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Dissertations / Theses on the topic 'Match Task'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Bullard, Laura A. "The effects of the NMDA antagonist dizocilpine on an olfactory delayed match-to-sample task in rats." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/bullardl/laurabullard.pdf.

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Murray, Donna. "Functional magnetic resonance imaging during a delayed non-match to sample task in the non-human primate." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12539.

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Thesis (Ph.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This dissertation was aimed to expand our knowledge about the contributions of the medial temporal lobe (MTL) and prefrontal cortex (PFC) during the delayed non-matching to sample (DNMS) task. The DNMS task has been used since the 1970's to assess memory in the non-human primate. Historically our knowledge about the role of these structures on the DNMS task has come from brain lesion studies. In this thesis I assessed the contributions of these brain regions using functional MRI (fMRI). Data were acquired in two non-human primate subjects at two different delay periods. The DNMS task contains three primary components: a sample period (encoding), followed by a delay period (maintenance) and a choice period (retrieval). In Experiment 1, the goal was to identify regions active during the encoding, delay, and retrieval periods during a DNMS task with a 10 second delay. The results demonstrated activity in the MTL, within the hippocampus, parahippocampal gyrus, and the lingual gyrus. The hippocampal, parahippocampal and lingual gyrus results were consistent across both animals in the encoding and retrieval periods, but were inconsistent during the delay. In Experiment 2, a 30 second delay was used and the focus was on the differentiation of early and late portions of the 30 second delay. The early portion of this period was operationally defined as the first 12 seconds and the late portion as the final 12 seconds. Findings from Experiment 2 indicated greater MTL activation in the temporal area TE medial part (TEM) and the entorhinal cortex (ERC) during the late portion of the delay period compared to activation in the lingual/fusiform gyrus in the early portion of the delay period. When the early and late portions of the delay were combined, PFC activation, in addition to MTL, became evident. Overall the results of this non-human primate fMRI study are consistent with human imaging studies that have demonstrated MTL activity during the sample and delay periods of a DNMS task.

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Wheetley, Brook. "The Effects of Rate of Responding on Retention, Endurance, Stability, and Application of Performance on a Match-to-sample Task." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4923/.

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Fluent performance has been described as the retention, endurance, stability, and application of the material learned. Fluent performers not only respond quickly during training, they also make many correct responses during training. The current study used a within-subject design to analyze the effects of increased response rates on Retention, Endurance, Stability, and Application tests. Number of correct responses and number of unprompted, correct responses in error correction procedures were yoked for individual participants across an Accuracy-plus-Rate training condition and an Accuracy-Only training condition. One participant scored better in tests that followed the Accuracy-Only condition. One participant showed results that slightly favor the Accuracy-plus-Rate training condition. The two participants whose response rates were successfully reduced in the Accuracy-Only condition performed better on all tests that followed the Accuracy-plus-Rate condition.

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Williams, Sabrina Natasha. "Development of the Williams Work Estimator (W2E) a tool for determining the most effective match between worker capabilities and job task requirements /." Diss., Mississippi State : Mississippi State University, 2001. http://library.msstate.edu/etd/show.asp?etd=etd-04112001-165809.

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5

Zaman, Maliha. "The effects of task fluency and concurrent reinforcement schedules on student choice allocation between math tasks." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/912.

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Students may avoid working on difficult tasks because it takes them longer to complete those tasks, which results in a delay to reinforcement. Research studies show that reinforcer and response dimensions can be manipulated within a concurrent operants framework to bias choice allocation toward more difficult tasks. The current study extends previous literature on concurrent choice assessments by examining the effects of reinforcement schedules and fluency interventions on the choice allocation between low and high effort math tasks. The study was conducted with 4 second graders in an elementary school. The choice assessment conducted prior to fluency training (Phase 1) examined the effects of enriching the reinforcement schedule for the high effort tasks on student choice. During fluency training (Phase 2), strategies to increase fluency rates on high effort tasks were implemented. The choice assessment following fluency training (Phase 3) examined changes in choice pattern when the same choice alternatives were available as in Phase 1. A concurrent schedules with reversal design was used to identify student response allocation to tasks under different reinforcement conditions during the choice assessments. The fluency training phase was conducted as a case study design. The three important findings of this study were: (a) prior to fluency training, the 4 students allocated more time to low effort tasks when equal reinforcement was provided for both types of math tasks; the students then shifted to high effort tasks as the reinforcement schedule was enriched for these tasks; (b) fluency training strategies were effective in increasing the rate at which high effort tasks were accurately completed; and (c) all 4 students switched more quickly to high effort tasks following fluency training. Implications for educators are discussed.

