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Journal articles on the topic 'Teaching blocks'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Taylor-Cox, Jennifer. "Early Childhood Corner: Teaching with Blocks." Teaching Children Mathematics 15, no. 8 (2009): 460–63. http://dx.doi.org/10.5951/tcm.15.8.0460.

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Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and s

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Lau, Shiew Wei, Terence Peng Lian Tan, and Suk Meng Goh. "Teaching Engineering Ethics using BLOCKS Game." Science and Engineering Ethics 19, no. 3 (2012): 1357–73. http://dx.doi.org/10.1007/s11948-012-9406-3.

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Pasquinelli, Elena, and Sidney Strauss. "Introduction: Teaching and its Building Blocks." Review of Philosophy and Psychology 9, no. 4 (2018): 719–49. http://dx.doi.org/10.1007/s13164-018-0422-3.

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Wójtowicz, Monika. "Teaching writing skills with LEGOⓇ blocks." Journal of Language and Culture in Education 2, Special (2025): 107–29. https://doi.org/10.5281/zenodo.15063295.

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The research, which took the form of a pedagogical intervention called “Brick-by-Brick: Writing Intervention Program” and involved ten 5th-grade students, five girls, and five boys, from a Polish primary school, assessed the effects of teaching English writing skills by implementing didactic materials inspired by LEGOⓇ blocks. The researcher designed three educational tools to teach writing skills: a model of a complex sentence connected by the conjunction (“The LEGOⓇ blocks sentence structure model”), a LEGOⓇblocks set, and a LEGOⓇ sentences workshe

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Mattikalli, Alok, and Vinod Kumar. "Teaching Robot Skills Through Demonstrations." International Research Journal of Computer Science 10, no. 09 (2023): 463–74. http://dx.doi.org/10.26562/irjcs.2023.v1009.02.

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Robotic arms can be designed to lift defined payloads precisely and these robotic arms are used in operations like pick and place, welding, painting, precise motion, etc. These robots are programmed using high-level programming, teach pendent, or using graphical programming. If there is any change in the task, then it has to be reprogrammed for the new task, and it’s a tedious job. To address this problem this article focuses on the development of a learning model to teach the robot skills through demonstrations to a robotic arm (xArm) by interfacing with the Oak - D camera. The reach of the x

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Schueller, Malini Johar. "Teaching Palestine." Pedagogy 24, no. 1 (2024): 47–70. http://dx.doi.org/10.1215/15314200-10862985.

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Abstract This article explores theories and methodologies for an activist teaching and reading of Palestinian literature, including Susan Abulhawa's novel Mornings in Jenin and Remi Kanazi's poetry. Based on student responses — empathy with individual Palestinian characters but not resistance to Israeli settler colonialism — the author suggests that empathetic identification, often perceived as a means of comprehending the other, instead blocks political and historical understandings. Building on Saidiya Hartman's and Lorenzo Veracini's arguments, the author posits the need for seeing the othe

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Latifah, Haznah, and Zaleha Fauziah. "Blockchain Teaching Simulation Using Gamification." Aptisi Transactions on Technopreneurship (ATT) 4, no. 2 (2022): 184–91. http://dx.doi.org/10.34306/att.v4i2.236.

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A public blockchain simulation, which bears some resemblance to Bitcoin. All players are interconnected with several possibilities to form coin and block transactions and the power to get a taste of the consensus algorithm controlling transactions and blocks. A software medium that is based on blockchain games began using whiteboards to become web-based simulation games with various teaching scenarios. Contributive tool-based instruction with experience in blockchain concepts that can be used in the classroom as well as online. Along with this, simulations can give students the opportunity to

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Duschl, Richard A. "Using Wood Blocks in Teaching Data Process Skills." Science Activities: Classroom Projects and Curriculum Ideas 22, no. 4 (1985): 26–29. http://dx.doi.org/10.1080/00368121.1985.10112914.

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9

Beattie, Ian D. "Building Understanding with Blocks." Arithmetic Teacher 34, no. 2 (1986): 5–11. http://dx.doi.org/10.5951/at.34.2.0005.

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The model of instruction that goes from the concrete to the abstract is widely accepted. Texts that describe me thods of teaching e lementary school mathematics use it, and instructors of mathematics methods classes for prospective elementary school teachers advocate its use. The intent of such texts and c lasses is obviously to prepare teachers who are familiar with such a model and can apply it in the classroom.

