Relevant bibliographies by topics / Students – Rating of – Mathematical models

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Academic literature on the topic 'Students – Rating of – Mathematical models'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Students – Rating of – Mathematical models"

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König, Johannes, Sigrid Blömeke, Armin Jentsch, Lena Schlesinger, Caroline Felske née Nehls, Frank Musekamp, and Gabriele Kaiser. "The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom." Educational Studies in Mathematics 107, no. 1 (January 16, 2021): 189–212. http://dx.doi.org/10.1007/s10649-020-10021-0.

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AbstractIt is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the secondary level, this study investigates the links between teachers’ pedagogical competence (i.e., cognitive pedagogical facets of their professional competence), instructional quality, and students’ mathematics achievement. The sample comprises mathematics teacher and student data from 59 classrooms in Germany. Student mathematics achievement was measured across two time points (grade 7 and 8). Teachers’ pedagogical competence was tested using two tests measuring their general pedagogical knowledge (GPK) and situation-specific classroom management expertise (CME). Instructional quality was measured using observational rating data from in vivo rating in mathematics classrooms. Research questions on the relation of teachers’ competence and students’ mathematics achievement were answered using multilevel models. Results from multilevel regression analyses indicate that both GPK and CME predict instructional quality. Direct statistical effects on students’ mathematical progress were identified, whereas no indirect statistical effects via instructional quality could be identified. Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.
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Putri, Anike, Yenita Roza, and Maimunah Maimunah. "Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 83. http://dx.doi.org/10.31258/jes.4.1.p.83-92.

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This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.
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Jacob, C., F. Charras, X. Trosseille, J. Hamon, M. Pajon, and J. Y. Lecoz. "Mathematical models integral rating." International Journal of Crashworthiness 5, no. 4 (January 2000): 417–32. http://dx.doi.org/10.1533/cras.2000.0152.

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Shevchuk, Larysa. "Modeling of continuous professional training of a mathematics teacher using ICT." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 229–47. http://dx.doi.org/10.31470/2415-3729-2020-12-229-247.

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Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement. The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT. The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling. The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated. Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation. The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.
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Doerr, Helen M., and Joseph S. Tripp. "Understanding How Students Develop Mathematical Models." Mathematical Thinking and Learning 1, no. 3 (September 1999): 231–54. http://dx.doi.org/10.1207/s15327833mtl0103_3.

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Ramos Cáceres, J. Eladio, Domingo García Quintero, and Guacimara Pérez Cartaya. "MATEMATICAS PARA LA VIDA. SIGUIENDO EL RASTRO DE PISA EN PRIMARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 213. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.433.

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Abstract:MATHS FOR LIFE. FOLLOWING THE STEPS OF PISA IN PRIMARY SCHOOLThe assessments on mathematical competence, carried out in the Canary Islands, show the need to rethink how to work maths at school. It is suggested to generate a real change, effective and generalized in the teaching and learning of mathematics through teacher training in teacher centers, to translate what they have learned in new models of active learning with students. At the same time, trained teachers are encouraged to become trainers of other teachers, creating a network of exchange and innovation among teachers. At the end of the experience very positive teacher ratings were received on the interest of the training itself and the degree of transfer to their daily teaching. The main strengths emphasized by the teachers are the applicability of the processes and the methodological change brought to their classrooms. There were also statistically significant improvements in the processes involved in the resolution of problems in the group of students whose teachers participated in the formative action (experimental group), in contrast to a group of students who did not receive this training (control group). There were also significant differences in favour of the experimental group in the academic performance in the area of math. The results confirm that this model of formative action in which something is taught, learned and shared, promotes the meaningful learning, strengthen the key competences involved in solving problems and improve the grades in mathematics. This methodological change favours, on the one hand, the construction of the knowledge on the part of the students, making them authors of their own learning, and on the other, it strengthens the collaborative work among teachers, enriching their educational experiences and improving the educational atmosphere.Keywords: mathematic skills, training activity, problem solving, primary school.Resumen:Las evaluaciones sobre competencias matemáticas, realizadas en Canarias, evidencian la necesidad de replantear cómo trabajar las matemáticas en la Escuela. Se propone generar un cambio real, efectivo y generalizable en la enseñanza y aprendizaje de las matemáticas a través de la formación en centros del profesorado, para traducir lo aprendido en nuevos modelos de enseñanza activa con el alumnado. A su vez, se fomenta que los profesores formados hagan de formadores de otros, creando una red de intercambio e innovación entre docentes. Al finalizar la experiencia, se registraron valoraciones muy positivas del profesorado sobre el interés de la actividad formativa recibida y el grado de transferencia a su docencia diaria. Como principales fortalezas, remarcan la aplicabilidad de los procesos y el cambio metodológico que ha supuesto en sus aulas. Asimismo, se registraron mejoras estadísticamente significativas en los procesos implicados en la resolución de problemas en el grupo de alumnos cuyo profesorado participó en la acción formativa (grupo experimental), en contraste un grupo de alumnos que no recibieron esta formación (grupo control). También se constataron diferencias significativas a favor del grupo experimental en el rendimiento académico en el área de matemáticas. Los resultados confirman que este modelo de acción formativa en el que se enseña, se acompaña, se aprende y se comparte, favorece el aprendizaje significativo, potencia las competencias básicas implicadas en la resolución de problemas y mejora el rendimiento en matemáticas. Este cambio metodológico favorece, por un lado, la construcción del conocimiento por parte del alumnado, haciéndolo autor de su aprendizaje y, por otro, potencia el trabajo colaborativo entre el profesorado, enriqueciendo sus experiencias didácticas y mejorando el clima docente.Palabras clave: competencia matemática, acción formativa, resolución de problemas, educación primaria.
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Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (April 12, 2021): 654. http://dx.doi.org/10.3390/sym13040654.

