To see the other types of publications on this topic, follow the link: Third division.
Dissertations / Theses on the topic 'Third division'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 36 dissertations / theses for your research on the topic 'Third division.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Manatayev, Yerlan Yergalievich 1980. "Commoditization of the third party logistics industry." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28508.
Full textAbstract:
Thesis (M. Eng. in Logistics)--Massachusetts Institute of Technology, Engineering Systems Division, 2004.Includes bibliographical references (leaves 57-59).
Third party logistics companies in the US emerged in the 1980s and have been providing valuable service for companies willing to outsource logistics. Since then the industry has been growing substantially both in terms revenues and number of players. Nowadays 3PL market has a decent share in total transportation costs and established position in the transportation sector. Furthermore, analysts forecast a significant growth of the industry and an increase of its role in the supply chain management of companies. However, the industry is not enjoying adequate profits and margins are small. 3PL companies have difficulties differentiating among each other and have difficulties demonstrating value proposition to potential customers. At first glance, it signifies commoditization--a competitive environment in which differentiation is difficult, customer loyalty is low and competing offerings are virtually indistinguishable from customer perspective. The objective of this study is to explore whether third party logistics industry in the US is experiencing commoditization by studying current state of the industry, its competitive environment and dynamics. We investigate the principal drivers of commoditization dynamics in the industry, leverage points for influencing the dynamics, and possible strategic responses of 3PL companies. The methodology for the research is the System Dynamics, analysis of industry competitive forces using Porter's framework, analysis of profitability trend in a sample of fifteen logistics companies over period 1985-2003, and a review of current dynamics in the market. The study gives better understanding of the current competitive environment and suggests that the 3PL industry is experiencing
(cont.) commoditization. Third party logistics have been approaching commodity status, and transforming the logistics outsourcing value equation from high margins and vendor control into a classic buyers' market with competition driving down margins, adding features and services, and increasing buyer choice.
by Yerlan Yergalievich Manatayev.
M.Eng.in Logistics
2
Parent, Marc-Antoine. "Third generation mobile communications : capacity of a time-division duplex code-division multiple access cellular system." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29543.
Full textAbstract:
This thesis describes the work done in evaluating the capacity of a multi-service third generation (3G) wireless communication system based on the Universal Mobile Telecommunication System (UNITS). More specifically, the study presented in these pages examines the Time Division Duplex (TDD) paradigm supported by the 3G Partnership Project (3GPP).The goal is to establish the probability that a new connection attempt be successful as a function of the instantaneous load on the network. The sought capacity is evaluated with the help of an analytical model and a simulation tool. Both tools used a so-called system-level approach. The model and the simulator were developed based on 3GPP's standard and available data from link-level simulations.
Some of the significant results presented are: (1) A maximum of around 7 to 9 orthogonal codes can be used per timeslot. (2) A UMTS TDD CDMA system should be used in pico- and micro-cellular environments in order to support efficient data transmissions. (3) The multicode interference is often wrongfully neglected in capacity studies. (4) Capacity is downlink interference-limited, even with a modest MUD efficiency.
3
Kerswell, Timothy James. "The global division of labour and the division in global labour." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46838/1/Timothy_Kerswell_Thesis.pdf.
Full textAbstract:
Since the 1980s the locus of manufacturing and some services have moved to countries of the Global South. Liberalization of trade and investment has added two billion people to world labour supply and brought workers everywhere into intense competition with each other. Under orthodox neoliberal and neoclassical approaches free trade and open investment should benefit all countries and lead to convergence. However considerable differences in wages and working hours exist between workers of the Global North and those of the Global South. The organising question for the thesis is why workers in different countries but the same industries get different wages. Empirical evidence reviewed in the thesis shows that productivity does not explain these wage differences and that workers in some parts of the South are more productive than workers in the North. Part of the thesis examines the usefulness of explanations drawn from Marxist, institutionalist and global commodity chain approaches. There is a long established argument in Marxist and neo-Marxist writings that differences between North and South result from imperialism and the exercise of power. This is the starting point to review ways of understanding divisions between workers as the outcome of a global class structure. In turn, a fault line is postulated between productive and unproductive labour that largely replicates the division between the Global North and the Global South. Workers and their organizations need shared actions if they are to resist global competition and wage disparities. Solidarity has been the clarion of progressive movements from the Internationals of the early C19th through to the current Global Unions and International Confederation of Trade Unions (ICTU). The thesis examines how nationalism and particular interests have undermined solidarity and reviews the major implications for current efforts to establish and advance a global labour position.
4
Ranjan, Madhu 1972, and Richard 1975 Tonui. "Third party logistics : an analysis of the feasibility and contexts of strategic relationships." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/29528.
Full textAbstract:
Thesis (M. Eng. in Logistics)--Massachusetts Institute of Technology, Engineering Systems Division, 2004."June 2004."
Includes bibliographical references (leaves 67-68).
An important topic in the Third Party Logistics (3PL) industry is the extent to which customers view 3PL services as pure-commodities to be re-bid. The trend towards commoditization has been one of the causes for current pricing pressures on the 3PLs. The 3PLs gearing towards "strategic partnerships" and the addition of Value-Added Services to their portfolio could decelerate the trend towards commoditization and could also otherwise differentiate them from their competitors. This study investigates the categories of relationships that 3PLs have and specifically the presence of strategic relationships in the 3PL industry. The study also examines the contexts in which they exist and highlights the factors that have contributed to the formation of the strategic relationships. The study concludes by proposing steps that 3PLs can take to better position themselves as candidates for strategic relationships.
by Madhu Ranjan [and] Richard Tonui.
M.Eng.in Logistics
5
Purle, David J. "Frequency hopped code division multiple access techniques for future wireless communications." Thesis, University of Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281833.
Full text
6
Paulson, Donald H. "Analysis of a proposed third generation (3G) mobile communication standard, time division-synchronous code division multiple access (TD-SCDMA)." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/5860.
Full textAbstract:
Approved for public release; distribution is unlimitedWith a growing number of consumers utilizing the Internet, companies have foreseen a consumer demand for high-speed wireless access. Since current mobile cellular systems can transfer at most 115.2 kbps per user, a third generation of mobile cellular service has been under development by various organizations since 1997. This new generation of technology will support data rates up to 2 Mbps for stationary mobiles and up to 144 kbps for vehicular traffic. This thesis focuses mainly on TD-SCDMA, one of many candidates submitted to the International Telecommunications Union for third generation review. The standard, developed in China by the Chinese Academy of Telecommunications Technology, employs both code-division multiple access and time-division duplexing to support both forward and reverse transmissions on one physical layer. This aspect, along with other common features of TD-SCDMA, will be studied and evaluated to determine if this new technology is a viable option for future commercial or military deployment.