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Boote, Stacy K., and Terrie M. Galanti. "Teaching Angle as Turn Using a Code.org Lesson." Mathematics Teacher: Learning and Teaching PK-12 116, no. 4 (2023): 252–64. http://dx.doi.org/10.5951/mtlt.2022.0207.

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K. Kuzmina, Elena, Valentina N. Vassilie, Gulnara I. Galeeva, and Cécile Leblanc. "Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills." International Journal of Engineering & Technology 7, no. 4.7 (2018): 82. http://dx.doi.org/10.14419/ijet.v7i4.7.20389.

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The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the s

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Ridzuan, Razreena, and Zanaton H. Iksan. "The Effectiveness of Using Coloured Blocks in Teaching the Concept of Balancing Chemical Equation in Chemistry." JOURNAL OF EDUCATIONAL SCIENCES 1, no. 1 (2017): 45. http://dx.doi.org/10.31258/jes.1.1.p.45-55.

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The aim of this study is to study the effectiveness of using coloured blocks in teaching the concept of balancing chemical equation in chemistry. It is expected that students will improve their understanding in this concept and students interest in chemistry. This study examined how by using coloured blocks will help students understand the concept of balancing chemical equation which is an important concept to master in Form 4 Chemistry. Using pre and post-test control group design, the study involved a comparison between a control group (n=20) which were taught using the conventional chalk a

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Liu, Yumei. "Innovation of Teaching Method of Digital Media Art Based on Convolutional Neural Network." Advances in Multimedia 2022 (May 2, 2022): 1–11. http://dx.doi.org/10.1155/2022/6288890.

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In order to improve the effect of digital media art teaching, this study combines the neural network algorithm to carry out the innovation of digital media art teaching resource management and teaching method innovation. The scheme proposed in this study divides the video frame into image blocks and then uses the BDCT transform to convert the video frame from the spatial domain to the frequency domain. Generally speaking, the DCT coefficient has the characteristic of energy concentration. In order to reduce the metadata needed to transmit the position of the discarded frequency-domain coeffici

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Adeyeye, Kemi, Poorang Piroozfar, Noel Painting, and Abdullahi Ahmed. "Intensive Teaching Blocks in Design Disciplines: A Practical Application." Transactions 8, no. 1 (2011): 74–98. http://dx.doi.org/10.11120/tran.2011.08010074.

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Hertting, Scott. "Energy Blocks — A Physical Model for Teaching Energy Concepts." Physics Teacher 54, no. 1 (2016): 31–33. http://dx.doi.org/10.1119/1.4937969.

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Pandor, Abeda. "Teaching life lessons: Providing the building blocks for change." Early Years Educator 24, no. 8 (2024): 34–35. http://dx.doi.org/10.12968/eyed.2024.24.8.34.

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We caught up with Abeda Pandor, early years teacher at Broussa Day Nursery & Nursery School to find out more about the Think Equal programme her school is involved in. This aims to provide support for the emotional and social development and wellbeing of children aged three to six, and so prevent harmful behaviours in later life.

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Vandevelde, Simon, and Joost Vennekens. "FOLL-E: Teaching First Order Logic to Children." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 13 (2023): 15869–76. http://dx.doi.org/10.1609/aaai.v37i13.26884.

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First-order logic (FO) is an important foundation of many domains, including computer science and artificial intelligence. In recent efforts to teach basic CS and AI concepts to children, FO has so far remained absent. In this paper, we examine whether it is possible to design a learning environment that both motivates and enables children to learn the basics of FO. The key components of the learning environment are a syntax-free blocks-based notation for FO, graphics-based puzzles to solve, and a tactile environment which uses computer vision to allow the children to work with wooden blocks.

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Curran, Stephen, and Peter C. W. Bowie. "Teaching old age psychiatry to medical undergraduates." Advances in Psychiatric Treatment 4, no. 3 (1998): 183–85. http://dx.doi.org/10.1192/apt.4.3.183.

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There are many different course designs for the teaching of old age psychiatry. It may be taught in blocks or spread over the undergraduate curriculum and/or integrated with either psychiatry or medicine for the elderly. Whichever approach is used, at the end of their undergraduate training, students should have the same core knowledge, skills and attitudes.

