Academic literature on the topic 'Textbook Division'
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Journal articles on the topic "Textbook Division"
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Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (August 17, 2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.
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This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.
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Warmi, Attin. "PENGEMBANGAN BAHAN AJAR PERKALIAN DAN PEMBAGIAN DENGAN MENGADOPSI OPERASI ARITMATIKA BANGSA MESIR KUNO." BERNAS: Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (January 25, 2020): 32–37. http://dx.doi.org/10.31949/jb.v1i1.130.
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This program is one of the community service programs carried out by groups of lecturers and student representatives of the mathematics education program at UNSIKA. This program is in the form of providing tutoring outside school hours to elementary school students in mathematics. Most students are of the view that mathematics is difficult. Based on these conditions, we will design a program to help the school in providing tutoring to students in dealing with students to facilitate learning multiplication and division. The form of the program is in the form of providing tutoring for elementary school students, to facilitate student learning in completing multiplication and division operations. For the implementation of this activity, the mathematics textbooks and modules that are designed for guidance and study must be prepared. The material to be applied is about mathematical materials that have been summarized relating to multiplication and division operations. The structure of teaching materials for each topic starts with concepts, examples of questions, exercises, discussions and key answers. The textbook is ready to be used for the program.
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Rileigh, Kathryn K. "Good Reads in Psychology: Recommended Books beyond the Required Textbook." Teaching of Psychology 20, no. 3 (October 1993): 183–85. http://dx.doi.org/10.1207/s15328023top2003_17.
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In both introductory and upper division psychology courses, recommended books may be successfully used to supplement required textbook assignments. Several approaches to the compilation of a recommended readings list are examined and compared, with a discussion of pedagogical implications. One such list of 56 entries with annotations is described.
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Souza, Joanne, and Paul M. Bingham. "Integration of Available and New Technologies to Raise Student Understanding and Engagement." Journal of Educational Technology Systems 34, no. 2 (December 2005): 189–98. http://dx.doi.org/10.2190/79mv-uaka-ck2m-kybv.
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We integrate available and new technologies to strongly enhance student engagement in upper division undergraduate courses on human evolution and history. First, we use peer-mentored discussion groups through the Blackboard system—appropriately scaled, constructed, and incentivized. These allow day-to-day monitoring of student understanding. Second, we use weekly Blackboard e-quizzes directed at important issues or areas of confusion including those revealed by discussion groups. Third, we use a novel digital textbook. This technology provides diverse, sophisticated assets ranging from animations and interactive questions to an extensive glossary hyperlinked to an electronic textbook. The ease of revision of this textbook allows us to react, year to year, to student need and experience. The real power of our approach derives from the extremely strong synergy between these three assets, as we will discuss. We describe successful applications of this model in large (ca. 500) and small (ca 25) classes.
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Hardin, Robin, and Joshua R. Pate. "Playbook vs. Textbook: Examining Academic Transitioning of NCAA Division I-FBS Football Student-Athletes." Journal for the Study of Sports and Athletes in Education 7, no. 3 (November 2013): 229–44. http://dx.doi.org/10.1179/1935739713z.00000000014.
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Shin, Joonsik. "A proposal to the construction of textbook contents of fraction division connected to problem context." Mathematical Education 52, no. 2 (May 31, 2013): 217–30. http://dx.doi.org/10.7468/mathedu.2013.52.2.217.
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Hosoi, Shosuke. "Modernization of Topographic Mapping by Japan Meiji Government – Introduction of French Army Mapping Technology and afterwards." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-119-2019.