7
Paulson, Donald H. "Analysis of a proposed third generation (3G) mobile communication standard, time division-synchronous code division mulitple access (TD-SCDMA)." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FPaulson.pdf.
Full text
8
Manchiraju, Dinakar. "Evaluation of pseudorandom sequences used in third generation spread spectrum systems." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1081801327.
Full text
9
Jatunov, Loran Aleksandrovich. "Unified Performance Analysis for Third-Generation CDMA Systems." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/5212.
Full textAbstract:
Analytic models for the performance of the forward link of 3G CDMA
systems using different maximum ratio combining (MRC) RAKE finger
weight assignments are presented. The spreading modulations under
investigation are the balanced QPSK and the complex-spreading QPSK.
The models are computationally efficient, accurate, and
applicable to Root Raised Cosine (RRC) pulse shaping with any
roll-off factor, variable processing gain, chip rate, and data
rate for orthogonal codes, random codes, quasi-orthogonal codes,
Gaussian noise, and realistic channel models. The expressions
derived are then used to obtain the so-called orthogonality
factor, which is commonly used in system-level simulations.
Next, closed-form mathematical expressions for the variance due to
infinite chips interfering in systems using arbitrary Nyquist
pulses are derived. These expressions are applicable to both the
forward link and the reverse link. For the latter, the existing
knowledge on the accurate and efficient estimation of the
performance of CDMA systems is extended by presenting closed
mathematical expressions for bandlimited systems using arbitrary
Nyquist pulses for both BPSK and Offset-QPSK (OQPSK)
modulation. The impact
of adjacent channel interference in bandlimited systems is
subsequently considered. Finally, mathematical expressions for the
accurate and efficient estimation of a CDMA system using RRC
pulse-shaping and a RAKE receiver in the presence of multipath
interference are presented.
10
Rubenstein, Alexandra. "Exploring the use of known strategies for achieving fluency of multiplication and division facts in third grade." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594306914110232.
Full text
11
Coode, Stephen L. "The American Expeditionary Forces in World War I: The Rock of the Marne." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1908.
Full textAbstract:
American participation in the First World War developed slowly throughout 1917 to a mighty torrent during the last six months of the war. United States participation undoubtedly helped not only repel but to stop all German assaults on the Western Front: it had substantially aided in defeating Imperial Germany.
Through primary and secondary sources a timeline, as well as a few of the more significant events, has been established following the United States' involvement in the war. Special attention has been focused on the United States Third Infantry Division and its part in the July 15- 17, 1918 Second Battle of the Marne.
The Third Infantry Division would see the war throughout its remaining battles and aid in the occupation of Germany. However, it is most famous for the Marne battle.
12
Richard, David. "De la propriété du sol en volume." Thesis, Paris 2, 2015. http://www.theses.fr/2015PA020045/document.
Full textAbstract:
La propriété foncière du Code civil, unitaire par principe, s’accommode difficilement de l’ubiquité du droit de superficie, comme en attestent les incessants débats doctrinaux sur le sujet. Le volume immobilier moderne a répondu aux besoins de division du sol du corps social. Toutefois, en dématérialisant l’immeuble, le volume déstabilise fortement la théorie classique de la propriété. La présente thèse définit un concept de sol appropriable et divisible dans le sens de la hauteur, sans renier la propriété du code. Pour cela, le sol, incluant le dessous et le dessus, est perçu comme relevant du monde tangible. Ce bien est ensuite appréhendé en trois dimensions par un procédé de géométrisation. Le sol volumique correspond à une nouvelle phase plus abstraite de conceptualisation du sol. Cependant, la chose sensible signifiée par le concept, le sol ou fonds de terre selon les juristes demeure la même ; seule sa représentation a évolué. Dans cette perspective, le sol en volume devient individualisable et appropriable sur le modèle du sol parcellisé en deux dimensions, indispensable à une propriété individuelle et exclusive. Ainsi, la propriété du Code civil via ses dispositions actuelles, notamment les articles 552, 518 et 544, s’applique à un volume immobilier comme à une parcelle. Ce modèle de propriété passant de l’unité à la division, est complété par un droit de superficie simple, droit réel fondé sur les articles 553, 543 du Code civil et le droit de jouissance spéciale. Suivant la thèse moniste, la propriété du sol en volume, qui n’est autre que le concept de propriété du code appliqué à un sol tridimensionnel, concilie la théorie classique de la propriété et celle du doyen SavatierThe concept of land property in the Civil Code, unitary by principle, has always been in difficulty when facing the ubiquitous “droit de superficie”, as evidenced by the never-ending doctrinal debates. The modern concept of property “volume” has responded to the social need for division of the land. However, with volume, real estate properties become incorporeal things and destabilize the classical theory of property, which is synonymous with corporeal things. This thesis defines a concept of land property appropriable and divisible relative to height, compatible with the Civil Code’s land law. For this, land, including the subjacent and superjacent domains, is perceived as part of the tangible world. This land is then comprehended in three dimensions via a geometrical approach. Land with three-dimensional significance corresponds to a new phase of conceptualization of the land that is more abstract. The physical part, however, which the concept refers to, ie the land, remains the same; only its representation has evolved. Applying this perspective, the land expressed as a volume becomes a unit appropriable on the model of land divided in two dimensions. Consequently, the concept of property in the Civil Code under its current wording, notably clause 552, but also 518 and 544, applies to land expressed as a volume as to a parcel. This property model able to divide the land vertically as well as horizontally is also capable to organize a land division comparable to a long lease. This complementary concept is based on clauses 553, 543 of the Civil Code. Developing the monistic thesis, the ownership of the land when seen as a volume reconciles the theory of the dean Savatier and the classical theory of property
13
Faruzel, Jiří. "Data mining v oblasti kurzového sázení 3. anglické fotbalové ligy." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-76605.
