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Relevant bibliographies by topics / Numeric skills / Dissertations / Theses

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Dissertations / Theses on the topic 'Numeric skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Frazier, Devin. "Examining the Effects of Peer Tutoring on the Early Numeracy Skills and Social Skills of High School Students with Autism Spectrum Disorder." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1560866565684138.

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2

Batchelor, Sophie. "Dispositional factors affecting children's early numerical development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17474.

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Children show large individual differences in numerical skills, even before they begin formal education. These early differences have significant and long-lasting effects, with numerical knowledge before school predicting mathematical achievement throughout the primary and secondary school years. Currently, little is known about the dispositional factors influencing children's numerical development. Why do some children engage with and succeed in mathematics from an early age, whilst others avoid mathematics and struggle to acquire even basic symbolic number skills? This thesis examines the ro

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3

Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this diss

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4

De, Silva Chamellé René. "The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.

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This thesis is submitted in fulfilment of the requirements for the Degree Masters in education in the faculty of education and social sciences – Cape Peninsula University of Technology<br>The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). Sout

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5

Jones, Katherine. "Literacy and numeracy support for homeless adults : an exploration of third sector employment and skills provision." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124661/.

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This research is focused on the literacy and numeracy support offered by third sector organisations as part of their efforts to help homeless adults move into employment. Whilst homeless people are increasingly expected to move into work, many face a number of barriers to labour market participation. A small but growing evidence base suggests that one key barrier is poor literacy and numeracy, or ‘basic’ skills. However, research has found that homeless people, alongside other disadvantaged adults, are often excluded from formal opportunities to improve these skills. Third sector homelessness

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6

Genis, Amelia. "Numbers count: the importance of numeracy for journalists." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52371.

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Thesis (MPhil) -- Stellenbosch University, 2001.<br>Bibliography<br>ENGLISH ABSTRACT: Few news subjects or events can be comprehensively covered in the media without numbers being used. Indeed, most reports are essentially 'number stories', or could be improved through the judicious use of numbers. Despite this there are frequent complaints about poor levels of numeracy among journalists. Although numbers are fundamental to virtually everything they write, the most superficial review of South African newspapers indicates that most encounters between journalists and numbers of any sort a

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7

Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.

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8

Prinsloo, Juanita Alida. "Worstel joernaliste om syfers te ontsyfer? : ’n gevallestudie van ’n steekproef Suid-Afrikaanse joernaliste se syfervaardighede." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/948.

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Thesis (MPhil (Journalism))--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: Most journalists readily acknowledge that they cannot be proud at all of their numeracy. The literature also depicts a rather bleak scenario regarding journalists' use and often misuse of numbers. This matter raises concerns especially in the present century, characterised by a rapid development in the area of science and technology. Numeracy is essential to make sense of those developments that are frequently explained by means of numbers or mathematical and statistical concepts.

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9

Leacock, Alan Gordon. "Numerical simulation of anisotropic plasticity in stretch formed aluminium alloys." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369949.

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10

Carpentieri, J. D. "Producing credible evidence and relevant evaluations : integrating skills and practices in the study of adult literacy and numeracy policies and programmes." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1559761/.

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In this integrative paper I identify my contribution to the production of credible and relevant evidence in the fields of adult education in general and adult literacy and numeracy in particular. By ‘credible evidence’ I refer to evidence that can be believed (Schwandt, 2009). By ‘relevant evidence’ I refer to evidence that is useful to policymakers and programme staff. In describing my work, I draw on and extend Berriet-Solliec et al.’s (2014) typology of three types of evidence that may be generated by research: • Type 1: Evidence of presence, e.g. of a problem such as low literacy skills in

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11

Galicia, Marcela A. "An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7791.

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This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification

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12

Cohen, Victoria. "Tracking the early number skills performance of 5- to 7-year-old students : a longitudinal study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3149.

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This longitudinal study tracks how 5- to 7-year-olds perform with early number skills. The aim of this study is to diagnose at-risk mathematics students by distinguishing the skills that, if not mastered by the end of Kindergarten, lead to greater difficulty in mathematics in 1st grade. This study’s methodology is mixed as it follows an exploratory and inductive path in light of its use of a hypothesis, an interpretive path in light of its interest in the individual student, and a positivist path in light of its focus on developing rules from analyzed data. An oral diagnostic test based on a c

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13

Cai, Jinghong. "The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

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14

Vasconi, Matteo. "Sensitivity of forecast skill to the parameterisation of moist convection in the COSMO model." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14566/.

