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1

Increasing Your Mathematics and Science Content Knowledge.  

ERIC Educational Resources Information Center

This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

Thorson, Annette, Ed.

2002-01-01

2

Transfer of Mathematical Knowledge: Series  

ERIC Educational Resources Information Center

The aim of this study is to explain students' ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely "Problem Solving Test (PST)" and "Series Character Identification Test (SCT)" which were developed by the researchers. The study…

Akgun, Levent; Isik, Cemalettin; Tatar, Enver; Isleyen, Tevfik; Soylu, Yasin

2012-01-01

3

Mathematical knowledge: a case study in empirical philosophy of mathematics  

E-print Network

Mathematical knowledge: a case study in empirical philosophy of mathematics Benedikt L¨owe1 for the philosopher of mathematics who takes mathematical practice seriously: Empirical Philosophy of Mathematics) to evaluate empirical questions connected to or derived from philosophical positions about mathematics

Amsterdam, University of

4

Re-"Conceptualizing" Procedural Knowledge in Mathematics.  

ERIC Educational Resources Information Center

Many mathematics educators have lost sight of the critical importance of the mathematical understanding which underlies procedural competence, in part because we do not have a language to refer to this kind of understanding. The modal way of categorizing mathematical knowledge--conceptual and procedural knowledge--is limited in that: (a) it is…

Star, Jon R.

5

Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics  

ERIC Educational Resources Information Center

This article describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teacher's mathematics knowledge. The frameworks classify teachers' knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into…

Holmes, Vicki-Lynn

2012-01-01

6

Mathematical Knowledge: Motley and Complexity of Proof  

E-print Network

Mathematical Knowledge: Motley and Complexity of Proof Akihiro Kanamori May 21, 2010 Modern mathematics is, to my mind, a complex edifice based on conceptual constructions. The subject has undergone been called "classical mathematics" has indeed seen its day. With its richness, variety, and complexity

Kikuchi, Makoto

7

DEGREES OF BELIEF AND KNOWLEDGE IN MATHEMATICS  

E-print Network

empirical claims, mathematical claims admit of proof, and as we learn early on in our education, this kind of analysis has strong support. Much more controversial is the claim that knowledge, too, may mathematics feature? Mathematics is a deductive science in which the notion of proof plays a crucial r

Amsterdam, University of

8

Schooled mathematics and cultural knowledge  

Microsoft Academic Search

In this article it is argued that due recognition of the cultural nature of schooled mathematics requires an analysis that locates these practices in their social-political context. That analysis will need to provide an account of the social valorisation of mathematical practices and its impact on learning. It is suggested that the link between this dimension of the social plane,

Guida De Abreu; Tony Cline

2003-01-01

9

Problem solving and mathematical knowledge Joseph Corneli  

E-print Network

Problem solving and mathematical knowledge Joseph Corneli December 15, 2010 Abstract This report activity pat- terns correlate with indicators of learning, and a set of narratives that assemble these key

10

Considering Indigenous Knowledges and Mathematics Curriculum  

ERIC Educational Resources Information Center

Across Canada, significant program changes in school mathematics have been made that encourage teachers to consider Aboriginal perspectives. In this article, I investigate one Aboriginal teacher's approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation school. Using a framework that…

Sterenberg, Gladys

2013-01-01

11

DEGREES OF BELIEF AND KNOWLEDGE IN MATHEMATICS  

E-print Network

, and as we learn early on in our education, a mathematical proof is either correct or incorrect. A proven of degree, this kind of analysis has strong support. Much more controversial is the claim that knowledge plays a crucial râ??ole. In philosophical contexts, mathematics is often used as an epistemological r

Amsterdam, University of

12

Cultural Aspects of Young Children's Mathematics Knowledge.  

ERIC Educational Resources Information Center

This literature review asserts that although findings indicate that children from a wide array of cultures and circumstances acquire similar mathematical understandings with little formal instruction, there is also substantial evidence that mathematical knowledge varies across social classes and cultural groups. The paper explores the literature…

Guberman, Steven R.

13

Mathematics Knowledge for Teaching: Questions about Constructs  

ERIC Educational Resources Information Center

Teacher knowledge has been of theoretical and empirical interest for over two decades, and development of measures is overdue. The researchers represented in this volume have been breaking new ground by developing a measure of mathematical knowledge for teaching (MKT) without guiding precedents, and in the face of differing perspectives on teacher…

Gearhart, Maryl

2007-01-01

14

A History of Mathematics Course to Develop Prospective Secondary Mathematics Teachers' Knowledge for Teaching  

ERIC Educational Resources Information Center

The authors describe ways in which a history of mathematics course can help prospective teachers of mathematics develop knowledge they will need for teaching. The types of knowledge include content knowledge of mathematics, knowledge of mathematics for teaching, and pedagogical knowledge.

Huntley, Mary Ann; Flores, Alfinio

2010-01-01

15

Emergence of Mathematical Knowledge Structures. Introspection  

ERIC Educational Resources Information Center

In the study, a part of longitudinal research focused on the emergence of mathematical knowledge structures in a learner's mind is presented. It concentrates on the analysis of introspective data gained from the author's study of a non-standard arithmetic structure in terms of the model of abstraction in context (Hershkowitz, Schwarz and Dreyfus).…

Stehlikova, Nada

2003-01-01

16

Identifying the borders of mathematical knowledge  

NASA Astrophysics Data System (ADS)

Based on a divide and conquer approach, knowledge about nature has been organized into a set of interrelated facts, allowing a natural representation in terms of graphs: each 'chunk' of knowledge corresponds to a node, while relationships between such chunks are expressed as edges. This organization becomes particularly clear in the case of mathematical theorems, with their intense cross-implications and relationships. We have derived a web of mathematical theorems from Wikipedia and, thanks to the powerful concept of entropy, identified its more central and frontier elements. Our results also suggest that the central nodes are the oldest theorems, while the frontier nodes are those recently added to the network. The network communities have also been identified, allowing further insights about the organization of this network, such as its highly modular structure.

Nascimento Silva, Filipi; Travençolo, Bruno A. N.; Viana, Matheus P.; da Fontoura Costa, Luciano

2010-08-01

17

MATHEMATICAL KNOWLEDGE IS CONTEXT BENEDIKT LOWE AND THOMAS MULLER  

E-print Network

MATHEMATICAL KNOWLEDGE IS CONTEXT DEPENDENT BENEDIKT L¨OWE AND THOMAS M¨ULLER `But a proof. Introduction Mathematical knowledge appears to be of a special, privileged form. When somebody knows a mathematical fact, we say that she knows `with mathematical certainty', and it is commonly assumed that noth

Amsterdam, University of

18

Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement  

Microsoft Academic Search

This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement

Heather C. Hill; Brian Rowan; Deborah Loewenberg Ball

2005-01-01

19

Pre-service Mathematics Teachers' Knowledge of History of Mathematics and Their Attitudes and Beliefs Towards Using History of Mathematics in Mathematics Education  

NASA Astrophysics Data System (ADS)

This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4-8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males' knowledge scores are significantly higher than females' scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers' knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers' positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future.

Alpaslan, Mustafa; I??ksal, Mine; Haser, Çi?dem

2013-10-01

20

Views of Content and Pedagogical Knowledges for Teaching Mathematics  

ERIC Educational Resources Information Center

Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…

Piccolo, Diana

2008-01-01

21

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.  

PubMed

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions ("integrated" vs. "separated"), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

22

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics  

PubMed Central

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

23

Preschool Children's Mathematical Knowledge: The Effect of Teacher Math Talk  

Microsoft Academic Search

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were

Raquel S. Klibanoff; Susan C. Levine; Janellen Huttenlocher; Marina Vasilyeva; Larry V. Hedges

2006-01-01

24

Preschool Children's Mathematical Knowledge: The Effect of Teacher "Math Talk"  

ERIC Educational Resources Information Center

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of…

Klibanoff, Raquel S.; Levine, Susan C.; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V.

2006-01-01

25

Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.  

ERIC Educational Resources Information Center

Although it is commonly assumed that increases in mathematical knowledge and problem-solving skill alter one's understanding of mathematical problems, little research exists to support this assumption. The present study investigated the relationship between mathematical background and problem perception in two experiments. Experiment 1 employed…

Schoenfeld, Alan H.; Herrmann, Douglas J.

26

Relationships between Mathematical Knowledge for Teaching and Teaching Practice: The Case of Proof  

ERIC Educational Resources Information Center

Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT)…

Steele, Michael D.; Cervello Rogers, Kimberly

2012-01-01

27

ONTIC: A Knowledge Representation System for Mathematics  

E-print Network

Ontic is an interactive system for developing and verifying mathematics. Ontic's verification mechanism is capable of automatically finding and applying information from a library containing hundreds of mathematical ...

McAllester, David Allen

1987-07-01

28

Building Mathematical Knowledge in an Authentic Mobile Phone Environment  

ERIC Educational Resources Information Center

Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge

Daher, Wajeeh

2010-01-01

29

Contrasting Knowledge for Elementary and Secondary Mathematics Teaching  

ERIC Educational Resources Information Center

This paper describes and analyses two mathematics lessons, one with very young pupils, about subtraction, the other for lower secondary school pupils, about gradients [slopes] and graphs. The focus of the analysis is on teacher knowledge, and on the fundamental mathematical and mathematics-pedagogical prerequisites that underpin teaching these…

Rowland, Tim

2012-01-01

30

Examining Mathematics Teacher Content Knowledge: Policy and Practice  

ERIC Educational Resources Information Center

This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…

Esprivalo Harrell, Pamela; Eddy, Colleen McLean

2012-01-01

31

Prospective Middle Grade Mathematics Teachers' Knowledge of Algebra for Teaching  

ERIC Educational Resources Information Center

This study examined prospective middle grade mathematics teachers' knowledge of algebra for teaching with a focus on knowledge for teaching the concept of function. 115 prospective teachers from an interdisciplinary program for mathematics and science middle teacher preparation at a large public university in the USA participated in a survey. It…

Huang, Rongjin; Kulm, Gerald

2012-01-01

32

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

33

Sean vs. Cantor: Using Mathematical Knowledge in "Experience of Disturbance"  

ERIC Educational Resources Information Center

Mathematical knowledge used in teaching has attracted the interest of many researchers, but was mainly explored considering teaching at the elementary school level. This paper attends to mathematical knowledge used in teaching at the University level. We present a story about a student suggesting reconsideration of Cantor's diagonal method and the…

Zazkis, Rina; Mamolo, Ami

2009-01-01

34

The Framing Discussion: Connecting Student Experience with Mathematical Knowledge  

ERIC Educational Resources Information Center

This article introduces the framing discussion, an informal discussion of a mathematical problem that takes place at the beginning of a lesson or unit. The purpose of the framing discussion is to assess student knowledge, motivate student interest, and to serve as a basis for guiding students to more formal mathematical knowledge. The article…

Henning, John E.; Balong, Megan

2011-01-01

35

How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics  

ERIC Educational Resources Information Center

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting…

Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas

2014-01-01

36

Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach  

ERIC Educational Resources Information Center

Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175)…

Rittle-Johnson, Bethany; Matthews, Percival G.; Taylor, Roger S.; McEldoon, Katherine L.

2011-01-01

37

How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics  

NASA Astrophysics Data System (ADS)

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting points for discussing how the different domains of teachers' MKT—to a larger or smaller degree—can profit from the history of mathematics.

Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas

2013-07-01

38

Preschool children's mathematical knowledge: The effect of teacher "math talk.".  

PubMed

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. PMID:16420118

Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

2006-01-01

39

Isaac Newton Institute for Mathematical Sciences Knowledge Transfer Network for Industrial Mathematics  

E-print Network

Isaac Newton Institute for Mathematical Sciences and Knowledge Transfer Network for Industrial Mathematics Open for Business: Turbulence in Fluids Monday 17 November 2008 to be held at the Isaac Newton Wallace (Director, Isaac Newton Institute) Dr Robert Leese (Director, KTN for Industrial Mathematics) 4

40

THE PEDAGOGICAL CONTENT KNOWLEDGE IN MATHEMATICS: PRE SERVICE PRIMARY MATHEMATICS TEACHERS' PERSPECTIVES IN TURKEY  

Microsoft Academic Search

The purpose of this research was to determine the pre-service primary mathematics teachers' competency of pedagogical content knowledge in mathematics. The data were collected by means of four open ended problems from the participation of 45 primary mathematics teacher candidates. Teacher candidates' responses were analyzed based on pre-determined criteria. According to findings it was found that having a deep understanding

Elif B. Turnuklu; Sibel Yesildere

2007-01-01

41

The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers' Perspectives in Turkey  

ERIC Educational Resources Information Center

The purpose of this research was to determine the pre-service primary mathematics teachers' competency of pedagogical content knowledge in mathematics. The data were collected by means of four open ended problems from the participation of 45 primary mathematics teacher candidates. Teacher candidates' responses were analyzed based on pre-determined…

Turnuklu, Elif B.; Yesildere, Sibel

2007-01-01

42

Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics  

Microsoft Academic Search

The purpose of this study was to assess 81 kindergarten teachers’ pedagogical content knowledge of mathematics on six subcategory\\u000a areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed\\u000a a higher level of pedagogical content knowledge of “number sense” (M = 89.12) compared to other mathematics pedagogical content areas. The second highest scores among six

Joohi Lee

2010-01-01

43

THE RELATIONSHIP BETWEEN TEACHERS' MATHEMATICAL KNOWLEDGE AND TEACHING IN CALCULUS  

Microsoft Academic Search

In this paper we address some issues about the natu re of secondary teacher mathematical knowledge in the area of Calculus. Our research dat a comes from observing classroom teaching of nine teachers and from interviews with them. In particular, we indicate some qualitative characteristics of the specialised math ematical knowledge for teaching that allow the teacher to create a

D. Potari; T. Zachariades; C. Christou; D. Pitta-Pantazi

44

Preservice Teachers' Knowledge of Proof by Mathematical Induction  

ERIC Educational Resources Information Center

There is a growing effort to make "proof" central to all students' mathematical experiences across all grades. Success in this goal depends highly on teachers' knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school…

Stylianides, Gabriel J.; Stylianides, Andreas J.; Philippou, George N.

2007-01-01

45

"Concreteness Fading" Promotes Transfer of Mathematical Knowledge  

ERIC Educational Resources Information Center

Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three…

McNeil, Nicole M.; Fyfe, Emily R.

2012-01-01

46

Pre-Service Mathematics Teachers' Knowledge of History of Mathematics and Their Attitudes and Beliefs towards Using History of Mathematics in Mathematics Education  

ERIC Educational Resources Information Center

This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades…

Alpaslan, Mustafa; Isiksal, Mine; Haser, Çigdem

2014-01-01

47

The Relationship between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers  

ERIC Educational Resources Information Center

This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for teaching (MKT) in numbers and operations concepts. Additional mathematics beliefs items asked participants to rate their level of agreement with math myths and math anxiety…

Stiegelmeyer, Cindy

2012-01-01

48

Building elementary mathematics teachers' knowledge: the role of  

E-print Network

Building elementary mathematics teachers' knowledge: the role of virtual learning environment ejemplo, integrando los debates virtuales como espacios para apoyar las interacciones entre los principales del aula que favorecen el desarrollo de la competencia matemática La gestión del profesor EL

Spagnolo, Filippo

49

Students' knowledge of Application of Mathematics From Diagnostics to Innovations  

E-print Network

459 Students' knowledge of Application of Mathematics ­ From Diagnostics to Innovations Reinhard, oldenbur@math.uni-frankfurt.de Abstract The results of a questionnaire that should reveal students society clearly show that current math teaching does not provide adequate ideas about the importance

Spagnolo, Filippo

50

Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge  

ERIC Educational Resources Information Center

This paper reports on teachers? practical knowledge [PK] about peer interactions [PI] in learning mathematics. The focus is on high school teachers who consistently engaged students PI in their teaching. Data consisted of interviews and classroom observations. Findings indicate that these teachers have PK of students? roles in PI and learning…

Chapman, Olive

2004-01-01

51

The Mathematical Content Knowledge of Prospective Teachers in Iceland  

ERIC Educational Resources Information Center

This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…

Johannsdottir, Bjorg

2013-01-01

52

Addressing Prospective Elementary Teachers' Mathematics Subject Matter Knowledge through Action Research  

ERIC Educational Resources Information Center

There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education…

Hourigan, Mairéad; O'Donoghue, John

2015-01-01

53

Pre-service Mathematics Teachers Conducting Research to Enhance Their Knowledge of Children's Thinking  

E-print Network

. Teachers plan instruction using research-based knowledge about children's mathematical thinking (Carpenter40 Pre-service Mathematics Teachers Conducting Research to Enhance Their Knowledge of Children-service teachers enrolled in a mathematics methods course. Subjects conducted research on children's mathematical

Spagnolo, Filippo

54

Examining Change in Teacher Mathematical Knowledge Through Lesson Study  

Microsoft Academic Search

\\u000a Using the case of teachers investigating how to teach fractions, this study introduces a methodology for examining the mechanisms\\u000a through which lesson study affects teacher mathematical knowledge. Lesson study transcripts, pre and post interviews, and\\u000a talk-aloud fraction assessments were analyzed to identify teacher learning and the lesson study mechanisms that contribute\\u000a to teacher change. Analysis of the transcribed video data

Diane Hobenshield Tepylo; Joan Moss

55

Teachers' Mathematics Knowledge for Teaching and School Context : A Study of California Teachers  

ERIC Educational Resources Information Center

This article examines the relationship between the mathematical knowledge of 438 K-8 California teachers and the demographics of the schools in which they work. To measure mathematical knowledge, we used a series of multiple-choice problems meant to represent both the content teachers teach and the specialized knowledge of mathematics that…

Hill, Heather C.; Lubienski, Sarah Theule

2007-01-01

56

The Use of Video Analysis and the Knowledge Quartet in Mathematics Teacher Education Programmes  

ERIC Educational Resources Information Center

This study investigates the potential of video analysis and a mathematical knowledge for teaching framework, the Knowledge Quartet (KQ), in mathematics teacher education programmes. It reports on the effectiveness of these tools in analysing and supporting secondary level pre-service mathematics teachers' subject matter knowledge and…

Liston, Miriam

2015-01-01

57

What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement  

ERIC Educational Resources Information Center

Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…

Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

2014-01-01

58

The Effect of Information Mapping Strategy on Mathematics Conceptual Knowledge of Junior High School Students  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was…

Zulnaidi, Hutkemri; Zakaria, Effandi

2010-01-01

59

Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children's Multiple Mathematics Knowledge Bases  

ERIC Educational Resources Information Center

Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…

Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.

2012-01-01

60

Examining Mathematics Teacher Content Knowledge Using Policy, State Certification Tests and Transcripts  

ERIC Educational Resources Information Center

This study examined mathematics teacher content knowledge in terms of policy maker recommendations, college coursework and teacher certification mathematics test scores. Transcript analysis indicated poor alignment of national policy maker recommendations for mathematics teachers and college degrees in mathematics. Teacher certification test…

Harrell, Pamela Esprivalo; Eddy, Colleen McLean

2011-01-01

61

Indonesian Primary Teachers' Mathematical Knowledge for Teaching Geometry: Implications for Educational Policy and Teacher Preparation Programs  

ERIC Educational Resources Information Center

This study examines Indonesian primary teachers' mathematical knowledge for teaching geometry and what factors contribute to this knowledge. A translated and adapted version of the Learning Mathematics for Teaching measures and the Indonesian Educational Survey were used to gather information on teachers' knowledge for teaching geometry and their…

Ng, Dicky

2011-01-01

62

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory  

ERIC Educational Resources Information Center

This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

63

Increasing burn prevention knowledge: Web-based versus classroom education.  

PubMed

Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P = .894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P = .003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury. PMID:25100539

Lehna, Carlee; Myers, John

2014-01-01

64

Increasing military social work knowledge: an evaluation of learning outcomes.  

PubMed

Service members and veterans face a myriad of health, mental health, and social challenges stemming from the combat and operational stressors experienced during deployment and the challenges ofreintegration to civilian life. To intervene effectively with this population, social workers must be knowledgeable about these issues and the cultural context within which they occur. Although schools of social work across the country are developing course work in military social work, little is known about the learning outcomes of these courses. This article describes a military social work course that was developed to increase student preparedness to work with a military or veteran population and the learning outcomes achieved. Using a quasi-experimental pre-post design, this study compared the learning outcomes of students enrolled in the course with a group of students who had not taken the course. To measure this knowledge, the authors developed a 50-item Military Social Work Knowledge Scale for the study. Significant differences between pre- and posttest scores were found for the social work students enrolled in the course. Specific areas of knowledge that increased for the class participants included knowledge about cultural sensitivity to military populations and knowledge about service and advocacy frameworks. PMID:24693599

Forgey, Mary Ann; Young, Sharon L

2014-02-01

65

Generative Adolescent Mathematical Learners: The Fabrication of Knowledge  

ERIC Educational Resources Information Center

This dissertation is embedded in a deconstruction of the field of Mathematics Education in order to reconstitute the mathematics student as a generative mathematical learner. The purpose of the dissertation is to understand how generative adolescent mathematical learners (GAMLs) maneuver through their mathematics courses while maintaining such a…

Lawler, Brian R.

2008-01-01

66

Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics  

ERIC Educational Resources Information Center

Responding to the scarcity of suitable measures of teacher knowledge, this article reports on a novel assessment approach to measuring teacher knowledge of teaching mathematics. The new approach uses teachers' ability to analyze teaching as a proxy for their teaching knowledge. Video clips of classroom instruction, which respondents were asked to…

Kersting, Nicole

2008-01-01

67

Children's intuitive mathematics: the development of knowledge about nonlinear growth.  

PubMed

This study is concerned with the development of children's intuitive understanding of nonlinear processes. The ability to estimate linear and exponential growth was examined in 7-, 9-, 11-, and 13-year-old children and adults (N=160). Whereas linear growth was judged correctly at all ages, estimations of exponential growth were in line with mathematically correct values only in 13-year-olds and adults. However, 9-year-olds already judged the result of exponential growth as being significantly higher than that of linear growth, and even a remarkable proportion of 7-year-olds showed such discrimination between the two types of functions. Results point to the existence of an early intuitive knowledge about the characteristics of nonlinear growth, long before those functions are taught in school. PMID:17328706

Ebersbach, Mirjam; Wilkening, Friedrich

2007-01-01

68

Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving  

Microsoft Academic Search

This article is situated in the research domain that investigates what mathematical knowledge is useful for, and usable in,\\u000a mathematics teaching. Specifically, the article contributes to the issue of understanding and describing what knowledge about\\u000a proof is likely to be important for teachers to have as they engage students in the activity of proving. We explain that existing\\u000a research informs

Andreas J. Stylianides; Deborah L. Ball

2008-01-01

69

Increasing Minorities' Mathematics Preparedness: The College Readiness Program.  