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<p><strong>Abstract.</strong> In Japan, the political system was changed greatly and new Meiji government under Meiji Emperor was born in 1868. Meiji government made great efforts to modernize Japan to hold its independence, hiring many professionals from the western advanced countries, sending many students to the western advanced countries, establishing obligatory education system, and so on.</p><p>It invited French military mission to modernize its army. The mission arrived in Japan in 1872 and stayed until 1880 changing its members. It included engineer officers as follows: Engineer captain Albert Jourdan (1872&ndash;1878), Engineer captain Ernest Vieillard (1873&ndash;1876), Engineer lieutenant captain Lucian Kreitmann (1876-1888) and two other engineer officers succeed until 1880. They worked fundamentally as the teachers of engineering including survey and mapping. Jourdan had additional works as Coast Defense plan and military construction such as Military School.</p><p> Jourdan participated in the Japan Coast Defense Planning Mission headed by French mission chief and ordered by the Army Minister,Yamagata. Coast Defense Plan maps were drawn for Kagosima Bay, Hakodate Bay, Tsuruga Bay, etc. Japanese officers of the General Staff Bureau engaged in making base maps for planning and supported the Mission in the field. The mapping technology would be transferred to the Japanese officers on the job.</p><p>The French Mission members began various military educations in 1872. TIZU SAISIKI (Map Color Rule) was published in 1873, which was translated book by Tomohiro Kosuge (later, the founder and the first director of Japan Land Survey) and others from a French map book brought by Jourdan. Jourdan and Vieillard taught military engineering, based on the textbooks 1855 for French engineer regimental schools, which were translated by T. Kosuge and others and published as KOUHEI SOUTEN (Manual for Military Engineers) including Survey Division in 1873&ndash;1875.</p><p>In 1875, Grand Military Field Exercise was held in Narashinohara near Tokyo, when the field was surveyed at 1/10,000 scale with six plane table teams including T. Kosuge directed by E. Vieillard and a map was compiled and published next year.</p><p>In 1876, the first three textbooks on mapping of the Military School were printed ; SOKUTI KOUHON (Land Survey Textbook), TIRIZUGAKU KOUHON (Topography Textbook) and SOKUTI KANHOU (Rapid Survey Method in the Military School. The former two were Kreitmann’s lecture records and the last one was translated book of a textbook of French Artillery and Engineering Application School Military Field Exercise was held in Narashinohara, when the field was surveyed with plane table method at 1/20,000 scale by the Military School pupils directed by L. Kreitmann. The compiled map was printed next year in the Military School.</p><p>In 1877, Seinan Civil War occurred in Kyushu Islan. Rapid survey maps were drawn by the members of the Survey Division of the Army Ministry. After the war, military field exercise was held in Shimoshidzu, when the field was surveyed with plane table method at 1/20,000 scale by the Military School pupils directed by L. Kreitmann. The compiled map was printed next year in the Military School.</p><p>In 1879, T. Kosuge was nominated to the head of the Survey Division, General Staff Office. He presented his second opinion, “Rapid Survey Plan of the Whole County “ without triangulation which remained as the object of study to the head of the General Staff Office and this plan was accepted.</p><p>In 1880 following the “Rapid Survey Plan”, the rapid survey began with plane table method at 1/20,000 scale in Kanto metropolitan area on a large scale.</p><p>In 1881, according the comparison of the results of the normal triangulation and the graphical triangulation on the plane table, it was concluded that the former should be adopted for the whole country control point survey and that the survey system and organization should be changed.</p><p>In 1889, Army Land Survey was founded by T. Kosuge following the model of Prussian Land Survey, Germany and the first director was T. Kosuge. However, KOUHEI SOUTEN (Manual for Military Engineers) Second Edition, Survey Division was published, translated from the textbook 1883 for the French Engineer Regimental School.</p>
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Sun, Xuhua. "“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples." Educational Studies in Mathematics 76, no. 1 (August 20, 2010): 65–85. http://dx.doi.org/10.1007/s10649-010-9263-4.
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Kusaka, Satoshi. "ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS." African Journal of Education and Practice 7, no. 2 (April 15, 2021): 77–91. http://dx.doi.org/10.47604/ajep.1267.
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Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries.
Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions.
Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited.
Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.
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Shannon, Kathleen. "It's Not the Moore Method, But… A Student-Driven, Textbook-Supported, Approach to Teaching Upper-Division Mathematics." PRIMUS 28, no. 2 (November 8, 2017): 118–27. http://dx.doi.org/10.1080/10511970.2017.1348416.
Full textDissertations / Theses on the topic "Textbook Division"
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Irving, Hyacinth Michèle. "An analysis of Ontario's junior division social studies textbooks in relation to multiculturalism." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4674.
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Cal, Gabriel. "Opportunity to Learn (OTL) and the Alignment of Upper Division Mathematics Learning Outcomes, Textbooks, and the National Assessment in Belize." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3027.
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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.
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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Bulhões, Ricardo Magalhães [UNESP]. "A periodização literária: uma análise dos materiais didáticos em dois momentos do século XX." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/103678.
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bulhoes_rm_dr_assis.pdf: 786044 bytes, checksum: 46df9d967c204429e2447e40033b1611 (MD5)A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.