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Legg, Angela Marie. "Metacognition moderates math anxiety and affects performance on a math task." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/angela_m_legg/Legg_Angela_M_200901_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.<br>"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.

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Nivens, Ryan Andrew, Jamie Price, and Ginger Davis. "3 Act in Math Tasks." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.

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Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.

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Kahn, Leslie Heinz. "Exploring and Supporting Children's Math Talk." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1225%5F1%5Fm.pdf&type=application/pdf.

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McGoron, Francis X. "Efficacy of Preschool Teacher Math Talk." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282050408.

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Calderhead, William J. "Effects of interspersed math problems on the task engagement of middle school students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113002.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.

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Sareh, Narges. "Gender differences in preschool teachers' math talk with children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/82.

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Various studies have found differences in males’ and females’ mathematical achievement, with boys’ achievement scores higher than girls’. However, the difference in mathematical achievement does not appear to exist yet when children are younger (e.g., in preschool or kindergarten), but rather we begin to observe this gender achievement gap in middle school and high school. These findings raise the question about what is happening in pre- and elementary school that may cause this achievement gap to appear. Research suggests that there is a relationship between the amount of teachers’ math talk and preschool children’s conventional mathematical knowledge. Studies suggest that teachers’ math talk is significantly related to the growth of mathematical knowledge. The amount of input boys and girls receive from preschool teachers’ can be one of the causes of the gap in their math achievement in later years. Various studies measured the amount of teachers’ math talk in the classroom however there are very few research that investigated the influence of gender on the amount of preschool teachers’ math talk. The current study investigated the effects of children’s gender on preschool teachers’ math talk. The purpose of the study was to investigate the amount of preschool teachers’ math talk with children as well as the effect of children’s gender on the amount and type of preschool teachers’ math talk. The data was collected as part of another study which aimed to create a database of quality early childhood practices. The participants of the current study were 2 teachers (1 teacher and 1 assistant teacher) in a preschool classroom and the 16 (7 girls. 9 boys) children in their classroom. Permissions were obtained from teachers and children’s families. The teachers were videotaped during the free play time and the videos were coded for the amount and type of math talk using Observational Coding Matrix which is a checklist of 8 different math categories. The results showed a statistically significant difference for the amount of total math talk that boys received comparing to girls, in favor of the boys. Although, boys received more math talk in most of the math categories, the operation was the type in which the gender difference was statistically significant. Although the sample size was small the gender difference was statistically significant, which shows the importance of studies that investigate the gender differences in teachers’ math talk.

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Henriksson, Lori. "Parental influence on gifted men's and women's subjective task value of math and science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ48008.pdf.

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Guerreiro, Meg. "THE IMPACT OF A TECHNOLOGY-ENHANCED MATH PERFORMANCE TASK ON STUDENT COGNITIVE ENGAGEMENT IN MATHEMATICS." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22627.

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Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced quasi-experimental design, I evaluated the impact of three performance task platforms on student self-reported cognitive engagement in from a sample of students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The three performance task platforms (a) included technology-enhanced (technology-based including animation and interactivity), (b) technology-enabled (computer-based without including animation and interactivity), (c) and paper-and-pencil. The measure used for cognitive engagement (CE-S-DSP & SOS) was a hybrid of previously used self-reporting tools and showed preferable reliability for the overall score of cognitive engagement. The data were not able to be explored using a 5-factor confirmatory factory analysis, due to model fit limitations. Results from the between subjects analysis of variance and did not suggest a relationship between performance task platform (modality type) and student cognitive engagement. Qualitative interview data indicated that students preferred using technology to take tests and overall showed favorability for the technology-enhanced performance task, specifically the interactivity and animations to help visualize and work through the problem. Yet, despite the positive links to technology-enhancements, there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes. Results indicated that just putting tests on computers may not be enough and technological affordance should be purposefully implemented. Findings from this study can help inform future use of platform type, technological enhancements employed, and strategies for technology use within an assessment context.

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Gross, Carol A. "Individual Differences in the Addition Strategy Task in Adolescents." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491567497599113.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 2, 2015." University of Arizona Faculty Senate (Tucson, AZ), 2015. http://hdl.handle.net/10150/348598.