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The parameterisation of convection in limited-area models is an important source of uncertainty as regards the spatio-temporal forecast of precipitation. The development and implementation of ensemble systems in which different convection schemes are used provides an opportunity to upgrade state-of-the-art probabilistic systems at the convection-parameterised scale. As for the limited-area model COSMO, the sensitivity of the forecast skill to the use of different convection schemes is assessed by performing different sets of experiments. For one case of heavy precipitation over Italy, the pe

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15

Iglesias, Chavely Lissette. "Investigating the Status of Early Numeracy Skills in Bilingual Dual Language Learner Latino Children Attending Head Start and the Association with Parent Demographic Characteristics." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4084.

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Research on mathematics achievement has become increasingly important with today's technological advances and demand for specialized knowledge. Though there is much literature regarding mathematics achievement in monolingual speakers, little is known regarding the mathematical abilities of Dual Language Learner (DLL) Latino children. This study examined the early numeracy skills in English and Spanish of 132 DLL Latino children attending Head Start programs in five counties across Florida. Relationships and differences among their performance in both languages were examined, along with the con

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16

Brown, Sharon L. "Developing working memory and numeracy skills in primary-aged school pupils by computerised training programmes : the effectiveness of adaptive multi-domain working memory training." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=29315.

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Systematic reviews indicate that while working memory training programmes may yield ‘near-transfer’ effects with improved scores on measures of working memory, there is less convincing evidence for ‘far-transfer’ effects generalising to academic skills. This thesis aims to further investigate training-transfer effects by evaluation of two computerised training programmes to develop working memory and numeracy in primary school-aged pupils. Three studies are reported. The first is a quasi-experimental design comparing effects upon 7-8 year old pupils of a 7-week computerised working memory trai

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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables.

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18

Wium, Anna-Marie. "The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24685.

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Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their earl

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19

Grassmann, Marianne, Martina Klunter, Egon Köhler, Elke Mirwald, Monika Raudies, and Oliver Thiel. "Kinder wissen viel - auch über die Größe Geld? : Teil 3." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/1659/.

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Die Untersuchungen, deren Ergebnisse in den Heften 32 und 33 der Potsdamer Studien zur Grundschulforschung vorgelegt wurden, gingen den Fragen nach, was Kinder am Anfang und am Ende des ersten Schuljahres über die Größe Geld wissen, welche elementaren Fähigkeiten sie im Umgang mit Geld haben und wie sich diese Kenntnisse und Fähigkeiten im Verlaufe des ersten Schuljahres weiterentwickeln. Mit den nun vorliegenden Ergebnissen unserer dritten Studie zum Thema Geld knüpfen wir an diese vorangegangenen Studien an. In diesem Heft wird dargestellt, welche Kompetenzen die an unseren Untersuchungen b

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20

Tsener, Inna. "Numerical methods for analyzing nonstationary dynamic economic models and their applications." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/50216.

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21

Mercader, Ruiz Jessica. "Un estudio longitudinal de la contribución a las dificultades de aprendizaje de las matemáticas de las funciones ejecutivas, la motivación y las competencias básicas en matemáticas." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/404334.

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El objetivo principal de esta tesis doctoral fue profundizar en la relación entre factores cognitivos y motivacionales tempranos y rendimiento matemático posterior. La muestra final estuvo conformada por 180 estudiantes, sus profesores y sus padres. En Educación Infantil (5-6 años), se aplicaron diferentes test para evaluar determinadas competencias matemáticas básicas, funciones ejecutivas, variables motivacionales y el rendimiento matemático inicial. Dos años después (2º curso de Educación Primaria, 7-8 años), se evaluó el rendimiento matemático de los participantes. Los resultados mostraron

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22

Pelcová, Karolina. "Vliv hraní hry Abaku na početní dovednosti žáků a jejich porozumění matematickým operacím." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-367586.

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This thesis focuses on the Abaku game. Abaku is a game with numbers similar to Scrabble. The aim of the thesis was to find out whether there is a relation between playing the Abaku game and pupils' numerical skills and their understanding of mathematical operations. 843 pupils (401 players and 442 non-players) from 10 schools were tested in total. Data were collected through questionnaires and 2 tests. The questionnaire surveyed the popularity of and success in mathematics and whether the pupil was a player. In such a case, the questionnaire looked at how often a player plays and how many year

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23

Tolley, Sarah. "New numeracies: the social practice of functional skills and social justice." Thesis, 2011. http://hdl.handle.net/10155/224.

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This thesis explores how creating and performing digital numeracy texts, affords students learning opportunities in Mathematics that demonstrate their numerical social practice. In an environment that celebrates performance before competence, students explore how to design and engineer their digital understanding of social justice issues, such that they begin to connect their numeracy to socio-‐cultural issues in both local and global communities.<br>UOIT

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24

(6953720), Yemimah King. "The Association Between the Home Numeracy Environment and Early Math Skills: Math Language as a Moderator." Thesis, 2019.