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Bulhões, Ricardo Magalhães. "A periodização literária : uma análise dos materiais didáticos em dois momentos do século XX /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/103678.
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Orientador: Odil José de Oliveira FilhoBanca: Vera Teixeira de Aguiar
Banca: Maria de Lourdes Zizi Trevisan Perez
Banca: João Luís Cardoso Tápias Ceccantini
Banca: Juvenal Zanchetta Júnior
Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.
Doutor
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Mei-Fei and 陳玫霏. "Prospective Teachers' Fraction Division Teaching:A Textbook-based Design." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/5rkban.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
103
The purpose of this study is using a textbook-based design to explore a prospective teacher’s fraction division teaching knowledge. The data is collected through a semi-structure interview with video and sound recording, providing a description for the prospective teacher participant’s professional knowledge regarding fraction division teaching from two aspects: Mathematical Content Knowledge and Mathematical Pedagogical Content Knowledge. I. Mathematical Content Knowledge In faction division teaching, here’s Hui-hui’s knowledge about students: she believes that in all sorts of fraction division problems, students are able to solve the problems by reducing fractions to the similar denominator, and carefully describe the differences between other solutions depending on context; she ascribes students’ mistakes to being influenced by fractional addition and multiplication, erroneous usage of invert-and-multiply algorithm, not comprehending the meaning of the questions, and confusion of units; she is capable of explaining students’ thinking of different solutions in the same topic. II. Mathematical Pedagogical Content Knowledge In faction division teaching, here’s Hui-hui’s knowledge about curriculum and teaching: she discerns the activity’s objective from the questions in the textbook and proses the pedagogical key points, and considers the arrangement of questions in the textbook intentionally and arranged from easy to difficult, therefore all of the problems listed in the textbook should be instructed and the order of these problems should not be changed; she believes that based on the remaining time of the class, teachers should be focused on utilizing the teaching objectives to pose computational problems or word problems to evaluate the students; she considers most of the representations in the textbook correspond to the questions listed in it, a few unlabeled parts can be achieved through classroom discussions; facing student misconceptions in different situations, she would restate the concepts by providing illustrations or encourage students to discover errors through guided dialogues.
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CHEN, CHIA-WEI, and 陳佳薇. "Participant Observations of Two Elementary School Teachers’ Instructional Viewpoints in Fraction Division from Interpretation of Textbook." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30980661036206141124.
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碩士國立臺北教育大學
課程與教學研究所
102
This study of two elementary school teachers uses the participant observation method. Through the subject teacher’s interpretation of the mathematics textbooks on fractional division, this study investigates the approach to teaching fractional division from the perspective of the students’ learning characteristics and the teaching of the teaching material. From the perspective of the students’ learning characteristics: With fifteen years of teaching experience, teacher A is familiar with the students’ prerequisite knowledge for fractional division. She believes that the problem-posing semantic structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: confusion about dividend and divisor, incorrect use of procedures, and wrong determination of the units for the remainder. Teacher B is not familiar with the students’ prerequisite knowledge and can only make assumptions. She believes that the problem-posing situational structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: wrong determination of the units for the remainder and unit conversion errors, failure to understand the problem, and calculation errors. From the perspective of the delivery of teaching material: Teacher A is able to assess the activities and problem-posing in the textbook. When she delivers the textbook’s contents, her teaching strategy involves asking the students to understand the problem semantics, to come up with the mathematical expressions, to learn the concepts through practice and small group discussion, and to lead the student to think about the significance of the numbers to check whether the answer is reasonable. She can determine how to use the textbook based on the representation form. Teacher B thinks that she cannot determine whether the concepts and layout of the textbook are correct. She believes that the layout of the textbook matches her teaching method. When she delivers the textbook’s contents, her teaching strategy involves She uses didactic teaching when delivering the contents of the textbook, employing strategies such as actual demonstration, circling of key words, and numbers simplification. She uses the textbook representations directly.