ERIC Educational Resources Information Center

Black and Hispanic students have historically been underrepresented at state universities in relationship to the percentage of the population of these minorities in the state at large. With the increase of requirements from two to three years of high school mathematics, there is real concern that this underrepresentation will continue to worsen.…

Duren, Phillip E.; Kelly, Margaret

70

Mathematics Anxiety in Preservice Teachers: Its Relationship to Their Conceptual and Procedural Knowledge of Fractions  

ERIC Educational Resources Information Center

The objective of the present study was to examine the relationship between mathematics anxiety and the procedural and conceptual knowledge of fractions in prospective teachers. Thirty-two preservice teachers enrolled in an elementary mathematics methods course were administered the Revised Mathematics Anxiety Rating Scale (RMARS, Baloglu, 2002).…

Rayner, Vanessa; Pitsolantis, Nicole; Osana, Helena

2009-01-01

71

Impact of Activity-Based Mathematics Instruction on Students with Different Prior Knowledge and Reading Abilities  

ERIC Educational Resources Information Center

The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude,…

Yüksel, Ismail

2014-01-01

72

The Influence of University Courses and Field Experiences on Chinese Elementary Candidates' Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…

Youngs, Peter; Qian, Hong

2013-01-01

73

The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625)…

Hill, Heather C.

2010-01-01

74

First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question  

ERIC Educational Resources Information Center

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

Livy, Sharyn; Vale, Colleen

2011-01-01

75

The effect of knowledge of mathematics on gambling behaviours and erroneous perceptions  

Microsoft Academic Search

This study evaluates the effect of knowledge of mathematics as a protective factor against excessive gambling behaviours and erroneous beliefs. Two groups with different levels of knowledge of mathematics were compared as to their perceptions and behaviours before and during a gambling session. A total of 60 participants (30 men, 30 women) completed a questionnaire evaluating how they perceive the

Robert Ladouceur

2007-01-01

76

Mathematics as an Im/Pure Knowledge System: Symbiosis, (W)Holism and Synergy in Mathematics Education  

ERIC Educational Resources Information Center

The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and…

Luitel, Bal Chandra

2013-01-01

77

The Impact of Mathematics Professional Development on Elementary Teachers' Mathematics Content Knowledge for Teaching and Implementation of Innovative Pedagogical Practices  

ERIC Educational Resources Information Center

This study sought to understand the process of change elementary teachers experienced as they participated in mathematics professional development. This investigation explored the impact of mathematics professional development on teachers' content knowledge for teaching, their ability to implement innovative pedagogical practices, and the…

Oleson, Vicki

2010-01-01

78

Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions  

Microsoft Academic Search

The objective of the present study was to examine the relationship between mathematics anxiety and the procedural and conceptual\\u000a knowledge of fractions in prospective teachers. Thirty-two preservice teachers enrolled in an elementary mathematics methods\\u000a course were administered the Revised Mathematics Anxiety Rating Scale (RMARS, Balo?lu, 2002). Procedural and conceptual knowledge\\u000a of fractions was assessed with a validated paper and pencil

Vanessa Rayner; Nicole Pitsolantis; Helena Osana

2009-01-01

79

Orienteering in knowledge spaces: the hyperbolic geometry of Wikipedia Mathematics.  

PubMed

In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or "The MathWiki." The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of "knowledge space" in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017

Leibon, Gregory; Rockmore, Daniel N

2013-01-01

80

Orienteering in Knowledge Spaces: The Hyperbolic Geometry of Wikipedia Mathematics  

PubMed Central

In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or “The MathWiki.” The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of “knowledge space” in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017

Leibon, Gregory; Rockmore, Daniel N.

2013-01-01

81

Mathematics Funds of Knowledge: "Sotmaute" and "Sermaute" Fish in a Torres Strait Islander Community  

ERIC Educational Resources Information Center

The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents' funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is based on the premise that people are competent and have knowledge that has been…

Ewing, Bronwyn

2012-01-01

82

Measuring Knowledge of Mathematical Functions: Validity of Scores and Profiles of Participants  

ERIC Educational Resources Information Center

Knowledge of mathematical functions is expected of university students. This knowledge was measured in this dissertation using two previously untested instruments. The aim of this dissertation was to validate the scores from these measures. The first instrument measured function knowledge in its declarative, procedural, or conditional form. The…

Higley, Kelli

2009-01-01

83

Construction of Mathematical Knowledge Using Graphic Calculators (CAS) in the Mathematics Classroom  

ERIC Educational Resources Information Center

Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics

Hitt, Fernando

2011-01-01

84

Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom  

Microsoft Academic Search

Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers’ opinions? Mathematics teachers can be divided into three categories:

Fernando Hitt

2011-01-01

85

The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala  

NASA Astrophysics Data System (ADS)

Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.

Marshall, Jeffery H.; Sorto, M. Alejandra

2012-04-01

86

Investigating the correlation between mathematical pre-knowledge and learning gains in service physics  

NASA Astrophysics Data System (ADS)

An investigation was undertaken into the relationship between the initial mathematics knowledge of students and their success in a service physics course aimed at science students who require an understanding of basic physics concepts but who are not studying for a physics major. An appropriate method for performing this investigation was developed, implemented and analysed. Results from a small, self-selected sample indicated a correlation between the initial mathematical knowledge of students and learning gains obtained during the course.

Buick, J. M.

2007-11-01

87

Teacher Belief, Knowledge, and Practice: A Trichotomy of Mathematics Teacher Education  

ERIC Educational Resources Information Center

In this paper I reviewed and analyzed three important constructs--beliefs, knowledge, and practices in mathematics teacher education. I carried out a literature review of teacher beliefs and practice, and beliefs and change in mathematics education in to order draw some pedagogical and research implications. I was able to draw three themes from…

Belbase, Shashidhar

2012-01-01

88

Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey  

ERIC Educational Resources Information Center

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

Colakoglu, Nurdan

2013-01-01

89

Investigating First Year Elementary Mathematics Teacher Education Students' Knowledge of Prism  

ERIC Educational Resources Information Center

The purpose of this study was to investigate first year elementary mathematics teacher education students' knowledge of prism. For this goal, the participants were asked to define the geometric concept of prism. The participants were 158 first year elementary mathematics teacher education students from a public university in Southern Turkey. The…

Bozkurt, Ali; Koc, Yusuf

2012-01-01

90

Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.  

ERIC Educational Resources Information Center

Experts' perceptions of mathematical problem structures were compared with students' perceptions before and after a course on mathematical problem solving. After the course the students perceived problem relatedness more like the experts, indicating that criteria for problem perception shift as a person's knowledge bases become more richly…

Schoenfeld, Alan H.; Herrmann, Douglas J.

1982-01-01

91

Strengthening the Conceptualization of Mathematics Pedagogical Content Knowledge for International Studies: A Taiwanese Perspective  

ERIC Educational Resources Information Center

This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

Hsieh, Feng-Jui

2013-01-01

92

Knowledge of Mathematical Equivalence in Children with Specific Language Impairment: Evidence from Gesture and Speech  

E-print Network

Knowledge of Mathematical Equivalence in Children with Specific Language Impairment: Evidence from investigated understanding of mathematical equivalence in children with Specific Language Impairment (SLI at a developmentally earlier point in their acquisition of equivalence than children in the CA group. Children in the E

93

Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education  

ERIC Educational Resources Information Center

In this paper, we put Basil Bernstein's theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is…

Parker, Diane; Adler, Jill

2014-01-01

94

The Effects of Professional Development on the Knowledge, Attitudes, & Anxiety of Intermediate Teachers of Mathematics  

ERIC Educational Resources Information Center

This study examined the effects of a short-term professional development on the mathematical knowledge, anxiety, and attitudes of intermediate teachers. Participants in the control and experimental groups were pre-tested for knowledge using the eighth grade TCAP Item Sampler. Anxiety was measured through the use of Suinn and Winston's (2003)…

McCartney, Kathleen Perry

2013-01-01

95

Preparing Oral Examinations of Mathematical Domains with the Help of a Knowledge-Based Dialogue System.  

ERIC Educational Resources Information Center

A conception of discussing mathematical material in the domain of calculus is outlined. Applications include that university students work at their knowledge and prepare for their oral examinations by utilizing the dialog system. The conception is based upon three pillars. One central pillar is a knowledge base containing the collections of…

Schmidt, Peter

96

Vicissitudes of Children's Mathematical Knowledge: Implications of Developmental Research for Early Childhood Mathematics Education  

ERIC Educational Resources Information Center

Hachey's (2013) article celebrates a revolution that is taking place in early childhood mathematics education, fueled in part by developmental research demonstrating the mathematical capabilities of young children. At the same time, Hachey notes that the mathematics revolution she describes is not yet complete. In this commentary, the author…

Sophian, Catherine

2013-01-01

97

Increasing Mathematical Problem-Solving Performance through Relaxation Training  

Microsoft Academic Search

Two intact classes of 30 undergraduate students enrolled in the same general education mathematics course were each administered the IPSP Mathematics Problem Solving Test and the Mathematics Anxiety Rating Scale at the begimung and end of the semester. Both groups experienced the same syllabus, lectures, course requirements, and assessment techniques; however, one group received relaxation trailung during an initial class

Conni Sharp; Hazel Coltharp; David Hurford; AmyKay Cole

2000-01-01

98

Mathematical Vocabulary: Fixers of Knowledge or Points of Exploration?  

ERIC Educational Resources Information Center

This paper examines the idea that in mathematics education it is important to wean pupils off the use of informal everyday language and to privilege the use of formal technical vocabulary. I will first make some observations on the use of formal and informal language in the Dimensions transcript. The main focus of the next part of the discussion…

Leung, Constant

2005-01-01

99

Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians  

ERIC Educational Resources Information Center

This report explores first year undergraduate mechanical engineering and mathematics students' conceptions of the derivative and the contribution that membership of different departments may have on these conceptions. Quantitative results suggest that mechanical engineering students develop a proclivity for rate of change aspects of the derivative…

Bingolbali, Erhan; Monaghan, John

2004-01-01

100

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science  

ERIC Educational Resources Information Center

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

Cady, Jo Ann; Rearden, Kristin

2007-01-01

101

Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry  

ERIC Educational Resources Information Center

This article describes the use of microteaching lesson study as an approach to promoting collaboration and learning among teachers, particularly those in prospective-teacher education programs, through a repeated cyclic process of developing, implementing, analyzing, and revising mathematics lessons and reporting their experience. (Contains 3…

Fernandez, Maria Lorelei

2008-01-01

102

Types of Changes That Occur as Declarative Knowledge Increases  

ERIC Educational Resources Information Center

Declarative knowledge involves being able to state and explain characteristics, terminologies, properties, phenomena, concepts, principles, and techniques. Chi and Ohlsson (2005) characterize it as the dominant form of knowledge, maintaining that it does not involve isolated units but rather is organized as semantic networks, theories, schemas, or…

Oosterhof, Albert

2012-01-01

103

Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis  

ERIC Educational Resources Information Center

This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and…

Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany

2012-01-01

104

Elementary Teachers' Perspectives on the Impact that Lesson Study Participation Had on Their Mathematical Content and Pedagogical-Content Knowledge  

ERIC Educational Resources Information Center

The purpose of this study was to examine elementary teachers perspectives on the impact that Lesson study participation had on their knowledge and teaching of mathematics. The study explored teachers perspectives of how Lesson study participation affected their mathematical content knowledge and pedagogical-content knowledge. Lesson study is a…

Yamnitzky, Gail Siragusa

2010-01-01

105

Increasing mathematical problem-solving performance through relaxation training  

Microsoft Academic Search

Two intact classes of 30 undergraduate students enrolled in the same general education mathematics course were each administered\\u000a the IPSP Mathematics Problem Solving Test and the Mathematics Anxiety Rating Scale at the beginning and end of the semester.\\u000a Both groups experienced the same syllabus, lectures, course requirements, and assessment techniques; however, one group received\\u000a relaxation training during an initial class

Conni Sharp; Hazel Coltharp; David Hurford; Amykay Cole

2000-01-01

106

Increasing levels of assistance in refinement of knowledge-based retrieval systems  

NASA Technical Reports Server (NTRS)

The task of incrementally acquiring and refining the knowledge and algorithms of a knowledge-based system in order to improve its performance over time is discussed. In particular, the design of DE-KART, a tool whose goal is to provide increasing levels of assistance in acquiring and refining indexing and retrieval knowledge for a knowledge-based retrieval system, is presented. DE-KART starts with knowledge that was entered manually, and increases its level of assistance in acquiring and refining that knowledge, both in terms of the increased level of automation in interacting with users, and in terms of the increased generality of the knowledge. DE-KART is at the intersection of machine learning and knowledge acquisition: it is a first step towards a system which moves along a continuum from interactive knowledge acquisition to increasingly automated machine learning as it acquires more knowledge and experience.

Baudin, Catherine; Kedar, Smadar; Pell, Barney

1994-01-01

107

Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.  

PubMed

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food. PMID:25152539

Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W

2013-10-01

108

Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge  

PubMed Central

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

109

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items  

ERIC Educational Resources Information Center

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

Brese, Falk, Ed.

2012-01-01

110

Active learning increases student performance in science, engineering, and mathematics  

PubMed Central

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ? 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-01-01

111

Active learning increases student performance in science, engineering, and mathematics.  

PubMed

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ? 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

112

Building a Knowledge Base: Understanding Prospective Elementary Teachers' Mathematical Content Knowledge  

ERIC Educational Resources Information Center

This survey of the literature summarizes and reflects on research findings regarding elementary preservice teachers' (PSTs') mathematics conceptions and the development thereof. Despite the current focus on teacher education, peer-reviewed journals offer a surprisingly sparse insight in these areas. The limited research that exists…

Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Kastberg, Signe; Lo, Jane-Jane

2013-01-01

113

Iterating between Lessons on Concepts and Procedures Can Improve Mathematics Knowledge  

ERIC Educational Resources Information Center

Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-01-01

114

Increasing Fourth-Grade Students' Proficiency at Solving Mathematical Word Problems  

ERIC Educational Resources Information Center

The purpose of the study was to identify effective pedagogical strategies to increase 4th grade students' mathematics problem-solving skills. Numerous researchers have looked at mathematics problem solving; however, there is a scarcity of data relating to 4th grade mathematics problem solving proficiency. Fourth grade students at the…

Norford, Jennifer A.

2012-01-01

115

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers  

NASA Astrophysics Data System (ADS)

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

116

Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan  

ERIC Educational Resources Information Center

In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…

Miyakawa, Takeshi; Winslow, Carl

2013-01-01

117

Licensure Tests for Special Education Teachers: How Well They Assess Knowledge of Reading Instruction and Mathematics  

Microsoft Academic Search

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on

Sandra Stotsky

2009-01-01

118

Rethinking about the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching  

ERIC Educational Resources Information Center

This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…

Ozmantar, Mehmet Fatih

2011-01-01

119

Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design  

ERIC Educational Resources Information Center

Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

Agyei, Douglas D.; Voogt, Joke

2012-01-01

120

Building Pre-Service Teacher's Mathematical Knowledge for Teaching of High School Geometry  

ERIC Educational Resources Information Center

There were two primary goals of the research conducted for this dissertation study. Firstly, to fill a gap in the research literature and begin a discussion around secondary pre-service teachers Mathematical Knowledge for Teaching (MKT) as it pertains to geometry. Although a multitude of studies exist for elementary teachers' MKT, few exist…

Somayajulu, Ravi Bhamidipati

2012-01-01

121

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

Cagirgan Gulten, Dilek

2013-01-01

122

Developing Teachers' Knowledge of Students as Learners of Mathematics through Structured Interviews  

ERIC Educational Resources Information Center

A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…

Jenkins, Oliver F.

2010-01-01

123

Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function  

ERIC Educational Resources Information Center

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

2013-01-01

124

Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?  

ERIC Educational Resources Information Center

A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…

Keeler, Marsha L.; Swanson, H. Lee

2001-01-01

125

Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?  

ERIC Educational Resources Information Center

This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

Henning, Elizabeth

2013-01-01

126

A Study of Students' Conceptual, Procedural Knowledge, Logical Thinking and Creativity during the First Year of Tertiary Mathematics  

ERIC Educational Resources Information Center

This study focuses on students in first year environmental science degree programs, where traditionally mathematical emphasis has been much less than within the strict science or math majors. The importance now placed on applied mathematics, however, means that students need to gain more conceptual and quantitative knowledge of mathematics in not…

Tularam, Gurudeo Anand; Hulsman, Kees

2015-01-01

127

Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program  

ERIC Educational Resources Information Center

The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

Evans, Brian R.

2011-01-01

128

Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry  

ERIC Educational Resources Information Center

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…

Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W.

2013-01-01

129

[The discussion of the infiltrative model of mathematical knowledge to genetics teaching].  

PubMed

Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge. PMID:22120086

Liu, Jun; Luo, Pei-Gao

2011-11-01

130

Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement  

ERIC Educational Resources Information Center

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and…

Moss, Joan; Beatty, Ruth

2010-01-01

131

Multimedia Education Increases Elder Knowledge of Emergency Department Care  

PubMed Central

Introduction: Elders who utilize the emergency department (ED) may have little prospective knowledge of appropriate expectations during an ED encounter. Improving elder orientation to ED expectations is important for satisfaction and health education. The purpose of this study was to evaluate a multi-media education intervention as a method for informing independently living elders about ED care. The program delivered messages categorically as, the number of tests, providers, decisions and disposition decision making. Methods: Interventional trial of representative elders over 59 years of age comparing pre and post multimedia program exposure. A brief (0.3 hour) video that chronicled the key events after a hypothetical 911 call for chest pain was shown. The video used a clinical narrator, 15 ED health care providers, and 2 professional actors for the patient and spouse. Pre- and post-video tests results were obtained with audience response technology (ART) assessed learning using a 4 point Likert scale. Results: Valid data from 142 participants were analyzed pre to post rankings (Wilcoxon signed-rank tests). The following four learning objectives showed significant improvements: number of tests expected [median differences on a 4-point Likert scale with 95% confidence intervals: 0.50 (0.00, 1.00)]; number of providers expected 1.0 (1.00, 1.50); communications 1.0 (1.00, 1.50); and pre-hospital medical treatment 0.50 (0.00, 1.00). Elders (96%) judged the intervention as improving their ability to cope with an ED encounter. Conclusion: A short video with graphic side-bar information is an effective educational strategy to improve elder understanding of expectations during a hypothetical ED encounter following calling 911. PMID:23599848

Terndrup, Thomas E.; Ali, Sameer; Hulse, Steve; Shaffer, Michele; Lloyd, Tom

2013-01-01

132

Characteristics and Impact of the Further Mathematics Knowledge Networks: Analysis of an English Professional Development Initiative on the Teaching of Advanced Mathematics  

ERIC Educational Resources Information Center

Reports from 13 Further Mathematics Knowledge Networks supported by the National Centre for Excellence in the Teaching of Mathematics [NCETM] are analysed. After summarizing basic characteristics of the networks regarding leadership, composition and pattern of activity, each of the following aspects is examined in greater depth: Developmental aims…

Ruthven, Kenneth

2014-01-01

133

Increasing hepatitis C knowledge among homeless adults: results of a community-based, interdisciplinary intervention.  

PubMed

Homeless adults have high rates of hepatitis C virus infection (HCV) and low levels of HCV knowledge. This study reports results of an interdisciplinary, community-based intervention using stakeholder cooperation, case management, risk factor identification, and modification of dysfunctional psychosocial factors to increase HCV knowledge among homeless adults (N?=?747). Data are from a randomized quasi-experimental study, with the major goal of evaluating the effectiveness of a Nurse Case Managed Intervention compared to a Standard Intervention, encouraging completion of a three-series hepatitis A/hepatitis B vaccination program. Increased HCV knowledge was measured with an 18-item questionnaire discerning risk factors for HCV and common misconceptions about individuals with HCV. A significant increase in HCV knowledge resulted regardless of intervention format. Receiving the Nurse Case Managed Intervention predicted greatest gain in HCV knowledge (p?increasing HCV knowledge. PMID:23616250

Tyler, Darlene; Nyamathi, Adeline; Stein, Judith A; Koniak-Griffin, Deborah; Hodge, Felicia; Gelberg, Lillian

2014-01-01

134

Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities.  

PubMed

Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor multiplication fact mastery and calculation fluency and general working memory discriminated children with MLD from typically achieving age-matched peers. Furthermore, children with MLD were slower in executing backup procedures than typically achieving age-matched peers. The performance of children with MLD on multiple measures of multiplication skill and knowledge was most similar to that of ability-matched younger children. MLD may be due to difficulties in computational skills and working memory. Implications for the diagnosis and remediation of MLD are discussed. PMID:18274501

Mabbott, Donald J; Bisanz, Jeffrey

2008-01-01

135

The importance of instruction in mathematical classrooms with increasing diversity of language. A model for description and analysis of instructional modes  

Microsoft Academic Search

In this paper the importance of teacher responsibility for knowledge generation in mathematical classrooms with increasing number of students with diverse language backgrounds is discussed. A model for description and analysis of important dimensions of teacher responsibility in instructional practise is proposed. This model challenges the potential of the traditional division into teacher- versus student-centred modes of instruction. To justify

Åse Hansson

136

Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching  

ERIC Educational Resources Information Center

We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…

Silverman, Jason

2012-01-01

137

Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases  

ERIC Educational Resources Information Center

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…

Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia

2014-01-01

138

Newsletter of the EMS Manuscript Page 1 Mathematical Knowledge Management: Transcending the One-Brain-Barrier with Theory Graphs  

E-print Network

Newsletter of the EMS ­ Manuscript Page 1 Mathematical Knowledge Management: Transcending the One-Brain-Barrier to guide them through only partially understood situ- ations. In mathematics we make use be automated in the near future given suitable representation formats and algorithms. With more than 100

Kohlhase, Michael

139

School Knowledge, Cross-Curricularity and Teamwork Teaching in the Greek Primary School: Mathematics Education as Discursive Practice  

ERIC Educational Resources Information Center

Through analysis of exercises offered in mathematics textbooks, this article investigates the discursive practice of cross-curricularity and group work teaching that was advocated in the 2007 reform of mathematics education in Greek primary schools. The conclusion of the research is that the organisation of school knowledge is vertical, and strong…

Nikolakaki, Maria; Dossa, Katerina; Moraiti, Tzeni

2012-01-01

140

Validity issues in the evaluation of a measure of science and mathematics teacher knowledge  

NASA Astrophysics Data System (ADS)

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice teachers' practice. In concluding this work, a set of four recommendations are presented for others who are engaged in similar measure development efforts. These recommendations focus on the areas of construct definition, item design and development, rater recruitment and training, and the validation process.