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Sullivan, Mariya Anne. "Factors underlying high school mathematics teachers' perceptions of challenging math tasks." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3584.

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In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, professional development, and collaboration). In addition, teachers’ understanding of the importance of the mathematical practice standards and teacher familiarity with enacting CMTs were factors considered in the model. The original septenary factor structure was modified and good model fit was achieved. In addition to the confirmatory factor analysis model which provides a structure for considering teachers perceptions of CMTs, descriptive statistics are presented from the survey developed that captured teachers’ perceptions of CMTs relative to their sites.

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French, Carrie Ann. "The Impact of Exercising at a Self-Selected Intensity on Concurrent Academic Task Performance." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2302.

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The goal of this study was to examine the impact of exercising while completing an academic task on performance on the academic tasks. Participants were 71 undergraduate students at a midsized southern university who were asked to complete reading and math tasks while exercising on a stationary bike. Performance on reading and math tasks completed on the stationary bike was compared within-subjects to performance on parallel tasks while seated. Working memory scores were assessed as potential covariates. Order of experimental tasks was evaluated as a between-subjects factor. Within-subjects ANCOVA’s indicated that performance on math tasks was significantly worse while exercising. However, no significant differences were found between reading tasks completed while seated and reading tasks completed while exercising. Working memory scores were not significant covariates, and order of experimental tasks was not a significant between-subjects factor. Cognitive load differences were assessed for the different experimental tasks. It is believed that variation in cognitive load during different experimental tasks explains the differences in the reading and math results. The findings of this study indicate that future research should focus on varying the difficulty of the tasks.

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Molholm, James M. "REPORT ON AN INTERNSHIP WITH HANDEX OF ILLINOIS, INC MARCH 2001 THROUGH AUGUST 2001." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1039555007.

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Munoz, Jemima. "Math and spatial talk by Spanish speaking family child care providers and assistants." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590895.

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<p> The purpose of this study is to identify the frequency and type of math and spatial talk by family child care providers and assistants who speak Spanish to Latino children in the Northern California Bay Area. Two Spanish-speaking family child care providers and assistants were selected to participate in this study. Their language was audio recorded. The audio recorded data were transcribed, translated, and coded based on math and spatial categories. The findings show a greater frequency of spatial talk than math talk, specifically in the spatial categories of deictic terms and spatial location and direction. In the area of math talk, a higher frequency of math talk was found in the categories of cardinality, number symbol, counting, and conventional nominatives mirroring other studies. This study contributes to the research on Spanish-speaking family child care providers and assistants by identifying the frequency and specific categories of math and spatial talk provided in these family child care programs.</p>

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Sarah, N., and Alissa A. Lange. "The Influence of Children's Gender on Preschool Teachers' Math Talk in the Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4185.

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Kolassa, Iris-Tatjana. "The role of the hippocampus in delayed match- and nonmatch-to-sample tasks as investigated with event-related fMRI /." [S.l. : s.n.], 2002. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB9921039.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 7, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/604583.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 3, 2014." University of Arizona Faculty Senate (Tucson, AZ), 2014. http://hdl.handle.net/10150/315505.

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Cianca, Sherri. "From traditional math exercises to meaning-centred tasks, helping preservice teachers increase in conceptual knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ53399.pdf.

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Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.

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Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.

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Lannie, Amanda L. "Increasing the effectiveness of self-monitoring programs a sequenced approach with performance feedback to monitor on-task behavior and math performance /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Järvstråt, Madeleine. "Hur resonerar och kommunicerar elever i matematiksvårigheter vid beräkningar med bråktal? : How Pupils in Math Disabilities Communicate and Reason during Calculations involving Fractional Numbers." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147632.

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The subject of this study is how pupils in math disabilities communicate and reason during calculations involving fractional numbers. The study comprises eight informants, two from eigth grade (a boy and a girl, 13 to 14 years old) and six from ninth grade (three girls and three boys, 14 to 15 years old) who all were considered to have math disabilities. They were all interviewed alone about their reasoning when solving ten tasks involving fractions to see what knowledge and misconceptions the pupils showed. The conclusion of the study is that the pupils posessed procedural abilities, but were weaker in their concepual abilities. Most pupils in the study were uncertain about the meaning of nominator and denominator. Several of the pupils preferred to think in percent rather than fractions but they had problems in converting from percent to fractions and vice versa.