Full textAbstract:
Thesis "Data Mining in the Field of English Football League Third Division's Betting Odds" deals with data mining referring to acquiring knowledge from data. The main objective of this work is to develop data models for prediction of match results and to compare these predictions with a chosen strategy of betting. The selected betting strategy is based on betting single bets with odds belonging to chosen intervals, which generate a profit. These odds intervals were discovered by analyzing 2006-2009 football matches in a created simulator. On the basis of these odds ranges data models were constructed. Each data model contains a hypothesis which is generated by SD4ft procedure of LispMiner based on all football matches played in seasons 2001-2008. Developed data models are tested afterwards using 2006-2009 football matches data. Results show that all derived data models are profitable in all four seasons under consideration. More than half of them successfully predicted 2009 matches as well. The analysis showed that betting agencies offer mostly odds which make it almost impossible to be profitable while betting on matches according to their odds. In spite of this fact I identified some odds intervals with which you can success while betting single bets on home-team, draw or visitor-team with odds falling within these intervals. Association rules with reasonable confidence and support can generate high profitability. It is important to realize that there are no data models which guarantee a certain profit. Most of developed data models are not applicable in the real world, some of them can actually generate a loss. Nevertheless there are data models to be found that could generate a profit in the real world.
14
Cheng, naiho, and 鄭乃赫. "A Study of Analyzing Division Conceptive Structure and Ability in Division Problem Posing in Third Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/61647007533493199284.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
100
Abstract The purpose of this study was to explore the third graders’ performance on division conceptine structure and ability in division problem posing. The sample of this study consisted of one hundred and eighty-five third graders.”Concept of the Division Test” and “Mathematical Problem Posing Test” designed by the researcher were adopted as tools. Analyzing item responses of “Concept of the Division Test” by S-P table to divide students into groups and exploring characteristics of interpretation of the conceptual structure within groups. Furthermore,analyzing students’ ability performace and misconception pattern in division problem posing is to explore their characteristic of the division concept. Results of this study presented as follows: 1.Most third-grade students learning of division concept are in good condition and high stability. 2.Concept learning within the same group students with similar learning sequential. 3.As far as the average of the total concerned, group B showed the best, followed by group A, group A' and group C, and group B', however, group C performance is the worst. 4. Misconception pattern made by each group in the test of problem posing are 11 types, among them, the “non-topic”misconception pattern the largest, accounting for 28.1％ of the total number of misconception pattern, equivalent to 14.6％ of the total number of problem posing. 5. Misconception patterns in each group are not the same, the major problem posing misconception pattern made by group A is the “non-topic”pattern, group A' are “non-topic” pattern and “non -division kinds of math” pattern, group B' is “the error location of unknown in division math” pattern, group B' is “non-topic” pattern, group C' is “non-topic”pattern, group C' is “blank”pattern. 6. Students making mistakes are not familiar with “comparative questions” and “array-type questions”. 7. Students being full mastery of division concepts may make misconception patterns, which revealed the cause of problem posing error, in addition to not familiar with the concept of division, there are other factors. Based on the study results, some suggestions were made for teaching and study in the future.
15
McCloud, Janice Sue. "Gender division in American Baptist families : second and third shifts." Thesis, 2013. http://hdl.handle.net/1805/3774.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)The division of labor in households is an important topic in marital relationships. Families are not static; they are in a constant state of change. Employment, individual family members’ schedules, and religious beliefs can impact how couples divide household tasks. This particular study draws on in-depth interviews of four married couples from American Baptist churches to explore how couples within this type of church divide household tasks. The interviews focused on the management of second- and third-shift household tasks, as well as childcare. The purpose of obtaining this information was to see if the way American Baptist couples handle second-, third-shift duties, and childcare is more consistent with general population couples or more consistent with Evangelical/Conservative couples. Husbands and wives were interviewed separately to obtain individual thoughts and opinions. The interviews revealed that when it comes to second-shift tasks and child care, American Baptist couples are more in line with general population couples. As far as third-shift duties, Evangelical, general population, and American Baptist couples are all currently handling in very similar ways with the female performing the majority of third-shift tasks.
16
LIN, SHU-FEN, and 林淑芬. "An Analysis of Error Patterns of Division for Third Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fxzfka.
Full textAbstract:
碩士國立臺南大學
應用數學系碩士在職專班
107
The purpose of this study was to investigate the solving performance of division for third graders. By generalizing their error patterns and analyzing the possible reasons for making mistakes in order to know students’ difficult part in learning. The result could be reference for teachers. The researcher designed a specific test of “Division” including 19 questions in 12 types. The participants selected to complete the test were 46 third graders from a public elementary school in Rende District, Tainan City. After testing, some of them were interviewed according to their performances and willingness. The statistic tools of SPSS 21.0 were used to analyze the quantitative data linking the details of interview to figure out the error patterns and the possible reasons for their mistakes. The results were summarized as follows: 1. The error performance of division operation for third graders : a. There were approximately 30%-40% of the students making mistakes in two-step solving questions. b. It was remarkable that students were easily confused by the types of “ the quotient should be complemented zero ” questions because of different places of complementing zero. 2. The main error patterns of division for third graders: a. Errors in estimating quotient. b. Errors in 9×9 Multiplication Table. c. Validity in estimating quotient, but defectiveness in calculating process. d. Errors in calculation of decomposition by tens place and hundreds place. e. Lack of complementing zero in quotient. f. Complementing zero in quotient with wrong places. g. Complementing zero in quotient with correct places, but without calculation of decomposition. h. Forget to make out remainder. i. Misunderstanding the word problem and taking an irrelevant number as the divisor. j. Without any concept of two-step solving skills such as addition or subtraction first , then followed by division. k. Students were confused by other types of questions, and made quotient plus 1. l. Other errors including transcribing the wrong number of dividend, using multiplication to solve division questions and calculating incompletely. 3. The main error reasons of division operation for third graders: a. Misunderstanding the relation between dividend and divisor, and lacking of the necessity of sharing completely in division. b. In the column form of division, students easily had errors in calculation of multiplication and subtraction. c. Students’error in estimating quotient resulted from their unfamiliar concepts of place value and decomposition. d. Students were confused by different types of questions of complementing zero in quotient. e. Students were incapable of understanding the questions. f. Students’ incomplete arithmetic skills caused errors. g. Students misused irrelevant concepts for solution. h. Students’irrelevant omission caused errors.
17
Wu, Huichu, and 吳惠祝. "A Study of Integrating Picture Books into Division Concept for Third Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35188185385198348460.