Talbot, Robert M., III

2011-12-01

141

Primary teachers' representations of division: assessing mathematical knowledge that has pedagogical potential  

NASA Astrophysics Data System (ADS)

This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers were assessed at the beginning and the end of school year (February and October, respectively) on their Mathematical Knowledge for Teaching (MKT), through the use of a questionnaire involving teachers' responses to hypothetical teaching, planning, or assessment scenarios. We report here the results from one item that assessed teachers' MKT in relation to representations of division. Results indicated that teachers were more familiar with partitive than quotitive division, and found connecting appropriate story problems with a given form of division difficult. Teachers' relating their understanding of the forms of division to the context of division by a decimal number was also challenging. There were interesting variations in the data across primary grade levels, particularly in relation to change over time. Professional learning on these topics and other support within the project appeared to improve teachers' MKT in this area.

Roche, Anne; Clarke, Doug M.

2013-06-01

142

Increasing Knowledge Increasing Knowledge 29  

E-print Network

climate and hydrologic history of the Lower Colorado River accessible to modern water managers variation....Climate changes on timescales that are longer than instrumental records, so we can identify helped researchers from varied disciplines get a long- term perspective on local climate and water

Fay, Noah

143

Increased Iris-lens Contact Following Spontaneous Blinking: Mathematical Modeling  

PubMed Central

The purpose of this work was to study in silico how iris root rotation due to spontaneous blinking alters the iris contour. An axisymmetric finite-element model of the anterior segment was developed that included changes in the iris contour and the aqueous humor flow. The model geometry was based on average values of ocular dimensions. Blinking was modeled by rotating the iris root posteriorly and returning it back to the anterior. Simulations with maximum rotations of 2°, 4°, 6°, and 8° were performed. The iris-lens contact distance and the pressure difference between the posterior and anterior chambers were calculated. When the peak iris root rotation was 2°, the maximum iris-lens contact increased gradually from 0.28 to 0.34 mm within eight blinks. When the iris root was rotated 6° and 8°, the pressure difference between the posterior and anterior chambers dropped from a positive value (1.23 Pa) to negative values (?0.86 and ?1.93 Pa) indicating the presence of reverse pupillary block. Apparent iris-lens contact increased with steady blinking, and the increase became more pronounced as posterior rotation increased. We conclude that repeated iris root rotation caused by blinking could maintain the iris in a posterior position under normal circumstances, which would then lead to the clinically-observed anterior drift of the iris when blinking is prevented. PMID:22819357

Amini, Rouzbeh; Jouzdani, Sara

2012-01-01

144

A Guide to Mathematics Coaching: Processes for Increasing Student Achievement  

ERIC Educational Resources Information Center

Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify,…

Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin

2010-01-01

145

Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work  

ERIC Educational Resources Information Center

The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory,…

Kent, Phillip; Noss, Richard; Guile, David; Hoyles, Celia; Bakker, Arthur

2007-01-01

146

An Examination of Middle School Mathematics Teacher's Beliefs and Knowledge about Inclusion of Students with Learning Disabilities  

ERIC Educational Resources Information Center

The purpose of this study was to investigate middle school general education mathematics teachers' beliefs and knowledge of inclusive instruction and to assess whether or not teachers' classroom practices reflect their beliefs and knowledge. Administrative support and higher education teacher preparation programs were also examined. Data were…

DeSimone, Janet R.

2004-01-01

147

Teachers' Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge  

ERIC Educational Resources Information Center

This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written…

Kersting, Nicole B.; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.

2010-01-01

148

Effectiveness of interpretive signs in increasing the environmental knowledge of campers  

E-print Network

EFFECTIVENESS OF INTERPRE' , IVE SIGNS IN INCREASING THE ENVIRO, 'IMENTAL KNOWLEDGE OF CAMPERS A Thesis by NEVIN BURT WEBSTER, JR. Submitted to the Graduate College of Texas A&M University in partial fulfillment of the requirement... for the degree of MASTER OF SCIENCE August 1981 Major Subject: Recreation and Resources Development EFFECTIVENESS OF INTERPRETIVE SIGNS IN INCREASING THE ENVIRONMENTAL KNOWLEDGE OF CANiPERS A Thesis by NEVIN BURT WEBSTER, JR. Approved as to style...

Webster, Nevin Burt

1981-01-01

149

Bridging CAGD knowledge into CAD/CG applications: Mathematical theories as stepping stones of innovations  

NASA Astrophysics Data System (ADS)

Computer Aided Geometric Design (CAGD) which surpasses the underlying theories of Computer Aided Design (CAD) and Computer Graphics (CG) has been taught in a number of Malaysian universities under the umbrella of Mathematical Sciences' faculty/department. On the other hand, CAD/CG is taught either under the Engineering or Computer Science Faculty. Even though CAGD researchers/educators/students (denoted as contributors) have been enriching this field of study by means of article/journal publication, many fail to convert the idea into constructive innovation due to the gap that occurs between CAGD contributors and practitioners (engineers/product/designers/architects/artists). This paper addresses this issue by advocating a number of technologies that can be used to transform CAGD contributors into innovators where immediate impact in terms of practical application can be experienced by the CAD/CG practitioners. The underlying principle of solving this issue is twofold. First would be to expose the CAGD contributors on ways to turn mathematical ideas into plug-ins and second is to impart relevant CAGD theories to CAD/CG to practitioners. Both cases are discussed in detail and the final section shows examples to illustrate the importance of turning mathematical knowledge into innovations.

Gobithaasan, R. U.; Miura, Kenjiro T.; Hassan, Mohamad Nor

2014-07-01

150

The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools--Based on the Theory of "Cultural Discontinuities"  

ERIC Educational Resources Information Center

Ethnic students will face the problem of "cultural discontinuities" when they learn school mathematics. "Cultural discontinuity" is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic…

Zhao, Yan-jun

2011-01-01

151

Ethics instruction increases graduate students' responsible conduct of research knowledge but not moral reasoning.  

PubMed

The purpose of this study was to assess the short-term effectiveness of ethics courses in enhancing responsible conduct of research (RCR) knowledge and moral judgment among graduate students in health-related disciplines. Forty-eight graduate students completed a questionnaire about research experience, knowledge and judgments about appropriate research practices, and a standardized test of moral judgment at the beginning and end of a semester-long ethics course. Knowledge about RCR but not moral judgment increased significantly in some areas. The results are discussed in terms of implications for RCR instruction and of future research designed to improve RCR instruction. PMID:19757232

Schmaling, Karen B; Blume, Arthur W

2009-01-01

152

Kindergarten children's growth trajectories in reading and mathematics: who falls increasingly behind?  

PubMed

The authors used a large sample of children (N ? 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. PMID:21856991

Morgan, Paul L; Farkas, George; Wu, Qiong

2011-01-01

153

Can fish consumption advisories do better? Providing benefit and risk information to increase knowledge.  

PubMed

Humans exposed to methylmercury (MeHg) can suffer from adverse health impacts, e.g., serious neurological damage; however, fish is also a good source of omega-3 fish oils which promotes infants' neurological development. Because eating fish is the primary mechanism of MeHg exposure, federal and state agencies issue fish consumption advisories to inform the public about the risks of eating contaminated fish. An advisory's purpose is to provide information to consumers to increase their knowledge of specific product attributes; however, the difficulty in communicating both the risks and benefits of eating fish leads readers of fish advisories to over-restrict their fish consumption. Because the effectiveness of fish consumption advisories are not often evaluated by states, we help fill this gap by evaluating the effectiveness of Maine's fish consumption advisory in terms of improving knowledge. The results suggest the advisory successfully increased women's knowledge of both the benefits and risks of consuming fish while pregnant. The advisory also increased their ability to differentiate fish by their MeHg content, knowledge of both low and high-MeHg fish and knowledge of detailed attributes of seemingly substitutable goods, such as white tuna, light tuna and pre-packaged salmon. People who did not read the advisory lack the knowledge of how to identify fish that provide: health benefits like Omega-3 fatty acids, or health risks like MeHg; reading the advisory reduces this lack of knowledge. Readers increased ability to make specific substitutions to minimize risk while maintaining the benefits of fish eating suggests the advisory has the potential of reducing MeHg-related health risks while avoiding the drop in fish consumption show in other studies. PMID:24074700

Engelberth, Haley; Teisl, Mario F; Frohmberg, Eric; Butts, Karyn; Bell, Kathleen P; Stableford, Sue; Smith, Andrew E

2013-10-01

154

Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention  

NASA Astrophysics Data System (ADS)

Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish, a biotechnology professional development program. Students from both schools completed a pre and post assessment. The classroom was the unit of analysis. When the assessment was analyzed, each school had statistically significant increases in student content knowledge ( p < 0.0001 for the intervention school and p = 0.0481 for the control school). When the schools were compared to each other, a p-value of 0.0543 provided a suggestive relationship that the biotechnology intervention school had a larger increase in student content knowledge overall. When the assessment was divided into the five components, the intervention school showed significant increases in all five components. The control school had significant increases in student content knowledge in the PCR and DNA sequencing components ( p = 0.0459, p = 0.0043, respectively).

Bigler, Amber M.; Hanegan, Nikki L.

2011-06-01

155

Increasing Access to Evidence-Based Practices and Knowledge and Attitudes: A Pilot Study  

ERIC Educational Resources Information Center

Objective: This pilot study examined the effect of increasing field instructors access to information about evidence-based practices (EBPs) on their level of knowledge and attitudes about EBPs. Method: Eighteen field instructors received training and access to a library with extensive online journals. Half were randomly selected to also receive a…

Leathers, Sonya J.; Strand, Tonya C.

2013-01-01

156

Increased Persuasion Knowledge of Video News Releases: Audience Beliefs About News and Support for Source Disclosure  

Microsoft Academic Search

Video news releases (VNRs) have been criticized when they are used within a newscast without source disclosure because they violate ethical codes related to transparency and consumers' “right to be informed” by whom they are being persuaded. In an experiment, we show how increased persuasion knowledge about VNRs is positively related to beliefs in news commercialization, beliefs in VNR inappropriateness

Michelle R. Nelson; Michelle L. M. Wood; Hye-Jin Paek

2009-01-01

157

Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention  

ERIC Educational Resources Information Center

Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…

Bigler, Amber M.; Hanegan, Nikki L.

2011-01-01

158

"An Inconvenient Truth" Increases Knowledge, Concern, and Willingness to Reduce Greenhouse Gases  

ERIC Educational Resources Information Center

Since May 24, 2006 millions of people have seen the movie "An Inconvenient Truth." Several countries have even proposed using the film as an educational tool in school classrooms. However, it is not yet clear that the movie accomplishes its apparent goals of increasing knowledge and concern, and motivating people to reduce their greenhouse gas…

Nolan, Jessica M.

2010-01-01

159

Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy and Practice Issues [Brief  

ERIC Educational Resources Information Center

This brief is a summary of "Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations" by Robert C. Pianta, Randy Hitz and Blake West. It includes highlights and policy recommendations contained in that paper. This brief argues that teachers and education administrators need…

Watson, Bernardine H.; Leibbrand, Jane A.

2010-01-01

160

Implementing the "Professional Standards for Teaching Mathematics": The Excitement of Learning with Our Students--An Escalator of Mathematical Knowledge.  

ERIC Educational Resources Information Center

Discusses the potential that school mathematics has for being a source of exploration and discovery for students and teachers. Provides a process-oriented definition of understanding mathematics. Presents activities in which students construct computer and actual models of polyhedra and make conjectures regarding a medical research application of…

Hoffer, Alan R.

1993-01-01

161

The Impact of Instruction in Enhancing Teachers' Knowledge of Teaching Mathematics in Some Lesotho Primary Schools  

ERIC Educational Resources Information Center

The quality of mathematics teaching in Lesotho primary education remains one of the vexing problems in the education system. The study investigated how teachers viewed the impact of instruction on enhancing their knowledge of teaching. Data for the study were elicited from the second-year students enrolled for a Bachelor of Education in the…

Moru, Eunice Kolitsoe; Qhobela, Makomosela; Maqutu, Tholang Z.

2014-01-01

162

Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners  

ERIC Educational Resources Information Center

The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported…

Gann, Linda

2013-01-01

163

Exploring the Impact of a Standards-Based Mathematics and Pedagogy Class on Preservice Teachers' Beliefs and Subject Matter Knowledge  

ERIC Educational Resources Information Center

This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…

Stohlmann, Micah Stephen

2012-01-01

164

Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students  

E-print Network

age groups: middle school children and college students. Gathered data in these two studies suggest scores on international assessments like the Trends in Mathematics and Science Study (TIMSS) and Program

Spagnolo, Filippo

165

Public Awareness of Colorectal Cancer Screening: Knowledge, Attitudes, and Interventions for Increasing Screening Uptake  

PubMed Central

Colorectal cancer ranks as one of the most incidental and death malignancies worldwide. Colorectal cancer screening has proven its benefit in terms of incidence and mortality reduction in randomized controlled trials. In fact, it has been recommended by medical organizations either in average-risk or family-risk populations. Success of a screening campaign highly depends on how compliant the target population is. Several factors influence colorectal cancer screening uptake including sociodemographics, provider and healthcare system factors, and psychosocial factors. Awareness of the target population of colorectal cancer and screening is crucial in order to increase screening participation rates. Knowledge about this disease and its prevention has been used across studies as a measurement of public awareness. Some studies found a positive relationship between knowledge about colorectal cancer, risk perception, and attitudes (perceived benefits and barriers against screening) and willingness to participate in a colorectal cancer screening campaign. The mentioned factors are modifiable and therefore susceptible of intervention. In fact, interventional studies focused on average-risk population have tried to increase colorectal cancer screening uptake by improving public knowledge and modifying attitudes. In the present paper, we reviewed the factors impacting adherence to colorectal cancer screening and interventions targeting participants for increasing screening uptake. PMID:24729896

Gimeno Garcia, Antonio Z.; Hernandez Alvarez Buylla, Noemi; Nicolas-Perez, David; Quintero, Enrique

2014-01-01

166

Discrete mathematics in deaf education: a survey of teachers' knowledge and use.  

PubMed

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education. PMID:16212014

Pagliaro, Claudia M; Kritzer, Karen L

167

Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers' Knowledge of Students' Mathematical Thinking  

ERIC Educational Resources Information Center

In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics

Norton, Anderson; McCloskey, Andrea; Hudson, Rick A.

2011-01-01

168

Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use  

ERIC Educational Resources Information Center

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

Pagliaro, C.; Kritzer, K. L.

2005-01-01

169

An Investigation of Prospective Secondary Mathematics Teachers' Conceptual Knowledge of and Attitudes Towards Statistics  

ERIC Educational Resources Information Center

The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…

Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.

2013-01-01

170

HBV Outreach Programs Significantly Increase Knowledge and Vaccination Rates Among Asian Pacific Islanders.  

PubMed

Hepatitis B virus (HBV) testing and vaccination rates remain low among Asian-American/Pacific Islanders (APIs) despite high rates of HBV infection. The aim of our study was to assess the effectiveness of an outreach campaign to increase HBV knowledge, testing, and vaccination among a cohort of APIs. Vietnamese Americans were invited to participate in a free HBV screening and vaccination outreach program though pubic service announcements. Attendees completed a survey to assess barriers to vaccination and HBV-related knowledge before and after a 30-min education session by a bilingual board-certified gastroenterologist. Among 98 participants, 100 % (22/22) of HBV naïve patients were provided a HBV vaccination series at no cost and over 75 % (14/18) of HBV-infected patients were connected to further medical care. Notable reported barriers to prior testing and/or vaccination were cost of the vaccine, concern about missing work for evaluation, and lack of provider recommendation. Knowledge levels about HBV risk factors, potential consequences, and treatment options were poor at baseline but significantly increased after the education session (49 vs. 64 %, p < 0.001). Outreach campaigns linked with education can successfully address several barriers to HBV testing and offer an approach to improve HBV awareness and prevention among difficult-to-reach populations. PMID:25476035

Zacharias, Tresa; Wang, Winnie; Dao, Doan; Wojciechowski, Helena; Lee, William M; Do, Son; Singal, Amit G

2014-12-01

171

A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics  

NASA Astrophysics Data System (ADS)

The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.

Wan Salleh, Masturah; Sulaiman, Hajar

2013-04-01

172

An analysis of the changes in ability and knowledge of students taking A-level physics and mathematics over a 35 year period  

NASA Astrophysics Data System (ADS)

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming students to answer these questions declined significantly in the 1990s with average scores falling from around 75% up to 1990 to below 50% after 2000 against a background of increasing A-level grades of the entrants to the programme. It is suggested that changes in teaching and examination methods have caused students to be less able to carry out multi-stage calculations and that the introduction of modular examinations may have encouraged a culture where students tend to forget material learnt in previous modules.

Barham, Peter J.

2012-03-01

173

Interventions aimed at increasing knowledge and improving attitudes towards people with intellectual disabilities among lay people.  

PubMed

Despite policies aimed at ensuring equal rights and maximising respect and social inclusion for people with intellectual disabilities, in their daily lives many continue to face negative attitudes and discrimination within society. Misconceptions about what it means to have an intellectual disability and about the capabilities of people with intellectual disabilities appear widespread, and may contribute to prejudice and discrimination. This review provides a summary and evaluation of empirical interventions aimed at increasing knowledge and targeting negative attitudes towards this population among lay people of working age. An electronic search using PsycINFO, Web of Science and PubMed identified 22 English language studies published between 1990 and early 2014 that reported a specific intervention with a lay population sample. The majority of studies reported promising outcomes, particularly those aimed at increasing knowledge of intellectual disability through education. Support for the positive influence of contact with people with intellectual disabilities was demonstrated across several interventions. Interventions delivered at least partly by individuals with intellectual disabilities, and educational interventions appear to hold the most promise. The evidence is limited though by the weaknesses of measurement tools employed. PMID:25213473

Seewooruttun, Leila; Scior, Katrina

2014-12-01

174

Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement  

ERIC Educational Resources Information Center

Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics

Walker-Glenn, Michelle Lynn

2010-01-01

175

How Important Is Where You Start? Early Mathematics Knowledge and Later School Success  

ERIC Educational Resources Information Center

Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…

Claessens, Amy; Engel, Mimi

2013-01-01

176

Mathematical Knowledge of Technology and Design Student Teachers: Diagnosis and Remediation  

ERIC Educational Resources Information Center

This research examines how e-assessment and e-resources were used to assess and support the mathematics of Technology and Design students undertaking a B.Ed. (post-primary) teacher education course. The students participated in two similar tests in order to ascertain if their mathematical difficulties were in the underlying concepts of the…

Bell, Irene Teresa; Gibson, Ken

2009-01-01

177

Choice and Use of Examples as a Window on Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

Examples play a central role in mathematics learning and teaching. Although they involve specific situations, their purpose is to exemplify more general mathematical principles. A critical task of teaching, therefore, is to choose appropriate examples and implement them in pedagogically productive ways. This study considers the examples used by…

Chick, Helen

2009-01-01

178

Truth and the Renewal of Knowledge: The Case of Mathematics Education  

ERIC Educational Resources Information Center

Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many…

Brown, Tony

2010-01-01

179

Pilot Study of a Physician-Delivered Education Tool to Increase Patient Knowledge About CKD  

PubMed Central

Background Limited research exists on physician-delivered education interventions. We examined the feasibility and impact of an educational tool on facilitating physician-patient kidney disease communication. Study Design Pilot feasibility clinical trial with a historical control to examine effect size on patient knowledge and structured questions to elicit physician and patient feedback. Setting & Participants Adults with chronic kidney disease (CKD) stages 1–5, seen in nephrology clinic. Intervention One page educational worksheet, reviewed by physicians with patients. Outcomes Kidney knowledge between patient groups and provider/patient feedback. Measurements Patient kidney knowledge was measured using a previously validated questionnaire compared between patients receiving the intervention (April–October 2010) and a historical cohort (April–October 2009). Provider input was obtained using structured interviews. Patient input was obtained through survey questions. Patient characteristics were abstracted from the medical record. Results 556 patients were included, with 401 patients in the historical cohort, and 155 receiving the intervention. Mean age was 57 ± 16 (SD) years, with 53% male, 81% White, and 78% CKD stages 3–5. Compared to the historical cohort, patients receiving the intervention had higher adjusted odds of knowing they had CKD (adjusted OR, 2.20; 95% CI, 1.16–4.17; p=0.01), knowing their kidney function (adjusted OR, 2.25; 95% CI, 1.27–3.97; p=0.005), and knowing their stage of CKD (adjusted OR, 3.22; 95% CI, 1.49–6.92; p=0.003). Physicians found the intervention tool easy and feasible to integrate into practice and 98% of patients who received the intervention recommended it for future use. Limitations Study design did not randomize patients for comparison and enrollment was performed in clinics at one center. Conclusions In this pilot study, a physician delivered education intervention was feasible to use in practice, and was associated with higher patient kidney disease knowledge. Further examination of physician delivered education interventions for increasing patient disease understanding should be tested through randomized trials. PMID:23540261

Nunes, Julie Wright; Greene, Jane; Wallston, Kenneth; Eden, Svetlana; Shintani, Ayumi; Elasy, Tom; Rothman, Russell; ?kizler, T. Alp; Cavanaugh, Kerri

2013-01-01

180

Origami Instruction in the Middle School Mathematics Classroom: Its Impact on Spatial Visualization and Geometry Knowledge of Students  

NSDL National Science Digital Library

Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the instruction of Origami, the art of paper folding. This study focused on Origami's impact as a teaching tool in the middle school mathematics classroom. The effects of Origami instruction on a group of seventh grade mathematics students' (n = 56) spatial visualization skills and level of geometry understanding were investigated using a pre-test/post-test quasiexperimental design. A 2 (group) x 2 (gender) factorial method was used on gathered data via three separate spatial tests (Card Rotation, Paper Folding, and Surface Development Tests) and a subset of released National Assessment of Educational Progress questions. After controlling for initial differences, an analysis of covariance revealed a significant interaction effect between group and gender for one of three spatial visualization tests. For geometry knowledge, no significant differences were found. Results imply that Origami lessons blended within mathematics instruction are as beneficial as traditional instruction in building an understanding of geometric terms and concepts, though the approach affects the spatial ability of males and females differently.

Norma J. Boakes

2009-01-01

181

Harnessing visual media in environmental education: increasing knowledge of orangutan conservation issues and facilitating sustainable behaviour through video presentations  

Microsoft Academic Search

Many animals are currently facing extinction. Conservation education which highlights the impacts of our behaviour on other species survival is crucial. This study provides evidence for the use of visual media to increase knowledge, attitudes and conservation behaviours regarding the highly endangered orangutan. University students (n?=?126) were shown two styles of educational presentation (knowledge-based, emotive), representative of material widely available

Elissa Pearson; Jillian Dorrian; Carla Litchfield

2011-01-01

182

Tropical forest responses to increasing [CO2]: current knowledge and opportunities for future research  

SciTech Connect

Elevated atmospheric [CO2] (ca) will undoubtedly affect the metabolism of tropical forests worldwide; however, critical aspects of how tropical forests will respond remain largely unknown. Here we review the current state of knowledge about physiological and ecological responses, with the aim of providing a framework that can help to guide future experimental research. Modelling studies have indicated that elevated ca can potentially stimulate photosynthesis more in the tropics than at higher latitudes, because suppression of photorespiration by elevated ca increases with temperature. However, canopy leaves in tropical forests could also potentially reach a high temperature threshold under elevated ca that will moderate the rise in photosynthesis. Belowground responses, including fine root production, nutrient foraging, and soil organic matter processing, will be especially important to the integrated ecosystem response to elevated CO2. Water-use efficiency will increase as ca rises, potentially impacting upon soil moisture status and nutrient availability. Recruitment may be differentially altered for some functional groups, potentially decreasing ecosystem carbon storage. Whole-forest CO2 enrichment experiments are urgently needed to test predictions of tropical forest functioning under elevated ca. Smaller scale experiments in the understory and in gaps would also be informative, and could provide stepping stones toward stand-scale manipulations.

