modes and learners’ cognitive style on learning performance in mathematical fraction multiplication; 2) To provide basic principles to design and choose multimedia materials according to the results in this study. This study used 2×2 two-factor quasi-experimental design. The participants were 71 fifth grade students in an elementary school. The independent variables in the experiments were the modes of multimedia presentation (animation with narration and animation with text) and participants’ cognitive style (field-independent and field-dependent). The dependent variable was the learning performance. In the first stage of this study, a researcher collected cognitive style questionnaires from the participants and assigned them into different groups according to the results from the questionnaires. Then, the participants received experimental materials and posttests in the second stage. Finally, the quantitative method was employed in data analysis. The main results of this study are: 1. The multimedia presentation modes and learners’ cognitive styles had no interaction on learning performance. 2. The different multimedia presentation modes had a significant effect on the learning performance. The learning performance from the animation with narration mode was superior to the animation with text mode. 3. The different cognitive styles of learners(FI/FD) had no effect on their learning performance. 4. Fraction multiplication multimedia materials help to improve the learning interest and understand the meaning. The findings and conclusions of this study also provides some recommendation for multimedia designers and teachers.
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Li, Ya-Ting, and 李雅婷. "The Effects of Explicit Instruction on Multiplication of Fractions of Students with Learning Disabilities." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qukwyq.
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碩士國立彰化師範大學
特殊教育系所
105
This study examined the effect of Explicit Instruction on multiplication of fractions for students with learning disabilities. The multiple baseline across-subjects design of a single subject research was used as the main research method. Three junior high school students with learing disabilities who received explicit instruction on multiplication of fractions participated in this study. The researcher collected all data by visual analysis, observations and interviews to evaluate the immidiate and maintainable effectiveness of multiplication of fractions. In addition, error patterns of multiplication of fractions were analyzed for all participators. The results were as follow: 1.The explicit instruction on multiplication of fractions has immediate effects. 2.The explicit instruction on multiplication of fractions has maintainable effects. Based on these results, several suggestions for instruction and further research were proposed.
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Yi-Sin, Shih, and 施怡欣. "The Action Research of 2nd Grader’s Multiplication Learning Outcomes by Applied Picture Book Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/35894873628338066020.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
96
Thru the action research, this research uses the 2nd graders as the objects for discovering the multiplication teaching progress by applied picture book teaching, the purposes are: (A) The students’ acceptable status of teaching multiplication by the picture book during the teaching process; (B) The status of teaching multiplication by the picture book for the practical operations; (C) The 2nd graders’ multiplication learning results by the applied picture book teaching. Due to the results of the analysis we discovered that: 1. The interesting illustrations and contents of the picture books attract the students to read rapidly even after the end of the teaching activity, which shows that they do help on improving students’ interest and concentration on the class indeed; the living stories resonate the students’ living experiences, allowing the students to realize that math takes important correlation in their daily life; Study new concepts thru the picture books allowing advanced students’ confidence for learning effectively. 2. When using the picture books in the situated teaching, firstly power point the picture book and project it onto the big screen, which presents the optimal effect. However the timing control is highly recommended not to exceed two classes. 3. The picture book teaching activities allow good results regarding the conception learning of the “X is how many times of Y” in the multiplication program for the 2nd graders.
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LIU, MIN-JYUN, and 劉旻君. "The Effects of TouchMath on Multiplication and Division for Elementary School Students with Learning Disabilities." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/42354864282990173563.
Full textAbstract:
碩士國立屏東大學
特殊教育學系碩士班
104
The purpose of the study was to enhance the ability of the multiplication and division and reduce the calculation time for three elementary school students with learning disabilities. Reversal design across four subjects of single-case research design adopted. The researcher collected quantitative and qualitative data during the research. The research contained baseline, intervention I, intervention II and maintenance phases. Before the baseline phase, the researcher provide prior knowledge about touch point, and addition and subtraction, In the baseline phase, the participants accepted pre- test about calculation on multiplication and division, to collect the data which is before skip counting course. In the intervention I phase, the researcher taught skip counting, at the same time, the researcher had to be sure that the correction rate and the calculation time were unchanged to get into the next step.In the intervention II phase, the participants were taught how to use the skip counting on calculation of multiplication and division, and assessed the immediate effects on the correction rate and calculation time. After the intervention phase is the maintenance phase, which is one week later, the participants were accepted post-test to assess the maintenance effect on the calculation of multiplication and division. Through the visual analysis, C ststistics, effect size and Pearson Product-Moment Correlation Coefficientand, please refer to the summary of the result below: (a) The TouchMath instruction had immediate, maintenance effects on the correction on multiplication and division for elementary students with learning disabilities. (b) The TouchMath instruction had immediate, maintenance effects on the calculation time on multiplication and division for elementary students with learning disabilities. (c) The TouchMath instruction could positively change the learning attitude for mathematics of elementary students with learning disabilities. (d) Elementary students with learning disabilities did not appear negative relation between the correction rate and time of calculation on multiplication and division. (e) The mathematic teaching design of multi-sensory learning and numerical visualization could help elementary school students with learning disabilities learn effectively on addition, subtraction, multiplication and divison.