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Kerkhof, Nicole. "Mom, Dad, Help Please: The Home Environment’s Influences on a Child’s Math Ability." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1664.

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Recently, there has been a big surge of research and public interest in increasing the math capabilities and skills of American children. This paper serves as a literature review examining how the home environment, specifically parents, can help with that. This meta-analysis delves into the factors of maternal math talk, a parent’s own math anxiety, and the relationship between a parent and child in the context of a parent’s gender stereotypes and a parent’s perception on his or her child’s math abilities. Interventions, suggestions, and future implications are also discussed. This paper will hopefully bring needed awareness to parents about their roles in their child’s math development, abilities, and achievement.

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Koreňová, L., M. Dillingerová, P. Vankúš, and D. Židová. "Experience with solving real-life math problems in DQME II project." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80425.

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The network "Developing Quality in Mathematics Education II" is a continuation of the associated project "Developing Quality in Mathematics Education" (http://www.dqime.unidortmund. de). In this project participate universities, teacher education institutions and schools from 11 European countries. Cross-cultural cooperation and exchange of ideas, materials, teachers and pupils support developing quality in mathematics education, especially in the area of mathematical modelling. The quality and application of the developed learning materials is also guaranteed by using, comparing and modifying them in eleven different countries. This comparison leads to an agreement about contents of mathematical learning and teaching in eleven European countries. Thus we want to establish a "European Curriculum for the teaching and learning of mathematics" in the 21st century. A special feature of this project is the strong connection between theory and practice and between the research and development of mathematics education. In this project our Faculty of Mathematics, Physics and Informatics of Comenius University Bratislava manage testing of translated teaching materials at the high school „Gymnazium Sturovo“. We know that using ICT and didactical software in schools is almost present and wide spread. So we try to focus on several possibilities in solving real-life tasks using this technologies, regard to the fact technologies are hard upon the young generation of students.

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Joint, Carole. "The performance of motor tasks in Parkinsonian patients treated with levodopa and surgery : does the patient's perception of their ability match their actual ability?" Thesis, Oxford Brookes University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444295.

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Benedetto-Nasho, Elizabeth. "Use of private speech during math computation in children with attention deficit hyperactivity disorder, methodological challenges, task performance and effects of stimulant medication." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58984.pdf.

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Durfee, Melanie V. "An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7357.

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This exploratory study investigated the influence of High Performance Team (HPT) training on sociomathematical norms and differing levels of the Math-Talk Learning Community framework (Math-Talk) when sixth-grade student teams solved challenging mathematics problems while working in teams. HPT training involved (1) training students on distinct roles in the team problem-solving process, (2) challenging students with complicated mathematical problems, and (3) holding students accountable for contributions to the team. This research project explored the initial stages of the relationship between HPT and student-to-student mathematics conversations though the lens of the Math-Talk Learning Community framework. The researcher studied four teams (i.e., four cases) with four middle school students in each team/case during a 7-week timeframe. The research study had three phases. The first phase involved gathering baseline data regarding the students’ sociomathematical norms. During the second phase, the students were trained to work in HPT and then solved challenging mathematics problems in teams. During the last phase, the researcher collected data to explore shifts in sociomathematical norms and student autonomy after the students had the opportunity to be trained and work in HPT. The researcher used descriptive statistics to analyze the quantitative data and open and axial coding to analyze the qualitative data. The analysis included both within- and cross-case analysis. The descriptive statistics used to analyze the changes in sociomathematical norms and Math-Talk levels indicated that the levels of sociomathematical norms increased when teachers gave students opportunities to participate in mathematics discussion. Specifically, students were most adept in the area of explaining and justifying reasoning and least skilled in the area of indicate when solutions are valid. The role of the teacher was key to maintaining high levels of Math-Talk. The teachers needed to give appropriate support to maintain these levels in three different areas: (1) select problems that were the appropriate level of complexity and provide scaffolding when needed, (2) ensure students understood the context for the mathematics problems, and (3) teach students how to find their own errors or be ready to give feedback regarding whether students’ answers were correct.

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Nelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.

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Thesis advisor: Eric Dearing<br>Research has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology

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Hunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.

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Vargo, Zachary Fee. "Comparing the Efficacy of Tablet PC and Teacher Presented Educational Material on the Maintenance of On-Task Behavior for Children with Autism." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1378937470.