Cernusak, Lucas [Australian National University, Canberra, Australia; Winter, Klaus [Smithsonian Tropical Research Institute; Dalling, James [University of Illinois, Urbana-Champaign; Holtum, Joseph [James Cook University; Jaramillo, Carlos [Smithsonian Tropical Research Institute; Korner, Christian [University of Basel; Leakey, Andrew D.B. [University of Illinois; Norby, Richard J [ORNL; Poulter, Benjamin [Laboratoire des Sciences du Climat et de l'Environement, France; Turner, Benjamin [Smithsonian Tropical Research Institute; Wright, S. Joseph [Smithsonian Tropical Research Institute

2013-01-01

183

Measuring Computer Science Knowledge Level of Hungarian Students Specialized in Informatics with Romanian Students Attending a Science Course or a Mathematics-Informatics Course  

ERIC Educational Resources Information Center

An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…

Kiss, Gabor

2012-01-01

184

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill  

PubMed Central

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical–biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments. PMID:20810966

2010-01-01

185

Evolutionary and developmental foundations of human knowledge: a case study of mathematics  

Microsoft Academic Search

What are the brain and cognitive systems that allow humans to play baseball, compute square roots, cook soufflés, or navigate the Tokyo subways? It may seem that studies of human infants and of non-human animals will tell us little about these abilities, because only educated, enculturated human adults engage in organized games, formal mathematics, gourmet cooking, or map-reading. In this

Marc D. Hauser; Elizabeth Spelke

186

Higher Education in Sint Maarten: Fostering Growth of Teacher Knowledge in Mathematics and Science  

ERIC Educational Resources Information Center

A needs analysis conducted as part of the foundation-based education (FBE) innovation on the island territory of Sint Maarten indicated the need for additional training of early primary teachers (PK-2) in mathematics and science education. Seven in-service workshops, designed around the Joyce-Showers' Training Model, were implemented over the…

Sargeant, Marcel A.; Burton, Larry D.; Bailey, Andel

2010-01-01

187

Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy  

ERIC Educational Resources Information Center

In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical

Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.

2012-01-01

188

Beyond Mere Knowledge of Mathematics: The Importance of Knowing-To Act in the Moment.  

ERIC Educational Resources Information Center

Illustrates distinctions among kinds of knowing. Distinguishes knowing-to from other forms of knowing, and explores implications of that distinction for teaching and learning mathematics. Proposes that knowing-to act in the moment depends on the structure of attention at the moment, and on what one is aware of. (Contains 75 references.)…

Mason, John; Spence, Mary

1999-01-01

189

Using Online Error Analysis Items to Support Preservice Teachers' Pedagogical Content Knowledge in Mathematics  

ERIC Educational Resources Information Center

This article describes how a free, web-based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers. The online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help…

McGuire, Patrick

2013-01-01

190

Prospective Mathematics Teachers‘ Knowledge for Teaching Algebra in China and the U.S  

E-print Network

This study examined teachers‘ knowledge for teaching algebra, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. An embedded mixed methods design was adapted, a design in which...

Huang, Rongjin

2012-02-14

191

The Internationalization Process of the Firm—A Model of Knowledge Development and Increasing Foreign Market Commitments  

Microsoft Academic Search

On the basis of empirical research, a model of the internationalization process of the firm is developed. The model focuses on the gradual acquisition, integration and use of knowledge about foreign markets and operations, and on the incrementally increasing commitments to foreign markets. In particular, attention is concentrated on the increasing involvement in the individual foreign country.© 1977 JIBS. Journal

Jan Johanson; Jan-Erik Vahlne

1977-01-01

192

Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge  

E-print Network

is THE bridge to high paying jobs in STEM (Science, Technology, Engineering and Mathematics) fields (Capraro, 2011). This national focus on college completion has shifted the debate concerning remedial or developmental education from the philosophical view... of access vs. excellence to a more evidence-based view of benefits vs. cost (Parker et al., 2010). History of Developmental Education Academically underprepared students have been of concern to American higher education since the 1630s when Harvard...

Alpert, Anna Pat

2013-08-09

193

The Power of Intersecting Circles: A Model for Integrating Mathematics Teacher Knowledge  

Microsoft Academic Search

Building on experiences at recent PMET conferences, we developed a new course for the spring 2006 semester to help prepare pre-service teachers to teach middle-grades mathematics (grades 5-9). We created an integrated content-methods course that featured a field experience in which students planned and taught a math lesson weekly in teams. Based on our observations and the assessment of our

Ron Benbow; Mark Colgan

194

Increasing Engineering Students' Awareness to Environment through Innovative Teaching of Mathematical Modelling  

ERIC Educational Resources Information Center

This article presents the results of two studies on using an innovative pedagogical strategy in teaching mathematical modelling and applications to engineering students. Both studies are dealing with introducing non-traditional contexts for engineering students in teaching/learning of mathematical modelling and applications: environment and…

Klymchuk, Sergiy; Zverkova, Tatyana; Gruenwald, Norbert; Sauerbier, Gabriele

2008-01-01

195

Use of video games to increase sport knowledge and game-play performance  

Microsoft Academic Search

Twenty-seven novice football coaches 18-30 years in age were recruited to participate in this study. The study consisted of three parts: the pre-test, intervention, and post-test. A knowledge score, football experience, and XBOX 360 experience were all obtained at baseline (pre-test). Knowledge was then tested again at post-test to track changes over the intervention. An intervention consisting of six practice

Mark Allan Sanger

2009-01-01

196

Knowledge brokerage - potential for increased capacities and shared power in impact assessment  

SciTech Connect

Constructive and collaborative planning theory has exposed the perceived limitations of public participation in impact assessment. At strategic levels of assessment the established norm can be misleading and practice is illusive. For example, debates on SEA effectiveness recognize insufficiencies, but are often based on questionable premises. The authors of this paper argue that public participation in strategic assessment requires new forms of information and engagement, consistent with the complexity of the issues at these levels and that strategic assessments can act as knowledge brokerage instruments with the potential to generate more participative environments and attitudes. The paper explores barriers and limitations, as well as the role of knowledge brokerage in stimulating the engagement of the public, through learning-oriented processes and responsibility sharing in more participative models of governance. The paper concludes with a discussion on building and inter-change of knowledge, towards creative solutions to identified problems, stimulating learning processes, largely beyond simple information transfer mechanisms through consultative processes. The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA. - Highlights: Black-Right-Pointing-Pointer Debates on SEA recognize insufficiencies on public participation Black-Right-Pointing-Pointer We propose new forms of engagement consistent with complex situations at strategic levels of decision-making Black-Right-Pointing-Pointer Constructive and collaborative planning theories help explain how different actors acquire knowledge and the value of knowledge exchange Black-Right-Pointing-Pointer Strategic assessments can act as knowledge brokerage instruments Black-Right-Pointing-Pointer The paper argues for strategic assessments as learning platforms as a means to enhance learning processes and power sharing in IA.

Rosario Partidario, Maria, E-mail: mrp@civil.ist.utl.pt [Instituto Superior Tecnico, Lisbon, Portugal, Av. Rovisco Pais, 1049-001 LISBOA (Portugal); Sheate, William R., E-mail: w.sheate@imperial.ac.uk [Centre for Environmental Policy, Imperial College London, South Kensington Campus, London SW7 2AZ (United Kingdom); Collingwood Environmental Planning Ltd, London, 1E, The Chandlery, 50 Westminster Bridge Road, London SE1 7QY (United Kingdom)

2013-02-15

197

An Alternative Time for Telling: When Conceptual Instruction Prior to Problem Solving Improves Mathematical Knowledge  

ERIC Educational Resources Information Center

Background: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.…

Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

2014-01-01

198

The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications  

ERIC Educational Resources Information Center

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may…

Clarke, Tracey; Ayres, Paul; Sweller, John

2005-01-01

199

Assessing Mathematical Problem Solving Using Comparative Judgement  

ERIC Educational Resources Information Center

There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical

Jones, Ian; Swan, Malcolm; Pollitt, Alastair

2015-01-01

200

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction  

NASA Astrophysics Data System (ADS)

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence to teacher leader work helps to refine our conception of teacher leadership. A task-focused model of content expert teacher leadership is presented, and provides guidance for recruitment, selection, and development of future teacher leaders. Content expertise is presented as a form of human capital that promotes task-focused distributed leadership. Practical recommendations for future teacher leadership initiatives and suggestions for future research are presented.

Manno, Christopher M.

201

Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study  

NASA Astrophysics Data System (ADS)

This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.

Keller, Stacy Kathryn

202

Mathematical learning models that depend on prior knowledge and instructional strategies David E. Pritchard and Young-Jin Lee  

E-print Network

of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests increase from pretest to post-test be proportional to what the students initially do not know, rather than of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement on the post-test

Bao, Lei

203

Mathematics, Anyone?  

ERIC Educational Resources Information Center

In their dual roles as mathematics teachers and tennis coaches, the authors have worked with tennis players who have never thought about how a knowledge of mathematics might help them become "better" tennis players. They have also worked with many mathematics students who have never considered how much mathematics is associated with tennis. This…

Reys, Robert; Reys, Rustin

2011-01-01

204

Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations  

ERIC Educational Resources Information Center

This is the second of two reports commissioned by the National Council for the Accreditation of Teacher Education (NCATE) intended to address the dire need for teacher preparation policy and programs to reflect recent advances in scientific knowledge of child and adolescent development. In the first report, "Principles and Exemplars for…

Pianta, Robert C.; Hitz, Randy; West, Blake

2010-01-01

205

Effects of Increased Parental Knowledge of Development of Children with Disabilities  

ERIC Educational Resources Information Center

This research addresses the link between parental competence, specifically the characteristic of parental knowledge, and its influence on their child with a disability's participation in age-appropriate activities through their influence on the physical and social home environment. This study examined pathways through which parents mediate…

Susman, Louisa

2012-01-01

206

Increasing Knowledge of Sexual Abuse: A Study with Elementary School Children in Hawai'i  

ERIC Educational Resources Information Center

Objective: Child sexual abuse is a significant health problem with potential long-term consequences for victims. Therefore, prevention and education programs are critical. This preliminary study evaluates changes in children’s knowledge of sexual abuse using a school-based train-the-trainer curriculum. Emphasis was placed on developing a…

Baker, Charlene K.; Gleason, Kristen; Naai, Rachel; Mitchell, Jennifer; Trecker, Christine

2013-01-01

207

Teachers with Limited Computer Knowledge: Variables Affecting Use and Hints To Increase Use.  

ERIC Educational Resources Information Center

One of the most relevant issues in classrooms today is the incorporation of technology, specifically computers, into classroom instruction. A review of the literature reveals that six of the most important variables in determining the degree to which teachers integrate computers into their instruction and planning are knowledge, anxiety, personal…

Larner, David K.; Timberlake, Laura M.

208

A Critique Analysis of NCLB, Increase Testing, and Past Maryland Mathematics and Science HSA Exams: What Are Maryland Practitioners' Perspectives?  

ERIC Educational Resources Information Center

States are establishing high stakes assessments to serve as a measurement tool of students' academic abilities. This study essentially explored and sought to understand some of Maryland's mathematics and science practitioners' perspectives on increase testing, and the No Child left Behind (NCLB) Act. Basically, the study sought to understand and…

Pinder, Patrice Juliet

2008-01-01

209

Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment  

Microsoft Academic Search

Knowing-to is active knowledge which is present in the moment when it is required. To try to produce knowing-to, formal education focuses on forms of knowing which are easier to teach and to test: knowing-that (factual), knowing-how (technique and skills), and knowing-why (having a story in order to structure actions and from which to reconstruct actions). Together these constitute knowing-about

John Mason; Mary Spence

1999-01-01

210

Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using a Systematic Professional Development Approach  

ERIC Educational Resources Information Center

This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This curriculum infusion was not only effective in increasing preservice teacher knowledge but also in raising course instructors' level of awareness about the importance and necessity of…

Ferrara, Margaret M.

2009-01-01

211

How to Inform: Comparing Written and Video Education Interventions to Increase Human Papillomavirus Knowledge and Vaccination Intentions in Young Adults  

ERIC Educational Resources Information Center

Objective: To compare the efficacy of 2 human papillomavirus (HPV) educational interventions on increasing HPV knowledge and vaccination intentions in college students. Participants: Male (n = 60) and female (n = 140) undergraduates (M[subscript age] = 20.4, SD = 2.3) recruited from a university in Montreal, Quebec, Canada, from October 2009 to…

Krawczyk, Andrea; Lau, Elsa; Perez, Samara; Delisle, Vanessa; Amsel, Rhonda; Rosberger, Zeev

2012-01-01

212

An Increase in Medical Student Knowledge of Radiation Oncology: A Pre–Post Examination Analysis of the Oncology Education Initiative  

Microsoft Academic Search

Purpose: The Oncology Education Initiative was created to advance oncology and radiation oncology education by integrating structured didactics into the existing core radiology clerkship. We set out to determine whether the addition of structured didactics could lead to a significant increase in overall medical student knowledge about radiation oncology. Methods and Materials: We conducted a pre- and posttest examining concepts

Ariel E. Hirsch; Pauline Mulleady Bishop; Luqman Dad; Deeptej Singh; Priscilla J. Slanetz

2009-01-01

213

Harnessing Visual Media in Environmental Education: Increasing Knowledge of Orangutan Conservation Issues and Facilitating Sustainable Behaviour through Video Presentations  

ERIC Educational Resources Information Center

Many animals are currently facing extinction. Conservation education which highlights the impacts of our behaviour on other species survival is crucial. This study provides evidence for the use of visual media to increase knowledge, attitudes and conservation behaviours regarding the highly endangered orangutan. University students (n = 126) were…

Pearson, Elissa; Dorrian, Jillian; Litchfield, Carla

2011-01-01

214

Evaluation of the Incubators in the Classroom Program: Does It Increase Fourth Grade Students' and Teachers' Knowledge about Agricultural Professions?  

ERIC Educational Resources Information Center

Agricultural literacy materials on incubators in the classroom were used by 373 Indiana fourth graders and 19 teachers. Comparison of the treatment group's pretest/postest results with those of controls (363 students, 20 teachers) showed the materials increased student and teacher knowledge of agricultural professions; students were significantly…

Meunier, Ryan A.; Talbert, B. Allen; Latour, Mickey A.

2003-01-01

215

The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics  

Microsoft Academic Search

This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the\\u000a southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher\\u000a training on these aspects of teacher quality. Content knowledge

Lora B. Bailey

2010-01-01

216

Sentences with core knowledge violations increase the size of N400 among paranormal believers.  

PubMed

A major problem in research on paranormal beliefs is that the concept of "paranormality" remains to be adequately defined. The aim of this study was to empirically justify the following definition: paranormal beliefs are beliefs in physical, biological, or psychological phenomena that contain core ontological attributes of one of the other two categories [e.g., a stone (physical) having thoughts (psychological)]. We hypothesized that individuals who believe in paranormal phenomena are slower in understanding whether sentences with core knowledge violations are literally true than skeptics, and that this difference would be reflected by a more negative N400. Ten believers and 10 skeptics (six men, age range 23-49) participated in the study. Event-related potentials (N400) were recorded as the participants read 210 three-word Finnish sentences, of which 70 were normal ("The house has a history"), 70 were anomalies ("The house writes its history") and 70 included violations of core knowledge ("The house knows its history"). The participants were presented with a question that contextualized the sentences: "Is this sentence literally true?" While the N400 effects were similar for normal and anomalous sentences among the believers and the skeptics, a more negative N400 effect was found among the believers than among the skeptics for sentences with core knowledge violations. The results support the new definition of "paranormality", because participants who believed in paranormal phenomena appeared to find it more difficult to construct a reasonable interpretation of the sentences with core knowledge violations than the skeptics did as indicated by the N400. PMID:18640667

Lindeman, Marjaana; Cederström, Sebastian; Simola, Petteri; Simula, Anni; Ollikainen, Sara; Riekki, Tapani

2008-01-01

217

Creating knowledge structures in the pharmaceutical industry: the increasing significance of virtual organisation.  

PubMed

This paper explores the specific trend and challenges facing the pharmaceutical industry regarding the exploitation of Internet e-commerce technology and virtual organisation to develop and maintain competitive advantage. There are two important facets of the current trend. One is the rapid development of a complex network of alliances between the established pharmaceutical companies and the specialised biotechnology company start-ups. The other is the rapid growth of internet e-commerce companies dedicated to developing specialised technological platforms for acquiring and selling genetic and biochemical knowledge. The underlying challenge is how big pharmaceutical companies can emulate some of the innovation processes of smaller biotechnology company start-ups, and how they can appropriate and applied new technological knowledge on the development of new drugs. Pharmaceutical companies in order to retain competitive advantage need to continuously monitor all aspects of knowledge management with regard to the R&D and manufacturing process (as well as customer management and marketing). Technological change and organisational restructuring should be aimed at boosting the capacity of large firms to innovate rapidly. PMID:11214458

Salazar, A; Howells, J

2000-01-01

218

The Intelligent Ventilator (INVENT) project: the role of mathematical models in translating physiological knowledge into clinical practice.  

PubMed

This dissertation has addressed the broad hypothesis as to whether building mathematical models is useful as a tool for translating physiological knowledge into clinical practice. In doing so it describes work on the INtelligent VENTilator project (INVENT), the goal of which is to build, evaluate and integrate into clinical practice, a model-based decision support system for control of mechanical ventilation. The dissertation describes the mathematical models included in INVENT, i.e. a model of pulmonary gas exchange focusing on oxygen transport, and a model of the acid-base status of blood, interstitial fluid and tissues. These models have been validated, and applied in two other systems: ALPE, a system for measuring pulmonary gas exchange and ARTY, a system for arterialisation of the acid-base and oxygen status of peripheral venous blood. The major contributions of this work are as follows. A mathematical model has been developed which can describe pulmonary gas exchange more accurately that current clinical techniques. This model is parsimonious in that it can describe pulmonary gas exchange from measurements easily available in the clinic, along with a readily automatable variation in F(I)O(2). This technique and model have been developed into a research and commercial tool (ALPE), and evaluated both in the clinical setting and when compared to the reference multiple inert gas elimination technique (MIGET). Mathematical models have been developed of the acid- base chemistry of blood, interstitial fluid and tissues, with these models formulated using a mass-action mass-balance approach. The model of blood has been validated against literature data describing the addition and removal of CO(2), strong acid or base, and haemoglobin; and the effects of oxygenation or deoxygenation. The model has also been validated in new studies, and shown to simulate accurately and precisely the mixing of blood samples at different PCO(2) and PO(2) levels. This model of acid-base chemistry of blood has been applied in the ARTY system. ARTY has been shown to accurately and precisely calculate arterial values of acid-base and oxygen status in patients residing in the ICU, and in those with chronic lung disease. The INtelligent VENTilator (INVENT) system has been developed for optimization of mechanical ventilator settings using physiological models and utility/penalty functions, separating physiological knowledge from clinical preference. The models can be tuned to the individual patient via parameter estimation, providing patient specific advice. The INVENT team has shown prospectively that the system provides advice on F(I)O(2) which is as good as clinical practice, and retrospectively that the system provides reasonable suggestions of tidal volume, respiratory frequency and F(I)O(2). In general, this dissertation has illustrated a further example of the role of modeling in describing and understanding complex systems. The dissertation has shown that when dealing with complexity the goal of the model must be in focus if a correct balance is to be maintained between system complexity and model parameterization. The original goal of the INVENT team, i.e. to build, evaluate and integrate a DSS for control of mechanical ventilation has not as yet been completed. However, the broader hypothesis that building models generates new and interesting questions has been successfully demonstrated. The ALPE model and system has been applied in intensive care, post operative care and cardiology and is currently being evaluated in new clinical domains. ARTY has been shown to have potential benefit in eliminating the need for painful arterial punctures, and may also be useful as a screening tool. These systems illustrate the benefits of investing in models as a mechanism for translating physiological knowledge to clinical practice. PMID:22152752

Rees, Stephen E

2011-12-01

219

The Role of Mathematical Homework and Prior Knowledge on the Relationship between Students' Mathematical Performance, Cognitive Style and Working Memory Capacity  

ERIC Educational Resources Information Center

Introduction: The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical

Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan

2012-01-01

220

Knowledge and Attitudes of Ugandan Preservice Science and Mathematics Teachers toward Global and Ugandan Science--and Technology-Based Problems and/or Threats  

ERIC Educational Resources Information Center

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five…

Robinson, Michael; Tibanyendera, Basil; Seltzer-Kelly, Debbie

2007-01-01

221

Elementary Preservice Teachers' Mathematical Knowledge for Teaching: Using Situated Case Studies and Educative Experiences to Examine and Improve the Development of MKT in Teacher Education  

ERIC Educational Resources Information Center

This study examined pre-service teachers' development of mathematical knowledge for teaching (MKT) over their final year in a university based teacher education program. This was done through analyzing written reflections, focus group interviews, individual interviews, teaching observations, and post-observation interviews as well as through the…

Johnson, Tracy L.

2011-01-01

222

Is Constructivist Learning Environment Really Effective on Learning and Long-Term Knowledge Retention in Mathematics? Example of the Infinity Concept  

ERIC Educational Resources Information Center

This study investigates the long-term effects of instructing Cantor set theory using constructivist learning approach on student knowledge retention. The participants included 60 first-year secondary mathematics pre-service teachers. Students were divided into two classes one of which was taught via traditional lecture (n = 30) and the other was…

Narli, Serkan

2011-01-01

223

Forecast: Changing Mathematics Curriculum and Increasing Pressure for Higher-Level Thinking Skills.  

ERIC Educational Resources Information Center

Presents a unit developed by the 1991 Oregon Mathematics Teachers of Middle School project in which students investigate the average temperature, precipitation, and snowfall in their town using spreadsheets and graphing packages. Students compare the averages over a period of 30 years to a particular year. (MDH)

Niess, Margaret L.