Full textAbstract:
博士國立臺北教育大學
教育事業創新經營碩士學位在職進修專班
99
The main purpose of this study is to explore the influences of integrating picture books into division concept for third graders. “Quasi-experimental Design” was adopted in this study, the sample consists of 59 third graders of two classes. The teaching method of integrating picture books into division concept was assigned into the experimental group, whereas the teaching method of using textbooks referred to the control group. The content of teaching division is devided into two parts, divisionⅠand division Ⅱ. Discussion of the remainder was not included in divisionⅠ, and division Ⅱ focused on the discussion of the remainder. Both groups did six activities designed by the author. Activities were implemented by the author within ten sessions. Data were collected by multiple ways, including video tapes, paper works, tests, colleague’s observation records, and interviews. The study results revealed that integrating picture books into mathematics teaching may cause the curiosity of children and increase the rate of teacher-student’s conversation. DivisionⅠusing the book of The Doordell Rang, it helps the students build up their mathematical concept by teacher’s guiding. DivisionⅡusing the book of Two Tickets to Ride.When a picture book of multiple circumstances is selected while the teacher posing problems, it helps the students develop informal thoughts into formal mathematical knowledge. When teachers integrate picture books into division concept teaching for third graders, using the circumstance of picture books directly, adapting of picture books and textbooks are three ways to pose questions. By teacher's guidance, children could reach learning objectives and learning retention, especially for students with low mathematics achievement. The posttest and the pretest in the learning attitudes of the experiment group students have not reached the level of significance. However, the integration of picture books with math teaching not only makes students like math class, but also enjoys class discussions. It is suggested that teachers should integrate picture books into math teaching timely to increase students’ interests in learning mathematics.
18
許睦昌. "The effects of mathematical classroom discourse on division problem-solving of third grade students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48828615096536545205.
Full textAbstract:
碩士國立新竹教育大學
進修部數理教育碩士班(數學組)
93
Abstract Focusing on developing mathematical classroom discourse, this study aims to explore the its influence on division problem-solving performance of third grade students. One hundred and eightteen students are the participants. Four classes out of one of the primary schools in Hsinchu are included. Two classes are experiment group and two are control group. The study adopts the quasi- experimental research to explore different teaching methods of experiment group and control group, namely mathematics teaching with classroom discourse and general teaching of students in mathematics in terms of differences in performance of division problem-solving. The findings reveal as follows: 1. problem-solving performance of two groups of students (1)In general, experiment group has better performance in division tests scores than control group, and it shows significant differences. In addition, in the overall mathematics performances, at the aspect of whole scores of students with high mathematics achievement, and whole scores of students with middle mathematics achievement, the experiment group is higher in performance than the control group and shows significant differences. (2)At the aspect of recording questions of division problem-solving formula, partitive division problems on recording questions of repeated subtraction, and partitive division on recording questions of repeated addition, the experiment group is higher in performance than the control group and shows significant differences. (3)At the aspect of scores of division in different situation, discrete quantity in equal group, continuous quantity in equal group, multiplicative comparison, rectanglar array area, the experiment group is higher in performance than the control group and students of two groups show significant differences. 2. Aspect of accurate problem-solving strategies of students with different mathematics achievement At the aspect of problem-solving strategies of equal group, and rectanglar array area, the two groups may be slightly different, however, they are not different in multiplicative comparison and Cartesian product. 3. Aspect of students with different mathematics achievement and their types of errors Two student groups are not distinctively different in their division problem-solving types of errors at various situations. At last, the findings may respectively serve as reference for teaching the grade three at elementary school, teaching material design and future researches. Key words: discourse culture, elementary school student, division questions, problem-solving
19
Loubser, Gideon Jacobus Hefer. "The implementation of third wave management in the technology and operations division of Nedbank Limited." Thesis, 2012. http://hdl.handle.net/10210/4486.
Full text
20
Yang, Yafang, and 楊雅芳. "Study on Third Grade Students’ Representation and Number Concept Knowledge Structure:Using Decimal Division as An Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/snw6g8.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
101
The purpose of the study is to analyze elementary school students’ knowledge structure of representation and numeral concepts by probing into the activity of “divide unit” based on ACT-R (Adaptive Control Thought- Rational) theory. The study was performed on a class of the 3rd graders at an elementary school. A total of 26 students participated in this survey. The researcher designed “Specific Material Representation Test” ,“Abstract Representation Test” , ”Mathematical Representation Test” to evaluate the participants. The evaluation results were used to explore ”Mathematical Representation Test” the relationship of their performances between other tests. “Cognitive Work Analysis" was also adopted to investigate the students’ performances on representation and numeral concept qualitatively. The general conclusion of this study are: I. There was significant relation Mathematical Representation Test performance between the grades Specific Material Representation Test and Abstract Representation Test display significant relationship. II. According Cognitive Work Analysis, it can establish the production rule of how the students’ representation and numeral concept. III. Generally speaking, students’ have best scores on the Specific Material Representation Test among three Representation Tests. IV. The higher accuracy was caught when the students used Specific Material Representation Test. In Abstract Representation Test can find easily when circle numbers appear mistake concept. In Mathematical Representation Test find with no difficulty number concept isn’t total preparation when students’ respond isn’t good enough. According to the above experimental design and findings, teachers could be adopted Cognitive Task Analysis promote students’ numbers concept. In order to raise students’ interesting and elevate teachers’ effectiveness of teaching.
21
Chang, Chia-ling, and 張嘉玲. "A study on the integration of games in multiplication and division instruction for elementary third graders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/8wwurt.
Full textAbstract:
碩士國立中山大學
教育研究所
95
The purpose of this study was to design games by referring to multiplication and division units, then through a pilot test and modification and integrating modified games in mathematics teaching for elementary third graders, so as to investigate the performance and learning attitude of students and to analyze the advantages and disadvantages in the teaching processes. Results indicated that the children made progress in multiplication and division computation and behaved positively on learning attitude. Meanwhile, the cooperation and team spirit were enhanced and a closed and warm relationship between teachers and students was established. In the end, regarding the curriculum and activities design, the researcher made some recommendations. They are: integration of life experience of children, blend into various characteristics of games, good control of classroom order and time. The above results yielded instructional implications for teachers who consider integrating games into mathematics instruction for elementary school children in future.