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Xian, Lu Zong, and 盧宗賢. "Research the learning effect of interactive whiteboard on the fraction multiplication and volume with capacity." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/26139281334020077291.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
99
Abstract The purpose of this research is to investigate the learning effect of fifth graders who take the interactive whiteboard(IWB) on the fraction multiplication and volume with capacity. The student problem chart (S-P chart) and ordering theory are used to analyze the learning types and hierarchical structures of items. Based on the quasi-experimental design of five hours of teaching, the subjects are fifth graders students from two different classes in two elementary school in the Nantou city. The results of this study are as follows. 1. As the result from analysis of covariance, students’ learning effect of IWB group is significantly better than that of traditional teaching method. 2. According to S-P chart regarding students’ learning type, it appears that the learning condition with IWB is better than that of traditional teaching. 3. Analyzing with the S-P chart and ordering theory for the fraction multiplication and volume with capacity results, they provide ideas for teachers and teaching material when they design curriculums and teaching programs. Based on the results of study, providing thought of the fraction multiplication and volume with capacity for teaching, and how to use interactive whiteboard effectively, and suggestions are given to future study.
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Hsu, Chi-Chiang, and 許技江. "The study of learning the multiplication of complex numbers with dynamic linked multiple representations windows." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50871603351740021502.
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YU, PEI-WEI, and 余佩薇. "The Learning Efficiency of the Self-Monitoring Schematic Drawing rategy for the Students with Learning Disabilities on Multiplication／Division Word Problems." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01629765421819575977.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
96
The purpose of this research was to explore the learning efficiency of the self-monitoring schematic drawing strategy for the students with learning disabilities on multiplication／division word problems.Single-subject analysis with multiple-baseline design across individuals was the main research method. 3 4th-grade students with learning disabilities in a Taipei municipal elementary school participated in the study, to explore the accuracy of multiplication／division word problems on immediate efficiency and maintenance efficiency by visual inspection analysis.The research findings were concluded as follows. After the instruction, the numbers of correct answers that three subjects did on multiplication／division word problems were significantly higher. Therefore, the self-monitoring schematic drawing strategy helped to improve students with learning disabilities in multiplication／division word problems solving. Furthermore, the immediate efficiency and maintenance efficiency of the strategy were significantly higher. Finally, some suggestions are offered to improve teaching materials and the pedagogy in mathematics as well as some recommendations for further researches.
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Lin, Yi-ju, and 林怡如. "Design of a Learning Activity and System for Detecting and Explaining Errors in Elementary Mathematics－Learning Integer Multiplication as an Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/21777310424655008006.
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碩士國立中央大學
網路學習科技研究所
96
The main goal of this research is to explore the learning activitiy of detecting and explaining errors in multiplicative computing. A series of paper-based learning material was designed to investigate the effect of detecting and explaining errors. After an 8-week experiment in elementary school, students with low achievement were improved in their basic computing ability and speed. Furthermore, students with high achievement had decrement in the amount of error patterns. Students had more positive attitude toward errors by using the paper-based learning material. At the final stage, a computer-based learning system was designed and implemented. Students can experience the learning activity of detecting and explaining erros in multimedia form.
