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Journal articles on the topic "On-line mathematics learning. eng"
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Morsanyi, Kinga, Niamh Ní Cheallaigh, and Rakafet Ackerman. "Mathematics Anxiety and Metacognitive Processes." Psihologijske teme 28, no. 1 (2019): 147–69. http://dx.doi.org/10.31820/pt.28.1.8.
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This paper presents a proposal for a new area of investigation that connects the metacognition literature, and especially the recently developed meta-reasoning framework, with research into mathematical reasoning, mathematics learning, and mathematics anxiety. Whereas the literature on mathematics anxiety focusses on the end result of learning and problem-solving, the metacognitive approach can offer further insight by a fine-grained analysis of the stages of these processes. In particular, it provides tools for exposing students' initial assessment of tasks and test situations, the targets they set for themselves, the process of monitoring progress, and decisions to stick with or abandon a particular solution. The paper outlines various ways in which the metacognitive approach could be used to investigate the effects of mathematics anxiety on mathematics learning and problem solving. This approach could help in answering questions like: Do anxious and non-anxious learners differ in how they prepare for an exam? Are anxious students more or less prone to overconfidence than non-anxious students? What metacognitive decisions mediate maths anxious participants' tendency to give up on problems too early? Additionally, this line of work has the potential to significantly expand the scope of metacognitive investigations and provide novel insights into individual differences in the metacognitive regulation of learning and problem solving. It could also offer some practical benefits by focusing the attention of educational designers on particular components within the learning process of anxious students.
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Bay, Jennifer M. "Developing Number Sense on the Number Line." Mathematics Teaching in the Middle School 6, no. 8 (2001): 448–51. http://dx.doi.org/10.5951/mtms.6.8.0448.
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One of the most important lessons that I have learned as a teacher is that seemingly boring problems on paper can come alive if I can find a way to lift them off the page. This transformation took place when the number line in my classroom became a brightly colored rope that stretched the length of the room, held by a student at each end. I first saw this idea as an approach to help young children order numbers from 1 to 10, then adapted it for middle school students. The scope of the activity eventually expanded to include explorations of large numbers, rational numbers, and algebra. As I saw improvement in students' conceptual understanding and their enjoyment of the life-sized number line, I used it more often in my classroom. I also found that the activities with the number line involved communication, reasoning, and justification— important processes in learning mathematics (NCTM 1989, 2000).
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Friso-van den Bos, Ilona, Johannes E. H. Van Luit, Evelyn H. Kroesbergen, et al. "Pathways of Number Line Development in Children." Zeitschrift für Psychologie 223, no. 2 (2015): 120–28. http://dx.doi.org/10.1027/2151-2604/a000210.
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Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments of number sense in children with or at-risk for dyscalculia are scarce. The current study investigated number line development in first and second grade, in addition to kindergarten predictors and mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk, catch-up, and typical, based on their number line development. Growth was predicted by kindergarten number sense and verbal working memory. According to the class to which they were assigned, children differed in mathematical proficiency at the end of grade 2. The current study makes an important contribution to the understanding of risk for dyscalculia, showing that children at-risk can be distinguished based on their number line development, and that kindergarten variables are predictive of subsequent development.
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Moloi, Kholeka, and Maurice Ndege. "The Relevance of the Master’s in Engineering Education at a University of Technology in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2019): 1–9. http://dx.doi.org/10.2478/cplbu-2020-0001.
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AbstractThe purpose of this theoretical paper is to explain the relevance of the Master of Engineering Education (M Eng. in Education) at one university of technology in South Africa, that comprises four distinct faculties. The paper is based on relevant literature review. The M Eng in Education creates the nexus between Engineering Sciences and Education as specific fields of study and research to enhance cross-boundary knowledge, skills, pedagogy and application. This is in line with the South African National Development Plan, Vision 2030, that accentuates the need for Science, Technology, Engineering and Mathematics (STEM) education in the country to address the economy, develop skills, create jobs, eradicate poverty and unemployment towards a capable developmental state. Using a social constructivist lens, the researchers draw from their experiences while working with Engineering lecturers who enrolled for the Postgraduate Diploma in Higher Education (PGDHE) programme, offered within the institution. From the interaction with the Engineers through the PGDHE programme, the researchers found that the teaching and research skills of these engineers fundamentally improved because they had to submit long essay-type assessments. The researchers conclude that the M Eng in Education will enable engineers to teach better and improve student learning within their classrooms.
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MD-Ali, Ruzlan, and Khor Mui Kim. "Geogebra in Learning of Mathematics Towards Supporting “Stem” Education." Journal of Social Sciences Research, SPI6 (December 25, 2018): 776–82. http://dx.doi.org/10.32861/jssr.spi6.776.782.
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The objective of the study was to identify the effectiveness of GeoGebra’s dynamic software application on the work of grade 8 students based on geometric learning areas in Shape and Space, which includes the topics of Pythagoras Theorem, Coordinate, Locus in Two Dimensions and Transformation. At the end of the study, researchers were keen to know whether or not there were evidence of creative and innovative features in the students’ works, including skills such as applying, analysing, evaluating and creativity in line with Higher Order Thinking skills (HOTs) in Bloom’s taxonomy to support inquiry, exploration, create and reflection within Science, Technology, Engineering and Mathematics (STEM) education. The researchers conducted a quasi-experimental study that consisted of pre-test and post-test to identify the effectiveness of GeoGebra’s dynamic software in mathematical learning before and after treatment. A total of 102 students participated in the study. Both quantitative data and qualitative data were collected. The quantitative data was analyzed using MANOVA test. The validity and reliability of GeoGebra’s dynamic software manuals and the research instruments were validated by a panel of appointed mathematicians. Meanwhile, the qualitative data was collected through teacher questionnaire, teacher and student interviews, video recording, observation and field notes. The checklist of experimental group’s works using GeoGebra’s dynamic software demonstrates that the features of HOTs cognitive skills, namely apply, analyze, evaluate, and create had occurred at high frequencies and percentages. This indicates that Shape and Space geometry learning using GeoGebra’s dynamic software enables students to create critical, creative and innovative solutions to mathematical tasks that enhances problem solving skills characterized by inquiry, exploration, creation and reflection that support STEM education.