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Chiu, Hui-Chen, and 邱惠珍. "The Content Analysis of the Integer Division of Elementary Mathematics Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4uyq87.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
This research presents the process of concept mapping to illustrate the teaching material structure and the teaching material process of integer division concept of three elementary school mathematics textbooks (A, B, and C) for the 2nd and the 3rd grades. The teaching material structure is compared with the Curriculum Guideline which is issued by the Ministry of Education (MOE) in 2008 and the teaching material process is to analyze the representation and types of problems. The findings of this study are as follows: The version A stresses the concepts of unit quantity, unit number and wholes during the activities of sharing. It also emphasizes the use of operation and iconic representations while solving partitive or quotitive division problems. Besides, the question type of the version A is division equation filling formula, which is easier for students to find answers and solve multiplication and division problems The version B is using series of problems to provide students with the opportunities to experience the unit quantity’s variation when the unit number changes and vice versa. In addition, by using series of problems, the version B connects division and quotitive division problems or connects multiplication and division problems. Besides, the version B emphasizes the connection between the calculate form records and the mental calculation methods. This is a path to connect new concepts with the old relevant ones. The version C is lack of concepts of equal-division and often declares result directly. For example, the definition of odd numbers or even numbers, the concept of that the remainder is less than the divisor, and also the concept such as “A is divisible by B” or “A divides B”, etc. Moreover, the version C emphasizes the conception of the “X is how many times of Y” and applies it to solve division, quotitive division problems and the multiplication and division word problems.
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Huang, Wan-Chen, and 黃婉貞. "Comparison of Decimal Division Context in Mathematics Textbooks ofElementary School Between Taiwan and China." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/q9fxm2.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
100
The study is aimed to explore the difference of teaching materials of decimal division in the textbook of elementary schools in the versions of Kangxuan, Taiwan and Peking University, China. The study finds: Taiwan drives the motives with front page and then enters the unit activities from life issues or mathematics history, making students understand mathematics questions from life. China names teaching activities in lifestyle method to arouse students’ learning interest. In terms of content proportion, Chinese version has a mass of questions for students to get familiar with the math questions after teaching activities and main unit of decimal division. In terms of subject proportion, both Taiwan and China use most the subject of decimal divided by decimal in the subject proportion, valuing the influence of the movement of decimal point on division answer. In terms of arrangement vein, the teaching sequence is decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal and the teaching materials are gradually more difficult and content wider. Taiwan uses life questions to makes students get familiar with math questions from life. Taiwan combines connective knowledge with conceptual knowledge and program knowledge to solve the questions while China lays emphasis on the calculating ability in question assignment. In the Chinese decimal division textbook, divisor can be aliquot in the teaching flow chart of decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal. There is no discussion on how to deal with the location of decimal point of remainder when the remainder is not zero. In the teaching flow chart of indivisible decimal division, the concept of circulating decimal is understood from the algorithm of multiplication. In the teaching structure chart of decimal division, the dealing method of decimal point of remainder is added in the teaching flow chart of integer dividing decimal and decimal dividing decimal. In the teaching flow chart of indivisible decimal division, there is no limitation on the understanding of concept of circulating decimal.
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Yang, Wanting, and 楊琬婷. "Comparison of fraction division context in mathematics textbooks of elementary school between Taiwan and USA." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/9cwdcg.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
99
Abstract This study employs the content analysis method to discuss the differences of the organized layouts, the activity-based examples, the follow-up problem posing and the introduction style of reciprocal multiplication algorithms between the Taiwanese Hanlin and the American Everyday Mathematics versions of fraction division. The results show as follows: I. The differences of the organized layouts between the two versions are as follows. (1) The corresponding fraction division indicators of the two versions are both set for the sixth grade. However, the content of the EM version is distributed at the fifth and the sixth grades with the spiral mode. The content of the Hanlin version is distributed mainly at the sixth grade with the block structure. (2) The pre-experience teaching material of the two versions has the same grade distribution, but the EM version has stronger connections between the pre-experience and the fraction division units. (3) As for distinguishing the fraction division activities between two versions, it seems that they have different foundations. The content of Hanlin version distinguishes from the numeral types of dividends and divisors and whether the denominators are the same. (4) The two versions have different activity orders of “If the Quotient Is an Integer, the Remainder Shouldn’t Be Zero” and “If the Quotient Is a Fraction, the Remainder Should Be Zero”. The activity order of the EM version is accordance with the respective of related literature. II. The differences of the problem posing of activities between the two version show as follows. (1) The corresponding indicators of the two versions are different. The Hanlin version has incomplete problem posing and detailed catalogues. (2) The two versions also have different problem posing types. The content of Hanlin version is mainly full of the literal questions. However, The EM version has more calculation questions. (3) The two versions have different problem posing contexts. The Hanlin version has diversified sorts of contexts, and the EM version includes division context. III. The differences of the introduction styles of reciprocal multiplication algorithms between the two versions are as follows. (1) The connection styles of reciprocal multiplications and divisions with the same denominator are different between the two versions. The mathematical derivation of reciprocal multiplication in the Hanlin version is calculated by divisions with the same denominator. The EM version only explains the answer to be the same between the two derivations. (2) The functions of reciprocal multiplication are different for the two versions. The Hanlin version aims to illustrate the whole calculating process, but the EM version only shows the result. (3) The pre-experiences of reciprocal multiplication are different between the two versions. The Hanlin version includes the implications of integer division, reduction and expansion of fraction and multiplication of fraction. The EM version has five rules such as multiplication of fraction（ , and may be any numbers expect 0）, reciprocals(if , then and are reciprocals) and so on. The study finally addresses some suggestions to the design of fraction division, Mathematics teachers, the textbook editors and the future research.