22
TU, CHIA-LIN, and 涂佳玲. "An Action Research About Teaching Resources Available Remedies Platform in Division Remedial Instruction for Third Grade Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/q4k8an.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
105
ABSTRACT This study aims to explore the problems of the third-grade students in the elementary school with learning difficulties on mathematic division, to conduct remedial instruction with teaching resource platforms, and to evaluate the results of remedial instruction. The two teaching platforms adopted in this study are the Teaching Resources Available Remedies Platform constructed by the K-12 Education Administration, Ministry of Education, and the Junyi Academy constructed by TrendChip Education Foundation. Teaching resources of videos and practice exercises are applied on the remedial instruction. The results are used to evaluate the learning efficiency of students with low achievement, and the influence on the learners’ willing of use as well as the learners’ interest afterward. These issues are investigated based on the comparison between the pre-test and post-test, and analysis of the interviews, students’ worksheets and questionnaires. The results are as follows. First of all, students of low mathematic achievement mainly have the following five error types in terms of the division concept. (1) They have problem on the concept of Bit value when doing straight calculation. (2) They cannot calculate the correct quotient due to the unfamiliarity with the multiplication table. (3) As the learners are unfamiliar with the operation process, the outcome of the division is affected by the miscalculation of subtraction or multiplication in the previous steps. (4) The learners are not well aware of the concept that the remainder must be less than the divisor in the division operation. (5) The learners have difficulty in understanding the meaning of questions described by words, and therefore cannot solve the problems with the implied information. Secondly, there is a significant improvement on students’ learning of division operation with the remedial instruction of the Junyi Academy. Thirdly, the remedial instruction with the supplementary resources also enhance students’ interest and willing of learning. Keywords: Teaching Resources Available Remedies Platform, Junyi Academy, Division Teaching.
23
Yu, Yen-chiao, and 尤彥喬. "A Study of the Third-grade Students'' Problem-solving and their Strategy-translations on Division Word Problems." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85024155691954707522.
Full textAbstract:
碩士國立屏東師範學院
數理教育研究所
93
The purpose of this study was to understand the third-grade students’ problem-solving performance and their strategy-translations on division word problems during the period of learning division. We tested 56 third-graders in an elementary school of Pingtung City. Two students were collected from the high, medium and low level groups respectively to conduct case studies. We developed the division-word-problems test. During the study process, the data, including the paper-and-pencil test and the interviews, was collected and analyzed simultaneously. This was a qualitative and quantitative study. The quantitative study was emphasized on the change before and after the learning of division. The qualitative study was emphasized on students’ strategy-translations during one year. The general conclusions of this study are: 1.The main cause affecting the students’ understanding on division word problems is that students cannot translate the meaning of the word problem to their own information. 2.The teaching of division on discrete is helpful for the learning on problems of the continuum and the multiplicative comparison of quotitive division, and both effects are significant； but the problems of the multiplicative comparison of partitive division, the array-type division and the Cartesian product aren’t. 3.After the teaching, the number of students using repeated subtractive method for each type of problems is different significantly. Among the 8 types of problems, the number of students on quotitive division problems is more significantly than the number on partitive division problems. 4.The number of the medium level students successfully answering the multiplicative comparison problems and the Cartesian product problem is worse significantly than the number on discrete problems.
24
Tsai, Pei-wen, and 蔡佩紋. "A Comparison between Student Teams Achievement Division and Traditional Pedagogy for the Effects on Third Grade Mathematics Learning." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/80523609828183220360.
Full textAbstract:
碩士國立中山大學
教育研究所
89
The purpose of this study was to compare Student Teams Achievement Division (STAD) with Traditional Pedagogy for the effects on third-grade students with respect to math achievement, problem solving ability, math learning motivation, learning satisfaction, and interest in math learning. The quasi-experimental design was utilized for this study. The study data were collected through questionnaire survey and interviews. The subjects of the study were 61 third-grade students from two classes of an elementary school in the Kaohsiung City. One class was chosen as the experimental group in which STAD was employed in the experimental instruction and the other was chosen as the control group in which traditional pedagogy was adopted. Data were collected during the period of experimental instruction and were analyzed afterwards. The main results are presented as follows: 1. The math achievement of students who received STAD method was significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in math achievement, students in STAD group performed better than students in traditional pedagogy group did, but the difference did not reach the significant level. 2. The problem solving ability of students who received STAD method were significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in problem solving ability, students in STAD group performed significantly better than students in traditional pedagogy group did, which meant the STAD group made much more improvement than the traditional pedagogy group did after the experimental instruction. 3. After the experimental instruction, students who received STAD method performed better in math problem solving interview than those who received traditional pedagogy did. Students who received STAD method were more capable of understanding the questions without interviewer’s explanations. Compared with the control group, the STAD group gave correct solutions more frequently, and was able to provide more reasonable explanations to their solutions. Besides, the STAD group was willing to try various ways to solve the same problem. 4. After the experimental instruction, students who received STAD method had significantly higher math learning motivation than did before; as for the improvement at posttest from pretest in math learning motivation, students in STAD group also performed better than students in traditional pedagogy group. 5. After the experimental instruction, students who received STAD method had significantly higher math learning interests than did before; as for the improvement at posttest from pretest in math learning interests, students in STAD group also performed better than students in traditional pedagogy group. Finally, the researcher proposed several suggestions for the ducational application in classroom teaching and future studies.
25
Wei, Min-Yuan, and 魏敏媛. "A Study of Integrating Picture Story Books into Mathematics Remedial Instruction for Third Graders — An Example of Division Concept." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/83968570597172623870.
Full textAbstract:
碩士中原大學
教育研究所
96
The purposes of this study were to explore third graders’ learning of division concept, and to examine the efficiency of integrating picture story books into mathematics remedial instruction for low achievers. The study applied a pretest posttest quasi-experimental design. Participants were 65 third graders selected from an elementary school in Taoyuan county. These students’ test scores were lower than the average on the researcher developed division concept test. They were randomly assigned to the experimental group (33) and the control group (32). The experimental group received a remedial instruction which integrated picture story books into mathematics instruction. The control group received a traditional remedial instruction. The treatment effects were based on results on the researcher developed division concept test, the researcher developed division concept application test, and a mathematics attitude scale developed by Zeng (2004). Research results were as following: 1. Based on students’ performance on the researcher developed division concept test, students’ difficulties on solving division questions were in “using the correct operation to solve a problem” and in “dealing with the remainder”. After the treatment, students seemed to perform better on understanding the meaning of the numbers in a division number sentence and the difference between the number of sets and the size of each set. 2. No matter what remedial instructions students received, result from the pre and posttest measures of division concept showed that students gained significantly in achievement. However, no significant difference was found between these two groups. The experimental group outperformed the control group on the researcher developed division concept application test. 3. The remedial instruction of integrating picture story books was proved to produce the retention effect on division concept learning. 4. Students’ attitude toward mathematics was improved at a .05 significant level after receiving the remedial instruction of integrating picture story books. It was also found students’ mathematics anxiety reduced after the remedial instruction. Based on research results and findings, suggestions for the remedial instruction and future study were discussed as reference.