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Jordan, Nancy C., Ilyse Resnick, Jessica Rodrigues, Nicole Hansen, and Nancy Dyson. "Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties." Journal of Learning Disabilities 50, no. 6 (2016): 621–30. http://dx.doi.org/10.1177/0022219416662033.
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The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.
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Fornons, Vicent, Ramon Palau, and Raúl Santiago. "Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom." Journal of Technology and Science Education 11, no. 2 (2021): 227. http://dx.doi.org/10.3926/jotse.1092.
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The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.
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Lin, Yang, Xiaoyong Pan, and Hong-Bin Shen. "lncLocator 2.0: a cell-line-specific subcellular localization predictor for long non-coding RNAs with interpretable deep learning." Bioinformatics 37, no. 16 (2021): 2308–16. http://dx.doi.org/10.1093/bioinformatics/btab127.
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Abstract Motivation Long non-coding RNAs (lncRNAs) are generally expressed in a tissue-specific way, and subcellular localizations of lncRNAs depend on the tissues or cell lines that they are expressed. Previous computational methods for predicting subcellular localizations of lncRNAs do not take this characteristic into account, they train a unified machine learning model for pooled lncRNAs from all available cell lines. It is of importance to develop a cell-line-specific computational method to predict lncRNA locations in different cell lines. Results In this study, we present an updated cell-line-specific predictor lncLocator 2.0, which trains an end-to-end deep model per cell line, for predicting lncRNA subcellular localization from sequences. We first construct benchmark datasets of lncRNA subcellular localizations for 15 cell lines. Then we learn word embeddings using natural language models, and these learned embeddings are fed into convolutional neural network, long short-term memory and multilayer perceptron to classify subcellular localizations. lncLocator 2.0 achieves varying effectiveness for different cell lines and demonstrates the necessity of training cell-line-specific models. Furthermore, we adopt Integrated Gradients to explain the proposed model in lncLocator 2.0, and find some potential patterns that determine the subcellular localizations of lncRNAs, suggesting that the subcellular localization of lncRNAs is linked to some specific nucleotides. Availabilityand implementation The lncLocator 2.0 is available at www.csbio.sjtu.edu.cn/bioinf/lncLocator2 and the source code can be found at https://github.com/Yang-J-LIN/lncLocator2.
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Chen, Junghui, and Kuen-Chi Lin. "Batch-to-batch iterative learning control and within-batch on-line control for end-point qualities using MPLS-based dEWMA." Chemical Engineering Science 63, no. 4 (2008): 977–90. http://dx.doi.org/10.1016/j.ces.2007.09.042.
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Murphy, Priscilla Eng Lian, Tanya Evans, Sergiy Klymchuk, Julia Novak, Jason Stephens, and Michael Thomas. "University STEM students' perceptions of creativity in non-routine problem-solving." ANZIAM Journal 61 (July 27, 2020): C152—C165. http://dx.doi.org/10.21914/anziamj.v61i0.15052.
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The primary purpose of this study is to investigate students' perceptions about the characteristics of creativity and engagement in solving non-routine problems. It involved 64 science, technology, engineering, and mathematics (STEM) university students, who participated in a two-year research project in New Zealand during which participants were given opportunities to utilise puzzle-based learning in their courses. Comparing open-ended responses of two surveys, this article focuses on student perceptions about attributes of creativity in non-routine problem-solving. These results have pedagogical implications for tertiary stem education. References A. J. Baroody and A. Dowker. The development of arithmetic concepts and skills: Constructive adaptive expertise. Routledge, 2013. URL https://www.routledge.com/The-Development-of-Arithmetic-Concepts-and-Skills-Constructive-Adaptive/Baroody-Dowker/p/book/9780805831566. S. A. Costa. Puzzle-based learning: An approach to creativity, design thinking and problem solving. implications for engineering education. Proceedings of the Canadian Engineering Education Association (CEEA), 2017. doi:10.24908/pceea.v0i0.7365. N. Falkner, R. Sooriamurthi, and Z. Michalewicz. Teaching puzzle-based learning: Development of transferable skills. Teach. Math. Comput. Sci., 10(2):245–268, 2012. doi:10.5485/TMCS.2012.0304. A. Fisher. Critical thinking: An introduction. Cambridge University Press, 2011. URL https://www.cambridge.org/us/education/subject/humanities/critical-thinking/critical-thinking-2nd-edition/critical-thinking-introduction-2nd-edition-paperback?isbn=9781107401983. E. C. Fortes and R. R. Andrade. Mathematical creativity in solving non-routine problems. The Normal Lights, 13(1), 2019. URL http://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1237. P. Gnadig, G. Honyek, and K. F. Riley. 