Books on the topic "Textbook Division"
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Naumov, Vladimir. Markets information and communication technology and sales organization. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/21026.
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In the textbook sets out the basic information about the structure of markets, information and communication technologies (ICT), the methods of their research, assessing the attractiveness and forecasting, criteria and methods of segmentation. Deals with the organization of the sales Department of an IT company, involving analysis of organizational forms, population division, methods of remuneration and non-material incentives for experts dealing with sales of ICT products. Sets out the methodology for strategic sales of complex IT solutions, the technique of negotiation and the basics of neurolinguistic programming.
The textbook pays attention to the peculiarities of the sales and promotion of ICT products through the Internet, the possibilities of the use of CRM systems. The principles of the organization of partnerships with clients. This methodical approaches to the assessment of the efficiency of the sales Department of an IT company and its sales staff. Discusses the economic evaluation of the project implementation in selling IT solutions.
The textbook is prepared in accordance with the requirements of Federal state educational standard of higher education of the last generation.
Designed for students enrolled in training 38.03.05 "Business-Informatics", but it can be useful to students from other disciplines and practitioners working in the field of information and communication technologies.
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Mandel', Boris. Developmental psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1065840.
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The manual is a unique course that includes a work program with modular technology. Each Chapter is accompanied by a list of key words for memorization and repetition, questions and tasks. The textbook also contains a list of required and additional literature, about the themes of the seminars and practical training, the approximate list of questions for self-study for exams and credits, the modular division of the.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For students and teachers of pedagogical universities, psychologists, pediatricians, and for anyone interested in child psychology and psychology of development as an integral part of General psychology.
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Ageshkina, Nataliya. Fundamentals of travel agency and tour operator activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072191.
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In the textbook, taking into account the current national and international legal norms, the latest legislative changes affecting the tourism industry, the goals, objectives and directions of tourism development in the Russian Federation, explanations of authorized state bodies, established law enforcement practices, and doctrinal interpretations, the basics of implementing travel agency and tour operator activities in the Russian Federation are considered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is focused on the study of students receiving secondary vocational education in the specialty 43.02.10 "Tourism", the general professional discipline "Organization of the tourism industry" and the professional modules "PM. 01. Provision of tourist services", "PM. 03. Provision of tour operator services", "PM. 04. Management of the functional division of the organization".
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Cevelev, Aleksandr. Material and technical support of railway transport. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1417121.
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The textbook covers topical issues of the implementation of the policy of JSC "Russian Railways" in the field of material and technical support of structural divisions of railway transport.
Based on the results of theoretical studies of the system management of business processes of material and technical support of railway transport, the diversification of the activities of supply authorities, the concept was formulated and a tree of management goals was developed, as well as the formalization of the existing business processes of the MTO system for the current period was carried out and the supply efficiency management system was considered in accordance with the SRT of JSC Russian Railways.
Recommendations on the implementation of the developed algorithms and models are of a long-term nature and will improve the efficiency of the system of providing services for providing material and technical resources to structural divisions and enterprises of railway transport.
Meets the federal state educational standards of the latest generation in the areas of training: 38.03.01 "Economics", 38.03.02 " Management "(profiles: "Corporate Management", "Logistics and Supply Chain Management").
It is intended for students of railway transport universities of economic and engineering specialties, as well as for managers and specialists of material and technical support of JSC "Russian Railways" who are interested in the issues of material, information and financial support of railway transport.
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Golovach, Valentina, and Irina Turchaeva. Organization of production and entrepreneurship in the agro-industrial complex. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047845.