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<div>A number of studies provide evidence that the home numeracy environment (HNE) is important for the development of early numeracy skills. There is also evidence that preschoolers understanding of math language is a strong predictor of numeracy skills. However, there is limited research on the role of math language knowledge in the relation between the HNE and early numeracy skills. The purpose of this study was to investigate the relation between different aspects of the HNE (direct vs. indirect numeracy activities) and numeracy skills while considering math language as a moderator. Partic

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Methe, Scott A. "Validation and diagnostic accuracy of early numeracy skill indicators." 2005. https://scholarworks.umass.edu/dissertations/AAI3179904.

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The Early Numeracy Skill Indicators (ENSIs) are a set of subtests designed to sample the early mathematical behaviors of kindergarten students. Early intervention and prevention-oriented practices in assessment are timely and fundamental components important to educators and school psychologists alike, and are aimed at identifying at-risk students who will likely benefit from strategic and intensive instructional support. These practices are well developed in the academic area of early literacy and used to inform education at numerous levels. Similar large scale educational achievement problem

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26

Kuhl, Ulrike. "The brain basis of emerging literacy and numeracy skills: Longitudinal neuroimaging evidence from kindergarten to primary school." 2019. https://ul.qucosa.de/id/qucosa%3A35947.

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27

Mbuce, Mzwandile M'Claren. "An analysis of teachers' methods of teaching numeracy skills in Standard 10 geography in three schools in Eastern Cape Province." Thesis, 1998. http://hdl.handle.net/10413/6037.

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This study aimed at investigating the methods used by teachers to assist the acquisition of numeracy skills by Standard 10 Geography learners. The problem of high failure rate in these skills was considered in terms of Perkins' (1992) minimum conditions for learning which, according to him, could assist and improve learner performance. These are : clear information, thoughtful practice, informative feedback and strong motivation. This investigation also draws upon Gallimore and Tharp' s (1991) means of assisting performance in the zone of proximal development, which include modeling, contingen

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Green, Katherine B. "The effects of the integration of mathematics within children's literature on early numeracy skills of young children with disabilities." 2014. http://scholarworks.gsu.edu/epse_diss/93.

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Math skills are critical for future success in school (Eccles, 1997), as school-entry math knowledge is the strongest predictor of later academic achievement (Claessens, Duncan, & Engel, 2009). Researchers have found that teachers of young children spend less time teaching mathematics than other subject areas (Phillips & Meloy, 2012), and there is a lack of formal early mathematics instruction for young children’s understanding of early numeracy (Chard et al., 2008). However, preschoolers are developmentally ready for mathematics and are more able to learn math concepts than previously believe

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Young, Charles Stephen. "The development of addition problem solving skills in grade one children : a microgenetic approach." Thesis, 2000. http://hdl.handle.net/10413/3523.

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This thesis replicates and explores some of the recent findings by Robert Siegler regarding the development ofaddition skills in grade one children. Siegler states that children employ a number ofdifferent strategies to solve single digit addition problems, these strategies coexist and compete, and cognitive variability is an essential aspect of cognitive development. He also advocates the use ofthe microgenetic approach in order to explore cognitive development. Many of Siegler' s observations were replicated while the microgenetic approach produced valuable information. Consideration of Sieg

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30

Chang, Yi-Wu, and 張邑戊. "An E-Learning System for C Class Computer Numerical Control Milling Skill-Test." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85305571770819756571.

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碩士<br>國立高雄應用科技大學<br>機械與精密工程研究所<br>97<br>The development of E-Learning system has been great attention in various industrialized countries. This situation is also very similar in Taiwan. The global change of study environment incorporated with the diversification of learning platform has impacted various similar products. Furthermore, more and more maturing E-Learning system has also facilitated students to gradually accept it. Many skill-test teaching materials has started to adopt E-Learning method to assist student’s study and application at present. However, it seems that none of these

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31

Olver, Ashley. "Investigating Early Spatial and Numerical Skills in Junior Kindergarten Children Learning in an Inquiry-and Play-based Environment." Thesis, 2013. http://hdl.handle.net/1807/42637.

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In the current study, three possible interpretations of children’s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations wer

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Yen, Chi-ju, and 顏祺儒. "The Development of Basic Skills for Numerical Concept with Play-oriented Performance Assessment for 5-year-old Children." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/91029059807110932311.

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碩士<br>國立臺北教育大學<br>教育行政碩士在職進修專班<br>97<br>The purposes of this study aimed to develop a play-oriented performance assessment which was combined the theory of young children’s play with performance assessment to test the basic skills of numerical concept for 5-year-old children. This study is used to stimulate the children’s interest in math and could increase the children’s basic numerical concept. The play-oriented performance assessment on their basic skills of numerical concept could provide guidelines for kindergarten teachers and researchers on early childhood education. The numerical conce

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Yang, Fan, and 楊梵. "Numerical study on dynamic behavior of a moored floating body with flexible skirts." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/09349396284687594103.