200 puzzling physics problems: With hints and solutions. Cambridge University Press, 2001. URL https://www.cambridge.org/us/academic/subjects/physics/general-and-classical-physics/200-puzzling-physics-problems-hints-and-solutions?format=AR&isbn=9780521774802. J. P. Guilford. Creativity: Yesterday, today and tomorrow. J. Creative Behav., 1(1):3–14, 1967. doi:10.1002/j.2162-6057.1967.tb00002.x. J. P. Guilford. Characteristics of Creativity. Illinois State Office of the Superintendent of Public Instruction, Springfield. Gifted Children Section, 1973. URL https://eric.ed.gov/?id=ED080171. G. Hatano and Y. Oura. Commentary: Reconceptualizing school learning using insight from expertise research. Ed. Res., 32(8):26–29, 2003. doi:10.3102/0013189X032008026. S. Klymchuk. Puzzle-based learning in engineering mathematics: Students\T1\textquoteright attitudes. Int. J.Math. Ed. Sci. Tech., 48(7): 1106–1119, 2017. doi:10.1080/0020739X.2017.1327088. B. Martz, J. Hughes, and F. Braun. Developing a creativity and problem solving course in support of the information systems curriculum. J. Learn. High. Ed., 12(1):27–36, 2016. URL https://files.eric.ed.gov/fulltext/EJ1139749.pdf. Z. Michalewicz, N. Falkner, and R. Sooriamurthi. Puzzle-based learning: An introduction to critical thinking and problem solving. Hybrid Publishers, 2011. B. Parhami. A puzzle-based seminar for computer engineering freshmen. Comp. Sci. Ed., 18(4):261–277, 2008. doi:10.1080/08993400802594089. URL http://www.informaworld.com/openurl?genre=article&id. G. Polya. How to solve it: A new aspect of mathematical method. Princeton University Press, 2004. URL https://press.princeton.edu/books/paperback/9780691164076/how-to-solve-it. M. A. Runco. Creativity: Theories and themes: Research, development, and practice. Elsevier, 2014. URL https://www.elsevier.com/books/creativity/runco/978-0-12-410512-6. A. H. Schoenfeld. Mathematical problem solving. Elsevier, 2014. URL https://www.elsevier.com/books/mathematical-problem-solving/schoenfeld/978-0-12-628870-4. C. Thomas, M. Badger, E. Ventura-Medina, and C. Sangwin. Puzzle-based learning of mathematics in engineering. Eng. Ed., 8(1):122–134, 2013. doi:10.11120/ened.2013.00005. M. O. J. Thomas. Developing versatility in mathematical thinking. Med. J. Res. Math. Ed., 7(2):67–87, 2008. A. Valentine, I. Belski, and M. Hamilton. Developing creativity and problem-solving skills of engineering students: A comparison of web and pen-and-paper-based approaches. Eur. J. Eng. Ed., 42(6):1309–1329, 2017. doi:10.1080/03043797.2017.1291584. G. Wallas. The art of thought. Solis Press, 1926.
Dissertations / Theses on the topic "On-line mathematics learning. eng"
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Zulatto, Rúbia Barcelos Amaral. "A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores /." Rio Claro : [s.n.], 2007. http://hdl.handle.net/11449/102133.
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Orientador: Miriam Godoy Penteado<br>Banca: João Pedro Mendes da Ponte<br>Banca: Marcelo de Carvalho Borba<br>Banca: Maria Elizabeth Bianconcini Trindade Morato Pinto de Almeida<br>Banca: Vani Moreira Kenski<br>Resumo: A presente pesquisa analisa a natureza da aprendizagem matemática em um curso online de formação continuada de professores, denominado Geometria com Geometricks. Nele, alunos-professores de uma mesma rede de escolas, situadas em diferentes localidades do país, desenvolveram atividades de Geometria utilizando-se do software Geometricks, e se encontravam para discuti-las. Esses encontros aconteceram a distância, em tempo real, por chat ou videoconferência. Nessa proposta pedagógica, a telepresença condicionou a comunicação e oportunizou o estar-junto-virtual-com-mídias. De modo singular, os recursos da videoconferência permitiram que construções geométricas fossem compartilhadas visualmente e realizadas por todos os envolvidos, fomentando a interação e a participação ativa, constituindo, por meio do diálogo, uma comunidade virtual de aprendizagem. Os resultados levam a inferir que, nesse contexto, a aprendizagem matemática teve natureza colaborativa, na virtualidade das discussões, tecidas a partir das contribuições de todos os participantes; coletiva, na medida em que a produção matemática era condicionada pelo coletivo pensante de seres-humanos-com-mídias; e argumentativa, uma vez que conjecturas e justificativas matemáticas se desenvolveram intensamente do decorrer do processo, contando para isso com as tecnologias presentes na interação ocorrida de forma constante e colaborativa.<br>Abstract: This study was conducted to analyze the nature of mathematical learning in an online continuing education course for teachers entitled Geometry with Geometricks. Teachers employed in a nation-wide network of privately-supported schools developed geometry activities using the software Geometricks and discussed them in virtual meetings, in real time, via chat or video-conference. In this pedagogical proposal, tele-presence conditioned the communication and provided the opportunity for virtual-togetherness-with-media. In a unique way, the resources of the videoconference made it possible for everyone to participate in and visually share geometrical constructions, encouraging interaction and active participation and constituting a virtual learning community through dialogue. The results indicate that, in this context, mathematical learning nature was characterized by: collaboration, in the virtual discussions that were woven from the contributions of all the participants; collectivity, to the degree to which mathematical production was conditioned by the humans-with-media thinking collective; and argumentation, as the development of mathematical conjectures and justifications was intense throughout the process, aided by the technologies that were present in the constant, collaborative interaction.<br>Doutor
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Acosta, Gonzaga Elizabeth. "The implementation of a rich formative assessment environment in mathematics and related subjects." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-implementation-of-a-rich-formative-assessment-environment-in-mathematics-and-related-subjects(bef8117f-362e-46b8-b602-28c4d53e6a80).html.