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Moss, Erin, and Brenda Camaligan. "Pattern Blocks: How Does Your Igloo Grow?" Teaching Children Mathematics 21, no. 3 (2014): 140–43. http://dx.doi.org/10.5951/teacchilmath.21.3.0140.

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Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics.

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Kobayashi, Kent D. "COMPUTER SIMULATION PROGRAMS FOR TEACHING CROP MODELING." HortScience 27, no. 6 (1992): 671e—671. http://dx.doi.org/10.21273/hortsci.27.6.671e.

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The simulation programs Stella® (High Performance Systems) and Extend™ (Imagine That!) were used on Apple® Macintosh® computers in a graduate course on crop modeling to develop crop simulation models. Students developed models as part of their homework and laboratory assignments and their semester project Stella offered the advantage of building models using a relational diagram displaying state, rate, driving, and auxiliary variables. Arrows connecting the variables showed the relationships among the variables as information or material flows. Stella automatically kept track of differential e

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Vanany, Iwan, and Ahmad Syamil. "Teaching Supply Chain Management Using an Innovative Practical Game." International Journal of Information Systems and Supply Chain Management 9, no. 4 (2016): 82–99. http://dx.doi.org/10.4018/ijisscm.2016100105.

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This paper presents a new practical game which helps undergraduate students to understand how the concept of supply chain management (SCM) works. The game uses a simple supply chain structure incorporating three entities of the supply chain: supplier, plant, and customer. The game employs a set of toy building blocks such as LEGO® blocks and has the rules of the game, responsibility of each player, product descriptions and bill of materials. This competitive game is used supply chain cost as the measuring to determine the winner team of the game and the Bloom's taxonomy as guidelines to develo

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Fox, Lise. "Book Review: Building Blocks for Teaching Preschoolers with Special Needs." Research and Practice for Persons with Severe Disabilities 27, no. 4 (2002): 280–81. http://dx.doi.org/10.2511/rpsd.27.4.280.

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Koscielniak-Nielsen, Zbigniew J., Henrik Rasmussen, and Lars Hesselbjerg. "An Animal Model for Teaching Ultrasound-Guided Peripheral Nerve Blocks." Regional Anesthesia and Pain Medicine 34, no. 4 (2009): 379–80. http://dx.doi.org/10.1097/aap.0b013e3181ac9b35.

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Rosenberg, SK, MV Boswell, C. Kooser, and V. Cwiklinski. "Fluoroscopy Times in Commonly Performed Blocks in a Teaching Institution." Regional Anesthesia and Pain Medicine 24, Supplement 1 (1999): 27. http://dx.doi.org/10.1097/00115550-199924031-00027.

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VEYCKEMANS, F., L. J. VAN OBBERGH, and J. M. GOUVERNEUR. "Lessons from 1100 Pediatric Caudal Blocks in a Teaching Hospital." Survey of Anesthesiology 37, no. 2 (1993): 100???101. http://dx.doi.org/10.1097/00132586-199304000-00045.

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ROSENBERG, S. "Fluoroscopy times in commonly performed blocks in a teaching institution." Regional Anesthesia and Pain Medicine 24, no. 3 (1999): 27. http://dx.doi.org/10.1016/s1098-7339(99)90204-3.

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27

French, G. Richard, and Manuel A. Tipgos. "Teaching accountants to learn and "building blocks" for accounting education." International Advances in Economic Research 1, no. 1 (1995): 71–78. http://dx.doi.org/10.1007/bf02295854.

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Schwarz, Gerhard, Georg Feigl, Reinhold Kleinert, et al. "Pneumatic Pulse Simulation for Teaching Peripheral Plexus Blocks in Cadavers." Anesthesia & Analgesia 95, no. 6 (2002): 1822–23. http://dx.doi.org/10.1097/00000539-200212000-00078.

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Abdel-Aty, Rania, and Iman Ghazi. "A Multimedia Educational Program for Teaching Grading Bodice Blocks (Corsage)." International Design Journal 5, no. 4 (2015): 1621–29. http://dx.doi.org/10.21608/idj.2015.102341.

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KLOMKARN, KITDAKORN, and PITIKHATE SOORAKSA. "SIMPLE SELF-INSTRUCTIONAL MODULES BASED ON CHAOTIC OSCILLATORS: FEW BLOCKS GENERATING MANY PATTERNS." International Journal of Bifurcation and Chaos 21, no. 05 (2011): 1469–91. http://dx.doi.org/10.1142/s021812741102915x.