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Suter, Cheryl L. (Cheryl Lynn). "The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278442/.

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The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.

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Gabriel, Martin, and Douglas Odenmark. "Stödstrukturer för textbaseradeproblemlösningsuppgifter." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-77011.

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Syftet med denna studie är att undersöka olika stödstrukturer som kan stödja elever när de tarsig an textbaserade problemlösningsuppgifter. Detta har skett genom en systematisklitteraturstudie som sedan resulterade i flera kategorier av stödstrukturer. I studiens resultatsynliggjordes tre huvudkategorier av stödstrukturer: Orienterande stödstrukturer,Digitaliserade stödstrukturer och Visuellt organiserande stödstrukturer. Den sistnämndeinnehöll två underkategorier som fick benämningen, Schema-baserade samt Visuellarepresentationer. Vår slutsats av denna studie var att ett begränsat antal elevanpassadestödstrukturer från de olika kategorierna är att rekommendera för elever som tar sig antextbaserade problemlösningsuppgifter.<br>Problem solving is a part of school mathematics and students require different types ofsupport. The purpose of this study is to examine the different types of support structureswhich can support students when they try to solve text-based problem-solving tasks. Thisstudy uses a systematic literature study as means to identify different categories of supportstructures. The result identified three main categories which are: Orientating supportstructure, Digitalization support structure and Visual organization support structure. Thelatter contains two subcategories which are, Schema-based and Visual representation. Ourconclusion of this study suggests that a limited amount of student adapted support structuresfrom the different categories is to be recommended for students who are solving text-basedproblem-solving tasks.

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Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.

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The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.

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Caldwell, Stacy. "The Effects of a Self-Management Procedure on the On-Task Behavior, Academic Productivity, and Academic Accuracy of Female Students with Disabilities in a Juvenile Correctional High School Setting." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291036723.

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Insuela, Garcia Luciane Maia. "Os Processos de visualização e de representação dos signos matemáticos no contexto didático-pedagógico /." Rio Claro : [s.n.], 2007. http://hdl.handle.net/11449/91160.

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Orientador: Rosana G. Sguerra Miskulin<br>Banca: Hermes Renato Hildebrand<br>Banca: Miriam Godoy Penteado<br>Resumo: O avanço rápido da tecnologia no contexto educacional possibilita uma nova dimensão aos processos de visualização e de representação dos conceitos matemáticos, o qual proporciona novas maneiras de aprender e ensinar Matemática. Assim, esta pesquisa aborda as inter-relações entre os processos de visualização e de representação e suas possíveis influências na constituição do conhecimento matemático, na perspectiva da Semiótica de Peirce, que define Semiótica como a ciência dos signos. Um signo pode ser qualquer coisa que está ou que ocupa o lugar de uma outra coisa ou objeto. Para esse autor, qualquer fenômeno pode ser compreendido como um signo. Os fenômenos podem ser reais ou não e são traduzidos pelo o que aparece na mente dos sujeitos. Um dos motivos que faz com que a Semiótica possa ser usada como aporte teórico no campo da Matemática consiste no fato de que a Matemática utiliza diversas representações, tais como representação algébrica, representação geométrica, e representação gráfica para descrever e analisar determinados fenômenos no processo de constituição do conhecimento matemático. Com essas perspectivas, a presente pesquisa objetiva investigar, analisar e identificar as inter-relações entre as visualizações mentais e gráficas dos signos matemáticos no contexto didático-pedagógico, propiciando reflexões a respeito das estratégias de ensino-aprendizagem e suas potencialidades pedagógicas na constituição do conhecimento matemático. Assim sendo, nessa busca e investigação e na expectativa de propiciar aos educadores uma possível reflexão sobre os métodos e teorias do ensino-aprendizagem em Matemática, abordaremos a seguinte questão de investigação: os processos de visualização e de representação podem influenciar na constituição do conhecimento no contexto didático-pedagógico da Matemática? Delinear possíveis respostas a esta questão investigativa significa .<br>Abstract: The rapid advancement of technology in the educational context allows a new dimension to the process of visualization and representation of mathematical concepts, which provides new ways to learn and teach mathematics. Thus, this research addresses the inter-relationships between the processes of view and representation and their possible influences on the formation of mathematical knowledge, in view of the Semiotics of Peirce, which defines Semiotics as the science of signs. A sign can be anything that is or who occupies the place of another thing or object. To this author, any phenomenon can be understood as a sign. The phenomena may be real or not and are translated by what appears in the mind of the subject. One of the reasons that make the Semiotics can be used as theoretical contribution in the field of mathematics is the fact that Mathematics uses various representations, such as algebraic representation, geometric representation, and graphic to describe and analyze certain phenomena in the process of formation of mathematical knowledge. With these perspectives, this research aims to investigate, analyze and identify the inter-relationship between mental and graphical views of the signs in teaching math-teaching, providing thoughts about the strategies of teaching-learning and its potential teaching in the constitution of knowledge mathematician. Therefore, in this search and investigation and the expectation of educators provide a possible reflection on the methods and theories of teaching-learning in mathematics, we research the following question: How the process of visualization and representation can influence the formation of knowledge in the context of the teaching-learning mathematics? To scratch possible answers to this investigative question means to understand the inter-relationships between the visualization and the representation of mathematical concepts and their possible influences in the process of the formation of the ..<br>Mestre