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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.
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Gordon, Sheldon P., and Florence S. Gordon. "Mathematical Models of Waiting Time." Mathematics Teacher 83, no. 8 (November 1990): 622–27. http://dx.doi.org/10.5951/mt.83.8.0622.

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The old saying goes, “Time and tide wait for no man.” In today's society, an equally apt line might be, “Everyone waits for almost everything.” This widespread experience with waiting lends a marvelous opportunity to develop some very nice mathematics and apply it to problems with which our students can easily identify. In this art icle, we shall consider several mathematical models that can be used to study different waiting situations. The mathematics used involves just simple ideas from probability and mathematical expectation. Some related ideas are given in Mathers (1976). We shall also consider how computer simulations can be introduced to bring an added dimension to these topics. Most important, we shall see how such mathematical ideas furnish an ideal vehicle for involving students in actual individual research projects to collect real-life data, analyze it, and compare the results to predictions based on the mathematical model.
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Chen, Guangyan. "Examining rating criteria used to assess U.S. college students’ Chinese oral performance." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 3 (December 31, 2016): 286–311. http://dx.doi.org/10.1075/csl.51.3.04che.

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This study empirically examines the rating criteria used to assess U.S. college students’ CSL (Chinese as a Second Language) oral performance by analyzing teachers’ assessment of these performances at different proficiency levels. The researcher videotaped ten speeches, and three ACTFL-trained raters assessed oral performance in these samples. The researcher then selected three samples (Samples 1, 2, and 3) to represent Novice High, Intermediate High, and Advanced Low levels. The researcher developed 20 rating items through interviewing ten experienced CSL teachers and running an Exploratory Factor Analysis (EFA) on teachers’ assessments of speech samples. After that, 104 CSL teachers used these rating items to assess the aforementioned samples. The EFAs of teachers’ assessments led to three corresponding rating criteria models (Models 1, 2, and 3). Both Models 2 and 3 for Samples 2 and 3, respectively, were five-criterion models, consisting of fluency, conceptual understanding, content richness, communication appropriateness, and communication clarity. Model 1 for Sample 1 was a four-criterion model, in which the items in communication appropriateness and content richness showed high correlations, and therefore were merged into one category; the other three criteria remained the same. Comparisons of the three models demonstrated that the criteria were constant. The ANOVAs showed that the proficiency levels of these oral performances differed significantly across all five rating criteria. This study empirically supports CSL teachers’ use of constant rating criteria to assess different levels of oral performance. It also provides Chinese teachers with rating criteria they can use to assess U.S. college students’ CSL oral performance.
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Odom, Jerry, and Michael Shaughnessy. "Personality and Mathematical Achievement." Psychological Reports 65, no. 3_suppl2 (December 1989): 1195–201. http://dx.doi.org/10.2466/pr0.1989.65.3f.1195.