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Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.
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Wong, Yun-yo Chris. "Establishing a virtual learning community for on-line collaborative learning on mathematics /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148461.
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王潤和 and Yun-wo Chris Wong. "Establishing a virtual learning community for on-line collaborative learning on mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125651X.
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Guimarães, Leandro Bottazzo. "A formação continuada de professores do ensino superior para a atuação docente on-line : desafios e possibilidades /." Presidente Prudente : [s.n.], 2009. http://hdl.handle.net/11449/92377.
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Orientador: Monica Fürkotter<br>Banca: Claudia Maria de Lima<br>Banca: Simão Pedro Pinto Marinho<br>Resumo: Este trabalho insere-se no contexto da linha de pesquisa "Tecnologias de Informação e Comunicação e Educação" e investiga um processo de formação continuada de professores do ensino superior para o uso do ambiente colaborativo on-line MOODLE para apoiar sua prática docente e a ocorrência da formação de uma rede de aprendizagem on-line após a capacitação. Baseia-se principalmente em pressupostos teóricos que norteiam a formação continuada contextualizada e na perspectiva da simetria invertida, nos conceitos de professor reflexivo e pesquisador, nas competências digitais necessárias para atuação docente, nas redes de aprendizagem on-line e na utilização da EAD para apoiar processos formativos. Utiliza-se da metodologia quanti-qualitativa na abordagem da investigação-formação. Os dados foram coletados no ambiente virtual utilizado durante o período da capacitação docente analisada. Os resultados apontam a possibilidade de se formar uma rede de aprendizagem on-line a partir da formação continuada, cujo foco seja o desenvolvimento das competências docentes necessárias para a mediação pedagógica com as tecnologias digitais.<br>Abstract: This paper is within the context of the "Information and Communication Technologies and Education" research line and investigates a process of continuous training of higher teachers for the use of on-line collaborative environment MOODLE to support their teaching practice and the occurrence of the formation of a network of on-line learning after the training. It is mainly based on theoretical assumptions that guide the continuing education context and in view of the reverse symmetry, on the concepts of reflective teacher and researcher, on the skills necessary for proper teacher performance in networks of on-line learning and the use of LMS to support training processes. It uses the methodology in the qualitative-quantitative approach to research and training. Data were collected in the virtual environment used during the teacher training examination. The results indicate the possibility of forming a network of on-line learning from continuing education, whose focus is the development of teaching skills necessary to mediation training with digital technologies.<br>Mestre
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Notare, Márcia Rodrigues. "Comunicação e aprendizagem matemática on-line : um estudo com o editor científico ROODA exata." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17256.
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Este trabalho discute as possibilidades de comunicação e aprendizagem de Matemática em ambientes virtuais de aprendizagem. Para que esses processos ocorram, são necessárias ferramentas que possibilitem a utilização de símbolos, fórmulas e expressões, pois a Matemática pode ser entendida como uma linguagem formada por uma simbologia própria. Esta linguagem precisa ser dominada e utilizada para que ocorra uma boa comunicação e expressão. Este suporte à linguagem científica deve estar presente nos mais diversos meios de comunicação e interação on-line, como fórum de discussão, bate-papo, e-mail, mensagens instantâneas, entre outros. Entretanto, ainda são poucos os ambientes virtuais de aprendizagem que permitem a comunicação científica a distância. Para possibilitar essa nova forma de comunicação on-line, este trabalho projetou e desenvolveu um editor científico, denominado ROODA Exata. Trata-se de uma ferramenta que se encontra integrada às diferentes funcionalidades síncronas e assíncronas oferecidas pelo ambiente virtual de aprendizagem ROODA. Seu objetivo é possibilitar a comunicação na área das ciências exatas, de forma rápida e precisa. Para analisar e validar o ROODA Exata, utilizou-se o ROODA como ambiente de apoio extraclasse em uma turma de Cálculo Diferencial, na modalidade presencial. As interações dos alunos neste ambiente serviram como fonte de dados para a análise. Assim, foram analisados os processos cognitivos desencadeados pelas interações no ROODA, à luz da teoria do desenvolvimento cognitivo de Piaget, e o processo de comunicação e aprendizagem ocorrido no ambiente. A pesquisa evidenciou que o editor ROODA Exata potencializa a comunicação matemática on-line e que, sem sua utilização, muitos debates seriam inviabilizados, pela complexidade das expressões matemáticas utilizadas. Além disso, os estudos realizados mostram que o processo de aprendizagem de Matemática pode ser desencadeado pelas trocas ocorridas em ambiente virtual. Estas trocas podem ocorrer a partir de atividades que priorizem a participação ativa dos alunos na resolução de problemas, valorizando ações como argumentação, justificativa, análise do percurso do raciocínio, entre outras.<br>This paper discusses the possibilities of Mathematical learning and communication supported by virtual learning environments. For these processes to occur, tools that enable symbol utilization, formulas and expressions are necessary because Mathematics can be understood as a language with its own symbology. This language should be mastered and used so that good communication and expression can take place. This support to scientific language has to be present in several communication means and on-line interactions such as discussion forum, chat, e-mail, instant messages, among others. Yet, there are still very few virtual learning environments and tools that allow for distant learning scientific communication. To make this new way of on-line communication possible, the project described herein designed and developed a scientific editor denominated ROODA Exata. ROODA Exata is a tool that is integrated into the different resources of interaction and communication offered by the virtual learning environment ROODA. The objective is to enable quick and precise on-line communication in exact sciences. To analyse and validate ROODA Exata, the virtual learning environment was used as extra class support for a group in Differential Calculus, in the presential modality. The interactions among students within the environment provided data for the analysis. Thus, we analysed the cognitive processes triggered by interactions in ROODA, following Piaget´s theory of cognitive development and the processes of communication and learning that occurred there. The research made evident that the editor ROODA Exata potentiates on-line mathematical communication and without it, many debates would be unfeasible because of the complexity of mathematical expressions used. Besides, the studies show that the processes of Mathematical learning can be triggered by exchanges among participants. These exchanges occur following the emphasis placed on active participation of those involved in solving the problems, valuing actions such as argumentation, justification, rationality path analyses, among others.