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Chaotic circuits have been widely used in the teaching of nonlinear dynamics disciplines, where a common practice is pedagogically based on the circuit point of view. Chua's circuit is the most popular platform for the demonstration of its components with rich dynamical patterns. However, engineering students majoring in control systems are more familiar with feedback systems rather than physical electronics with nonlinear components. This may lead to some difficulty in understanding the nonlinear properties of Chua's circuit, at least on first sight. This paper provides an alternative approac

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Usmonov, Botir, Dilnoza Dadaboeva, Khusniddin Mamadaliev, and Abrorjon Turgunov. "An innovative approach to teaching engineering graphics focused on CAD/CAM/CAE systems." E3S Web of Conferences 491 (2024): 02005. http://dx.doi.org/10.1051/e3sconf/202449102005.

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A new approach to teaching the subject “Engineering Graphics” is developed in the article; it focuses on the use of CAD/CAM/CAE systems as useful tools for solving engineering problems related to mechanical engineering, instead of describing different software options. Thus, the content of the topic is divided into two blocks, one is devoted to the analysis of the results of modeling the motion of dissimilar mechanisms, and the second is devoted to the analysis of various cases of loading structural elements using the FEA module. Both blocks are available in Autodesk Inventor Pro, and students

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R.G. Akinyede and S.G Alonge. "Information Communication Technology in Teaching/ Learning Process: The New Instructional Media in Developing World." PROGRESS: A Journal of Multidisciplinary Studies 1 (December 30, 2020): 34–38. https://doi.org/10.71016/tp/h7kysc12.

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Access to prompt, adequate and reliable information is very vital in teaching/learning process. This is exactly what ICT provides. ICT is an alphabetism that stands for Information Communication Technology. In recent years, all human endeavours depend largely on ICT for optimum performance and good result. This paper examines the meaning of ICT and how it affects the dissemination of information. Also, the paper critically looks at the stumbling blocks on the path of teachers to effectively use the ICT to the benefit of their learners. Recommendations were also made in order to proffer solutio

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Gnanapriyadharshini, S., and K. Ragupathi. "Auxiliary Verbs as Building Blocks: Integrating them into Language Proficiency Development Programs." Shanlax International Journal of Arts, Science and Humanities 11, S2-March (2024): 110–13. http://dx.doi.org/10.34293/sijash.v11is2-march.7525.

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This paper explores the role of auxiliary verbs in English language teaching (ELT) and their impact on language acquisition. It examines how auxiliary verbs facilitate various aspects of language learning, including grammar, syntax, and communicative competence. Analysing the theoretical framework of auxiliary verbs in ELT practically in language teaching, it aims to provide the insights of various effective pedagogical approaches for integrating auxiliary verbs into language instruction. Furthermore, it discusses challenges and strategies for teaching auxiliary verbs to learners of different

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Hughes, Patricia. "Learning objectives for teaching and training." Advances in Psychiatric Treatment 5, no. 4 (1999): 305–10. http://dx.doi.org/10.1192/apt.5.4.305.

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“Everywhere increased complexity and mind-burdening terminology. What is the teacher to do? And more important, what can the poor student do, confronted with so much new knowledge and a Rabelaisian onomatomania?” (Osier, 1913).The publication of Tomorrow's Doctors(General Medical Council, 1993) opened our minds to the need for a more thoughtful and evaluated approach to education in medicine. The expansion of medical knowledge has shown no sign of slowing, which makes it imperative that we find ways to prioritise and organise what we teach so that students are given a clear structure. Learning

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Kim, Sang Jo, Lauren Wilson, Jiabin Liu, et al. "Lack of July effect in the utilization of neuraxial and peripheral nerve block in US teaching hospitals: a retrospective analysis." Regional Anesthesia & Pain Medicine 45, no. 5 (2020): 357–61. http://dx.doi.org/10.1136/rapm-2020-101318.

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BackgroundGiven the steep learning curve for neuraxial and peripheral nerve blocks, utilization of general anesthesia may increase as new house staff begin their residency programs. We sought to determine whether “July effect” affects the utilization of neuraxial anesthesia, peripheral nerve blocks, and opioid prescribing for lower extremity total joint arthroplasties (TJA) in July compared with June in teaching and non-teaching hospitals.MethodsNeuraxial anesthesia, peripheral nerve block use, and opioid prescribing trends were assessed using the Premier database (2006–2016). Analyses were co

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Chong, Yeong-Ok. "On the Teaching of Building with Blocks in Primary School Mathematics." Journal of Curriculum and Evaluation 7, no. 2 (2004): 75–101. http://dx.doi.org/10.29221/jce.2004.7.2.75.