26
Wu, Hui-Ching, and 吳惠靜. "A Study on the Effect of Mathematics Sense Teaching Strategies into the Multiplication and Division Learning in the Third Grades." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/khxegp.
Full textAbstract:
碩士臺北市立大學
數學系數學教育碩士在職專班
106
The purpose of this study is to explore how mathematics changes in third-year students can be understood by creating mathematics education for integer multiplication and division. In this study, the punctuality study method was adopted. The study target was a public elementary school in Taoyuan City, and 28 students in the experimental class implemented the mathematics education, and 27 students in the class taught the teaching method. Through the five-core checklist for mathematics (pretest and posttest), the performance of the five-core connotation problem in the experimental group and the control group was observed, presented in a percentage quantification manner, and supplemented by a qualitative text description. The results show that: 1. Students have five core performances in mathematics: Give an example, the average 38% of the experimental class progressed to 58%, the control class, the average of the control class increased from 22% to 32%. Drawing, the average experimental class progressed from 69% to 83%, and the average control class progressed from 64% to 65%. Ask why, the average experimental class progressed from 21% to 59%, and the average control class progressed from 18% to 28%. Simplifying are not placed on this study test sheet. Recall that in the experimental class, one person said that one progressed to 2.4, and the control class remained at 0.7. In general, the experimental class was superior to the control class in the overall performance of the sense of mathematics. The experimental class performed best in drawing, but recalled that performance was weak. 2. Students' performance in Mathematical Abilities: In the experimental class, the performance of the pretest was slightly better than that of the control class before the study. After the experimental class created mathematics teaching, the Conceptual Understanding, Procedural Knowledge, and Problem Solving performed completely better than the control class. Experimental classes performed best in procedural knowledge, and conceptual knowledge and problem-solving knowledge performed weakly. 3. Students in learning affection: Students in the experimental class agreed that the agreement rate was higher than that of the control class. The experimental class had the best performance in learning attitudes, followed by interest in learning, and finally learning confidence. Based on the above results, students in the experimental class have improved their learning effectiveness more than those in the control class after creating a mathematical sense education. Key words: Mathematics Sense Making, third grade, multiplication, division
27
Hung, Hsiao-Ting, and 洪小婷. "Explore the Learning Effects of Integrating Picture Books into Multiplication and Division Instruction for Third Grade Students with Learning Disability (LD)." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/62335192140617884227.
Full textAbstract:
碩士國立臺南大學
幼兒教育學系碩士在職專班
103
The main purpose of this study was to explore the learning effects from integrating picture books into multiplication and division instruction for third grade students with learning disability (LD). An action research was adopted in this study. Four third grade students qualified as LD were the research subjects. Integrating picture books into multiplication and division instruction was carried out to explore the learning effects on students. This study was implemented in sixteen weeks, and the content of teaching was divided into two parts: multiplication instruction and division instruction. Activities were implemented by the author, and four picture books were selected. Data were collected by multiple ways, including video tapes, learn sheets, tests, teaching logs, colleague’s observation records, and interview. The research findings were follows: 1. Classroom performance: Classroom performance into focus, interaction, problem solving, speech, emotional dimensions; overall, only S2 can maintain a more stable and positive attitude towards learning than other students. 2. Learn sheet performance: Multiplication and division learn sheets were collected 25 copies, and the average accuracy rates of S1, S2, S3, S4 were 94%, 85%, 91% and 89%. Moreover, the S1 and S3 performance was relatively stable; however, the S2 and S4 performance is fluctuating. 3. Posttest performance: Posttests were divided into two portions: multiplication posttest and division posttest. Posttest of four students on the proper rates were measured at more than 80%. The best performance of multiplication posttest went to S4 with 100% accuracy, and the best performance of division posttest went to S1 with 96% accuracy. 4. Observation record sheet analysis: Colleague’s observation records observed in four dimensions which were from the teaching materials used, curriculum content, teaching site and student reactions, and we adopted a four-point rating scale. Both teaching materials used and curriculum content were received better results. 5. Learning attitude scale: Learning attitude scale is divided into four dimensions: my math ability, my performance in the math class, my opinions of mathematics learning, and my opinions of integrating picture books into mathematics lesson. Four students had encountered a considerable degree of assertive opinions, and obtained positive attitude towards integrating picture books into mathematics lesson. 6. Comprehensive analysis of the effectiveness of learning: Calculate the average of the students' weekly performance and the worksheets' accuracy and chart it.Observe the learning effectiveness and the individual comparison of the four students in the courses of 14 weeks. S3 performs the best, and the gap between the others is not obvious. 7. Reflections of teachers: The application of picture books can reduce the knowledge of concentrated textbooks to the natural way that can be absorbed by children. The applied questions of multiplication and division were presented in a meaningful situation. Give students the most accurate assistance to let them calculate more confidently.
28
SHOJI, OKADA, and 岡田庄治. "On the medial deletion of the third-division rhyme words in Go-on of Sino-Japanese and colloquial sound of Southern Min." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/kjvf2v.
Full textAbstract:
碩士銘傳大學
應用日語學系碩士班
97
In pronunciation of Chinese characters, Go-on of Sino-Japanese closely resembles the colloquial sound form of Southern Min. Especially in the third division rhyme words that should be palatalized sound, both have many non-palatalized sound words. This thesis researched the medial deletion in the third-division rhyme words from a viewpoint of the traditional Chinese phonology and clarified the common part and the different part in both languages. In Southern Min, most of the colloquial words in the new stratum have palatalized sound, but the words in the old stratum have non-palatalized sound. In Go-on of Sino-Japanese, the medial deletion is decided by the position of main vowels and the position relations between onsets and finals. The conditions of the medial deletion in both languages are not same, but I applied the conclusion of this study to the pronunciation rule of Go-on, and showed the corresponding rule of the pronunciation of colloquial words in Southern min and Go-on of Sino-Japanese. It would be my honor to be a help of studying Sino-Japanese for Taiwanese students through this research.