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Hung, Hsiao-Ting, and 洪小婷. "Explore the Learning Effects of Integrating Picture Books into Multiplication and Division Instruction for Third Grade Students with Learning Disability (LD)." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/62335192140617884227.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士在職專班
103
The main purpose of this study was to explore the learning effects from integrating picture books into multiplication and division instruction for third grade students with learning disability (LD). An action research was adopted in this study. Four third grade students qualified as LD were the research subjects. Integrating picture books into multiplication and division instruction was carried out to explore the learning effects on students. This study was implemented in sixteen weeks, and the content of teaching was divided into two parts: multiplication instruction and division instruction. Activities were implemented by the author, and four picture books were selected. Data were collected by multiple ways, including video tapes, learn sheets, tests, teaching logs, colleague’s observation records, and interview. The research findings were follows: 1. Classroom performance: Classroom performance into focus, interaction, problem solving, speech, emotional dimensions; overall, only S2 can maintain a more stable and positive attitude towards learning than other students. 2. Learn sheet performance: Multiplication and division learn sheets were collected 25 copies, and the average accuracy rates of S1, S2, S3, S4 were 94%, 85%, 91% and 89%. Moreover, the S1 and S3 performance was relatively stable; however, the S2 and S4 performance is fluctuating. 3. Posttest performance: Posttests were divided into two portions: multiplication posttest and division posttest. Posttest of four students on the proper rates were measured at more than 80%. The best performance of multiplication posttest went to S4 with 100% accuracy, and the best performance of division posttest went to S1 with 96% accuracy. 4. Observation record sheet analysis: Colleague’s observation records observed in four dimensions which were from the teaching materials used, curriculum content, teaching site and student reactions, and we adopted a four-point rating scale. Both teaching materials used and curriculum content were received better results. 5. Learning attitude scale: Learning attitude scale is divided into four dimensions: my math ability, my performance in the math class, my opinions of mathematics learning, and my opinions of integrating picture books into mathematics lesson. Four students had encountered a considerable degree of assertive opinions, and obtained positive attitude towards integrating picture books into mathematics lesson. 6. Comprehensive analysis of the effectiveness of learning: Calculate the average of the students' weekly performance and the worksheets' accuracy and chart it.Observe the learning effectiveness and the individual comparison of the four students in the courses of 14 weeks. S3 performs the best, and the gap between the others is not obvious. 7. Reflections of teachers: The application of picture books can reduce the knowledge of concentrated textbooks to the natural way that can be absorbed by children. The applied questions of multiplication and division were presented in a meaningful situation. Give students the most accurate assistance to let them calculate more confidently.
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Lee, Yi te, and 李怡德. "The Mathematical Learning Efficiency of Using Schema Strategy for the 5th Grade Students on Fraction Multiplication." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01006576344616480400.
Full textAbstract:
碩士國立臺南大學
應用數學研究所碩士班
100
The purpose of this research is to discuss the mathematical learning efficiency of using schema strategy for the 5th grade students on fraction multiplication. The research is based on quasi-experimental research, with the 5th grade students in Tainan City. The experimental group is with schema strategy instruction for fractional multiplication, designed by the researcher while the control group is with traditional instruction. The collected data were analyzed by t-test. According to the statistical analysis from the experiment, the study led to the following conclusions:: 1. The average number of questions answered correctly by the experimental class is much higher than that of the control, pointing to the learning success of schema strategy. 2. The schema strategy has conservatory effect for the 5th grade students’ ability of solving mathematic problems of fractional multiplication. 3. By using schema strategy for the 5th grade students on fraction multiplication have positive effects toward math learning.
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YANG, KAI-TING, and 楊凱婷. "A Study on the Learning Effects of 2nd Graders by Applying App-Plickers to Multiplication Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7xa233.
Full textAbstract:
碩士中華大學
科技管理學系
107
This study is based on a quasi-experimental to evaluate the differences between integration of APP-Plickers and traditional teaching methods in second-year multiplication learning performance, and also studies the satisfaction of using APP-Plickers after learning. The study was conducted in two classes of a second-year student in Nangang District, Taipei City, with a total of 46 students.One class is selected as the experimental group, and APP-Plickers is integrated into the multiplication teaching.The other class is the control group, using the traditional narrative teaching method.The two groups were given the pre-test, and the post-test of multiplication learning, and the delay-test after one month of teaching.Finally, the questionnaire of students＇satisfaction, interviews and self-reflection were used for future teaching and suggestions. The results are as follows: 1. App-plickers integration into teaching will significantly improve the second grade multiplication learning. 2. In the delay-test, the experimental group's performance improved, while the control group's performance declined. There was a significant difference between the two groups. 3. There is no significant difference in the learning effect of multiplication between male and female who have been integrated into the teaching with App-plickers.But there was no significant difference between the two groups. 4. There’s a significant progress in the learning effect of multiplication on the second graders who are low, medium and high acheivers after they used App-plickers. 5. Experimental group students who used App-plickers showed a significant improvement in learning satisfaction.
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hui, li kun, and 李昆輝. "The development of Adaptive E-Learning contents about Decimal multiplication and Division of Mathematics in Grade 6." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/24730824799127021969.