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Chen, Ming. "Primary children's attitudes towards electronic games and effect of electronic games on primary children's mathematics learning." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/5e45f1c1-6e6c-4b18-8b99-4e30b9539946.
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Electronic game playing is a very popular activity for children today. In the last few years there has been much attention to the potential of using games for learning. Though there have been some negative sides to electronic game playing – such as the claim that game playing is linked to aggressive or addictive behaviours (Sandford & Williamson, 2005) – a number of empirical studies suggest that games can be a tool for learning (e.g. McFarlane, Sparrowhawk & Heald, 2002, Miller & Robertson, 2010, 2011). The purpose of this thesis was to investigate children’s attitudes towards electronic games in Scotland and China and examine the effects of mathematics electronic games on the mathematics achievement and mathematics attitudes of primary school students. In the first part of the research, a total of 44 students from one primary school in Scotland and 127 pupils from two primary schools in China participated in the study investigating their attitude towards electronic games. This study found that electronic game playing was a very popular activity for both Scottish and Chinese children and they had positive attitudes towards electronic games. Children were motivated by the fun aspects most. However Scottish children spent more time on gaming than Chinese students. Moreover, Scottish children tended to regard games primarily as a source of enjoyment and for entertainment, while games seemed to be a learning medium besides fun for Chinese students. The second part of the study examined the effects of a mobile phone game ‘Brain challenge’ on Primary 4 students’ achievement in mathematics and on students’ attitudes towards mathematics. An experimental control-group design with repeated measures analysis was employed to explore mathematics performance and attitude differences within groups at three time points. A sample of 17 students was randomly assigned to treatment and control groups. In the first three weeks, the mobile phone game group children played a mobile phone game for fifteen minutes in the classroom daily and the other group of children acted as no-treatment controls. For the next three weeks, all children played the mobile phone game for fifteen minutes every weekday. Mathematics performance data were collected at the start, after three weeks and at the end of the study. In addition, interviews were conducted with the students and the class teacher to provide extra data to help explain the results of the quantitative data. The findings provide evidence to show a positive effect in speed of computation and percentage accuracy rate after playing a mobile phone game in a longer 6-week period. No significant difference was found in mathematics attitude after playing the mobile phone game. The final study attempted to address one of the weaknesses of much research in the area of game based learning: the fact that many studies use no-treatment controls. Fifteen Primary 3 students were divided into two groups by stratified random assignment. Both groups were involved in learning the same mathematics processes. They used either a technology-based online electronic game or a paper-based card game for 4 weeks and then swapped conditions for another 4 weeks. The methods used were similar to the mobile phone game study, a pre-post design measuring performance and attitudes together with in-field observation to provide extra information when interpreting the results of the quantitative data. Results from this study were somewhat mixed: it was found that the online electronic game positively impacted on children’s mathematics attitude. The improvement in children’s mathematics performance from the card game was significant. In contrast, no significant gains were found in students’ mathematics performance after online flash game playing. When a between-group analysis was conducted, there was no significant difference between the two conditions. The overall results provide some evidence that electronic games can be an effective learning tool to improve primary school children’s mathematics skills and mathematics attitudes. However not all the findings supported the use of electronic games, although some aspects of the methodology could have influenced the findings, such as small sample size, short intervention times and problems with treatment fidelity. There are implications for teachers and for future research into game-based learning.
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Fabian, Ma Khristin. "Maths and mobile technologies : effects on students' attitudes, engagement and achievement." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/9e03bf28-d631-476a-932b-e29a298c406a.
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The ubiquity of mobile devices together with their potential to bridge classroom learning to real-world settings has added a new perspective to contextualising mathematics learning, but this needs further exploration. The aim of this thesis is to examine the effects of using mobile technologies on students’ attitudes, engagement and achievement in mathematics. The study starts with a systematic review of maths and mobile learning studies followed by three iterations of data collection. The three studies were mixed-methods studies guided by the micro, meso, macro (M3) Evaluation Framework. The studies included eight mobile learning sessions spread over three months covering topics on geometry and information handling. These sessions were conducted as collaborative learning activities in indoor and outdoor settings. Participants were Primary 6 and 7 students from three different schools in Scotland. In Study 1 (a single-group design, n=24), students had positive evaluations of mobile learning but some technical problems experienced lessened their initially positive views. There was a small effect in student self-confidence (ES=.20) and a significant positive difference between pre and post-test achievement scores. Breakdowns identified via the critical incident analysis in Study 1 informed the activity design of Study 2. In Study 2 (a quasi-experimental design, n=52), students had more positive perceptions about the use of mobile technology. The experimental group had higher gain scores on the maths test than the control group. In Study 3, a randomised controlled trial over six weeks (n=74), students also had positive evaluations of the mobile learning activities but this varied by gender. Analysis of the maths test scores with pre-test as covariate showed both groups had significantly improved their scores, but no significant treatment effect was found. For items relating to common student misconceptions on angles, students in the experimental group had significantly higher gains than the control group. The overall results from the three studies provide some evidence that students can have positive perceptions about the use of mobile technologies and that these can be effective in supporting students’ engagement and performance in mathematics, especially when learning takes place outside the classroom. It also showed that the success of a mobile learning intervention is dependent on various factors, such as student and teacher characteristics, stability of the technology and content compatibility, among other factors. There were several limitations including sample size, length of intervention, and programme fidelity. Implications for practice and future researchers are discussed.