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This paper examines the role of personality factors in academic achievement, specifically achievement in mathematics, using self-concept as a major aspect of personality. A sample of 21 high school students with advanced placement in mathematics were given Cattell's Sixteen Personality Factor Questionnaire (16 PF). A significantly high factor rating appeared on Factor E for the total group. Factor E (high end) is described as dominant, self-assured, assertive, independent, and bold. When the sample was separated by sex, additional factors began to emerge. Factor A (warm, outgoing) showed higher than average in the 13 boys while Factor O (anxious) emanated as higher than average in the 8 girls. Implications for teachers relative to students' personalities are discussed.
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Dissertations / Theses on the topic "Students – Rating of – Mathematical models"

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Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
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Drake, Douglass M., and Chad A. Riden. "Modeling toolkit and workbook for defense analysis students." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2594.

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Approved for public release; distribution is unlimited
The purpose of this thesis is to provide a workbook to accompany the current textbook, A First Course in Mathematical Modeling. The workbook will offer basic reviews of each lesson followed by detailed examples of how to work each model. Topics covered include difference equations, systems of difference equations, Lanchester equations, graphical analysis, proportionality, geometric similarity, model fitting, Monte Carlo simulation, and probabilistic and deterministic behaviors. The thesis will also provide a modeling toolkit for the DA student upon graduation. The toolkit will present graduates simple instructions and multiple modeling templates they can take with them upon graduation and use to solve real-world modeling problems in the field. Templates in the toolkit cover decision theory, discrete dynamic systems, expected value, Lanchester models, and two-person games.
Outstanding Thesis
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Nielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.

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The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.
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Petruška, Tomáš. "Optimalizační modely při plánování reklamy." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-72259.

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Planning and optimization of TV advertising space in the area of the Czech media market requires a knowledge of features of the problem and systems that are able to suggest the best results from data taken from measurement of TV audience, which is complex and demands special capacity. These results should be obtained (calculated) by using mathematical optimization models. Results depend on the objectives of company. The content of this thesis is to create and implement mathematical models, which serve to solve practical problems about planning advertising space and commercial blocks. The work deals with the characteristics of the television media market, audience measurement, the factors that influence the ratings, as well as an examination of other indicators that are necessary for the planning and optimization of TV advertising. Besides familiarizing the reader with the operations of buying advertising space, this paper`s goal is to demonstrate newly created mathematical models that are applicable to the work of TV channels, media agencies or other companies, which deal with the optimization of the television media market.
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Zong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.

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Gray, Vaughan R., and n/a. "Referral source selection in word of mouth communication : findings from export education movements of China and Malaysia." University of Otago. Department of Marketing, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070501.120724.

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Research attention on word of mouth (WOM) communication is growing in necessity and popularity as recent studies continue to confirm that WOM has a significant effect on consumer and organisational decision-making and buying behaviour. Much of the theory generated from this field of communications research has been based on product purchase situations that take place in the United States. More recent developments in the stream of research have begun to address WOM in service contexts and also driven a need to test the reliability of previous works in other countries and cultures. The research problem of this thesis emerged from such needs to further develop WOM theory and is defined by two key statements: (i) How does perceived source credibility and the content (message) of personal communication shape and determine the nature of a WOM system? (ii) What likely influence does culture have on a WOM system? The WOM system conceptualised within this thesis refers to a network of actors in which, personal, verbal, face to face communication occurs. It also refers to the nature of the information exchanged and how these messages determine which actors within the system participate. Addressing the need for further research into service-based contexts, the industry of export education was identified as an ideal environment in which to investigate the problem. In particular, international students (current and potential) were interviewed and surveyed on how WOM is used to gather information to make a decision on where to study. A predictive model of referral source selection is developed as the significant contribution to theory resulting from the qualitative and quantitative research employed in the methodology. The qualitative research was exploratory in nature and designed to understand the decision-making process international students went through before making a choice on their study destination. In depth interviews confirmed that WOM was used frequently throughout this process and identified the important pieces of information sought after by students and which sources the students consulted to obtain the information. International students are concerned about the international recognition of a university, teaching styles, tuition fees, graduate prospects and how compatible the lifestyle of the host country is for them amongst many issues. They consult a variety of personal sources including family, friends, alumni, university agents and even their school teachers. The main quantitative study in this thesis surveyed 420 university students from China and Malaysia and was designed to provide theory verification for the WOM system and explore potential impacts of culture on this system. Firstly, four common WOM themes were identified from all of the content exchanged through WOM between students and their referral sources. These themes are grouped as; informational messages, comparative messages, personal perspectives and guidance messages. The WOM system was then depicted as a predictive model of referral source selection based on which WOM themes are exchanged between actors. As consumers progress through a structured decision-making process, their information requirements (WOM themes) change and so do the sources selected to deliver the information. Secondly, important differences in WOM behaviour emerged between the Chinese and Malaysian samples. Although students from both countries are equally influenced by personal sources of communication, Malaysians considered alumni friends and parent/family sources to be more influential than the Chinese. Whereas the Chinese preferred talking with school teachers and close friends to help in their decisions. These findings added credible evidence of national culture effects to the predictive model of source selection. The thesis concludes by addressing limitations in the research - largely, that the study failed to produce evidence of cultural value dimensions impacting on the WOM system. The Chinese cultural value framework employed was well justified as an appropriate measure however, there were no equivalent measurements of Malaysian cultural values and the study was conducted on a limited convenience sample, making results difficult to generalise through Chinese and Malaysian populations. Further research was then suggested to address these limitations.
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Price, Peter Stanley. "The Development of Year 3 Students' Place-Value Understanding: Representations and Concepts." Queensland University of Technology, 2001. http://eprints.qut.edu.au/15783/.