1993-01-01

224

Beyond Cognitive Increase: Investigating the Influence of Computer Programming on Perception and Application of Mathematical Skills  

ERIC Educational Resources Information Center

This study aimed to provide first-hand accounts of the perceived long-term effects of learning computer programming on a learner's approach to mathematics. These phenomenological accounts, garnered from individual interviews of seven different programmers, illustrate four specific areas of interest: (1) programming provides context for many…

Rich, Peter J.; Bly, Neil; Leatham, Keith R.

2014-01-01

225

Introduction to the "Scoliosis" Journal Brace Technology Thematic Series: increasing existing knowledge and promoting future developments.  

PubMed

Bracing is the main non-surgical intervention in the treatment of idiopathic scoliosis during growth, in hyperkyphosis (and Scheuermann disease) and occasionally for spondylolisthesis; it can be used in adult scoliosis, in the elderly when pathological curves lead to a forward leaning posture or in adults after traumatic injuries. Bracing can be defined as the application of external corrective forces to the trunk; rigid supports or elastic bands can be used and braces can be custom-made or prefabricated. The state of research in the field of conservative treatment is insufficient and while it can be stated that there is some evidence to support bracing, we must also acknowledge that today we do not have a common and generally accepted knowledge base, and that instead, individual expertise still prevails, giving rise to different schools of thought on brace construction and principles of correction. The only way to improve the knowledge and understanding of brace type and brace function is to establish a single and comprehensive source of information about bracing. This is what the Scoliosis Journal is going to do through the "Brace Technology" Thematic Series, where technical papers coming from the different schools will be published. PMID:20205874

Negrini, Stefano; Grivas, Theodoros B

2010-01-01

226

Introduction to the "Scoliosis" Journal Brace Technology Thematic Series: increasing existing knowledge and promoting future developments  

PubMed Central

Bracing is the main non-surgical intervention in the treatment of idiopathic scoliosis during growth, in hyperkyphosis (and Scheuermann disease) and occasionally for spondylolisthesis; it can be used in adult scoliosis, in the elderly when pathological curves lead to a forward leaning posture or in adults after traumatic injuries. Bracing can be defined as the application of external corrective forces to the trunk; rigid supports or elastic bands can be used and braces can be custom-made or prefabricated. The state of research in the field of conservative treatment is insufficient and while it can be stated that there is some evidence to support bracing, we must also acknowledge that today we do not have a common and generally accepted knowledge base, and that instead, individual expertise still prevails, giving rise to different schools of thought on brace construction and principles of correction. The only way to improve the knowledge and understanding of brace type and brace function is to establish a single and comprehensive source of information about bracing. This is what the Scoliosis Journal is going to do through the "Brace Technology" Thematic Series, where technical papers coming from the different schools will be published. PMID:20205874

2010-01-01

227

Increasing the Representation of People with Disabilities in Science, Engineering, and Mathematics  

NSDL National Science Digital Library

This academic paper identifies three main factors that cause individuals with disabilities to be under-represented in science, engineering, and mathematics fields: preparation of students with disabilities; access to facilities, programs, and equipment; and acceptance by educators, employers and co-workers. This paper explores the role of information technology, describes a campus program designed to positively influence each of the factors, and makes a series of recommendations for action.

Burgstahler, Sheryl

228

Mathematical Resilience  

ERIC Educational Resources Information Center

The term "mathematical resilience" is used to describe a learner's stance towards mathematics that enables pupils to continue learning despite finding setbacks and challenges in their mathematical learning journey. There are ways of working in mathematics that increase mathematical resilience and conversely there are ways of working that decrease…

Johnston-Wilder, Sue; Lee, Clare

2010-01-01

229

Increased knowledge of Francisella genus diversity highlights the benefits of optimised DNA-based assays  

PubMed Central

Background Recent advances in sequencing technologies offer promising tools for generating large numbers of genomes, larger typing databases and improved mapping of environmental bacterial diversity. However, DNA-based methods for the detection of Francisella were developed with limited knowledge about genetic diversity. This, together with the high sequence identity between several Francisella species, means there is a high risk of false identification and detection of the highly virulent pathogen Francisella tularensis. Moreover, phylogenetic reconstructions using single or limited numbers of marker sequences often result in incorrect tree topologies and inferred evolutionary distances. The recent growth in publicly accessible whole-genome sequences now allows evaluation of published genetic markers to determine optimal combinations of markers that minimise both time and laboratory costs. Results In the present study, we evaluated 38 previously published DNA markers and the corresponding PCR primers against 42 genomes representing the currently known diversity of the genus Francisella. The results highlight that PCR assays for Francisella tularensis are often complicated by low specificity, resulting in a high probability of false positives. A method to select a set of one to seven markers for obtaining optimal phylogenetic resolution or diagnostic accuracy is presented. Conclusions Current multiple-locus sequence-typing systems and detection assays of Francisella, could be improved by redesigning some of the primers and reselecting typing markers. The use of only a few optimally selected sequence-typing markers allows construction of phylogenetic topologies with almost the same accuracy as topologies based on whole-genome sequences. PMID:23009728

2012-01-01

230

All Kidding Aside: Humor Increases Learning at Knowledge and Comprehension Levels  

ERIC Educational Resources Information Center

It has been argued that humor is beneficial in the classroom because it increases social bonding between instructor and student, salience of information, and ultimately recall and retention. The current study sought to add to the literature by empirically testing some assumptions about humor as a pedagogical tool. Specifically, we predicted that…

Hackathorn, Jana; Garczynski, Amy M.; Blankmeyer, Katheryn; Tennial, Rachel D.; Solomon, Erin D.

2011-01-01

231

Development Knowledge Can Increase Manufacturing Capability and Facilitate Quality by Design  

Microsoft Academic Search

The pharmaceutical industry works hard to develop, manufacture, and bring to market new drugs— and to comply with regulatory requirements to demonstrate that the drugs are safe and effective. A new approach to drug development could increase efficiencies, provide regulatory relief and flexibility, and offer important business benefits throughout the product’ sl ife cycle. This article explores the processes used

Russ Somma

2007-01-01

232

The land potential knowledge system (LandPKS): Increasing land productivity and resilience  

Technology Transfer Automated Retrieval System (TEKTRAN)

Africa must significantly increase agricultural production to meet the needs of a growing population. Current efforts focus on intensifying production on currently used lands and expanding to un- or under-utilized lands. The success of both strategies requires understanding the land’s potential prod...

233

Case Studies The improvement of understanding is for two ends: first, our own increase of knowledge;  

E-print Network

35 CHAPTER 3 Case Studies The improvement of understanding is for two ends: first, our own increase) in the context of its application to real case studies. The approach taken has concurrently led case studies discussed in this chapter enabled the development of a systematic approach to goal

Antón, Annie I.

234

How Does a Co-Learner Delivery Model in Professional Development Affect Teachers' Self-Efficacy in Teaching Mathematics and Specialized Mathematics Knowledge for Teaching?  

ERIC Educational Resources Information Center

The National Mathematics Advisory Panel, established under the Bush Administration, was created to improve teaching and learning of mathematics in the United States. One component of the study was focused on teachers and professional development opportunities. They found that the majority of professional development studies available were mostly…

Ribeiro, John J.

2009-01-01

235

Open-Ended (Extended/Constructed) Response Questions as Predictors of Success on Subsequent State Mathematics Examination: The Influence of Mathematical Awareness and Conceptual Knowledge  

ERIC Educational Resources Information Center

This study investigated the predictive ability of students' responses to open-ended, constructed/extended questions in third and fourth grade mathematics content subcategories on subsequent fifth grade mathematics achievement proficiency levels. Open-ended, extended/constructed response questions reflected content as outlined by the National…

Gullie, Kathy A.

2011-01-01

236

Evaluating puberty health program effect on knowledge increase among female intermediate and high school students in Birjand, Iran  

PubMed Central

Background: Puberty is one of the most critical periods in a female adolescents’ life. This intervening study aimed to evaluate the effect of educational program for puberty health on improving intermediate and high school female students’ knowledge in Birjand, Iran. Materials and Methods: In this quasi-experimental study, 325 female intermediate and high school students were selected through randomized cluster sampling during several stages. Then, researcher-made questionnaire including 20 questions, each having one point regarding puberty health, was distributed. After completion of the questionnaires were gathered. Following this, under a systemic educational plan all intermediate and high school selected students were given the same instruction by trained instructors. Instruction time for each meeting was estimated 1.5 hours. One month after the educational program and handing out the pamphlets in schools, the previous questionnaires were again distributed among the students to fill out. At the end, 302 students who had filled out the questionnaires before and after intervention were studied. Results: Out of 302 students, 151 were intermediate and 151 high school students. Knowledge level among intermediate students was 5.03 ± 3.7 before intervention and was 10.8 ± 4.8 after intervention. Among high school students, the scores were 4.1 ± 2.3 and 8.7 ± 3.8, respectively. There was a significant difference between pre and post intervention stages in both groups (P < 0.001). Furthermore, mean knowledge grade in all the students increased from 4.6 ± 3.1 before intervention to 9.7 ± 4.4 after intervention (P < 0.001). Conclusion: Performing educational programs during puberty has a crucial role in young girls’ knowledge increase. Since young girls often do not share their problems with their parents and their peers during the period, instructional classes in schools provide a good opportunity for them to present their problems and finding solutions. PMID:24520555

Moodi, Mitra; Zamanipour, Nosrat; Sharifirad, Golam-Reza; Shahnazi, Hossein

2013-01-01

237

Assessment of herbal medicinal products: Challenges, and opportunities to increase the knowledge base for safety assessment  

SciTech Connect

Although herbal medicinal products (HMP) have been perceived by the public as relatively low risk, there has been more recognition of the potential risks associated with this type of product as the use of HMPs increases. Potential harm can occur via inherent toxicity of herbs, as well as from contamination, adulteration, plant misidentification, and interactions with other herbal products or pharmaceutical drugs. Regulatory safety assessment for HMPs relies on both the assessment of cases of adverse reactions and the review of published toxicity information. However, the conduct of such an integrated investigation has many challenges in terms of the quantity and quality of information. Adverse reactions are under-reported, product quality may be less than ideal, herbs have a complex composition and there is lack of information on the toxicity of medicinal herbs or their constituents. Nevertheless, opportunities exist to capitalise on newer information to increase the current body of scientific evidence. Novel sources of information are reviewed, such as the use of poison control data to augment adverse reaction information from national pharmacovigilance databases, and the use of more recent toxicological assessment techniques such as predictive toxicology and omics. The integration of all available information can reduce the uncertainty in decision making with respect to herbal medicinal products. The example of Aristolochia and aristolochic acids is used to highlight the challenges related to safety assessment, and the opportunities that exist to more accurately elucidate the toxicity of herbal medicines.

Jordan, Scott A., E-mail: scott.jordan@hc-sc.gc.c [Marketed Biologicals, Biotechnology and Natural Health Products Bureau, Marketed Health Products Directorate, Health Canada, 200 Tunney's Pasture Driveway, Postal Locator 0701 A, Ottawa, Ontario, K1A 0K9 (Canada); Cunningham, David G. [Marketed Biologicals, Biotechnology and Natural Health Products Bureau, Marketed Health Products Directorate, Health Canada, 200 Tunney's Pasture Driveway, Postal Locator 0701 A, Ottawa, Ontario, K1A 0K9 (Canada); Marles, Robin J. [Bureau of Clinical Trials and Health Sciences, Natural Health Products Directorate, Health Canada (Canada)

2010-03-01

238

Increasing patient knowledge, satisfaction, and involvement: randomized trial of a communication intervention.  

PubMed

A brief educational intervention to promote effective communication between physicians, children, and parents during pediatric office visits was designed and tested. A randomized clinical trial involving 141 children (5- to 15-year-olds) tested the effectiveness of the intervention to improve the process and outcome of medical care. The intervention was contained in three brief videotapes (one each for parents, physicians, and patients) and in accompanying written materials. Materials were designed to build skills and motivation for increased child competence and participation during pediatric medical visits. Control subjects saw health education videotapes and received materials comparable in length with those of experimental subjects. Postintervention medical visit process was analyzed using videotapes of visits. Visit outcomes, assessed with standardized instruments and interviews, included children's rapport with physicians, children's anxiety, children's preference for an active health role, children's recall of information, parents' satisfaction with the medical visit, and physician satisfaction. Results indicated that physicians in the intervention group, compared with their counterparts in the control group, more often included children in discussions of medical recommendations (50% vs 29%, t = 2.39, P less than .05); that children in the intervention group, compared with control children, recalled more medication recommendations (77% vs 47%, P less than .01) and reported greater satisfaction and preference for an active health role; and that the intervention and control groups did not differ in parent satisfaction, physician satisfaction, or child anxiety. The results suggest that a brief educational intervention administered during waiting room time can positively impact physician-child rapport and children's preference for an active role in health and their acquisition of medical information. PMID:1861939

Lewis, C C; Pantell, R H; Sharp, L

1991-08-01

239

A community effort towards a knowledge-­base and mathematical model of the human pathogen Salmonella Typhimurium LT2  

SciTech Connect

BACKGROUND: Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-­?bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium is a human pathogen, causes various diseases and its increasing antibiotic resistance poses a public health problem. RESULTS: Here, we describe a community-­?driven effort, in which more than 20 experts in S. Typhimurium biology and systems biology collaborated to reconcile and expand the S. Typhimurium BiGG knowledge-­?base. The consensus MR was obtained starting from two independently developed MRs for S. Typhimurium. Key results of this reconstruction jamboree include i) development and implementation of a community-­?based workflow for MR annotation and reconciliation; ii) incorporation of thermodynamic information; and iii) use of the consensus MR to identify potential multi-­?target drug therapy approaches. CONCLUSION: Taken together, with the growing number of parallel MRs a structured, community-­?driven approach will be necessary to maximize quality while increasing adoption of MRs in experimental design and interpretation.

Thiele, Ines; Hyduke, Daniel R.; Steeb, Benjamin; Fankam, Guy; Allen, Douglas K.; Bazzani, Susanna; Charusanti, Pep; Chen, Feng-Chi; Fleming, Ronan M.; Hsiung, Chao A.; De Keersmaecker, Sigrid C.; Liao, Yu-Chieh; Marchal, Kathleen; Mo, Monica L.; Ozdemir, Emre; Raghunathan, Anu; Reed, Jennifer L.; Shin, Sook Il; Sigurbjornsdottir, Sara; Steinmann, Jonas; Sudarsan, Suresh; Swainston, Neil; Thijs, Inge M.; Zengler, Karsten; Palsson, Bernhard O.; Adkins, Joshua N.; Bumann, Dirk

2011-01-18

240

Remedial Mathematics for Quantum Chemistry  

ERIC Educational Resources Information Center

Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the mathematics problem, a remedial mathematics

Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan

2008-01-01

241

Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…

Engel, Mimi; Claessens, Amy; Finch, Maida A.

2013-01-01

242

Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence…

Engel, Mimi; Claessens, Amy; Finch, Maida

2011-01-01

243

A Plan for CSUN Equity Increases Carol Shubin, Professor of Mathematics  

E-print Network

equity issues must be done in a transparent manner. A general increase only widens the equity gap can be addressed by setting a minimum wage designed to first remove the internal inequity within the colleges. The deans, in consultation with a committee, could establish a minimum wage by looking

Shubin, Carol

244

Alien Contact. Examining the Influence of Teacher Mathematics Knowledge for Teaching on Their Implementation of a Mathematical, Augmented Reality Curricular Unit  

ERIC Educational Resources Information Center

This paper reports on findings from a five-teacher, exploratory case study, critically observing their implementation of a technology-intensive, augmented reality (AR) mathematics curriculum unit, along with its paper-based control. The unit itself was intended to promote multiple proportional reasoning strategies to urban, public middle school…

Mitchell, Rebecca Noelle

2009-01-01

245

The Impact of Problem-Based Learning Curricula and Teachers' Mathematical Knowledge for Teaching on the Mathematical Development of Second Grade Students  

ERIC Educational Resources Information Center

The results from the 2007 Trends in International Mathematics and Science Study (TIMSS) revealed that the scores of fourth grade students in the 90th percentile showed no measurable change from the results of the first TIMSS assessment in 1995. Contrarily, the scores of the lowest performing fourth graders showed statistically significant…

Trinter, Christine P.

2011-01-01

246

Using expert knowledge to increase realism in environmental system models can dramatically reduce the need for calibration  

NASA Astrophysics Data System (ADS)

Conceptual environmental system models, such as rainfall runoff models, generally rely on calibration for parameter identification. Increasing complexity of this type of models for better representation of hydrological process heterogeneity, typically makes parameter identification more difficult. Although various, potentially valuable, approaches for better parameter estimation have been developed, strategies to impose general conceptual understanding of how a catchment works into the process of parameter estimation has not been fully explored. In this study we assess the effects of imposing semi-quantitative, relational inequality constraints, based on expert-knowledge, for model development and parameter specification, efficiently exploiting the complexity of a semi-distributed model formulation. Making use of a topography driven rainfall-runoff modeling (FLEX-TOPO) approach, a catchment was delineated into three functional units, i.e., wetland, hillslope and plateau. Ranging from simple to complex, three model setups, FLEXA, FLEXB and FLEXC were developed based on these functional units, where FLEXA is a lumped representation of the study catchment, and the semi-distributed formulations FLEXB and FLEXC progressively introduce more complexity. In spite of increased complexity, FLEXB and FLEXC allow modelers to compare parameters, as well as states and fluxes, of their different functional units to each other, allowing the formulation of constraints that limit the feasible parameter space. We show that by allowing for more landscape-related process heterogeneity in a model, e.g., FLEXC, the performance increases even without traditional calibration. The additional introduction of relational constraints further improved the performance of these models.

Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.

2014-12-01

247

The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools  

E-print Network

is: Does expertise in technology integration, pedagogy and content relate to teaching effectiveness? The TPACK expertise of 347 secondary male mathematics teachers in Riyadh public schools was measured by self-evaluation questionnaires. Principals...

Alshehri, Khaled Abdullah

2012-12-31

248

A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings  

ERIC Educational Resources Information Center

The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

McKenzie, Karen

2013-01-01

249

Mathematics Tyler Jarvis, Chair  

E-print Network

Mathematics Tyler Jarvis, Chair 290 TMCB, (801) 422-2061 College of Physical and Mathematical in the Department of Mathematics is open enrollment. The Discipline Mathematics is a means of dealing with order of any educated person. Mathematics is not just a body of knowledge, but a process of analysis, reasoning

Hart, Gus

250

Mathematics Master acadmique  

E-print Network

Master in Mathematics ­ Master académique ­ General Mathematics Financial Mathematics The numbers faculty. #12;4 The Master in Mathematics at the University of Luxembourg provides a broad education and a strong background in Mathematics. It enables our students to proceed to the forefront of knowledge in one

van der Torre, Leon

251

Students as Mathematics Consultants  

ERIC Educational Resources Information Center

If students are going to develop reasoning and thinking skills, use their mathematical knowledge, and recognize the relevance of mathematics in their lives, they need to experience mathematics in meaningful ways. Only then will their mathematical skills be transferrable to all other parts of their lives. To promote such flexible mathematical

Jensen, Jennifer L.

2013-01-01

252

An investigation of how preservice teachers ability to professionally notice children's mathematical thinking relates to their own mathematical knowledge for teaching  

E-print Network

.......................................................................... 81 6 Graph Trend Lines for LMT to V3Q1, V3Q2, V3Q3 ...................................... 86 xi Chapter 1 The Research Problem Introduction The National Council of Teachers of Mathematics (NCTM) and the standards movement encouraged... .......................................................................... 84 x List of Figures 1 Histogram and Bell Curve of LMT 2008A Results .......................................... 69 2 Histogram and Bell Curve of LMT 2008B Results .......................................... 70 3...

Flake, Mari Wheeler

2014-05-31

253

On the Pregnance of Bodily Movement and Geometrical Objects: A Post-Constructivist Account of the Origin of Mathematical Knowledge  

ERIC Educational Resources Information Center

Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a…

Roth, Wolff-Michael

2014-01-01

254

Understanding Mathematics and Science Matters. Studies in Mathematical Thinking and Learning Series  

ERIC Educational Resources Information Center

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics

Romberg, Thomas A., Ed.; Carpenter, Thomas P., Ed.; Dremock, Fae, Ed.

2005-01-01

255

Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers  

ERIC Educational Resources Information Center

This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons…

Chen, Ho-Yuan; Jang, Syh-Jong

2013-01-01

256

Flexible Conceptions of Perspectives and Representations: An Examination of Pre-Service Mathematics Teachers' Knowledge  

ERIC Educational Resources Information Center

The concept of multiple representations of functions and the ability to make translations among representations are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, & Arcavi, 1993; NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is underdeveloped. This…

Bannister, Vanessa R. Pitts

2014-01-01

257

Exploring Teachers' Knowledge and Perceptions across Mathematics and Science through Content-Rich Learning Experiences in a Professional Development Setting  

ERIC Educational Resources Information Center

This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain. This…

Zwiep, Susan Gomez; Benken, Babette M.

2013-01-01

258

Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks  

ERIC Educational Resources Information Center

While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…

Steele, Michael D.

2013-01-01

259

DUF1220 copy number is linearly associated with increased cognitive function as measured by total IQ and mathematical aptitude scores.  

PubMed

DUF1220 protein domains exhibit the greatest human lineage-specific copy number expansion of any protein-coding sequence in the genome, and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Given these findings, we examined associations between DUF1220 subtypes CON1 and CON2 and cognitive aptitude. We identified a linear association between CON2 copy number and cognitive function in two independent populations of European descent. In North American males, an increase in CON2 copy number corresponded with an increase in WISC IQ (R (2) = 0.13, p = 0.02), which may be driven by males aged 6-11 (R (2) = 0.42, p = 0.003). We utilized ddPCR in a subset as a confirmatory measurement. This group had 26-33 copies of CON2 with a mean of 29, and each copy increase of CON2 was associated with a 3.3-point increase in WISC IQ (R (2) = 0.22, p = 0.045). In individuals from New Zealand, an increase in CON2 copy number was associated with an increase in math aptitude ability (R (2) = 0.10 p = 0.018). These were not confounded by brain size. To our knowledge, this is the first study to report a replicated association between copy number of a gene coding sequence and cognitive aptitude. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity and cognitive aptitude, suggesting that such processes may be genetically and mechanistically inter-related. The findings presented here warrant expanded investigations in larger, well-characterized cohorts. PMID:25287832

Davis, Jonathon M; Searles, Veronica B; Anderson, Nathan; Keeney, Jonathon; Raznahan, Armin; Horwood, L John; Fergusson, David M; Kennedy, Martin A; Giedd, Jay; Sikela, James M

2015-01-01

260

Did Learning Mathematics Online Increase Students' Math Proficiency?: An Outcome Study of a Vocational High School's Use of an Online Mathematics Program  

ERIC Educational Resources Information Center

This mixed methods outcomes study investigated a summer school mathematics program for all incoming 9th grade students at a suburban New England vocational technical high school. Qualitative data was gathered via survey and interview from administration, faculty, and students involved with the newly introduced online learning program.…

Paadre, Taimi H.