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The textbook reveals the main categories and concepts in the field of organization of production and entrepreneurship in the field of agro-industrial complex. Special attention is paid to the issues of primary production planning in agricultural organizations and their divisions using process maps. Each section of the manual contains the main theoretical provisions, practical tasks with methodological recommendations, control questions in order to better assimilate the educational material. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for studying the discipline "Organization of production and entrepreneurship in the agro-industrial complex" in the preparation of students of higher educational institutions studying in the direction 35.03.04 "agronomy". It can also be useful for students of other agricultural fields of training and specialties of higher educational institutions, as well as for economists, managers, other employees of agricultural organizations, teachers, etc.
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Langlois, Joseph Godfroy. L' uniformité des livres: Deux discours prononcés par M. Godfroy Langlois, député de la division St-Louis, au Parlement de Québec, session 1908. [Québec?: s.n., 1995.
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Cevelev, Aleksandr. The economy and material management on a railway transport. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085329.
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In the textbook in an accessible form presented and discussed the development of the economy and the inventory management of railway transport in the new economic environment. For the first time in Russian literature, made a theoretical attempt at a comprehensive review of the effectiveness of, and satisfaction of needs in material resources structural divisions, subsidiaries and affiliates of JSC "RZD". According to the results of theoretical research, innovative and production potential of the supply system of railway transport the main directions and methods of transformation of the restructuring process under the corporate changes of JSC "RZD", positioned value system of logistics of rail transport, a comprehensive approach to the development of systems of balanced indicators of supply and prompt handling of material resources. Recommendations for the implementation of the developed algorithms and models are long term in nature and are based on the concept of logistics management improve business processes, system logistics.
For students and teachers, workers of enterprises of railway transport, and others interested in questions of transport Economics.
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Louisiana State University (Baton Rouge, La.). Department of Mathematics and Great Minds (Firm), eds. Eureka math. Washington, DC: Great Minds, 2015.
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Jill, Rubery, and Grimshaw Damian, eds. The organization of employment: An international perspective. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.
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Griffiths, Rose. Rapid Recall 5: Multiplication and Division Textbook. Heinemann Educational Books - Primary Division, 1999.
Find full textBook chapters on the topic "Textbook Division"
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Ogawa, Rei. "Usefulness of Local Flaps for Scar Contracture Release." In Textbook on Scar Management, 301–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_35.
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AbstractLocal flaps are useful for reconstructing scar contractures on mobile areas such as joints, the neck, the axilla, the digital web, and the mouth commissure. They are superior to skin grafts because the latter can contract, thereby leading to secondary contractures. Moreover, the color and texture match of local flaps is better than that of grafted skin. Consequently, local flaps generally provide superior aesthetic outcomes. Thus, if there is healthy skin adjacent to the scar contracture, local flaps should be the first choice. In terms of local flap selection, it is necessary to choose between a skin-pedicled flap and an island flap. We showed recently that 6 months after surgery, skin-pedicled flaps associate with greater scar extension rates than island flaps. Thus, local flaps, especially skin-pedicled flaps, elongate the scar as effectively as z-plasty. It should be noted that if the scar is large, it is effective only by dividing the scar with the local flap. However, the flap size can be slightly smaller than the deformity size (although how much smaller depends somewhat on how extensible the flap type is): it is not necessary that the flap is as big as the open wound after scar division or scar removal.
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Fukuda, Mari, Emmanuel Manalo, and Hiroaki Ayabe. "The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks." In Diagrammatic Representation and Inference, 353–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_36.
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AbstractIt is generally considered beneficial for learners to construct and use appropriate diagrams when solving mathematical word problems. However, previous research has indicated that learners tend not to use diagrams spontaneously. In the present study, we analyzed textbooks in Japan and Canada, focusing on the possibility that such inadequacy in diagram use may be affected by the presence (or absence) of diagrams in textbooks, the kinds of diagrams that are included, and whether problems requiring the construction of diagrams are provided in those textbooks. One set each of Japanese and Canadian elementary school textbooks were analyzed, focusing on the chapters dealing with division. Results revealed that the Japanese textbooks contain worked examples and exercise problems accompanied by diagrams more than the Canadian textbooks. Furthermore, the Japanese textbooks often use line diagrams and tables that abstractly represent quantitative relationships and they include more problems that require students to use diagrams. However, to encourage students to use diagrams spontaneously, it may be necessary to include problems that scaffold the use of diagrams in a step-by-step manner in both the Canadian and the Japanese textbooks.