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碩士亞洲大學
資訊工程學系碩士班
95
The main purpose of the research is to explore the diagnostic assessment model on the base of Knowledge Structure Theory to build a convenient and effective diagnosis system. We use Bayesian networks for modeling assessment data and identifying bugs and sub-skills about “Decimal Multiplication and Division” of Mathematics in Grade 6. The multimedia computer is devised for adaptive diagnostic testing and computerizes adaptive remedial instruction with the system. Students can receive not only individual diagnostic tests, but adequate and in-time computerized adaptive remedial instruction in limited time. Evaluation Diagnosis and remedy can be achieved simultaneously. The results： 1. The Bayesian networks evaluation mode with Knowledge Structure Theory apply effectively to the diagnosis of students’ mistakes and sub-skills. 2. Using the computerizes adaptive testing model on the base of Knowledge Structure Theory , we can shorten the testing time with lesser questions. 3. The progress of students is significant after taking the computerize adaptive remedial instruction.
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Fen, Huang Yu, and 黃毓棻. "Research of the learning performance of fractions multiplication to sixth-grade elementary school students of Taipei county." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/4y7rut.
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Chen, Yuan-Wen, and 陳媛雯. "The Effect of Adapted Text on Learning Fraction Multiplication of Seventh Graders with and without Mathematical Underachievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13952675636369659446.
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碩士國立高雄師範大學
特殊教育學系
99
The purpose of this study was to investigate the 7th-graders’ performances on fraction multiplication through different types of math texts. A 2 (“original text” and “adapted text”) by 2 (“mathematical general achievement” and “mathematical underachievement”) factorial design was adopted in this quasi-experiment study. Participants were 68 seventh-grade students in Kaohsiung City, and they were divided into four groups. The adapted text was based on original mathematical textbook and revised in its organize and presentation format to reduce extraneous cognitive load. The results of this study were as follows: 1. To students with mathematical underachievement, the adapted text didn’t enhance the effect significantly on the performance of conceptual understanding and procedural execution. 2. To students without mathematical underachievement, the adapted text did enhance the effect significantly on the performance of procedural execution, rather than conceptual understanding. 3. The interaction between types of texts and mathematical achievement was not significant. Finally, the research provided some recommendations for teaching, publisher and future studies.
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I-Pei, Chen, and 陳怡蓓. "The Effects of Multiplication Learning by Using Multi-media Assisted Instruction for Primary School Resource Program Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/gbrqyr.
Full textAbstract:
碩士國立臺東大學
特殊教育學系碩士班
98
The purpose of this study was to explore the effects of multiplication learning by using multi-media assisted instruction. A single-subject experimental study of multiple probe design across subjects was used to evaluate the effectiveness on two participants who were third grade and placed in a primary school resource program in Taoyuan. Multi-media assisted instruction in teaching materials (mathematics manipulative, voice response application and interactive reports) were the independent variables in the study, and the dependent variables were the effectiveness of multiplication learning on two participants. There were 16 experimental lessons given during 4 weeks. The effectiveness was evaluated through researcher-made scale. Data of study was collected mainly through visual inspection and C statistic method. The research findings were concluded as follows: 1. Using multi-media assisted instruction could increase the scores on the researcher-made scale for the participants, and these results were maintained at 4 weeks follow-up. 2. Using multi-media assisted instruction improved the participants’ abilities of solving multiplication word problems. 3. Multi-media assisted instruction is effective for the participants in generalizing multiplication learning to purchasing behavior in community convenience store. 4. Interviews with two subjects’ teacher had indicated this research had a suitable social validity. At last, recommendations made on the research results are provided for future teaching and researches.
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KU, HUI-CHIEH, and 古惠潔. "A Study of Learning Achievement and Satisfaction for Second Grade Students Using Interactive eBooks on Multiplication Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24688945972210639524.
Full textAbstract:
碩士中華大學
資訊工程學系碩士在職專班
104
Digital technologies have brought convenience into our life. How to effectively use digital technologies has become an important topic. Applying digital technologies to teaching has become a trend. The main purposes of this study are to explore learning achievement and satisfaction of second grade students toward multiplication teaching using interactive e-books and to use the research results for the references for the future teaching. An experiment with pretest-posttest was conducted. Three classes of 81 second grade students from Hsinchu County participated in this experiment. In the experimental class students learned with interactive e-book for multiplication course of second grade. In the control class one, students learned with traditional teaching using blackboards and teaching props. In the control class two, students learned with e-book provided by the publisher. The class duration is three week. There are two class time in a week. Each class time takes 40 minutes. After three-week teaching, a posttest and questionnaire were conducted. The experimental results show as follows: 1. The experimental class shows better achievement than other control classes. 2. The interactive e-book learning could promote students’ learning motivation, self-efficacy and satisfaction. 3. The students show technology acceptance has been enhanced. 4. Learning with interactive e-book can reduce students’ cognitive load.