29
Wu, Ying-Huiu, and 吳英綉. "An Action Research on Elementary School Third and Fourth Grades Teachers Group Carries Out Mathematical Remedial Instruction on Integer Multiplication and Division." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/03146490621142237160.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
100
This study uses action research to explore the process of implementing mathematical remedial instruction among intermediate grade teachers group, and investigate impact of this process on the facilitator and group members. The intermediate grade teachers group is formed by researcher and six intermediate grade teachers in the same school. The researcher serves as the group facilitator, and integer multiplication and division is the research scope. This study undergoes three action research cycles and nine group meetings. During group meetings, group members read articles and papers about mathematical instruction and remedial instruction together, and use discussion, dialogue, and experience-sharing as the way to gain knowledge of mathematical remedial instruction. In addition, group members design mathematical test together to diagnose students’ learning process and understand students’ difficulties, and that is the basis for remedial instruction. Facilitator cooperates with two case study teachers and use direct method and problem-solving strategies respectively in teaching integer multiplication and division in order to accomplish the purpose of math remedial instruction. The study result shows that in the process of mathematical teachers group, group members’ interaction changes from awkward to animated, and the conversation also changes from “don’t know what to say” to “express thoughts without any reservation.” Moreover, group members become more knowledgeable about remedial instruction. When carrying out remedial instruction, group members get rid of the misconception of “repeatedly teaching” and now they are able to understand students’ difficulties through diagnosis and choose appropriate remedial instruction strategies to apply. In this group, facilitator serves as the group leader, resource provider, teaching consultant, and cooperator. The facilitator introduces group members to various teaching materials outside textbooks, assist them in changing methods of remedial instruction, and help them to put what they have learnt into practice. However, one of the difficulties the facilitator encounters is that, the teaching ideology is not easy to be changed. It requires time to achieve. Besides, the members lack the initiative of performing, and lack the habit of writing reflection notes. These are for the researcher to work on.
30
Mei-ChuanChen and 陳美娟. "The Impact of Third-Party's Knowledge on The Interfirm Division of Labor:The Case of A Taiwanese Contract Manufacturer in The LCD Industry." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d262w2.
Full text
31
FANG, HSIN YI, and 方心怡. "The Effects of Cognitive Problem-Solving Strategies on Multiplication and Division Word Problems for the Third Grade Students in Elementary School with Mathematical Learning Disabilities." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/55874398810990804417.
Full textAbstract:
碩士國立臺中教育大學
特殊教育與輔助科技研究所
94
The purpose of this study was to explore the effect of cognitive-solving strategies for elementary students with mathematical learning disabilities to solve multiplication and division word problems. The cognitive problem-solving strategies were referred to from the process of solving a problem of Mayer(1992). It included six steps: Reading the topic, marking the main points, drawing, speaking, displaying equation and calculation. A multiple-probe design across subjects was used to design the teaching experiment procedure and analysis the treatment effects. The method of visual analysis was used to explore students, performance in multiplication and division word problems. In addition, the tests of all question types were scored to evaluate students’ performance in solving problems. The results of this study were as following: 1. The cognitive-strategy instruction was successful in increasing the scores on the multiplication and division word problems for the students with learning disabilities. 2. After instruction, the percentages of correct answers from of three subjects didn’t all increase and remain. 3. The cognitive strategy instruction was successful in increasing the percentages of correct answers to the questions of equal groups, comparison, and cartesian product for the students with learning disabilities. 4. After instruction, the mathematical learning disabled students would decrease the use of key-word strategy. In addition , the instruction would promote the use of comprehending and diagram strategies. Based on the study results, some suggestions were brought up as teaching and correlated study in the future.
32
Wang, Ying Na, and 王櫻娜. "Estimation of Strategic Task Sequencing Method to Four Kinds of Teaching Types in the Third Grade for the Conception of Multiplication and Division of the Application." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81329573313141958991.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系
102
This study used the questionnaire to survey the elementary school teachers’ lesson plan for the conception of multiplication and division and situation of selecting the teaching sequence in the third grade, and this survey covered Taichung County, Changhua County, Nantou County, and Yunlin County. According to the majority of teachers’ preferred teaching sequence and the strategic task sequencing theories, this study estimated these teachers’s type of teaching strategies in detail. Finally, this study used the individual interview to interview some teachers in order to exploring the reason why they choose the different teaching sequence. The results are summarized as follows: 1. There are 30% of teachers designed the lesson plan for the conception of multiplication and division in third grade, preferred to use the series of O＝〈1,3,2,4,5,6,7,8,9,10〉 for teaching. 20% of teachers chose the 2 teaching steps different from O. 2% of teachers chose the 3 teaching steps different from O. 17% of teachers chose the 4 teaching steps different from O. 5% of teachers chose the 5 teaching steps different from O. 20% of teachers chose the 6 teaching steps different from O. 1% of teachers chose the 7 teaching steps different from O. 5% of teachers chose the 8 teaching steps different from O. 2. The study used strategic task sequencing theory to estimate the most of teacher preferred series, O＝〈1,3,2,4,5,6,7,8,9,10〉, and the estimation of the maximum value of the function M（x）falls in the range of ﹝0.75,1﹞. Therefore, the series O belongs the non-context type of teaching sequence. 3. The different teachers used the different teaching sequence was influenced by the arrangement of textbook content, teachers’ pedagogical content knowledge, regional characteristics of students.
33
Yen, Nien Chi, and 顏年溪. "A study on effecteness of remed teaching model produced by presentation software used in division unit to improve learning achievement and the creativity of the third grade student." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96301832419854134202.