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Stevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.
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Zulatto, Rúbia Barcelos Amaral [UNESP]. "A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/102133.
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zulatto_rba_dr_rcla.pdf: 1418316 bytes, checksum: 8cfc1b5fe211e92399513a0cac71bc8b (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A presente pesquisa analisa a natureza da aprendizagem matemática em um curso online de formação continuada de professores, denominado Geometria com Geometricks. Nele, alunos-professores de uma mesma rede de escolas, situadas em diferentes localidades do país, desenvolveram atividades de Geometria utilizando-se do software Geometricks, e se encontravam para discuti-las. Esses encontros aconteceram a distância, em tempo real, por chat ou videoconferência. Nessa proposta pedagógica, a telepresença condicionou a comunicação e oportunizou o estar-junto-virtual-com-mídias. De modo singular, os recursos da videoconferência permitiram que construções geométricas fossem compartilhadas visualmente e realizadas por todos os envolvidos, fomentando a interação e a participação ativa, constituindo, por meio do diálogo, uma comunidade virtual de aprendizagem. Os resultados levam a inferir que, nesse contexto, a aprendizagem matemática teve natureza colaborativa, na virtualidade das discussões, tecidas a partir das contribuições de todos os participantes; coletiva, na medida em que a produção matemática era condicionada pelo coletivo pensante de seres-humanos-com-mídias; e argumentativa, uma vez que conjecturas e justificativas matemáticas se desenvolveram intensamente do decorrer do processo, contando para isso com as tecnologias presentes na interação ocorrida de forma constante e colaborativa.<br>This study was conducted to analyze the nature of mathematical learning in an online continuing education course for teachers entitled Geometry with Geometricks. Teachers employed in a nation-wide network of privately-supported schools developed geometry activities using the software Geometricks and discussed them in virtual meetings, in real time, via chat or video-conference. In this pedagogical proposal, tele-presence conditioned the communication and provided the opportunity for virtual-togetherness-with-media. In a unique way, the resources of the videoconference made it possible for everyone to participate in and visually share geometrical constructions, encouraging interaction and active participation and constituting a virtual learning community through dialogue. The results indicate that, in this context, mathematical learning nature was characterized by: collaboration, in the virtual discussions that were woven from the contributions of all the participants; collectivity, to the degree to which mathematical production was conditioned by the humans-with-media thinking collective; and argumentation, as the development of mathematical conjectures and justifications was intense throughout the process, aided by the technologies that were present in the constant, collaborative interaction.
Books on the topic "On-line mathematics learning. eng"
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IFIP TC3/WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum (1997 Grenoble, France). Information and communication technologies in school mathematics: IFIP TC3 / WG3.1 Working Conference on Secondary School Mathematics in the World of Communication Technology: Learning, Teaching and the Curriculum, 26-31 October 1997, Grenoble, France. Chapman & Hall, 1998.
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Jain, L. C. Evolution of teaching and learning paradigms in intelligent environment. Springer, 2007.
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De Smedt, Bert, and Roland H. Grabner. Applications of Neuroscience to Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.48.
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In this chapter, we explore three types of applications of neuroscience to mathematics education: neurounderstanding, neuroprediction, and neurointervention.Neurounderstandingrefers to the idea that neuroscience is generating knowledge on how people acquire mathematical skills and how this learning is reflected at the biological level. Such knowledge might yield a better understanding of the typical and atypical development of school-taught mathematical competencies.Neuropredictiondeals with the potential of neuroimaging data to predict future mathematical skill acquisition and response to educational interventions. Inneurointervention, we discuss how brain imaging data have been used to ground interventions targeted at mathematics learning and how education shapes the neural circuitry that underlies school-taught mathematics. We additionally elaborate on recently developed neurophysiological interventions that have been shown to affect mathematical learning. While these applications offer exciting opportunities for mathematics education, some potential caveats should be considered, which are discussed at the end of this chapter.
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Ages and Timelines: Subtraction on the Open Number Line (Contexts for Learning Mathematics, Grades K-3: Investigating Number Sense, Addition, and Subtraction). FirstHand, 2008.
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Hannula-Sormunen, Minna M. Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.018.
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This chapter reviews recent research investigating children’s Spontaneous Focusing On Numerosity (SFON) and considers the role it might play in the development of counting and arithmetical skills. SFON refers to a process of spontaneously (i.e. not prompted by others) focusing attention on the exact number of a set of items or incidents. This attentional process triggers exact number recognition and using the recognized exact number in action. The chapter describes how SFON tendency can be assessed, and suggests the measures of it to be indicators of the amount of a child’s self-initiated practice in using exact enumeration in his or her natural surroundings. The studies show that SFON tendency in early childhood is positively and domain-specifically related to the development of numerical skills up to the end of primary school. Promoting SFON tendency could be a potential way of preventing learning difficulties in mathematics.