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Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but there is little research on its efficacy. Sixteen Queensland Year 3 students worked cooperatively with the researcher for 10 daily sessions, in 4 groups of 4 students of either high or low mathematical achievement level, on tasks introducing the hundreds place. Two groups used physical base-ten blocks and two used place-value software incorporating electronic base-ten blocks. Individual interviews assessed participants' place-value understanding before and after teaching sessions. Data sources were videotapes of interviews and teaching sessions, field notes, workbooks, and software audit trails, analysed using a grounded theory method. There was little difference evident in learning by students using either physical or electronic blocks. Many errors related to the "face-value" construct, counting and handling errors, and a lack of knowledge of base-ten rules were evident. Several students trusted the counting of blocks to reveal number relationships. The study failed to confirm several reported schemes describing children's conceptual structures for multidigit numbers. Many participants demonstrated a preference for grouping or counting approaches, but not stable mental models characterising their thinking about numbers generally. The independent-place construct is proposed to explain evidence in both the study and the literature that shows students making single-dimensional associations between a place, a set of number words, and a digit, rather than taking account of groups of 10. Feedback received in the two conditions differed greatly. Electronic feedback was more positive and accurate than feedback from blocks, and reduced the need for human-based feedback. Primary teachers are urged to monitor students' use of base-ten blocks closely, and to challenge faulty number conceptions by asking appropriate questions.
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McGlohen, Meghan Kathleen. "The application of cognitive diagnosis and computerized adaptive testing to a large-scale assessment." Thesis, 2004. http://hdl.handle.net/2152/2118.

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"Antecedents and consequences of salesperson's sales performance." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888822.

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by Kwok Yiu Keung.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 102-109).
ACKNOWLEDGMENTS --- p.i
ABSTRACT --- p.iii
LISTS OF FIGURES --- p.vii
LISTS OF TABLES --- p.viii
Chapter Chapter 1: --- INTRODUCTION --- p.1
Chapter Chapter 2: --- LITERATURE REVIEW --- p.3
Need for and Relevance of Research on Proposed Topic --- p.3
Significance of this Research --- p.3
Different Views of Sales Performance --- p.4
Situation Approach --- p.5
Attitudinal Approach --- p.6
Modeled Instruction Approach --- p.7
Antecedents and Consequences of Salesperson's Sales Performance --- p.8
Antecedents of Sales Performance --- p.9
Consequences of Sales Performance --- p.13
Antecedents and Consequences of Sales Performance --- p.23
Summary --- p.26
Chapter Chapter 3: --- THE PROPOSED MODEL AND RESEARCH HYPOTHESES --- p.27
A Model of Sales Performance of Salesperson --- p.27
Conceptualization and Hypotheses --- p.30
Summary --- p.38
Chapter Chapter 4: --- RESEARCH METHODOLOGY --- p.39
Measurement Scales --- p.39
Data Collection --- p.41
Reliability --- p.43
Analysis of the Model --- p.45
Structural Equation Modeling --- p.45
The Measurement Model --- p.45
Model Notations --- p.49
Summary --- p.50
Chapter Chapter 5: --- RESULTS FROM THE ANALYSIS --- p.51
Scale Analysis --- p.51
Reliability --- p.56
Structural Equation Modeling --- p.57
Full Model Evaluation --- p.57
Reduced Model Evaluation --- p.59
Summary --- p.65
Chapter Chapter 6: --- DISCUSSION AND CONCLUSION --- p.66
Major Findings --- p.66
Sales Performance and Its Antecedents --- p.66
Sales Performance and Its Consequences --- p.68
Contributions of the Research --- p.69
Conceptual Contribution --- p.69
Managerial Contribution --- p.69
Limitations --- p.75
Directions for Future Research --- p.75
Extension of the Conceptual Model --- p.75
Sample Quality --- p.76
Methodology and Measurement --- p.77
APPENDIX 1: Cross Cultural Translation --- p.78
APPENDIX 2: English and Chinese Versions of Questionnaire --- p.86
APPENDIX 3: Companies Participated in the Survey --- p.100
APPENDIX 4: Description of Sample --- p.101
REFERENCES --- p.102
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Lustina, Michael John. "A comparison of Andrich's rating scale model and Rost's succesive intervals model." Thesis, 2004. http://hdl.handle.net/2152/1363.