2011-01-01

261

The role of recurrent CBT for increasing aviation security screeners' visual knowledge and abilities needed in x-ray screening  

Microsoft Academic Search

X-ray screeners have to know which items are prohibited and what they look like in x-ray images of passenger bags (knowledge-based factors). In addition, effective x-ray screening requires the abilities to cope with bag complexity, superposition by other objects, and rotation of objects (image-based factors). Knowledge-based factors are expected to be highly dependent on training whereas image-based factors are related

Diana Hardmeier; Franziska Hofer; Adrian Schwaninger

262

PREREQUIREMENTS: Chemical bond and Matter structure, Linear Algebra, Mathematics, Digital Calculus, Data processing fundamentals, Differential Calculus, Chemiometry, Physical Chemistry (Advanced), inorganic Chemistry, Biochemistry, Organic Chemistry (Advanced) PREVIOUS KNOWLEDGES: The corresponding to prerequirement courses, in particular the acquired as mathematics, statistics, optimisation, quantum mechanics and spectroscopy  

Microsoft Academic Search

milestone of scientific knowledge. From nineties, the evolution of computers has allowed the useful and effective incorporation of modelization in the chemical environment. Computational Chemistry. Computational Chemistry is an area of multidisciplinary knowledge. Different areas like Data Processing and Documentation, Mathematics (optimisation, operator algebra, calculus, differential equations, etc.), Physics and Physical Chemistry, Quantum chemistry, biochemistry, organic, inorganic and analytical chemistry

Jordi Teixidó Closa

263

Study Abroad in Applied Mathematics  

E-print Network

Study Abroad in Applied Mathematics Studying abroad is increasingly important for Applied and knowledge of global issues gained are critical to the companies' success. Why should I go abroad? Studying of their options before making a decision. Utilize the Study Abroad Worksheet to help you compare programs side

Heller, Barbara

264

Pearson's Correlation between Three Variables; Using Students' Basic Knowledge of Geometry for an Exercise in Mathematical Statistics  

ERIC Educational Resources Information Center

When studying correlations, how do the three bivariate correlation coefficients between three variables relate? After transforming Pearson's correlation coefficient r into a Euclidean distance, undergraduate students can tackle this problem using their secondary school knowledge of geometry (Pythagoras' theorem and similarity of triangles).…

Vos, Pauline

2009-01-01

265

Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement  

ERIC Educational Resources Information Center

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique. Of several variables that might contribute to inconsistencies and variations in study findings, three features of…

Ahn, Soyeon; Choi, Jinyoung

2004-01-01

266

A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects  

ERIC Educational Resources Information Center

The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…

Yilmaz, Ismail

2012-01-01

267

Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.  

PubMed

The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. (PsycINFO Database Record PMID:25688999

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

2015-04-01

268

Algorithm for increasing the accuracy of a numerical solution of the equations of mathematical physics by the Gauss-Legendre method of quadratures  

Microsoft Academic Search

An effective algorithm is developed for increasing the accuracy of a numerical solution of the equations of mathematical physics. In the first stage of the algorithm, with the aid of a stable method, values of the unknown function are calculated at the nodes corresponding to the Gauss-Legendre quadratures (GLQ). In the second stage recalculation is carried out in accordance with

V. I. Gladkovskii

1988-01-01

269

Mentoring Increases Connectedness and Knowledge: A Cross-Sectional Evaluation of Two Programs in Child and Adolescent Psychiatry  

ERIC Educational Resources Information Center

Objective: The authors assess changes in knowledge and feeling connected to the field of child and adolescent psychiatry (CAP) after participation in a brief mentoring program held at two CAP conferences. Methods: Similar mentorship programs were implemented at two CAP conferences, one national (N=119 participants), one international (N=53). The…

Horner, Michelle S.; Miller, Susan Milam; Rettew, David C.; Althoff, Robert; Ehmann, Mary; Hudziak, James J.; Martin, Andres

2008-01-01

270

Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity  

ERIC Educational Resources Information Center

Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

2011-01-01

271

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.  

PubMed

The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice. PMID:23184436

McKenzie, Karen

2013-12-01

272

Men who have sex with men sensitivity training reduces homoprejudice and increases knowledge among Kenyan healthcare providers in coastal Kenya  

PubMed Central

Introduction Healthcare workers (HCWs) in Africa typically receive little or no training in the healthcare needs of men who have sex with men (MSM), limiting the effectiveness and reach of population-based HIV control measures among this group. We assessed the effect of a web-based, self-directed sensitivity training on MSM for HCWs (www.marps-africa.org), combined with facilitated group discussions on knowledge and homophobic attitudes among HCWs in four districts of coastal Kenya. Methods We trained four district “AIDS coordinators” to provide a two-day training to local HCWs working at antiretroviral therapy-providing facilities in coastal Kenya. Self-directed learning supported by group discussions focused on MSM sexual risk practices, HIV prevention and healthcare needs. Knowledge was assessed prior to training, immediately after training and three months after training. The Homophobia Scale assessed homophobic attitudes and was measured before and three months after training. Results Seventy-four HCWs (68% female; 74% clinical officers or nurses; 84% working in government facilities) from 49 health facilities were trained, of whom 71 (96%) completed all measures. At baseline, few HCWs reported any prior training on MSM anal sexual practices, and most HCWs had limited knowledge of MSM sexual health needs. Homophobic attitudes were most pronounced among HCWs who were male, under 30 years of age, and working in clinical roles or government facilities. Three months after training, more HCWs had adequate knowledge compared to baseline (49% vs. 13%, McNemar's test p<0.001); this was most pronounced in those with clinical or administrative roles and in those from governmental health providers. Compared to baseline, homophobic attitudes had decreased significantly three months after training, particularly among HCWs with high homophobia scores at baseline, and there was some evidence of correlation between improvements in knowledge and reduction in homophobic sentiment. Conclusions Scaling up MSM sensitivity training for African HCWs is likely to be a timely, effective and practical means to improve relevant sexual health knowledge and reduce personal homophobic sentiment among HCWs involved in HIV prevention, testing and care in sub-Saharan Africa. PMID:24321111

van der Elst, Elise M; Smith, Adrian D; Gichuru, Evanson; Wahome, Elizabeth; Musyoki, Helgar; Muraguri, Nicolas; Fegan, Greg; Duby, Zoe; Bekker, Linda-Gail; Bender, Bonnie; Graham, Susan M; Operario, Don; Sanders, Eduard J

2013-01-01

273

Diversity in Law Interdisciplinary Minor The Diversity in Law Interdisciplinary Minor is designed to increase students' knowledge and appreciation of both law and diversity  

E-print Network

Diversity in Law Interdisciplinary Minor The Diversity in Law Interdisciplinary Minor is designed to increase students' knowledge and appreciation of both law and diversity in the United States as well ___________________________________ ______________________________________ _____________________________________________ Choose FOUR of the following; must include two different subject codes: Courses focused on law and

274

“Smart Bodies” school wellness program increased children's knowledge of healthy nutrition practices and self-efficacy to consume fruit and vegetables  

Microsoft Academic Search

Diets rich in fruit and vegetables are important for long-term health yet children frequently do not like these foods. The “Smart Bodies” school wellness program sought to increase children's knowledge of healthy nutritional practices, improve psychosocial variables associated with eating fruit and vegetables, and develop preferences for these foods. A randomized controlled intervention trial was conducted in 14 low-income, urban,

Georgianna Tuuri; Michael Zanovec; Linda Silverman; James Geaghan; Melinda Solmon; Denise Holston; Annrose Guarino; Heli Roy; Ellen Murphy

2009-01-01

275

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?  

ERIC Educational Resources Information Center

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week…

Nehm, Ross H.; Schonfeld, Irvin Sam

2007-01-01

276

Evaluation of the Incubators in the Classroom Program: Does It Increase Fourth Grade Students' Knowledge of Agriculture-Related Science Concepts?  

ERIC Educational Resources Information Center

In seven Indiana schools, fourth graders received hands-on instruction with incubators; seven schools were controls, with a total of 736 students and 39 teachers participating. The treatment group increased agriculture-related science knowledge. Students from communities smaller than 5,000 scored better than those in larger communities. (Contains…

Meunier, Ryan A.; Talbert, B. Allen; Latour, Mickey A.

2002-01-01

277

Preserving Knowledge  

ERIC Educational Resources Information Center

Every year, teachers leave the profession and take valuable experience and knowledge with them. An increasing retirement rate makes schools vulnerable to a significant loss of knowledge. This article describes how implementing a knowledge management process will ensure that valuable assets are captured and shared. (Contains 3 online resources.)

Taintor, Spence

2008-01-01

278

Code RED (Remediation and Enrichment Days): The Complex Journey of a School and University Partnership's Process to Increase Mathematics Achievement  

ERIC Educational Resources Information Center

This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title I elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment…

Moyer, Patricia S.; Dockery, Kim; Jamieson, Spencer; Ross, Julie

2007-01-01

279

Meeting the Demands of the Knowledge Based Economy: Strengthening Undergraduate Science, Mathematics and Engineering Education. Hearing Before the Subcommittee on Research, Committee on Science, House of Representatives, 107th Congress, First Session (March 7, 2002).  

ERIC Educational Resources Information Center

This hearing was held to examine the current state of mathematics, science, and engineering education at the undergraduate level by focusing on the demands of a knowledge-based economy. Contents include opening statements by Representative Nick Smith, Chairman, Subcommittee on Research, Committee in Science, U.S. House of Representatives;…

Congress of the U.S., Washington, DC. House.

280

The use of geospatial technologies to increase students' spatial abilities and knowledge of certain atmospheric science content  

NASA Astrophysics Data System (ADS)

The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day institute. Scientists who use the technologies in their research taught the basics of their use and scientific background. Standards-based activities were used to integrate the technologies in the classroom setting. Students were tested before any instruction in the technologies and then tested two other times. They used the technologies in field data collection and used that data in an inquiry-based project. Their projects were presented at a mini-science conference with scientists, teachers, parents, and other students in attendance. Significant differences were noted from pre-test to second post-test in the test in both the spatial abilities and science section. There was a gain in both spatial abilities and in specific atmospheric science content knowledge.

Hedley, Mikell Lynne

2008-10-01

281

The WHISK (Women's Health: Increasing the Awareness of Science and Knowledge) Pilot Project: Recognizing Sex and Gender Differences in Women's Health and Wellness  

PubMed Central

Women's health encompasses a continuum of biological, psychological, and social challenges that di?er considerably from those of men. Despite the remarkable advances in science, women's health and sex di?erences research is slowly gaining recognition and acceptance. It is important that women's health gain attention as women are usually the gatekeepers of care for the family. Women's health and health outcomes are strongly influenced by sex and gender di?erences as well as geography. Around the world, the interplay of biology and culture brings about di?erences in men's and women's health, which have been largely overlooked. The Women's Health: Increasing the Awareness of Science and Knowledge (WHISK) Pilot Project was a multidisciplinary project aimed to increase the awareness of sex and gender di?erences in women's health and research among healthcare professionals. Theater expression and creative art were used to translate knowledge, enhance understanding, and increase the awareness of sex di?erences. Findings from this project clearly showed an apparent increase in knowledge and cultivation of new insights. PMID:24416695

Dennis, Sabriya; Weaks, Francesca

2013-01-01

282

Taiwanese and American Preschool Children's Everyday Mathematics.  

ERIC Educational Resources Information Center

Noting that little is known about young children's informal mathematical knowledge and that such knowledge may contribute to national differences in mathematics achievement, this study examined Taiwanese and American preschool children's informal mathematical knowledge and the type of mathematical activities they encounter in everyday life. Data…

Lin, Chia-ling; Ness, Daniel

283

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum  

Microsoft Academic Search

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction\\u000a over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module\\u000a on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge\\u000a in cardiology and pneumology. A virtual problem-based

T. Raupach; C. Münscher; T. Pukrop; S. Anders; S. Harendza

2010-01-01

284

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?  

Microsoft Academic Search

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of\\u000a science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of\\u000a evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to\\u000a address documented misconceptions identified by a precourse instrument. The

Ross H. Nehm; Irvin Sam Schonfeld

2007-01-01

285

1 Mathematics MATHEMATICS  

E-print Network

1 Mathematics MATHEMATICS The undergraduate mathematics major has three tracks: pure, applied mathematics. UNDERGRADUATE Bachelor's programs · Bachelor of Science with a major in mathematics (http:// bulletin.gwu.edu/arts-sciences/mathematics/bs) · Bachelor of Arts with a major in mathematics (http

Vertes, Akos

286

Just Be It! Healthy and Fit Increases Fifth Graders' Fruit and Vegetable Intake, Physical Activity, and Nutrition Knowledge  

ERIC Educational Resources Information Center

Just Be It! Healthy and Fit reduces the risk factors for childhood obesity for fifth graders using hands-on field trips, in-class lessons, and parent outreach efforts. Pre-test and post-test scores from the year-long classroom instruction showed a statistically significant increase in fruit and vegetable intake, physical activity, and nutrition…

DelCampo, Diana; Baca, Jacqueline S.; Jimenez, Desaree; Sanchez, Paula Roybal; DelCampo, Robert

2011-01-01

287

Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process  

ERIC Educational Resources Information Center

This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP…

Woods, Lee L.; Sylvester, Lorraine; Martin, James E.

2010-01-01

288

Utah's New Mathematics Core  

ERIC Educational Resources Information Center

Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…

Utah State Office of Education, 2011

2011-01-01

289

A Web-Based Program to Increase Knowledge and Reduce Cigarette and Nargila Smoking Among Arab University Students in Israel: Mixed-Methods Study to Test Acceptability  

PubMed Central

Background Among Arab citizens in Israel, cigarette and nargila (hookah, waterpipe) smoking is a serious public health problem, particularly among the young adult population. With the dramatic increase of Internet and computer use among Arab college and university students, a Web-based program may provide an easy, accessible tool to reduce smoking rates without heavy resource demands required by traditional methods. Objective The purpose of this research was to examine the acceptability and feasibility of a pilot Web-based program that provides tailored feedback to increase smoking knowledge and reduce cigarette and nargila smoking behaviors among Arab college/university students in Israel. Methods A pilot Web-based program was developed, consisting of a self-administered questionnaire and feedback system on cigarette and nargila smoking. Arab university students were recruited to participate in a mixed-methods study, using both quantitative (pre-/posttest study design) and qualitative tools. A posttest was implemented at 1 month following participation in the intervention to assess any changes in smoking knowledge and behaviors. Focus group sessions were implemented to assess acceptability and preferences related to the Web-based program. Results A total of 225 participants—response rate of 63.2% (225/356)—completed the intervention at baseline and at 1-month poststudy, and were used for the comparative analysis. Statistically significant reductions in nargila smoking among participants (P=.001) were found. The intervention did not result in reductions in cigarette smoking. However, the tailored Web intervention resulted in statistically significant increases in the intention to quit smoking (P=.021). No statistically significant increases in knowledge were seen at 1-month poststudy. Participants expressed high satisfaction with the intervention and 93.8% (211/225) of those who completed the intervention at both time intervals reported that they would recommend the program to their friends, indicating excellent acceptability and feasibility of the intervention. This was further emphasized in the focus group sessions. Conclusions A tailored Web-based program may be a promising tool to reduce nargila smoking among Arab university students in Israel. The tailored Web intervention was not successful at significantly reducing cigarette smoking or increasing knowledge. However, the intervention did increase participants’ intention to quit smoking. Participants considered the Web-based tool to be an interesting, feasible, and highly acceptable strategy. Trial Registration Trial Registration: ISRCTN registry ISRCTN59207794; http://www.isrctn.com/ISRCTN59207794 (Archived by WebCite at http://www.webcitation.org/6VkYOBNOJ). PMID:25707034

Linn, Shai; Rafaeli, Sheizaf

2015-01-01

290

What Makes a Sign a "Mathematical Sign?"--An Epistemological Perspective on Mathematical Interaction  

ERIC Educational Resources Information Center

Mathematical signs and symbols have a decisive role for coding, constructing and communicating mathematical knowledge. Nevertheless these mathematical signs do not already contain mathematical meaning and conceptual ideas themselves. The contribution will present basic elements of an epistemology of mathematical knowledge and then apply these…

Steinbring, Heinz

2006-01-01

291

Design, implementation, and evaluation of a knowledge translation intervention to increase organ donation after cardiocirculatory death in Canada: a study protocol  

PubMed Central

Background A shortage of transplantable organs is a global problem. There are two types of organ donation: living and deceased. Deceased organ donation can occur following neurological determination of death (NDD) or cardiocirculatory death. Donation after cardiocirculatory death (DCD) accounts for the largest increments in deceased organ donation worldwide. Variations in the use of DCD exist, however, within Canada and worldwide. Reasons for these discrepancies are largely unknown. The purpose of this study is to develop, implement, and evaluate a theory-based knowledge translation intervention to provide practical guidance about how to increase the numbers of DCD organ donors without reducing the numbers of standard NDD donors. Methods We will use a mixed method three-step approach. In step one, we will conduct semi-structured interviews, informed by the Theoretical Domains Framework, to identify and describe stakeholders’ beliefs and attitudes about DCD and their perceptions of the multi-level factors that influence DCD. We will identify: determinants of the evidence-practice gap; specific behavioural changes and/or process changes needed to increase DCD; specific group(s) of clinicians or organizations (e.g., provincial donor organizations) in need of behaviour change; and specific targets for interventions. In step two, using the principles of intervention mapping, we will develop a theory-based knowledge translation intervention that encompasses behavior change techniques to overcome the identified barriers and enhance the enablers to DCD. In step three, we will roll out the intervention in hospitals across the 10 Canadian provinces and evaluate its effectiveness using a multiple interrupted time series design. Discussion We will adopt a behavioural approach to define and test novel, theory-based, and ethically-acceptable knowledge translation strategies to increase the numbers of available DCD organ donors in Canada. If successful, this study will ultimately lead to more transplantations, reducing patient morbidity and mortality at a population-level. PMID:24950719

2014-01-01

292

Impact of an Educational Intervention on Increasing the Knowledge and Changing the Attitude and Beliefs towards Organ Donation among Medical Students  

PubMed Central

Introduction: Organ transplantation saves thousands of lives worldwide. Organ transplantation is a boon to the medical profession, as it helps in saving the lives of many diseased people. Globally, the prevalence of knowledge on organ donation was found to range from 60% to 85%, on using different knowledge variables. Knowledge, attitude and actions are interrelated and previous studies have shown that culture and religion were important external influences which affected the decision making process. So, students require further information on the organ donation process and they need opportunities to examine their own beliefs and attitudes, which can be addressed through educational interventions. Objective: Purpose of the study was to investigate the knowledge, attitude and belief on/towards organ donation and the impact of an educational intervention on them. Methods: An educational interventional study with pre structured questions being administered to study subjects. Results: In the present study, a total of 70 students consented to participate and all the 70 attended the pre-test and post-test after the classroom teaching. Among the 70 participants, 35(50%) were males and 35(50%) were females. A majority of the subjects were Hindus 64(91.4%) and only 3(4.30%) were Muslims. Sixty seven (95.7%) of the students had heard of the term, ‘organ donation’. Most common reason given by the participants for organ donation was that it was done to save someone’s life [61 (87.11%)]. Among the 70 study subjects, only 19(27.10%) knew about the organs that could be donated, whose number increased to 56(80%) after providing the educational intervention. The difference which was observed in their knowledge before and after providing the educational intervention was found to be statistically significant (t= 39.315, p< 0.0000). The awareness of the legislation regarding organ donation was poor. Thiry one(444.3%) subjects were unaware about the existence of laws which were related to organ donation and its process. Conclusion: The study emphasizes the need of an intervention which incorporates the knowledge, motivational messages, facts and figures, to bring necessary changes in the perceptions and intentions of the students regarding organ donations. PMID:24995198

Gupta, Akash

2014-01-01

293

Celebrating Mathematics All Year 'Round  

ERIC Educational Resources Information Center

Celebrating mathematics should be a yearlong event in which students in mathematics classes of all levels engage in mathematics activities and competitions that will encourage growth in mathematical knowledge, enthusiasm for the subject, and collaboration among students of different abilities and backgrounds. Pi Day and Pi Week festivities--a good…

Daire, Sandra Arguelles

2010-01-01

294

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum.  

PubMed

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. PMID:19774475

Raupach, T; Münscher, C; Pukrop, T; Anders, S; Harendza, S

2010-08-01

295

History of Mathematics: Illuminating Understanding of School Mathematics Concepts for Prospective Mathematics Teachers  

ERIC Educational Resources Information Center

The use of the history of mathematics in teaching has long been considered a tool for enriching students' mathematical learning. However, in the USA few, if any, research efforts have investigated how the study of history of mathematics contributes to a person's mathematical knowledge for teaching. In this article, I present the results of…

Clark, Kathleen Michelle

2012-01-01

296

Radical Embodiment and Semiotics: Toward a Theory of Mathematics in the Flesh  

ERIC Educational Resources Information Center

The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the…

Thom, Jennifer S.; Roth, Wolff-Michael

2011-01-01

297

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example  

NASA Astrophysics Data System (ADS)

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

Bleicher, R. E.

2013-12-01

298

Knowledge Construction and Collective Practice: At the Intersection of Learning, Talk, and Social Configurations in a Computer-Mediated Mathematics Classroom  

Microsoft Academic Search

In this study I investigated how students' mathematical activities, and thereby their mathematical understandings, change as a function of their participation in different social configurations. I examined how the interplay between 2 social configura- tions—local investigations at a computer simulation and whole-class discus- sions—contributes to how 7th-grade students learn probabilistic reasoning. I used 2 case studies to investigate (a) how

Noel Enyedy

2003-01-01

299

ENGage: The use of space and pixel art for increasing primary school children's interest in science, technology, engineering and mathematics  

NASA Astrophysics Data System (ADS)

The Faculty of Engineering at The University of Nottingham, UK, has developed interdisciplinary, hands-on workshops for primary schools that introduce space technology, its relevance to everyday life and the importance of science, technology, engineering and maths. The workshop activities for 7-11 year olds highlight the roles that space and satellite technology play in observing and monitoring the Earth's biosphere as well as being vital to communications in the modern digital world. The programme also provides links to 'how science works', the environment and citizenship and uses pixel art through the medium of digital photography to demonstrate the importance of maths in a novel and unconventional manner. The interactive programme of activities provides learners with an opportunity to meet 'real' scientists and engineers, with one of the key messages from the day being that anyone can become involved in science and engineering whatever their ability or subject of interest. The methodology introduces the role of scientists and engineers using space technology themes, but it could easily be adapted for use with any inspirational topic. Analysis of learners' perceptions of science, technology, engineering and maths before and after participating in ENGage showed very positive and significant changes in their attitudes to these subjects and an increase in the number of children thinking they would be interested and capable in pursuing a career in science and engineering. This paper provides an overview of the activities, the methodology, the evaluation process and results.