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Busemeyer, Jerome R., Zheng Wang, James T. Townsend, and Ami Eidels, eds. The Oxford Handbook of Computational and Mathematical Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.001.0001.
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A comprehensive and authoritative review on most important developments in computational and mathematical psychology that have impacted many other fields in past decades. Written in tutorial style by leading scientists in each topic area, with an emphasis on examples and applications. Each chapter is self-contained and aims to engage readers with various levels of modeling experience. The Handbook covers the key developments in elementary cognitive mechanisms (e.g., signal detection, information processing, reinforcement learning), basic cognitive skills (e.g., perceptual judgment, categorization, episodic memory), higher-level cognition (e.g., Bayesian cognition, decision making, semantic memory, shape perception), modeling tools (e.g., Bayesian estimation and other new model comparison methods), and emerging new directions (e.g., neurocognitive modeling, applications to clinical psychology, quantum cognition) in computation and mathematical psychology. The chapters were written for a typical graduate student in virtually any area of psychology, cognitive science, and related social and behavioral sciences, such as consumer behavior and communication. We also expect it to be useful for readers ranging from advanced undergraduate students to experienced faculty members and researchers. Beyond being a handy reference book, it should be beneficial as a textbook for self-teaching, and for graduate level (or advanced undergraduate level) courses in computational and mathematical psychology.
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1949-, Lyon G. Reid, ed. Frames of reference for the assessment of learning disabilities: New views on measurement issues. Paul H. Brookes Pub. Co., 1994.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.
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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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Ahmad, Nazihah, Hawa Ibrahim, and Maznah Mat Kasim. Matrices and linear systems. UUM Press, 2018. http://dx.doi.org/10.32890/9789672064794.
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This book is suitable as a first course for undergraduate students.Matrices and Linear Systems presents the fundamentals of linear algebra. It focuses on the computational part of the linear algebra course.It helps students to have sufficient proficiency to overcome their initial anxiety in reading and writing simple mathematical proofs in a more theoretical part of the course later.Basic concepts are presented along with sufficient computational examples which allow students to follow through the step-by-step solutions at their own pace.Supplementary exercises are included at the end of most chapters, so that students can assess their understanding for the entire corresponding chapter.There is also a guidance in the use of the Microsoft EXCEL software in solving the computational exercises in the last chapter. As a whole, this book serves as an additional self-study aid and will extend students learning process beyond the limitations of a classroom.
Book chapters on the topic "On-line mathematics learning. eng"
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Saad, David, and Sara A. Solla. "On-Line Learning in Multilayer Neural Networks." In Mathematics of Neural Networks. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6099-9_53.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Professional Competence for Teaching Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_2.
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AbstractProfessional competence is a widely discussed topic (see, e.g. Cochran-Smith & Fries, 2001; Darling-Hammond & Bransford, 2005) and was measured globally in various large-scale studies (see, e.g. Blömeke et al., 2014; Kunter et al., 2013). The dimensions for the subject of mathematics range from knowledge to mathematical content to pedagogical and didactic knowledge of teachers with the aim of bringing them together.
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An, P. Edgar. "Weighted Mixture of Models For On-Line Learning." In Mathematics of Neural Networks. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6099-9_8.
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Barber, David, Peter Sollich, and David Saad. "Finite Size Effects in On-Line Learning of Multi-Layer Neural Networks." In Mathematics of Neural Networks. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6099-9_11.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Test Quality." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_4.
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AbstractGeneral standards in the form of quality criteria can be used in order to assess the quality of an instrument and/or to construct a high-quality test. Three main indicators, the so-called “core quality criteria,” have emerged: objectivity, reliability and validity (e.g. Bühner, 2011; Ebel & Frisbie, 1991; Linn, 2011; Miller, Linn & Grolund, 2009; Rost, 2004). These primary and selected secondary quality criteria (fairness and usability) are examined in more detail in the following using a data set of 349 pre-service teachers for secondary education at several German universities.
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Biton, Yaniv, and Ruti Segal. "Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95998.
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We present here a study in which a digital-based communication platform is used for collaborative work in the learning and teaching processes. In this case, we focused on Facebook as the online social network to help motivate high-school students to become well prepared for their Bagrut (matriculation) exam in mathematics. To this end, the Center for Educational Technology (CET) established a “virtual review session” on Facebook before the exam in which 614 students and 16 teachers participated. We aimed to answer two questions: what learning and teaching opportunities can Facebook offer to prepare students for the mathematics matriculation exam? and how do students and teachers perceive learning processes via social networks? Our analysis was qualitative. The findings indicate that Facebook, for one, can offer excellent learning and teaching opportunities as a result of the interactions that evolve between the students themselves and between the students and teachers. For the students, this digital social platform helps promote peer evaluation, exposes them to a wide range of questions and solutions, and fosters the development of mathematical thinking and creativity. For the teachers, it helps expand their technological and pedagogical-mathematical knowledge.
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Polly, Drew, Elizabeth Rodgers, and Melissa Little. "Leveraging Interactive Clickers as a Tool for Formative Assessment." In Cases on Technology Integration in Mathematics Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch016.
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This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.
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Adenegan, Kehinde Emmanuel. "Managing Pupils with Dysgraphia in Early Child Numeracy." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.03.