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Books on the topic "Students – Rating of – Mathematical models"

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Optimale Arbeitslosenversicherung und Experience Rating. Köln: Institut für Wirtschaftspolitik an der Universität zu Köln, 2008.

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Jeffries, Clark. Mathematical modeling in ecology: A workbook for students. Boston: Birkhäuser, 1989.

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Jeffries, Clark. Mathematical modeling in ecology: A workbook for students. Boston: Birkhauser, 1989.

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P, Baker George. Subjective performance measures in optimal incentive contracts. Cambridge, MA: National Bureau of Economic Research, 1993.

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Fender, Ingo. CDO rating methodology: Some thoughts on model risk and its implications. Basel, Switzerland: Bank for International Settlements, 2004.

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Ehlers, Lars. Respecting priorities when assigning students to schools. Montréal, Québec, Canada: CIREQ, Université de Montréal, 2006.

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Credit rating modelling by neural networks. New York: Nova Science Publishers, 2010.

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Kurosawa, Yoshitaka. Capital market and rating agencies in Asia: Structuring a credit risk rating model. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Anders, George J. Rating ofelectric cables: Ampacity computations for transmission, distribution, and industrial applications. New York: IEEE Press, 1997.

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Lesh, Richard. Modeling Students' Mathematical Modeling Competencies: ICTMA 13. Boston, MA: Springer Science+Business Media, LLC, 2010.

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Book chapters on the topic "Students – Rating of – Mathematical models"

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Speiser, Bob, and Chuck Walter. "Models as Tools, Especially for Making Sense of Problems." In Modeling Students' Mathematical Modeling Competencies, 167–72. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_14.

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Zavala, Genaro, Hugo Alarcon, and Julio Benegas. "A Professional Development Course with an Introduction of Models and Modeling in Science." In Modeling Students' Mathematical Modeling Competencies, 491–500. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_42.

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Reiss, Kristina, and Andreas Obersteiner. "Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences." In International Handbook of Mathematical Learning Difficulties, 43–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_4.

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De Bock, Dirk, Nele Veracx, and Wim Van Dooren. "How Students Connect Mathematical Models to Descriptions of Real-World Situations." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 233–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_20.

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Kawakami, Takashi, Akihiko Saeki, and Akio Matsuzaki. "How Do Students Share and Refine Models Through Dual Modelling Teaching: The Case of Students Who Do Not Solve Independently." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 195–206. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_15.

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Fisher, Diana M. "Algebra Students Build Stock/Flow Models to Study Non-linear, Dynamic Feedback System Problems." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 505–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37673-4_43.

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Van Dooren, Wim, Dirk De Bock, and Lieven Verschaffel. "How Students Connect Descriptions of Real-World Situations to Mathematical Models in Different Representational Modes." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 385–93. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_32.

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Kawakami, Takashi, Shigekazu Komeda, and Akihiko Saeki. "Year 6 Students’ Gradual Identification of Mathematical Models of Average Speed When Making Sense of ‘Walking’." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 151–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37673-4_14.

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Komeda, Shigekazu, Takashi Kawakami, Masafumi Kaneko, and Takashi Yamaguchi. "Deepening and Expanding Mathematical Models of Speed in Relation to Walking: The Case of Year 8 Students." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 175–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37673-4_16.

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Matsuzaki, Akio, and Masafumi Kaneko. "Evidence of Reformulation of Situation Models: Modelling Tests Before and After a Modelling Class for Lower Secondary School Students." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 487–98. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_41.