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碩士<br>國立臺灣海洋大學<br>河海工程學系<br>99<br>A numerical model was developed through usage of dual boundary element method to investigate the responses of a two-dimensional floating structure with flexible skirts.Theoretical conception is on basis of potential theory with linear external forces,and the equation of motion of the flexible skirts is taken to be that of a beam of uniform flexural rigidity and mass per unit length subjected to a constant axial force,and motion of skirts are assumed to be small and linear .the dynamic behavior of the flexible skirts is described through an appropriate Green fu

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Moosa, Fatima Yakoub. "Assessing the level of numeracy skills in type 1 diabetic children and their caregivers, and to ascertain an association with diabetes control." Thesis, 2013. http://hdl.handle.net/10539/12481.

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Background: Health numeracy is an important component of diabetes care. Caregiver numeracy also impacts on diabetes outcomes. Hypothesis: Type 1 diabetic children with low numeracy will have poorer diabetes control (higher HbA1c levels). Aim: Assess the level of basic and diabetes-related numeracy in our type 1 diabetic children and their caregivers and to correlate this with diabetes control. Methods: A cross-sectional, questionnaire-based study was conducted in 53 type 1 diabetic children and 37 primary caregivers attending the CHBAH and CMJAH, between March and September 2009. Patient re

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Richter, Lukáš. "Rozvoj numerických a strukturálních dovedností u žáků ZŠ při hraní hry Abaku." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-406102.

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This thesis deals with the Czech game called Abaku, which was created as a variation of Scrabble using numerals instead of letters. The aim of this thesis is to find out what numerical and structural skills the pupils of elementary school, who are participating in the final of Abaku League, have, and what is their relation to mathematics. The used methods are the analysis of the games played on the qualifying rounds of Abaku League, a questionnaire for the finalists of the league and an interview with several of them. Author has 165,640 records of played games for analysis, 1,157 of that were

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Mesquita, Sandra Manuela Pinto. "Conhecimento matemático: um estudo com alunos do 1.º ciclo do ensino básico." Master's thesis, 2017. http://hdl.handle.net/1822/49282.

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Dissertação de mestrado integrado em Psicologia<br>O conhecimento do sistema numérico, as operações aritméticas e a resolução de problemas são três áreas fundamentais do conhecimento matemático, cujos objectivos gerais e específicos estão actualmente consagrados, no sistema de ensino Português, no Programa e Metas Curriculares de Matemática do Ensino Básico. No sentido de se avaliar a congruência do conhecimento matemático dos alunos no 1.º Ciclo do Ensino Básico com as metas curriculares, 999 participantes responderam a uma Prova de Conhecimentos de Matemática (Lopes e Bueno, 2014). Os

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Lubbe, Elsie Elizabeth Sophia. "'n Onderrigraamwerk om werktoegangvaardighede by rekenaartoepassingstegnologie-leerders te verbeter / Elsie Elizabeth Sophia Lubbe." Thesis, 2011. http://hdl.handle.net/10394/11975.

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Insufficiency in literacy is seen as a worldwide problem. The scope of the problem is confirmed by the fact that the United Nations declared the years 2003–2012 as International Literacy Decade. Literacy is seen as a necessary skill – the cornerstone of human capital development – and a fundamental competency on which the mastering of all other skills depends. Fundamental skills such as reading, writing and numeric skills and technological literacy influence the economic prosperity of any country in different ways. The language and numeric skills of learners are declining, and employers are of

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Caron, Lisbeth. "La collaboration mère-enfant en contexte de numération à la période préscolaire : l'importance de l'affectivité et des caractéristiques de l'enfant." Thèse, 2007. http://hdl.handle.net/1866/6339.

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Brummer, Lynette. "Equipping foundation-phase learners for successful computer-assisted instruction." Diss., 2004. http://hdl.handle.net/10500/1417.

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Computers are excellent tools and assistants in foundation-phase classrooms. Computer-assisted instruction (CAI) influences the way teachers teach, as well as the way learners learn with regard to the curriculum. The responsibility for providing foundation phase-learners with educationally appropriate computer experiences in literacy, numeracy and life skills rests with the educators because the learners' progress in learning depends on the skills, attitudes and ingenuity of the educators, and the software they select for the learners. Educators should have the vision, the knowledge and the

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Ochoa, Mayorga Victor Manuel. "Geometric approach to multi-scale 3D gesture comparison." Phd thesis, 2010. http://hdl.handle.net/10048/1530.

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The present dissertation develops an invariant framework for 3D gesture comparison studies. 3D gesture comparison without Lagrangian models is challenging not only because of the lack of prediction provided by physics, but also because of a dual geometry representation, spatial dimensionality and non-linearity associated to 3D-kinematics. In 3D spaces, it is difficult to compare curves without an alignment operator since it is likely that discrete curves are not synchronized and do not share a common point in space. One has to assume that each and every single trajectory in the space is unique

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