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Dysgraphia is a specific learning difficulty which is a brain-based disorder that impacts on writing skills whereby affected individuals have difficulty with forming letters, writing figures, spacing words and even organizing text into complete sentences. Early child numeracy is a competence built in the young child at an early childhood stage in the mathematical skills needed to cope with everyday life and an understanding of information presented mathematically. To this end, this paper presents dysgraphia, its symptoms in pupils, offers measures on how to manage dysgraphia pupils by teachers and parents and highlights strong recommendations to assist such pupils in performing and competing favourably in Mathematics and other subjects with other pupils in the classroom. Keywords: Dysgraphia, Early Child Numeracy (ECN), Mathematics, Pupils, Numerophobia.
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Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch009.
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In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.
Conference papers on the topic "On-line mathematics learning. eng"
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Perrotta, Adamaria. "A learner-centered approach to design a Computational Finance module in higher education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12955.
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In this paper, we describe our design of ACM30070 “Computational Finance”, a core module in the BSc in Financial Mathematics in the School of Mathematics and Statistics. The over-arching purpose of this module is to help students to develop mathematical, statistical and coding skills, along with significant knowledge and critical thinking, that allows them to effectively construct, manipulate and visualize financial datasets and to build financial mathematical models. The use of computation and a FinTech software (FinCad Analytics) are pointed out as essential to facilitate sensemaking in computational finance. More broadly, we discuss the education-research based rationale behind the “learning by doing” and “flipped classroom” institutional models that we have chosen for ACM30070, and we show how the modern “inclusive” definition of computation has been embedded into the learning activities. An accurate description of the design principles and implementation is also presented. At the end of the paper, we briefly introduce a discipline-based education research that will follow from this module design.
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Halim, Noor Dayana Abd, Ong Boon Han, Zaleha Abdullah, and Junaidah Yusup. "The development of mathematics courseware for learning line and angle." In INTERNATIONAL CONFERENCE ON MATHEMATICS, ENGINEERING AND INDUSTRIAL APPLICATIONS 2014 (ICoMEIA 2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4915654.
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Lestiawati, Siti, and Rahmita Muthmainnah. "The Influence of Firing Line Active Learning Approach on Students’ Motivation in Learning Mathematics." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2289157.
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Luksic, Primoz, Boris Horvat, Andrej Bauer, and Tomaz Pisanski. "Practical E-Learning for the Faculty of Mathematics and Physics at the University of Ljubljana." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3072.
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This paper presents the practical issues involved in introducing e-leaming for the Faculty of Mathematics and Physics (FMF) at the University of Ljubljana, Slovenia. It begins with a short history of e-learning at FMF and is followed by a discussion about the choice of the open source software (Moodle, svn, wiki platform) as the foundation for the web based learning; its advantages and disadvantages. The focus is on materials that enhance classroom learning, conform to learning standards, and at the same time address the needs of the end users - the students. In the end, the results of a survey about the students' attitudes towards e-learning are presented; in general and specific to the e-learning environment at FMF.
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Manhartsgruber, Bernhard. "Repetitive Excitation Control for Precise Measurement of Wave Propagation in Fluid Power Systems." In ASME/BATH 2015 Symposium on Fluid Power and Motion Control. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/fpmc2015-9599.
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Wave propagation effects in fluid power systems in general and the more specialized field of transmission line modelling have gained substantial research interest in the fluid power community. While the mathematical tools applied in computer models become more and more sophisticated, the availability of highly precise experimental data is still very limited in the fluid power literature. This paper focuses on a rather simple wave propagation experiment with a hydraulic transmission line featuring a servo-valve for excitation at one end and a blocked end boundary condition at the other end. The goal is to achieve precise control of a periodic excitation pressure waveform at the servo-valve boundary by repetitive or iterative learning control techniques. High resolution (24 bit) analog to digital conversion of the measured pressure signals together with the application of periodic averaging techniques allow for a highly precise measurement of the wave propagation dynamics including a margin of error analysis of the results. In future research, the measurement data will be used for refinement of fluid material laws for transmission line models as well as for studying the influence of geometric features like sharp edged diameter changes or elbow joints.
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Han, Min, Zhuoran Sun, and Jun Wang. "EEG Signals Classification Based on Wavelet Packet and Ensemble Extreme Learning Machine." In 2015 Second International Conference on Mathematics and Computers in Sciences and in Industry (MCSI). IEEE, 2015. http://dx.doi.org/10.1109/mcsi.2015.30.
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Truong, Thanh-Nghia, Cuong Tuan Nguyen, Khanh Minh Phan, and Masaki Nakagawa. "Improvement of End-to-End Offline Handwritten Mathematical Expression Recognition by Weakly Supervised Learning." In 2020 17th International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2020. http://dx.doi.org/10.1109/icfhr2020.2020.00042.
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Yusuf, A. A., S. K. Wijaya, and P. Prajitno. "EEG-based human emotion recognition using k-NN machine learning." In PROCEEDINGS OF THE 4TH INTERNATIONAL SYMPOSIUM ON CURRENT PROGRESS IN MATHEMATICS AND SCIENCES (ISCPMS2018). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5132447.
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Chan, Ji Ye, Sastra K. Wijaya, Prawito, and Osmalina N. Rahma. "ELM (extreme learning machine) method for detecting acute ischemic stroke using conventional and specific asymmetry BSI (brain symmetry index) features based on EEG signals." In SECOND INTERNATIONAL CONFERENCE OF MATHEMATICS (SICME2019). Author(s), 2019. http://dx.doi.org/10.1063/1.5096691.
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Olivier, Werner. "USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0609.
Full textReports on the topic "On-line mathematics learning. eng"
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Full textAbstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Full textAbstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.