Full textAbstract:
碩士實踐大學
企業創新與創業管理研究所
99
This research introduces a computer application based on Sequence Teaching methodology and computer aided learning. The application was designed to teach third grade students how to solve division problem, so the students may practice solving division problems on their own. The exercises and training material included in the application help busting myth and explaining hard-to-understand division concepts to students in a timely and appropriate fashion. The research topics include: 1. Building a PowerPoint interactive teaching application based on Sequence Teaching methodology. 2. Designing a computer aided learning tools for third grade division problems. 3. Discussing the effectiveness of the PowerPoint application improving the third grade students’ division problem solving capability. 4. Discussing the effectiveness of the PowerPoint application improving the third grade students’ creativity. The study sample includes: 1) 169 participating students. 2) 31 students with low math grades. The tools used during the study: 1) self developed division tests. 2) Newly revised creative thinking tests. Data analysis methodology includes descriptive statistics, and t test. The main finding of the research: 1. After using the PowerPoint application, students in the experiment group showed drastic improvement in solving four-digit division problems, and two-step word problems. This shows that using the PowerPoint application to improve students’ math skill is both effective and feasible. 2. Students in the experiment group showed apparent improvement in newly revised verbal creative thinking tests after using the PowerPoint application. However the application did not improve the score of the graphical creative thinking tests. In conclusion, the PowerPoint interactive teaching application is proven to effectively improve student’s competency in solving division problems and verbal creative thinking skills, but it did not help in graphical creative thinking skills. Keywords: division, creativity, supplemental teaching, PowerPoint, computer aided teaching
34
Lian, Jing-Yi, and 連靜儀. "A Study on the Effects of Third-grade Mathematical Learning Achievements with Tablet PC as an Auxiliary Teaching --- using the Unit of Two-step Word Problem with Division and Multiplication." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/6ha5u6.
Full textAbstract:
碩士國立臺南大學
應用數學系數學科教學碩士班
103
A Study on the Effects of Third-grade Mathematical Learning Achievements with Tablet PC as an Auxiliary Teaching --- using the Unit of Two-step Word Problem with Division and Multiplication Abstract By using the unit of two-step word problem with division and multiplication as teaching, this research was used to study the effects of third-grade students’ mathematics learning achievements solving the two-step word problems and their attitude towards learning mathematics from two modes “the use of tablet as an auxiliary teaching” and “do not use tablet as an auxiliary teaching” separately. The study was designed to analyze what the difference in problem-solving effectiveness (Answer rate) of students is by means of the two text-based tests after teaching “two-step word problem with division and multiplication” unit. Then through after two text-based tests interviews, we explore the different abilities of students in problem solving when they meet the two-step word problems. Finally by filling in “Math Attitude Scale”, in order to compare somewhat difference to their attitude towards learning mathematics.According to the above statements, we explained whether there are differences of the effects of learning achievements and learning mathematics attitudes between the mode of the use of tablet as an auxiliary teaching model (experimental group) and the mode of not using Tablet as an auxiliary teaching model (control group). The results are as follows: 1.According to the overall problem solving effectiveness (Answer rate), the experimental group had better answer rate in the two text-based tests, especially in the “before plus (minus) after ride” 、“before plus (minus) after addition” and “multiplicative” of five types of the context problems; but the control group showed better progressive situations in the answer rate of two text-based tests. 2.According to the problem solving abilities of different degree students, the experimental group, especially the high and intermediate achievers, solved more questions with a complete four-order problem-solving component of Mayer Question, but the use of problem-solving strategies did not show a little advantage. 3.According to the attitude of learning mathematics, students in two classes had no significant difference in “Math Attitude Scale”. Keywords: Tablet PC、Two-step Word Problem with Division and Multiplication、Mathematical Problem Solving、the Effect of Mathematics、Third Graders
35
Wang, Chiu-fang, and 王秋芳. "Using Multiplicative Strategy to Solve the Multiplicative and Divisional Problems for the Third Grader." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/64206348262300892561.
Full textAbstract:
碩士國立臺南大學
應用數學研究所碩士班
100
The purpose of this study is to explore the effect of solving the multiplicative and divisional problems by multiplicative strategy for the third grader. This research adopts experimental teaching method. Students learn the concepts of multiplication and division at same time. The results of this experiment are described by quality and quantity. As for quantitative analysis, there are post-test and retention- test of multiplicative and divisional problems for judging the effectiveness of the experiment. As for qualitative analysis, there is a conversation between the researcher and students for understanding the problem-solving process of students. Important findings of this study are as follows: 1. According to the scores of post-test and retention-test, using multiplicative strategy to solve the multiplicative and divisional problems can enhance the students'' problem-solving ability. 2. Learning the concepts of multiplication and division at same time can help students understand the correlation between multiplication and division. 3. Using the multiplicative strategy to solve the multiplicative and divisional problems can help students figure out the unit “how to list equations” in the fifth grade. Additionally, using multiplicative strategy to solve multiplicative and divisional problems can improve the ability of solving all of the correlative problems, such as the equation problems that is a study for the students in junior high school.
36
Esteves, Judite Maria Nunes. "Do morgadio à divisão igualitária dos bens: extinção do morgadio e estratégias de perpetuação do poder familiar (entre o fim do século XIX e o século XX )." Doctoral thesis, 2008. http://hdl.handle.net/10362/66770.
Full textAbstract:
O objectivo da presente investigação consiste em compreender se, após a sua extinção legislativa em 1863, os bens indivisos vinculares, designados morgadios, se diluíram num sistema de cultura igualitária de divisão apesar de a lei permitir a continuidade da sua indivisibilidade; não graças a vínculos inalienáveis, agora extintos, mas graças à figura jurídica da terça. Ou, ao contrário, se, mercê a quota disponível da terça, foram desenvolvidas estratégias de resistência no sentido de manter a indivisibilidade dos bens, semelhante à que existiu nas regiões de cultura de divisão desigual (sistema dito preciputário) segundo a figura do herdeiro principal. Na vertente mais actual do processo, foram igualmente observadas as diferentes estratégias familiares desenvolvidas no sentido de dar continuidade, de uma forma ou outra, ao antigo poder económico e estatutário das linhadas morgadas, segundo novas formas de afirmação económica e social.The aim of this research consists in understanding whether – after their legal extinction in 1863 – undivided entailed properties, designated morgadios (majorats), were dissolved within a system of inheritance based on an egalitarian culture of division, in spite of legislation allowing for the prolongation of their indivisibility, not due to the (now abolished) inalienable entails, but rather thanks to the juridical figure of the “third” (terça), or free quota. Or – on the contrary – if, due to this free quota of the third, strategies of resistance were devised towards maintaining property undivided, similar to those existing in regions where a non-egalitarian culture of preferential inheritance (the so-called preciputário system) prevailed, based on the figure of the major heir. The most recent development of this process reveals diverse family strategies directed towards the continuation – in one way or another – of the former (now archaic) economic and statutory power of majorat lines of descendants, based on new forms of economic and social affirmation.