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Huang, Rongjin, Z. Ebrar Yetkiner Ozel, Yeping Li, and Rebecca V. Osborne. "Does Classroom Instruction Stick to Textbooks? A Case Study of Fraction Division." In Mathematics Curriculum in School Education, 443–64. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_21.
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Kadasne, DK. "Introduction to Chromosomes and Cell Division." In Kadasne’s Textbook of Embryology, 7. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11285_3.
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Brar, Navdeep, and HC Rawat. "Chapter-16 Review of Cellular Division and Mutations." In A Complete Textbook for GNM Internship, 211–27. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12603_17.
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Franks, Stephen, and Lisa J. Webber. "Ovarian disorders." In Oxford Textbook of Medicine, 1901–12. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199204854.003.130801.
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The ovary produces (1) gametes—germ cells in the ovary have undergone the first meiotic division to become oocytes in primordial follicles by the time of birth, with about 400 of these ovulating during reproductive life; and (2) hormones—oestradiol, progesterone, androgens, and two nonsteroidal glycopeptides, inhibin A and B....
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Sharpe, Michael, and Jane Walker. "Mind–body dualism, psychiatry, and medicine." In New Oxford Textbook of Psychiatry, 989–91. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0126.
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Patients usually attend doctors because they are concerned about symptoms. When these symptoms are associated with persistent distress or disability we refer to the patient as having an illness. When assessing the patient's illness the doctor aims to make a diagnosis, on the basis of which management can be planned and prognosis made. The diagnoses available to doctors are conventionally defined as either ‘medical’ or ‘psychiatric’. This division of illness into two types is such an accepted feature of current medical practice that we tend to take it for granted. But is it really the best way to think about patients’ illnesses and to plan their care? In order to answer this question we will examine what is meant by ‘medical’ and ‘psychiatric’ diagnoses and the assumptions underpinning this division. The disadvantages of this dualistic approach will be considered and solutions proposed.
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Soar, Jasmeet, Jerry P. Nolan, and David A. Gabbott. "Cardiac arrest." In Oxford Textbook of Medicine, 3097–105. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199204854.003.1701_update_002.
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Cardiovascular disease is the most common cause of sudden cardiac arrest, which causes over 60% of adult coronary heart disease deaths. In Europe, the annual incidence of out-of-hospital cardiopulmonary arrests treated by emergency medical systems is 38 per 100 000. Survival from cardiac arrest depends on a sequence of interventions—the Chain of Survival—comprising (1) early recognition and call for help, (2) early cardiopulmonary resuscitation (CPR), (3) early defibrillation, and (4) postresuscitation care. The division between basic life support and advanced life support (ALS) is arbitrary—the resuscitation process is a continuum....
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Sharpe, Michael, and Jane Walker. "Deconstructing dualism." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 1317–19. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0129.
Full textAbstract:
Illness is conventionally categorized into two main types: ‘medical’ or ‘psychiatric’. This dichotomization is such an accepted feature of current medical practice that we take it for granted. But is it really the best way to think about and manage illness? In order to answer these questions, the chapter reviews what is meant by ‘medical’ and ‘psychiatric’ illness and considers the assumptions underpinning this division. The chapter then outlines alternative and more unified conceptualizations of illness, as well as the development of integrated models of clinical care.
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Carr, Bruce R., and Victor E. Beshay. "Fertilization, Implantation, and Endocrinology of Pregnancy." In Textbook of Endocrine Physiology. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199744121.003.0013.
Full textAbstract:
The complex and coordinated set of events leading to sperm and egg maturation and transport in the female genital tract that culminates in fertilization is one of the most remarkable phenomena in nature. This set of events is followed by the equally important unique processes of implantation, fetal maturation, and parturition. The hormonal changes that regulate these events are dependent on the close interaction of the fetal-placental-maternal unit. Just before ovulation, the egg, which has been arrested in the diplotene stage, completes the first meiotic division and forms the first polar body. The second meiotic division starts at the time of ovulation but ends only after fertilization by a sperm. The process of egg maturation is regulated through a closely interrelated set of hormonal events, most notably involving follicle-stimulating hormone (FSH), luteinizing hormone (LH), and estrogen. At the time of ovulation the fimbria of the oviduct are closely applied to the surface of the ovary. The extruded oocyte and adherent granulosa cells, known as the cumulus oophorus, is collected by the ciliated fimbrial end of the fallopian tube. The transport of the egg into the end of the fallopian tube occurs within minutes and is regulated primarily by ciliary action. The cumulus cells are able to communicate with one another via a network of intercellular bridges through the zona pellucida to the perivitelline space. The cumulus cells have also been reported to play a role in nutrition and maintenance of the ovum. There are three different stages of passage of the ovum through the fallopian tube. The first stage includes the transfer of the ovum from the fimbriated end of the fallopian tube until the egg reaches and is retained at the ampullary-isthmic junction. The ampullary-isthmic junction is a functional block but is not a clearly defined anatomical structure. The ovum remains at this junction for 1–2 days, during which time fertilization occurs.