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Conference papers on the topic "Students – Rating of – Mathematical models"

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Yılmaz, Muhammed, Melih Savran, Mustafa Öncül, and Kutlay Sever. "Manufacturing and Modeling of Hybrid Polymer Composites by Using Multiple-nonlinear Regression Analysis." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.035.

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In this study, artichoke stem particles (AS) and wollastonite mineral (W) were used as an organic and inorganic fillers in order to improve the mechanical properties of polypropylene (PP). In this regard, PP-based composites containing AS and W were produced as non-hybrid and hybrid materials using a high-speed thermokinetic mixer. Mechanical properties of polymer composites were investigated by the tensile test. Experimental results reveal that the highest elastic modulus for PP-W and the highest tensile strength for PP were obtained while the lowest ultimate strain value was gained using PP-W-A. Then, multiple nonlinear regression analysis was employed to determine the effect of weight ratios of wollastonite mineral and artichoke stem particles in polypropylene on elastic modulus, tensile strength and ultimate strain. Experimental results were expressed second order (tensile strength), third order (elastic modulus) and fourth order (ultimate strain) mathematical models. The results show that the proposed models have well fitted with the experimental results. The coefficient of determination (R2) values were found between 0.95 and 1 in all models. Also, boundedness check control of the proposed models which gives information about whether models are realistic or not was carried out by calculating the maximum and minimum values produced by the relevant model.
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Corum, Kimberly, Kara Melike, Emma Talbot, and Tatiana Ilina. "An analysis of students’ mathematical models for Music." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-146.

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Flack, Ron. "Component Matching Analysis for a Power Generation Gas Turbine: Classroom Applications." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30155.

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One analysis that is often overlooked in the gas turbine classroom is that of component matching. Some “student friendly” analyses have been published for gas turbines with propulsion applications, including modeling of the components for computer analyses. To complement the propulsion analyses, a method of matching gas turbine components for an aeroderivative power generation gas turbine is presented in this paper. Matching is the process by which components are integrated to allow predictions of overall gas turbine performance. The fundamental method of matching components with generalized characteristic maps is first described. A single shaft power generation gas turbine (inlet/gas generator/regenerator/exhaust/shaft/load) is used. Matching is accomplished by simultaneously solving the matching closure equations along with the component maps (either mathematical models or graphical data). The method is demonstrated for an example moderate sized power generation unit with given inlet, compressor, burner, turbine, regenerator, exhaust, load, and shaft maps. Improvements with the inclusion of the regeneration unit are included. For the example, a range of fuel ratios was used and the unit was shown to increase in rotational speed and the compressor eventually surged as the fuel ratio was increased. Overall thermodynamic efficiency, power output, mass flow rate, rotational speed, and other overall and component parameters are shown as functions of the fuel flow rate. The technique lends itself well in the classroom so that students can appreciate the interdependence of the component performances. The technique is a tool in which a student can select components to optimize the overall performance and can predict off-design performance of a power generation unit.
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Priyadi, Rian, Markus Diantoro, Parno, and M. Reyza Arief Taqwa. "Using argument-driven inquiry learning to improve students’ mental models." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000569.

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Waindok, A., and G. Mazur. "A mathematical and physical models of the three-stage reluctance accelerator." In 2009 2nd International Students Conference on Electrodynamic and Mechatronics (SCE 11). IEEE, 2009. http://dx.doi.org/10.1109/iscon.2009.5156100.

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Bakar, Marwia Tamrin, Didi Suryadi, and Darhim. "Improvement of College Students Mathematical Concept Understanding through DNR-based Instruction Models." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008899101900193.

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Sidnev, Alexander. "THE ESSENCE OF THE MATHEMATICAL BUSINESS PROCESS MODELS DISCIPLINE FOR COMPUTER SCIENCE STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0883.

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Arlinda, Revika, Ahmad Fauzan, and Dony Permana. "The Influence of Think Pair Share Learning Models Toward Students' Mathematical Communication Ability." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.84.

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Li, Wen-Jie, Ling Xiong, Jun Wang, Meng Yu, and Qian-Long Wang. "The Classification Models Building of College Students' Physical Health and Its Development of Comprehensive Rating Scale." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.122.

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Amelia, Rena, Endang Budiasih, and Yahmin. "Promoting the scientific argumentation skills of students using ADI-S and ADI models in chemical kinetics teaching." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000753.

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Reports on the topic "Students – Rating of – Mathematical models"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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