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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Acar, Erman. "Classification Of Motor Imagery Tasks In Eeg Signal And Its Application To A Brain-computer Interface For Controlling Assistive Environmental Devices." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612994/index.pdf.

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This study focuses on realization of a Brain Computer Interface (BCI)for the paralyzed to control assistive environmental devices. For this purpose, different motor imagery tasks are classified using different signal processing methods. Specifically, band-pass filtering, Laplacian filtering, and common average reference (CAR) filtering areused to enhance the EEG signal. For feature extraction<br>Common Spatial Pattern (CSP), Power Spectral Density (PSD), and Principal Component Analysis (PCA) are tested. Linear Feature Normalization (LFN), Gaussian Feature Normalization (GFN), and Unit-norm Feature Vector Normalization (UFVN) are studied in Support Vector Machine (SVM) and Artificial Neural Network (ANN) classification. In order to evaluate and compare the performance of the methodologies, classification accuracy, Cohen&rsquo<br>s kappa coefficient, and Nykopp&rsquo<br>s information transfer are utilized. The first experiments on classifying motor imagery tasks are realized on the 3-class dataset (V) provided for BCI Competition III. Also, a 4-class problem is studied using the dataset (IIa) provided for BCI Competition IV. Then, 5 different tasks are studied in the METU Brain Research Laboratory to find the optimum number and type of tasks to control a motor imagery based BCI. Thereafter, an interface is designed for the paralyzed to control assistive environmental devices. Finally, a test application is implemented and online performance of the design is evaluated.

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Insuela, Garcia Luciane Maia [UNESP]. "Os Processos de visualização e de representação dos signos matemáticos no contexto didático-pedagógico." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/91160.