Conference papers on the topic "Textbook Division"
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Rohlfs, Wilko, Claas Ehrenpreis, Jörg Johannes, and Reinhold Kneer. "Video: Submerged laminar jet impingement: A textbook case for vortex-wall interaction influencing heat transfer." In 67th Annual Meeting of the APS Division of Fluid Dynamics. American Physical Society, 2014. http://dx.doi.org/10.1103/aps.dfd.2014.gfm.v0011.
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Shust, William, David Read, and F. Brent Jury. "A Novel Method for Estimating the Neutral Temperature of Continuously Welded Rail." In ASME 2007 Rail Transportation Division Fall Technical Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/rtdf2007-46023.
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Traditionally, railroad track is installed so that rails that are welded together into strings longer than 400 feet experience no longitudinal thermal force at rail temperatures of 90 to 115 degrees °F. This rail temperature at which the thermal force is zero is commonly referred to as the rail’s neutral temperature. Rail at temperatures higher than the neutral temperature are in a state of compression, and in cooler temperatures are in tension. Except for the textbook case of a perfectly straight rail, these longitudinal forces must be reacted along the length of the rail via friction and the rail fasteners. A new device is designed to exploit changes in vibration of the rails within these fastenings and yield a non-destructive estimate of the installed neutral temperature. This paper will report on various on-track tests conducted at the Transportation Technology Center, Inc. (TTCI) in Pueblo, CO. This behavior was first noted empirically, without a background engineering mechanics outline. Similarly, this paper will follow the same evolution. After presentation of test data, engineering explanations will follow using theory and mechanical modeling.
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Shepard, Thomas, and Krithiga Ganesan. "Effect of a Joint Experimental-CFD Lab Experience on Perceptions of Data Authority and Student Learning." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21106.
Full textAbstract:
This paper explores modes of instruction for effective student learning and factors that affect student perceptions of information from various sources encountered in undergraduate fluid mechanics. This paper addresses two questions: (i) What source of information do students rely on and have greater confidence in, (ii) What modes of instruction lead to greater understanding of material. These research questions were addressed by considering the conceptual topic of drag on a sphere. In this study, thirty students compared results from experimental lab measurements, CFD (ANSYS-CFX) simulations, and textbook data for drag acting on a sphere. Other concepts covered in the course were done so via lecture and/or lab, but were not examined using CFD. To address the first question, students completed a survey at the end of the experimental portion of lab and a second survey at the end of the CFD portion of lab. To address the second question, student responses to specific final exam questions were analyzed. Our data indicate that students have greater reliance on materials presented via lecture and in the course textbook, than data that originates via hands-on learning methods such as experimental data, and CFD simulations. The results that address the second question indicate that even though there is greater variation in student learning outcome scores, a variety of modes of instruction lead to greater understanding of a topic, even accounting for biases in perceived data authority of various sources of data.
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Spall, Robert E., and Wenbin Yu. "Imbedded Dual-Number Automatic Differentiation to Support CFD Analysis." In ASME 2012 Fluids Engineering Division Summer Meeting collocated with the ASME 2012 Heat Transfer Summer Conference and the ASME 2012 10th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/fedsm2012-72043.
Full textAbstract:
Dual number automatic differentiation was applied to two different computational fluid dynamics codes, one written specifically for this purpose and one larger “legacy” Fortran code. Results for the simple case of a fully developed laminar flow in a channel validated the accuracy of the approach in computing derivatives with respect to both a fluid property, and a geometric dimension. DNAD was also implemented into the JET Fortran program which is available with a popular turbulence modeling textbook as companion software. Mean centerline velocity derivatives for a self-similar round jet with respect to all applicable turbulence model closure coefficients for both k–ω and k–ε models were obtained. The method proved to be accurate and relatively simple to implement into both the new and legacy Fortran codes.