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Eastin, T., D. L. Gorgas, and J. L. Schwaab. "61 A Low-Fidelity Hand Model for Teaching Digital Nerve Blocks." Annals of Emergency Medicine 60, no. 5 (2012): S182. http://dx.doi.org/10.1016/j.annemergmed.2012.07.084.

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McGlashan, Nicholas, Benjamin Rea, Nicholas Skipper, Ruth Batty, and Daniel Connolly. "Documentation of nerve root blocks performed in a tertiary teaching hospital." Clinical Radiology 72 (September 2017): S20. http://dx.doi.org/10.1016/j.crad.2017.06.031.

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Isa, Muhammad, Hambali Hambali, Hambali Hambali, Intan Zuhra, and Intan Zuhra. "Pendekatan Contextual Teaching and Learning (Ctl) Pada Pembelajaran Volume Kubus Dan Balok Di Kelas V SD Dampak Transisi Pandemi Covid-19 Menuju Endemi." Jurnal Dedikasi Pendidikan 6, no. 2 (2022): 357–68. http://dx.doi.org/10.30601/dedikasi.v6i2.2992.

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This research is based on the problem of low student learning outcomes, during the transition from covid-19 to endemic, learning that is usually done is only teacher-centered because most learning is done online so that it affects the low learning outcomes of students, especially in learning the volume of cubes and blocks. This study aims to determine learning through the Contextual Teaching and Learning (CTL) approach in learning the material for the volume of cubes and blocks in fifth grade elementary school. This study uses a quantitative approach to the type of experimental research. The s

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Fuson, Karen C., and Diane J. Briars. "Using a Base-Ten Blocks Learning/Teaching Approach for First- and Second-Grade Place-Value and Multidigit Addition and Subtraction." Journal for Research in Mathematics Education 21, no. 3 (1990): 180–206. http://dx.doi.org/10.5951/jresematheduc.21.3.0180.

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A learning/teaching approach used base-ten blocks to embody the English named-value system of number words and digit cards to embody the positional base-ten system of numeration. Steps in addition and subtraction of four-digit numbers were motivated by the size of the blocks and then were carried out with the blocks; each step was immediately recorded with base-ten numerals. Children practiced multidigit problems of from five to eight places after they could successfully add or subtract smaller problems without using the blocks. In Study 1 six of the eight classes of first and second graders (

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Фролов, Шабурова, Galina Shaburova, et al. "Methodological Bases of Teaching-Control Systems Development." Socio-Humanitarian Research and Technology 5, no. 4 (2016): 44–49. http://dx.doi.org/10.12737/22494.

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The purpose of research is studying methodology modernization of test technologies based on the teaching-control systems. The research task was to study the structural components and basic methodological principles for developing teaching-control systems that contribute to the expansion of their educational functions. The paper presents reasoned information that in recent decades the test technology is used not only for monitoring and evaluation of students´ knowledge, but also are used in this learning process, for example, for a more efficient

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Listiasari, Dwi, Anton Nasrullah, Novi Yendra, Kurniati Rahmadani, and Princewill Ikechukwu Egwuasi. "Unlocking the Potential for Creative Thinking Ability and Self-Efficacy: Implementation of Numbered Head Together and Algebra Blocks in Middle School Students." International Journal of Mathematics and Mathematics Education 1, no. 3 (2023): 236–47. http://dx.doi.org/10.56855/ijmme.v1i3.737.

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This study examines how algebra block support and the Numbered Head Together (NHT) learning paradigm affect secondary school students' mathematical creativity and self-efficacy. The literature review highlights the necessity of creative teaching strategies in mathematics education. In this study, a non-equivalent control group was utilized in a controlled experimental design, with one group implementing the NHT model with algebra block support and another group employing traditional teaching techniques. Pretest, posttest, and self-efficacy instruments were used to gather data. The study's resu

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Clements, Douglas H., Julie Sarama, Mary Elaine Spitler, Alissa A. Lange, and Christopher B. Wolfe. "Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial." Journal for Research in Mathematics Education 42, no. 2 (2011): 127–66. http://dx.doi.org/10.5951/jresematheduc.42.2.0127.