Roberts, Simon J.

2014-01-01

300

399Mathematics Mathematics  

E-print Network

399Mathematics Mathematics Kaprielian Hall 108 (213) 740-2400 FAX: (213) 740-2424 Email: mathinfo of Mathematics: Eric M. Friedlander, Ph.D. Professors: Kenneth Alexander, Ph.D.; Richard Arratia, Ph.D.; Peter The Department of Mathematics has designed its major to give students an under- standing of the several areas

Rohs, Remo

301

The London Mathematical Society is the UK's learned society for mathematics. Founded in 1865 for the promotion and extension of mathematical knowledge, the Society has a membership of over 2300 drawn from all parts of the UK and overseas. Its principal ac  

E-print Network

The London Mathematical Society is the UK's learned society for mathematics. Founded in 1865, and contribution to public debates on issues related to mathematics, research and education. London Mathematical Society, De Morgan House, 57-58 Russell Square, London WC1B 4HS. Tel +44 (0)20 7637 3686; Fax: +44 (0

Walkley, Mark

302

The London Mathematical Society is the UK's learned society for mathematics. Founded in 1865 for the promotion and extension of mathematical knowledge, the Society has a membership of over 2500 drawn from all parts of the UK and overseas. Its principal  

E-print Network

The London Mathematical Society is the UK's learned society for mathematics. Founded in 1865, and contribution to public debates on issues related to mathematics, research and education. London Mathematical Society, De Morgan House, 57-58 Russell Square, London WC1B 4HS. Tel +44 (0)20 7637 3686; Fax: +44 (0

Mottram, Nigel

303

Learning Mathematics while Black  

ERIC Educational Resources Information Center

While research by scholars has contributed greatly to an emerging knowledge base on Black children and mathematics, there continues to be a dire need for insightful research that de-centers longstanding accounts that have contributed to the construction of Black children as mathematically illiterate and as less than ideal learners relative to…

Martin, Danny Bernard

2012-01-01

304

Mathematics: Content and Pedagogy  

ERIC Educational Resources Information Center

The debate has gone on for some time in terms of which is more salient for the teacher to be well versed in, mathematical content versus methods and approaches in teaching. Both are salient. They cannot be separated from each other. The mathematics teacher must indeed have broad, in-depth knowledge of subject matter as well as in teaching and…

Ediger, Marlow

2009-01-01

305

Early Predictors of Middle School Fraction Knowledge Journal: Developmental Science  

E-print Network

: mathematics achievement, cognitive development, fractions, numerical magnitude representations, conceptual knowledge, procedural knowledge Subject Area: Childhood cognitive development developmentalscience: (573) 882-6268, Fax: (573) 882-7710. Keywords: mathematics achievement, cognitive development

Loudon, Catherine

306

Increased Alpha (8-12 Hz) Activity during Slow Wave Sleep as a Marker for the Transition from Implicit Knowledge to Explicit Insight  

ERIC Educational Resources Information Center

The number reduction task (NRT) allows us to study the transition from implicit knowledge of hidden task regularities to explicit insight into these regularities. To identify sleep-associated neurophysiological indicators of this restructuring of knowledge representations, we measured frequency-specific power of EEG while participants slept during…

Yordanova, Juliana; Kolev, Vasil; Wagner, Ullrich; Born, Jan; Verleger, Rolf

2012-01-01

307

Increase of Farmers' Knowledge through Farmer Seed Production Schools in Vietnam as Assessed on the Basis of Ex-Ante and Ex-Post Tests  

ERIC Educational Resources Information Center

The study was designed to assess changes in farmers' knowledge of farmer seed production through schools (FSPSs) in Vietnam. A set of 25 questions covering five technical areas of the seed production process was used for pre and post knowledge testing at 12 FSPSs in the provinces Binh Dinh, Nam Dinh, Nghe An and Dong Thap. The main findings show…

Tin, Huynh Q.; Struik, Paul C.; Price, Lisa L.; Tuyen, Nguyen P.; Hoan, Nguyen P.; Bos, Heleen

2010-01-01

308

Increase of Farmers' Knowledge through Farmer Seed Production Schools in Vietnam as Assessed on the Basis of Exante and Ex-post Tests  

Microsoft Academic Search

The study was designed to assess changes in farmers' knowledge of farmer seed production through schools (FSPSs) in Vietnam. A set of 25 questions covering five technical areas of the seed production process was used for pre and post knowledge testing at 12 FSPSs in the provinces Binh Dinh, Nam Dinh, Nghe An and Dong Thap. The main findings show

Huynh Q. Tin; Paul C. Struik; Lisa L. Price; Nguyen P. Tuyen; Nguyen P. Hoan; Heleen Bos

2010-01-01

309

Assessing Pre-Service Teacher's Knowledge of and Attitudes towards Incorporating Social Justice Education in Elementary School Mathematics Classrooms  

ERIC Educational Resources Information Center

Over the past three decades, there has been growing interest in teaching mathematics in ways that encourage action for social justice. Social Justice Education (SJE) seeks to enable students to study existing forms of social injustices in their lives and to create a sense of social agency in the students. This study sought to understand the…

McCoy, Wanda Linnette

2012-01-01

310

The Effects of a Serious Digital Game on the Animal Science Competency, Mathematical Competency, Knowledge Transfer Ability, and Motivation of Secondary Agricultural Education Students  

ERIC Educational Resources Information Center

The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…

Bunch, James Charles

2012-01-01

311

The Effects of a Grouping by Tens Manipulative on Children's Strategy Use, Base Ten Understanding and Mathematical Knowledge  

ERIC Educational Resources Information Center

Manipulatives have the potential to be powerful tools in helping children improve their number sense, develop advanced mathematical strategies, and build an understanding of the base ten number system. Physical manipulatives used in classrooms, however, are often not designed to promote efficient strategy use, such as counting on, and typically do…

Pagar, Dana

2013-01-01

312

Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…

Kafyulilo, Ayoub C.

2010-01-01

313

Using Mathematics in Science: Working with Your Mathematics Department  

ERIC Educational Resources Information Center

Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…

Lyon, Steve

2014-01-01

314

The London Mathematical Society is the UK's learned society for the promotion and extension of mathematical knowledge. Founded in 1865 its principal activities are organising meetings and conferences, publishing journals and books, providing financial  

E-print Network

, publishing journals and books, providing financial support for mathematical activities, and contributing career patterns or worked part- time on account of child-rearing and family responsibilities. The fact; and give consideration to the provision of mechanisms to enable participation by people with children

Mitchener, Paul

315

Mathematics for Physicists and Engineers.  

ERIC Educational Resources Information Center

The text is a report of the OEEC Seminar on "The Mathematical Knowledge Required by the Physicist and Engineer" held in Paris, 1961. There are twelve major papers presented: (1) An American Parallel (describes the work of the Panel on Physical Sciences and Engineering of the Committee on the Undergraduate Program in Mathematics of the Mathematical

Organisation for Economic Cooperation and Development, Paris (France).

316

Mathematics in the Early Years.  

ERIC Educational Resources Information Center

Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining…

Copley, Juanita V., Ed.

317

INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS  

PubMed Central

The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. “Now more than ever, the nation’s changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia.”—Irving P. McPhail.. PMID:22942637

Valla, Jeffrey M.; Williams, Wendy M.

2012-01-01

318

Facilitating Collaborative Knowledge Building  

ERIC Educational Resources Information Center

This article describes a detailed analysis of knowledge building in a problem-based learning group. Knowledge building involves increasing the collective knowledge of a group through social discourse. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student…

Hmelo-Silver, Cindy E.; Barrows, Howard S.

2008-01-01

319

Mathematics and Structural Learning. Final Report.  

ERIC Educational Resources Information Center

This report contains four papers describing research based on the view of mathematical knowledge as a hierarchy of "rules." The first paper: "The Role of Rules in Behavior" was abstracted in ED 040 036 (October 1970). The second paper: "A Theory of Mathematical Knowledge" defends the thesis that rules are the basic building blocks of mathematical

Scandura, Joseph M.

320

Freedom Quilts: Mathematics on the Underground Railroad  

ERIC Educational Resources Information Center

A mathematics activity is presented which is a lesson frequently taught to upper elementary school students. It helps the students to see the connection of mathematics with a real-world activity, appreciate the mathematical knowledge required of quilt makers, reinforce their knowledge of the geometrical properties of different shapes and bring…

Neumann, Maureen D.

2005-01-01

321

Pure Mathematics in Australia  

ERIC Educational Resources Information Center

Reports a survey concerned with the future of mathematics in Australia which identified the number of "experts" in particular areas of mathematics who are working in Australia. Findings show increased research work in the past five years but conclusions indicate that many mathematical areas continue to be neglected. (JT)

Bloom, W. R.; And Others

1975-01-01

322

Winning Women into Mathematics.  

ERIC Educational Resources Information Center

Mathematics is an auspicious discipline for young people of both sexes and all ethnic groups. This booklet aims to help members of the Mathematical Association of America (MAA) and others to increase future participation of women in mathematics, to better understand their present roles, and to develop a vision of a world with greater equal…

Kenschaft, Patricia Clark, Ed.; Keith, Sandra Zaroodny, Ed.

323

A Mathematical Diet Model  

ERIC Educational Resources Information Center

Emphasis on problem solving and mathematical modeling has gained considerable attention in the last few years. Connecting mathematics to other subjects and to the real world outside the classroom has received increased attention in mathematics programs. This article describes an application of simple differential equations in the field of…

Toumasis, Charalampos

2004-01-01

324

Learning Mathematics--Letting the Pupils Have Their Say  

ERIC Educational Resources Information Center

Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in…

Lee, Clare; Johnston-Wilder, Sue

2013-01-01

325

Knowledge Convergence and Collaborative Learning  

ERIC Educational Resources Information Center

This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students…

Jeong, Heisawn; Chi, Michelene T. H.

2007-01-01

326

Cognitive Correlates of Performance in Advanced Mathematics  

ERIC Educational Resources Information Center

Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…

Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

2012-01-01

327

Risk, uncertainty and knowledge  

Microsoft Academic Search

While the development of modern medicine is associated with both increases in scientific knowledge and improved outcomes in health care it is also associated with increased uncertainty as expert and lay knowledge bases have diverged and separated. The development of a principal-agent relationship in the late nineteenth and early twentieth century in which medical practitioners used their specialist knowledge to

Andy Alaszewski; Patrick Brown

2007-01-01

328

Predictors of Student Performance in Grades 7 and 8 Mathematics: The Correlation between Benchmark Tests and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math Tests  

ERIC Educational Resources Information Center

School districts throughout Texas have used archived Texas Assessment of Knowledge and Skills (TAKS) tests as a benchmark to predict student performance on future TAKS tests without substantial quantitative evidence that these types of benchmark tests are valid predictors of student performance. The purpose of this quantitative correlational study…

Allen, Timothy Dale

2012-01-01

329

UnCommon Knowledge: Projects That Help Middle-School-Age Youth Discover the Science and Mathematics in Everyday Life. Volume One: Hands-On Science Projects.  

ERIC Educational Resources Information Center

This guide contains hands-on science activities to connect middle-school students to the traditional knowledge of their grandparents and elders. Because girls often lose interest in science at the middle-school level, and because women in some communities (especially in rural areas) are seldom involved in work with an obvious science basis, the…

Carter, Carolyn S.; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal

330

Students' Early Mathematical Representation Knowledge: The Effects of Emphasizing Single or Multiple Perspectives of the Rational Number Domain in Problem Solving  

ERIC Educational Resources Information Center

This study examined changes in 26 fourth-grade students' early conceptions of rational number representations as a function of receiving one of two curricular interventions. The first group of 12 students received a curriculum that emphasized constructing knowledge through extended problem solving with a single perspective of the rational number…

Moseley, Bryan

2005-01-01

331

Mathematics Teacher TPACK Standards and Development Model  

ERIC Educational Resources Information Center

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

332

Modularizing Remedial Mathematics  

ERIC Educational Resources Information Center

As remedial mathematics education has become an increasingly important topic of conversation in higher education. Mathematics departments have been put under increased pressure to change their programs to increase the student success rate. A number of models have been introduced over the last decade that represent a wide range of new ideas and…

Wong, Aaron

2013-01-01

333

Mario Bunge's Philosophy of Mathematics: An Appraisal  

NASA Astrophysics Data System (ADS)

In this paper, I present and discuss critically the main elements of Mario Bunge's philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge's systemic emergent materialism. To Mario, with gratitude.

Marquis, Jean-Pierre

2012-10-01

334

Mario Bunge's Philosophy of Mathematics: An Appraisal  

ERIC Educational Resources Information Center

In this paper, I present and discuss critically the main elements of Mario Bunge's philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge's systemic emergent materialism.

Marquis, Jean-Pierre

2012-01-01

335

A Mathematical Prediction of Standing Waves  

ERIC Educational Resources Information Center

Presents a problem in standing waves that provides an example of the mathematics used by theoretical physicists to generate predictions of new phenomena from fundamental background knowledge. Mathematical analysis required to solve problem is accomplished by simple graphical processes. (BR)

Higgins, Jon

1970-01-01

336

The Use of Functional Assessment and Frequency Building Procedures to Increase Product Knowledge and Data Entry Skills among Foremen in a Construction Organization  

ERIC Educational Resources Information Center

A functional assessment procedure, which was designed to identify insufficient skills that may have been responsible for employee performance problems, was administered to four foremen employed in a large construction organization. Results of this assessment procedure identified two skill areas, product knowledge and data entry, as deficient.…

Pampino, Ralph N.; Wilder, David A.; Binder, Carl

2005-01-01

337

School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-Grade Students  

ERIC Educational Resources Information Center

Objective: To examine the effects of a school garden on children's fruit and vegetable knowledge, preference, and consumption. Design: Self-report questionnaires, interview-style taste and rate items, lunchroom observations. Setting: An elementary school. Participants: Second-grade students (n = 115). Intervention: Participants were assigned to…

Parmer, Sondra M.; Salisbury-Glennon, Jill; Shannon, David; Struempler, Barbara

2009-01-01

338

Mathematical Infestation  

E-print Network

A Mathematical Glance at Zombie Infestation Brody Dylan Johnson Introduction A Simple Mathematical Model A Reality Check Zombie Infestation with Resistance Simulations Conclusion A Mathematical Glance at Zombie Infestation Brody Dylan Johnson April 21, 2010 Reference: "When Zombies Attack!: Mathematical

Johnson, Brody Dylan

339

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics participation de: c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Concours canadien de

Le Roy, Robert J.

340

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Supporter: Avec la participation de : Canadian Institute of Actuaries c 2005 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Canadian Mathematics Competition Faculty

Le Roy, Robert J.

341

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2010 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d

Le Roy, Robert J.

342

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d

Le Roy, Robert J.

343

Utilization of Teacher Workshops To Enhance Early Exposure to Gender Equity and Mathematics Education for Young Girls in Preschool Settings.  

ERIC Educational Resources Information Center

This practicum was designed to heighten preschool teachers' awareness of gender bias in the classroom and provide information on gender equity issues and the pursuit of the study of mathematics by girls. Its goal was to enable 20 preschool teachers in 3 preschool programs to increase their knowledge of gender equity and to use this knowledge in…

Orenstein, Fran

344

The Mathematical Sciences: A Report.  

ERIC Educational Resources Information Center

Presented are position statements for the support of the mathematical sciences and a description of the present state of both research and education in mathematics and related disciplines. The report calls attention to the penetration of mathematics and mathematical modes of thought into many new areas of scholarship and the resultant increase in…

National Academy of Sciences, Washington, DC.

345

Early Predictors of Middle School Fraction Knowledge  

ERIC Educational Resources Information Center

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic…

Bailey, Drew H.; Siegler, Robert S.; Geary, David C.

2014-01-01

346

Using Incremental Rehearsal to Increase Fluency of Single-Digit Multiplication Facts with Children Identified as Learning Disabled in Mathematics Computation  

ERIC Educational Resources Information Center

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…

Burns, Matthew K.

2005-01-01

347

Advanced techniques for the storage and use of very large, heterogeneous spatial databases. The representation of geographic knowledge: Toward a universal framework. [relations (mathematics)  

NASA Technical Reports Server (NTRS)

A new approach to building geographic data models that is based on the fundamental characteristics of the data is presented. An overall theoretical framework for representing geographic data is proposed. An example of utilizing this framework in a Geographic Information System (GIS) context by combining artificial intelligence techniques with recent developments in spatial data processing techniques is given. Elements of data representation discussed include hierarchical structure, separation of locational and conceptual views, and the ability to store knowledge at variable levels of completeness and precision.

Peuquet, Donna J.

1987-01-01

348

Research Commentary: Reconceptualizing Procedural Knowledge  

ERIC Educational Resources Information Center

In this article, I argue for a renewed focus in mathematics education research on procedural knowledge. I make three main points: (1) The development of students' procedural knowledge has not received a great deal of attention in recent research; (2) one possible explanation for this deficiency is that current characterizations of conceptual and…

Star, Jon R.

2005-01-01

349

Doug Clements: Early Mathematics  

NSDL National Science Digital Library

This collection of 5 video "snap shots" features Dr. Doug Clements speaking on mathematics in early childhood. Topics include Learning Trajectories, Intentional Play-Based Learning, Intentional Instruction, Integrated Concrete Concepts, and Early Math Learning. He addresses content knowledge necessary for teaching and the development of children's mathematical understanding. Each video is between 2 and 9 minutes long and may be viewed online or downloaded.

2012-09-14

350

The London Mathematical Society is the UK's learned society for mathematics. Founded in 1865 for the promotion and extension of mathematical knowledge, the Society has a membership of over 2500 drawn from all parts of the UK and overseas. Its principal  

E-print Network

_________________________________________________________________________________________________________ The London, and contribution to public debates on issues related to mathematics, research and education. London Mathematical Society, De Morgan House, 57-58 Russell Square, London WC1B 4HS. Tel +44 (0)20 7637 3686; Fax: +44 (0

Mottram, Nigel

351

Activating Event Knowledge  

ERIC Educational Resources Information Center

An increasing number of results in sentence and discourse processing demonstrate that comprehension relies on rich pragmatic knowledge about real-world events, and that incoming words incrementally activate such knowledge. If so, then even outside of any larger context, nouns should activate knowledge of the generalized events that they denote or…

Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken

2009-01-01

352

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (March 19-21, 1999).  

ERIC Educational Resources Information Center

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board.

353

Mathematics Scholarships  

E-print Network

Mathematics Scholarships Complete Scholarship Name Application Deadline Date Contact Name Contact of Mathematics to an outstanding undergraduate mathematics major who has demonstrated excellence in mathematics is selected by the Undergraduate Advisory Council in the Department of Mathematics. No N/A Douglas B. Meade

Almor, Amit

354

Mathematics Underground  

ERIC Educational Resources Information Center

Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

Luther, Kenneth H.

2012-01-01

355

Protocol of a cluster randomized trial of an educational intervention to increase knowledge of living donor kidney transplant among potential transplant candidates  

PubMed Central

Background The best treatment option for end-stage renal disease is usually a transplant, preferably a live donor kidney transplant (LDKT). The most effective ways to educate kidney transplant candidates about the risks, benefits, and process of LDKT remain unknown. Methods/design We report the protocol of the Enhancing Living Donor Kidney Transplant Education (ELITE) Study, a cluster randomized trial of an educational intervention to be implemented during initial transplant evaluation at a large, suburban U.S. transplant center. Five hundred potential transplant candidates are cluster randomized (by date of visit) to receive either: (1) standard-of-care (“usual”) transplant education, or (2) intensive education that is based upon the Explore Transplant series of educational materials. Intensive transplant education includes viewing an educational video about LDKT, receiving print education, and meeting with a transplant educator. The primary outcome consists of knowledge of the benefits, risks, and process of LDKT, assessed one week after the transplant evaluation. As a secondary outcome, knowledge and understanding of LDKT are assessed 3 months after the evaluation. Additional secondary outcomes, assessed one week and 3 months after the evaluation, include readiness, self-efficacy, and decisional balance regarding transplant and LDKT, with differences assessed by race. Although the unit of randomization is the date of the transplant evaluation visit, the unit of analysis will be the individual potential transplant candidate. Discussion The ELITE Study will help to determine how education in a transplant center can best be designed to help Black and non-Black patients learn about the option of LDKT. Trial registration Clinicaltrials.gov number NCT01261910 PMID:24245948

2013-01-01

356

Do Remedial Mathematics Programmes Improve Students' Mathematical Ability?  

ERIC Educational Resources Information Center

The effectiveness of the Mathematical Skills Foundation Programme at Memorial University of Newfoundland (Canada), a program that evaluates the mathematical knowledge of each student to individualize instruction, was studied with data from 304 students. Results suggest that the remedial program did not have a positive measurable effect on students…

O'Connor, Wendy E.; Morrison, Todd G.

1997-01-01

357

cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M  

E-print Network

SMI cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M ruction Special Mathematics Instruction Special Mathematics Instruction Special Mathematics In cial Mathematics

Vaswani, Namrata

358

Advancing Knowledge and the Knowledge Economy  

NSDL National Science Digital Library

The attention paid to the burgeoning "knowledge economy" continues to grow, particularly within the halls of higher education, the federal government, and in the private sector. This past January, the National Science Foundation (in collaboration with other institutions) convened a conference designed "to broaden and deepen common understanding of how difficult-to-measure knowledge resources drive an increasing virtualized economy and to assess prospects for advancing and regenerating knowledge infrastructure, institutions, and policies." While the conference itself is finished, users interested in these themes will appreciate this site, which offers some material about these various issues, along with material on the program itself and the work presented there. After examining these background materials, visitors will want to peruse the draft papers presented at the conference, which deal with networks of knowledge, measuring knowledge, and knowledge clusters.

359

The Distribution of Pedagogical Content Knowledge in Cambodia: Gaps and Thresholds in Math Achievement  

ERIC Educational Resources Information Center

Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the…

Ngo, Federick J.

2013-01-01

360

Mathematics Survey Project  

NSDL National Science Digital Library

The Mathematics Survey Project, initiated by Professor Jim Pitman of the Departments of Mathematics and Statistics at the University of California, Berkeley, aims to construct new ways to organize, communicate and archive mathematical knowledge online. The project is "a bold proposal which attempts to solve the problems of fragmentation and compartmentalization, and indirectly to reduce the cost of commercial journals, by promoting the value of openly accessible content." The proposal, which is described on this website, includes the formation of a large collection of open access journals in mathematics to be indexed by subject. Starting with a survey of the field of probability and stochastic processes, project supporters hope to develop a model for a system of surveys to cover every major branch of mathematics. Anyone who supports this project in principle is invited to add their name to the List of Supporters posted online. Also available from this website are links to Some Free Electronic Mathematics Journals, The Electronic Library of Mathematics, as well as Free and Gated Electronic Mathematics Journals. Links to related materials in support of the proposal are also available. Note that the links to the Committee on Electronic Information Communication (CEIC) were not working at the time of this report, but the link to its article on Best Practices from 2002 was working.