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Made available in DSpace on 2014-06-11T19:24:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-21Bitstream added on 2014-06-13T18:53:00Z : No. of bitstreams: 1 insuelagarcia_lm_me_rcla.pdf: 4721268 bytes, checksum: 5a1a223adc60a46da287edfbc0d30bee (MD5)<br>O avanço rápido da tecnologia no contexto educacional possibilita uma nova dimensão aos processos de visualização e de representação dos conceitos matemáticos, o qual proporciona novas maneiras de aprender e ensinar Matemática. Assim, esta pesquisa aborda as inter-relações entre os processos de visualização e de representação e suas possíveis influências na constituição do conhecimento matemático, na perspectiva da Semiótica de Peirce, que define Semiótica como a ciência dos signos. Um signo pode ser qualquer coisa que está ou que ocupa o lugar de uma outra coisa ou objeto. Para esse autor, qualquer fenômeno pode ser compreendido como um signo. Os fenômenos podem ser reais ou não e são traduzidos pelo o que aparece na mente dos sujeitos. Um dos motivos que faz com que a Semiótica possa ser usada como aporte teórico no campo da Matemática consiste no fato de que a Matemática utiliza diversas representações, tais como representação algébrica, representação geométrica, e representação gráfica para descrever e analisar determinados fenômenos no processo de constituição do conhecimento matemático. Com essas perspectivas, a presente pesquisa objetiva investigar, analisar e identificar as inter-relações entre as visualizações mentais e gráficas dos signos matemáticos no contexto didático-pedagógico, propiciando reflexões a respeito das estratégias de ensino-aprendizagem e suas potencialidades pedagógicas na constituição do conhecimento matemático. Assim sendo, nessa busca e investigação e na expectativa de propiciar aos educadores uma possível reflexão sobre os métodos e teorias do ensino-aprendizagem em Matemática, abordaremos a seguinte questão de investigação: os processos de visualização e de representação podem influenciar na constituição do conhecimento no contexto didático-pedagógico da Matemática? Delinear possíveis respostas a esta questão investigativa significa .<br>The rapid advancement of technology in the educational context allows a new dimension to the process of visualization and representation of mathematical concepts, which provides new ways to learn and teach mathematics. Thus, this research addresses the inter-relationships between the processes of view and representation and their possible influences on the formation of mathematical knowledge, in view of the Semiotics of Peirce, which defines Semiotics as the science of signs. A sign can be anything that is or who occupies the place of another thing or object. To this author, any phenomenon can be understood as a sign. The phenomena may be real or not and are translated by what appears in the mind of the subject. One of the reasons that make the Semiotics can be used as theoretical contribution in the field of mathematics is the fact that Mathematics uses various representations, such as algebraic representation, geometric representation, and graphic to describe and analyze certain phenomena in the process of formation of mathematical knowledge. With these perspectives, this research aims to investigate, analyze and identify the inter-relationship between mental and graphical views of the signs in teaching math-teaching, providing thoughts about the strategies of teaching-learning and its potential teaching in the constitution of knowledge mathematician. Therefore, in this search and investigation and the expectation of educators provide a possible reflection on the methods and theories of teaching-learning in mathematics, we research the following question: How the process of visualization and representation can influence the formation of knowledge in the context of the teaching-learning mathematics? To scratch possible answers to this investigative question means to understand the inter-relationships between the visualization and the representation of mathematical concepts and their possible influences in the process of the formation of the ..

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Brooks, Lisa. "Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6249.

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This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.<br>Ed.D.<br>Doctorate<br>Education and Human Performance<br>Education

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Gao, Bo. "Contribution à la synthèse de commandes référencées vision 2D multi-critères." Phd thesis, Université Paul Sabatier - Toulouse III, 2006. http://tel.archives-ouvertes.fr/tel-00119789.

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Cette thèse concerne la synthèse de lois commande référencées vision 2D, multi-critères, pour le positionnement, par rapport à une cible fixe ou mobile, d'une caméra orientable en lacet en mouvement dans le plan horizontal. La fréquence et la qualité des informations délivrées par les caméras CCD qui équipent aujourd'hui les robots rend en effet possible l'alimentation directe des boucles de commande à partir des mesures visuelles de l'environnement. Le modèle considéré est défini dans le cadre du formalisme des fonctions de tâches et s'appuie sur la notion de torseur d'interaction qui permet de relier le mouvement de la caméra à la variation des indices visuels. L'objectif de ce travail est de proposer des lois de commandes permettant de stabiliser la caméra sur la base des informations bidimensionnelles issues de l'image, en tenant compte de l'incertitude sur la profondeur des points de la cible, des contraintes de visibilité et des limites en amplitude sur la vitesse et l'accélération de la caméra. La méthode proposée met en oeuvre des techniques de commande avancées. Elle est basée sur la satisfaction d'une condition de secteur modifiée permettant de prendre en compte la saturation de l'accélération et la description du système en boucle fermée via un modèle polytopique des incertitudes. Cette approche permet de formuler des conditions constructives pouvant être exprimées sous forme d'Inégalités Linéaires Matricielles (LMIs). Sur cette base, la résolution de problèmes d'optimisation convexe permet d'une part de maximiser la région de stabilité associée et d'autre part de déterminer le gain stabilisant du correcteur. La technique, initialement appliquée au problème du positionnement de la caméra par rapport à une cible fixe, est ensuite étendue au suivi d'une cible mobile en considérant la vitesse inconnue de la cible comme une perturbation bornée en énergie. L'intérêt de ce type de résultat, pour l'élaboration de stratégies de navigation d'un robot mobile pa r enchaînement de tâches référencées capteurs, est ensuite mis en évidence. Plusieurs exemples d'enchaînement de tâches sont tour à tour considérés et simulés sur la base d'un modèle de robot à roues muni de capteurs de proximité et supportant une caméra montée sur une platine orientable en azimut.