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This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the Building Blocks mathematics curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,3

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Tanna, Mira. "Goats, Giants, and . . . Science? Teaching Engineering Concepts through Fairy Tales." Children and Libraries 14, no. 4 (2016): 21. http://dx.doi.org/10.5860/cal.14n4.21.

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In the past several years, STEM activities for children in libraries have exploded—literally and figuratively; LEGO contests, building blocks, snap circuits, coding challenges, maker spaces, computer classes, and science programs with exploding bags and bottles take place in libraries across the country. Anxious to rebrand ourselves for the modern age, we tell people that we are “not your grandmother’s library” and let patrons know that we have much to offer beyond books.

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45

Sheoran, Sumit, Bimla Dhanda, and Joginder Singh Malik. "Mediating Role of School Variables in Anticipating Blocks and ConsequencesCreativity among Rural Adolescents." Indian Journal of Extension Education 58, no. 1 (2022): 53–57. http://dx.doi.org/10.48165/ijee.2022.58112.

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Each developmental stage upholds new and its own unique competency requirements,challenges, struggles and opportunities for personal human growth. When an individual isin their early adolescence phase, his/her creativity is greatly influenced by its surroundingsand school environment is one of those crucial factors. Hence, the present study wasplanned to explore the mediating role of school environment in students’ blocks andconsequences creativity. The primary data was collected from 300 academically bright ruralyoung adolescents. Z-test and ANOVA were administered to discover the influence o

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Singh, Deepika, and Mukul Kumar. "Integration of Audio-Visual and Traditional Practices for Effective Classroom Teaching." Advanced Journal of Social Science 3, no. 1 (2018): 47–49. http://dx.doi.org/10.21467/ajss.3.1.47-49.

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Education is one of the principal buildings blocks of the civilization. Since many centuries, teaching has been extensively accepted as a Nobel profession. The expected duty of teachers is to deliver their best in receiving and conveying the information correctly to their students in class and they do. But, in the modern era, when the young generation is conquered by the technological advancements, implementation of innovative teaching practices may help to improve the education system and can enhance the learning potential. The present article focuses on the integration of traditional and aud

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Lu, Yi-Ling, and Chih-Wei Wu. "An Integrated Evaluation Model of Teaching and Learning." Journal of University Teaching and Learning Practice 15, no. 3 (2018): 116–33. http://dx.doi.org/10.53761/1.15.3.8.

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Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R² value of 0.794. The rou

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Halang, Wolfgang, Bernd Krämer, and Jürgen Schormann. "Integrated Multimedia-Based Distance Teaching of Information Technology." JUCS - Journal of Universal Computer Science 2, no. (6) (1996): 443–55. https://doi.org/10.3217/jucs-002-06-0443.

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An integrated set of four subsequent single semester courses is being developed covering information technology in great width and with strong links to technical applications. The courses will become integral parts of a distance teaching university's curricula. Combining short phases of presence with interleaved media-based self study blocks, they are also especially well-suited for continuing education. An innovative approach is taken by integrating all course elements -- acoustic and written information, diagrams and figures, animations, simulations, video clips, and laboratory exercises --

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MEKA, SUSATYA REKHA. "MATHS MODELS." International Journal of Pure & Applied Mathematical Research 1, no. 1 (2017): 01–10. https://doi.org/10.5281/zenodo.10823879.

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<strong><em>ABSTRACT</em></strong> <em> </em> <em>In this paper we made an effort to discuss innovations and innovative practices in teaching mathematics, under teaching methods. A Quadratic equation can be solved in different ways. Two ways are discussed in this paper. Arithmetic progressions are very interesting. The sum of first n natural numbers, the sum of squares of first n natural numbers and the sum of first n odd natural numbers are calculated in a play way method. The different ways to calculate area of Trapezium discussed in this paper. Area of irregular shape can be calculated

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Losq, Christine S. "Number Concepts and Special Needs Students: The Power of Ten-Frame Tiles." Teaching Children Mathematics 11, no. 6 (2005): 310–15. http://dx.doi.org/10.5951/tcm.11.6.0310.

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Why 10-frame tiles offer an effective alternative to base-10 blocks for teaching place value. The authors further describe how teachers can use the 10-frame model to help children develop understanding of number and place value concepts and skill with computation.

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