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WANG, CHIUNG-CHI, and 王瓊琪. "An Action Research of Integrating Mathematics Education Board Games into Multiplication Unit Teaching to Improve Learning Interest and Learning Achievement for Second Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5znpg8.
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碩士國立高雄師範大學
科學教育暨環境教育研究所
107
This action research aims to explore students’ learning interests and learning achievement in the learning process through integrating researcher-made board games into multiplication teaching activities. An action research is adopted in the study. The subjects are second grade students in an elementary school in Kaohsiung city. The study lasts a total of 4-week for teaching activities, 3 periods a week and 40 mins a period. The study adopts quantitative and qualitative analysis and through the following research tool to collect related information. The qaualitive data includes video recording, math diaries, the records of the conversation with collaborating researchers, students’ interviews and teaching records and reflection. The quantitative data includes the learning interest scales, post-test, diagnostic sheets of summative evaluation, and examination papers. According to the above data collecting and analysis, this study generated four main conclusions: 1. The interation of mathematics education board games into teching effectively enhances the multiplication unit learning interests. 2. The interation of mathematics education board games into teching promotes the multiplication unit learning achievement. 3. The interation of mathematics education board games into teching reduces students’ individual differences in multiplication unit learning. 4. The course of action research promotes teacher to constantly adjust her teaching and change fixed thinking and enhance professional knowledge. Based on these results, this study provides some suggestions of integrating board games into mathematics education for elementary school teachers.
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黃雅惠. "A study of relationships between the mathematical reasoning norms and multiplication & division learning of the fourth-grades." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/66332031617472627801.
Full textAbstract:
碩士國立新竹教育大學
應用數學系碩士班
95
The goal of this study is aim to obtain the mathematical reasoning norms formed in a mathematical-discussing classroom and the relationship between the mathematical reasoning norms and fourth-grade students’ learning in multiplication and division. We participated in the classroom activities, gathered datum, and describe our results in the following two parts. In the first part we describe the mathematical reasoning norms formed in the classroom. We divide the classroom activities into three parts –observation activity, presentation activity, and discussion activity- to demonstrate the mathematical reasoning norms formed in the classroom. We obtained five mathematical reasoning norms in the observation activities, three in the presentation activities, and five in the discussion activities. In the second part we discusses the relationship between the formed mathematical reasoning norms and the students’ learning progress of multiplication and division. Students may influenced by not only one reasoning norm in the learning process and this reveals the relationship between different reasoning norms and different concepts which students learned. Furthermore, in this study we find out the way that the mathematical reasoning norms formed is similar to that of social norms and social mathematical norms. In different lessons, the mainly affected reasoning norms are different. Finally, we suggest that teachers should have a complete and clear understand to the teaching structures. In the future study one may discuss the mathematical reasoning norms formed in a senior grade classroom or how different reasoning norms effect different learning progress.
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Kou, Shu-Yi, and 郭淑宜. "Learning Performance of Mathematics Multiplication for the Second Graders of Elementary School by use of Picture Books Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/23976642311203754436.
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碩士華梵大學
工業工程與經營資訊學系碩士班
102
This research presents the effectiveness difference of learning multiplication among the second grade students in elementary school with two kinds of teaching methods, i.e., “teaching with picture book” and " traditional teaching ". Firstly, the expert questionnaire survey is conducted for main teaching teachers and other experts in this field. This research uses Analytic Hierarchy Process(AHP) to analyze the three aspects and nine criteria which affect the learning ability of second grade students in elementary school. The weight of each criterion is determined by judgment and assessment of experts. Then, the teaching programs are designed according to the criteria priority assessed by experts, and two groups of second grade students in one elementary school of New Taipei City are taken as subjects (namely, experimental group and control group ) to conduct the experiment. Moreover, this research also conducts the qualitative analysis based on the "Feedback form of teaching with picture book", "Mathematics learning attitude questionnaire", and "Students’ mathematics learning diaries". In accordance with the research founds, experts believe that, compared with textbook teaching, the method of teaching with picture book can enhance the ability of learning multiplication of second grade students in elementary school more, especially " the ability of inferring the multiplication formula in the context of when multiplier and multiplicand are exchanged", which is most helpful to raise students’ multiplication skills. While on qualitative analysis, students also generally think the teaching with picture book can lift their interests in learning. In addition, the research framework of this study also can be the reference model whenever other grades, other disciplines want to do the research of effectiveness with two or more different teaching textbooks and methods.