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Do, Hong-Hai, Sergey Melnik, and Erhard Rahm. "Comparison of Schema Matching Evaluations." 2003. https://ul.qucosa.de/id/qucosa%3A32456.

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Recently, schema matching has found considerable interest in both research and practice. Determining matching components of database or XML schemas is needed in many applications, e.g. for E-business and data integration. Various schema matching systems have been developed to solve the problem semi-automatically. While there have been some evaluations, the overall effectiveness of currently available automatic schema matching systems is largely unclear. This is because the evaluations were conducted in diverse ways making it difficult to assess the effectiveness of each single system, let alone to compare their effectiveness. In this paper we survey recently published schema matching evaluations. For this purpose, we introduce the major criteria that influence the effectiveness of a schema matching approach and use these criteria to compare the various systems. Based on our observations, we discuss the requirements for future match implementations and evaluations.

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Bequette, Sandra Lynn. "Kindergarten students' exploratory math talk within a collaborative discourse community." 2009. http://digital.library.okstate.edu/etd/Bequette_okstate_0664D_10215.pdf.

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Kuo, Ming-Tsai, and 郭明采. "Multiple Solution Tasks Observations from Math Gifted in Geometry Creativity Expression." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5g53de.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>102<br>This dissertation mainly discusses (compares) that the differences of the strategies in geometry between talented students and average students. It regards that in mathematics courses teachers could inspire students to explore various ideas, when they ask the students to solve problems in lots of different ways. The research is a case study and focus on paper tests, videos and interviews to compare two cases. It shows that the relationship between students’ creativities, various strategies influences how the students solve problems, when they try to answer non-routine math problems. The cases are from two groups: one is the competitors of the Asia-Pacific Mathematical Olympiad for Primary Schools (APMOPS) in Hwa Chong Institution, the other is sixth graders in a elementary school in Taipei City. In the result, it points out the talented students perform well on correctness and variety of strategies, when they are using various ways to solve problems. Besides, it helps them to develop the connection between different knowledge patterns. There is a huge difference between talented students and average students who are separated into three levels; the talented students perform better than average students, especially on correctness and problems solving strategies. In addition, in average student group, higher-level ones could do it better than lower ones. Probably, the reason of students’ failures is without enough patterns and incorrect strategies. Moreover, it is hard to double check correctness through various strategies for average ones; it means that the lower-level students perform worse then others. Therefore, this dissertation suggests that teachers increase knowledge patterns for low-level students during various problems solving teaching process.

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Oliver, Renee. "The differential effects of performance-contingent, completion-contingent, and no reward conditions on math performance, voluntary task participation, and self-reported interest in math." 2005. http://etd.utk.edu/2005/OliverRenee.pdf.

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Thesis (Ph. D.) -- University of Tennessee, Knoxville, 2005.<br>Title from title page screen (viewed on August 31, 2005). Thesis advisor: Robert L. Williams. Document formatted into pages (xi, 90 p.). Vita. Includes bibliographical references (p. 81-85).

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Kors, Deborah Joy. "The impact of "non-evaluative" and "evaluative" friends on cardiovascular reactivity during a stressful math task." Thesis, 1994. http://hdl.handle.net/2429/5470.

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This study was conducted to further examine the role of social support in moderating cardiovascular reactivity to behavioral stress. Specifically, evaluation potential was manipulated in order to determine if absence of evaluation is a critical ingredient for the beneficial effects of support on cardiovascular reactivity. Forty-eight female university students performed a stressful math task while alone or in the presence of a close female friend. The friend condition was designed to be either high or low in evaluation potential. This was achieved by manipulating whether the friend could view the subject’s questions and answers to the math task. Findings indicate that subjects who were assigned to the “non-evaluative” friend condition showed a trend for reduced systolic blood pressure reactivity compared to subjects who were alone during the task. Significant differences only emerged during the last minute of the task. Subjects in the “evaluative” friend condition did not show differences from the other groups on any cardiovascular measure, thereby suggesting that a social support manipulation can fail if evaluative situational elements are not carefully controlled for. The validity of the evaluation vs. non-evaluation distinction was supported by the observation that the friends’ cardiovascular activity level during the task showed significant differences in systolic and diastolic blood pressure. Specifically, the “non-evaluative” friends showed habituation on these measures during the task, whereas the “evaluative” friends did not habituate, remaining at pre-task levels of response.

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