361

Basical Forms of Realisation of Heuristic Function of Mathematics in Physics and Astronomy  

NASA Astrophysics Data System (ADS)

The paper considers the role of mathematics in the process of acquiring new knowledge in physics and astronomy. The basic forms of representing the heuristic function of mathematics at theoretical and empirical levels of knowledge are studied: deducing consequences from the axiomatic system of theory, the method of mathematical hypothesis, "pure" proofs for existence of objects and processes, mathematical modelling, formation of mathematics on internal mathematical principles and the mathematical theory of experiment.

Obradovic, S.; Ninkovic, S.

2008-10-01

362

Significant Increase in Factual Knowledge with Web-Assisted Problem-Based Learning as Part of an Undergraduate Cardio-Respiratory Curriculum  

ERIC Educational Resources Information Center

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice…

Raupach, T.; Munscher, C.; Pukrop, T.; Anders, S.; Harendza, S.

2010-01-01

363

Mathematics in the Middle.  

ERIC Educational Resources Information Center

This book contains articles that help to further the process of reform in the middle grades, recognizing that the knowledge acquired during these years greatly affects how well the secondary school curriculum will attain its goals. Critical issues facing middle grade classes in particular and all mathematics classrooms in general are discussed.…

Leutzinger, Larry, Ed.

364

Mathematics and Engineering at Queen's University  

E-print Network

Mathematics and Engineering at Queen's University In response to the need in industrial research and development for engineers with a greater knowledge of applied mathematics and modelling techniques, Queen's Univer- sity offers a unique program in Mathematics and Engineering. This program, the only one of its

Linder, Tamás

365

Clinical Assessment in Mathematics: Learning the Craft.  

ERIC Educational Resources Information Center

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

Hunting, Robert P.; Doig, Brian A.

1997-01-01

366

Multiple Proof Approaches and Mathematical Connections  

ERIC Educational Resources Information Center

One of the most rewarding accomplishments of working with preservice secondary school mathematics teachers is helping them develop conceptually connected knowledge and see mathematics as an integrated whole rather than isolated pieces. To help students see and use the connections among various mathematical topics, the authors have paid close…

Jiang, Zhonghong; O'Brien, George E.

2012-01-01

367

Mathematical Letter Writing  

ERIC Educational Resources Information Center

Mathematical letter writing can be a mutually beneficial partnership between high schools and universities. Secondary school preservice teachers in methods courses require authentic experiences in focusing on students' mathematical thinking. High school students benefit from increased opportunities to engage in individualized tasks with personal…

Norton, Anderson; Rutledge, Zachary; Hall, Kareston; Norton, Rebecca

2009-01-01

368

[Mathematics - astronomy - astrology special library].  

PubMed

About 1560 Elector August of Saxony created an unusual library--one distinguished within its period by both its specialization and location. Situated within the Kunstkammer this library was mostly dedicated to the mathematical sciences and related disciplines. It contained works by the most important authors on mathematics, astronomy, and astrology from the classical, medieval, and early modern periods. This essay traces the formation and composition of August's library, and examines its function: What kind of relationship existed between the library and the Kunstkammer? In what way did the library mirror the interests of the Elector, and to what extend does it permit inferences regarding the Elector's knowledge of mathematics? From the analysis August emerges not as a specialist with a deep understanding of mathematics, but as a particular aficionado of mathematical applications. As a practitioner and general follower of the mathematical arts he took part in a far-reaching intellectual network the center of which lay in the University of Wittenberg. Here, Melanchthon had effectively strengthened the importance of the mathematical disciplines within the university curriculum. He regarded mathematics as the foremost science, arguing that before all other disciplines its method enabled man to recognize the harmonic order of the world, and to discern divine providence. Thus, mathematics offered consoling stability and support in an often seemingly chaotic world torn by religious controversies. This kind of esteem for the mathematical sciences did not presuppose expert knowledge. Hence, the fact that August does not appear to have read the mathematical books he collected does not come as a contradiction. On the contrary, for August it sufficed to recognize the potential of the mathematical sciences, which he brought into life through the creation of a specialized library that developed a rhetoric of its own. The collection of his Kunstkammer library spoke of a harmonically ordered world while at the same time memorializing August as a lover of mathematics and an important figure within the group of mathematical experts and enthusiasts. PMID:21898978

Gluch, Sibylle

2011-01-01

369

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics´ee ­ Sec. V) Avec la contribution de: Avec la participation de: c 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

370

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in MathematicsAnywhere Solutions C.M.C. Supporters: Canadian Institute of Actuaries Maplesoft c 2006Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

371

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in MathematicsAnywhere Solutions C.M.C. Supporters: Canadian Institute of Actuaries Maplesoft c 2006 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

372

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d'´education en math

Le Roy, Robert J.

373

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics Institut canadien des actuaires C.M.C. Supporters: Avec la participation de : © 2002 Waterloo Mathematics'�DUCATION en MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS and COMPUTING Sybase Inc

Le Roy, Robert J.

374

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics Mathematics Foundation Chartered Accountants Sybase Inc. (Waterloo) iAnywhere Solutions Comptables agréés C Commentaires Barry A. Ferguson Director The Gauss Contests are the first in a series of mathematics contests

Le Roy, Robert J.

375

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Concours canadien de math´ematiques Ed Anderson

Le Roy, Robert J.

376

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics´ee ­ Sec. V) c 2010 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du

Le Roy, Robert J.

377

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics.M.C. Supporters: Avec la participation de : © 2004 Waterloo Mathematics Foundation Concours Cayley (10 année ­ Sec for EDUCATION in MATHEMATICS and COMPUTING Sybase Inc. (Waterloo) iAnywhere Solutions Great West Life and London

Le Roy, Robert J.

378

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics : © 2003 Waterloo Mathematics Foundation Concours Cayley (10 année ­ Sec. IV) Cayley Contest (Grade 10 in MATHEMATICS and COMPUTING Sybase Inc. (Waterloo) iAnywhere Solutions Great West Life and London Life London

Le Roy, Robert J.

379

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Supporters: Avec la participation de : Canadian Institute of Actuaries Maplesoft c 2006 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

380

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Sponsors Chartered Accountants C.M.C. Supporter c 2008 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

381

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Sponsors Chartered Accountants C.M.C. Supporter c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff

Le Roy, Robert J.

382

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics participation de : © 2004 Waterloo Mathematics Foundation Chartered Accountants Sybase Inc. (Waterloo) i Director The Gauss Contests are the first in a series of mathematics contests administered by the CMC

Le Roy, Robert J.

383

Measuring the Knowledge Base: A Program of Innovation Studies  

E-print Network

Organized knowledge production can then be considered as the codification of communication. Communications leave traces that can be studied as indicators. Institutions can be considered as retention mechanisms functional for the reproduction of ever more complex, that is, scientific and knowledge-based, communications. The focus on communication enables us to operationalize the research questions in terms of indicators by using the mathematical theory of communication. The combination of two theories with a very different status--i.e., a combination of theory and methods--enables us to update and inform empirical hypotheses about how the knowledge base transforms the institutional relations of an increasingly knowledge-based society. Policy implications are specified.

Leydesdorff, Loet

2009-01-01

384

A staff intervention targeting resident-to-resident elder mistreatment (R-REM) in long-term care increased staff knowledge, recognition and reporting: Results from a cluster randomized trial  

PubMed Central

Background Elder abuse in long term care has received considerable attention; however, resident-to-resident elder mistreatment (R-REM) has not been well researched. Preliminary findings from studies of R-REM suggest that it is sufficiently widespread to merit concern, and is likely to have serious detrimental outcomes for residents. However, no evidence-based training, intervention and implementation strategies exist that address this issue. Objectives The objective was to evaluate the impact of a newly developed R-REM training intervention for nursing staff on knowledge, recognition and reporting of R-REM. Design The design was a prospective cluster randomized trial with randomization at the unit level. Methods A sample of 1405 residents (685 in the control and 720 in the intervention group) from 47 New York City nursing home units (23 experimental and 24 control) in 5 nursing homes was assessed. Data were collected at three waves: baseline, 6 and 12 months. Staff on the experimental units received the training and implementation protocols, while those on the comparison units did not. Evaluation of outcomes was conducted on an intent-to-treat basis using mixed (random and fixed effects) models for continuous knowledge variables and Poisson regressions for longitudinal count data measuring recognition and reporting. Results There was a significant increase in knowledge post-training, controlling for pre-training levels for the intervention group (p<0.001), significantly increased recognition of R-REM (p<0.001), and longitudinal reporting in the intervention as contrasted with the control group (p=0.0058). Conclusions A longitudinal evaluation demonstrated that the training intervention was effective in enhancing knowledge, recognition and reporting of R-REM. It is recommended that this training program be implemented in long term care facilities. PMID:23159018

Teresi, Jeanne A.; Ramirez, Mildred; Ellis, Julie; Silver, Stephanie; Boratgis, Gabriel; Kong, Jian; Eimicke, Joseph P.; Pillemer, Karl A.; Lachs, Mark S.

2013-01-01

385

Mapping of suitable zones for manual drilling as a possible solution to increase access to drinking water in Africa through integration of systematized GIS data and local knowledge  

NASA Astrophysics Data System (ADS)

In several African countries water supply is still largely a huge problem. In order to achieve MDG for water supply, UNICEF is promoting manual drilling in Africa. Manual drilling refers to those techniques of drilling boreholes for groundwater exploitation using human or animal power (not mechanized equipment). These techniques are well known in countries with large alluvial deposits (India, Nepal, Bangladesh, etc). They are cheaper than mechanized boreholes, easy to implement as the equipment is locally done, able to provide clean water if correctly applied. But manual drilling is feasible only where suitable hydrogeological conditions are met: - the shallow geological layers are not too hard (soft sediments or rocks having limited resistance) and have good permeability; - the depth where it is possible to find exploitable water is limited (in this study we assumed no deeper than 25 m). For this reason mapping of suitable zone for manual drilling has been the first step in UNICEF program already completed in 15 countries. this paper explains the general methodology for the identification of suitable zones at country level The methodology is based in the integration of different information (maps, reports, database) already existing in each country, together with interview of local technicians with direct experience in various regions and limited direct field data collection. General suitability for manual drilling (although adapted to specific condition in each country) is based on the combination of three main parameters: the geological suitability, the suitability according to water depth and the morphological suitability: - Geological suitability is related to the hardness and permeability of the shallow layers of rock formations. It has been obtained through a GIS procedure of simplification and reclassification of geological maps, estimating hardness and permeability of main rock and overlaying weathered layer on the basis of stratigraphic borehole logs, presence of hand dug well and perception of local geologists; - Suitability according to water depth is related to the depth where exploitable water strikes can be found. it has been estimated through analysis of the spa tial distribution of water level obtained by national inventories of water points and direct experience of drillers; - Geomorphological suitability refers to the existence of a surface morphology that facilitates the accumulation of unconsolidated materials. It has been obtained from SRTM digital elevation model, estimating slope and topographic position index The general suitability has been obtained through the combination of geological and water depth suitability using 2-dimensional tables for the whole country. Morphological suitability has been finally integrated for a more detailed analysis in those areas with hilly topography. The final results provide an important support for the definition of those areas where promotion of manual drilling is a suitable strategy and the choice of specific techniques to apply. Furthermore this study has put in evidence the high value of keeping well organized geographic database for the implementation of correct development strategy in Africa, and in the mean time has given an example of integration of systematized data and traditional knowledge

Fussi, Fabio; Alvino, Roberta; Caruba, Massimo; Galimberti, Luca; Marzan, Ignacio; Tarrason y Cerda', David; Sabatini, Daniela

2013-04-01

386

Assessing Understanding through Reading and Writing in Mathematics  

ERIC Educational Resources Information Center

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

2010-01-01

387

Knowledge Acquisition, Knowledge Programming, and Knowledge Refinement.  

ERIC Educational Resources Information Center

This report describes the principal findings and recommendations of a 2-year Rand research project on machine-aided knowledge acquisition and discusses the transfer of expertise from humans to machines, as well as the functions of planning, debugging, knowledge refinement, and autonomous machine learning. The relative advantages of humans and…

Hayes-Roth, Frederick; And Others

388

Mathematics and Engineering Mathematics & Engineering Orientation  

E-print Network

Mathematics and Engineering Mathematics & Engineering Orientation Evening Thursday, January 20, 2011 WELCOME! #12;Mathematics and Engineering Mathematics& EngineeringOrientationProgram Thursday,January20, 2011 1. Program Presentation · Welcome · What is Mathematics & Engineering ? · Why Mathematics

Linder, Tamás

389

Computer-Assisted Test Taking Tips and Strategies for the GED Mathematics Test.  

ERIC Educational Resources Information Center

A computer program was developed to increase GED test candidate's level of test taking skills, knowledge of algebra and geometry, and self-confidence for the GED Mathematics Test. The computer program was developed and written, then implementation was administered by three teachers in a GED study center. Two math scores were used to determine the…

Straw, Carolyn L.

390

The Computer-Assisted Learning (CAL) Project in Mathematics at the University of Glasgow  

ERIC Educational Resources Information Center

This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)

Daly, D. W.; And Others

1977-01-01

391

Google, Mathletics and Khan Academy: Students' Self-Initiated Use of Online Mathematical Resources  

ERIC Educational Resources Information Center

Today's students increasingly engage in online environments, with ready access to digital resources and mobile technologies. While much of this activity is socially motivated, the internet is also a source of knowledge for students and frequently accessed for school assignments, projects and assessment purposes. As mathematics continues to be…

Muir, Tracey

2014-01-01

392

Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney  

NASA Astrophysics Data System (ADS)

Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2014-01-01

393

Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney  

NASA Astrophysics Data System (ADS)

Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2015-03-01

394

One Mathematics Laszlo Lovasz  

E-print Network

fi- nancing conditions and success criteria from pure mathematicians. Some others are cultural. Mathematics has outgrown the small and close-knit community of nerds that it used to be. And with increasing

Lovász, László

395

How Are the Mathematical Identities of Low Achieving South African Eleventh Graders Related to Their Ability to Solve Mathematical Tasks?  

ERIC Educational Resources Information Center

The construct of mathematical identity has recently been widely used in mathematics education with the intention to understand how students relate to and engage (or disengage) with mathematics. Grootenboer and Zevenbergen (2008) define mathematical identity as the students' knowledge, abilities, skills, beliefs, dispositions, attitudes and…

Cranfield, Corvell

2013-01-01

396

Embodiment in Religious Knowledge  

Microsoft Academic Search

Increasing evidence suggests that mundane knowledge about objects, people, and events is grounded in the brain's modality-specific systems. The modality-specific representations that become active to represent these entities in actual experience are later used to simulate them in their absence. In particular, simulations of perception, action, and mental states often appear to underlie the representation of knowledge, making it embodied

Lawrence W. Barsalou; Aron K. Barbey; W. Kyle Simmons; Ava Santos

2005-01-01

397

Ologs: A Categorical Framework for Knowledge Representation  

E-print Network

In this paper we introduce the olog, or ontology log, a category-theoretic model for knowledge representation (KR). Grounded in formal mathematics, ologs can be rigorously formulated and cross-compared in ways that other ...

Spivak, David I.

398

Investigating quality of undergraduate mathematics lectures  

NASA Astrophysics Data System (ADS)

The notion of quality in undergraduate mathematics lectures is examined by using theoretical notions and research results from the literature and empirical data from a case study on lecturing on limits of functions. A systemic triangular model is found to catch critical quality aspects of a mathematics lecture, consisting of mathematical exposition, teacher immediacy, and general quality criteria for mathematics teaching. Mathematical exposition involves the dynamic interplay of mathematical content, mathematical process, and institutionalisation. The discussion is a contribution to an increased pedagogical awareness in undergraduate mathematics teaching.

Bergsten, Christer

2007-12-01

399

Conceptions and Images of Mathematics Professors on Teaching Mathematics in School.  

ERIC Educational Resources Information Center

Clarifies what kind of mathematical beliefs are conveyed to student teachers during their studies. Interviews mathematics professors (n=7) from five Finnish universities who were responsible for mathematics teacher education. Professors estimated that teachers' basic knowledge was poor and old-fashioned, requiring improvement, and they emphasized…

Pehkonen, Erkki

1999-01-01

400

Mathematics, Education, and Philosophy: An International Perspective. Studies in Mathematics Education Series: 3.  

ERIC Educational Resources Information Center

This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Reconceptualizing the Philosophy of Mathematics," contains the following chapters: (1) "Fresh Breezes in the Philosophy of Mathematics" (R. Hersh); (2) What Can the Sociologist of Knowledge Say About 2…

Ernest, Paul, Ed.

401

Knowledge of Mathematics Writing and Presenting  

E-print Network

Research Corporation Computer Software Company Library College or University Government Agency POSSIBLE Accountant Software Specialist *Some careers will require advanced training, certification and/or education as a Career Goals Statement are part of the app

Jiang, Huiqiang

402

School Of Mathematics and Statistics Single Honours Mathematics  

E-print Network

1 School Of Mathematics and Statistics Single Honours Mathematics BSc Mathematics MMath Mathematics BSc Financial Mathematics MMath Mathematics with French Language MMath Mathematics with German Language MMath Mathematics with Spanish Language BSc Mathematics with Study in Europe MMath Mathematics

403

Conditional inequalities : American pure and applied mathematics, 1940-1975  

E-print Network

This study investigates the status of mathematical knowledge in mid-century America. It is motivated by questions such as: when did mathematical theories become applicable to a wide range of fields from medicine to the ...

Steingart, Alma

2011-01-01

404

Exploring the Nature of Mathematical Activity: Using Theory, Research and 'Working Hypotheses' To Broaden Conceptions of Mathematics Knowing.  

ERIC Educational Resources Information Center

Investigates proficiencies when students work on mathematics problems and the extent captured by knowledge categories. Explores competency that goes beyond knowledge to include mathematical 'dispositions' and 'practices' in which students engage. Considers ways in which research knowledge is conceived and developed, reflecting upon the role of…

Boaler, Jo

2002-01-01

405

Mathematics disorder  

MedlinePLUS

Mathematics disorder is a condition in which a child's math ability is far below normal for their age, ... Children who have mathematics disorder have trouble with simple ... disorder may appear with: Developmental coordination ...

406

Mathematics Bookshelf  

NSDL National Science Digital Library

The Mathematics Bookshelf features outstanding trade books that support mathematics instruction in K–12 classrooms. Books have been selected that will appeal to students and enrich the teaching and learning of mathematics in all strands. Each book review includes a brief summary of the story, the main mathematical ideas, suggestions for how to use the book, links to related online resources. and notes on the value of the book in standards-based instruction

2011-01-01

407

Measurement and dimensionality of mathematics anxiety  

Microsoft Academic Search

The measurement of mathematics anxiety has become increasingly important for identification of math-anxious individuals and evaluation of treatment programs for mathematics anxiety. The purpose of the present study was to examine the dimensionality of one such measure of mathematics anxiety, the Mathematics Anxiety Rating Scale (MARS). The responses to 94 MARS items were obtained for 350 female participants in a

James B. Rounds; Darwin D. Hendel

1980-01-01

408

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics ©2009 Centre for Education in Mathematics and Computing Calculators are permitted. Instructions 1. Do basketball game when her team scored 48 points. The six other players on her team averaged 3.5 points each

Le Roy, Robert J.

409

UNDERGRADUATE MATHEMATICS  

E-print Network

in mathematics is such that it is reported in the national press. More people are aware that mathematics through your degree course will be highly valued and open doors to rewarding ca- reers. We, the Faculty the Mathematical Institute and the other facilities such as libraries and computers to which you have access

Goldschmidt, Christina

410

Inside Mathematics  

NSDL National Science Digital Library

This multimedia website assists teachers, principals, and school district leadership by providing professional resources for educators. Inside Mathematics provides tested demonstration lessons presented to children and groups of observing teachers; guided tours of reflective mathematics practice; and mathematics teaching and learning tools and resources to support classroom teachers', math coaches', and administrators' daily practices.

2012-01-01

411

1School of Mathematics School of Mathematics  

E-print Network

1School of Mathematics School of Mathematics `Studying Mathematics, the beautiful and intriguing of Mathematics Contents Contact details The Admissions Office School of Mathematics University of Birmingham@bham.ac.uk www.birmingham.ac.uk/mathematics Why study mathematics at Birmingham? 3 University mathematics

Birmingham, University of

412

What mathematics courses are there? Mathematics  

E-print Network

Essentials What mathematics courses are there? MMath Mathematics Mathematics with Economics Mathematics with Physics BSc Mathematics Mathematics with Economics Mathematics with Physics Foundation year for UK and EU students Mathematics degrees (with a foundation year) Foundation year for non-EU students

Sussex, University of

413

Secondary Mathematics Teacher Certification Requirements Mathematics  

E-print Network

Secondary Mathematics Teacher Certification Requirements Mathematics Undergraduate Program:______________ Date:______________ Date:______________ Date:______________ MATHEMATICS CORE REQUIREMENTS MATH 151 Introduction to Mathematical Analysis I CMSC 201 Computer Science I MATHEMATICS EDUCATION CONCENTRATION

Maryland, Baltimore County, University of

414

Mathematics Anxiety and Mathematics Achievement  

Microsoft Academic Search

This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics anxiety causes

Brian F. Sherman; David P. Wither

2003-01-01

415

Knowledge Alive  

ERIC Educational Resources Information Center

The strategies that expose learners to the large volume of knowledge, enables them for creative thinking, self-management and deep reading. The different ways of creating knowledge with the help of creativity, communication, organization, problem solving and decision-making are discussed.

Perkins, David

2004-01-01

416

Mathematics and complex systems.  

PubMed

Contemporary researchers strive to understand complex physical phenomena that involve many constituents, may be influenced by numerous forces, and may exhibit unexpected or emergent behavior. Often such "complex systems" are macroscopic manifestations of other systems that exhibit their own complex behavior and obey more elemental laws. This article proposes that areas of mathematics, even ones based on simple axiomatic foundations, have discernible layers, entirely unexpected "macroscopic" outcomes, and both mathematical and physical ramifications profoundly beyond their historical beginnings. In a larger sense, the study of mathematics itself, which is increasingly surpassing the capacity of researchers to verify "by hand," may be the ultimate complex system. PMID:17947574

Foote, Richard

2007-10-19

417

Learning Mathematics Within Contexts  

NSDL National Science Digital Library

In this 1-hr webcast Dr. Cathy Fosnot and a group of math educators discuss the significance of problem contexts for students' mathematics learning. They solve a problem involving fractions and proportional reasoning, share multiple solution strategies, and discuss the importance of solving problems before assigning them to children in order to anticipate the range of knowledge and skills that students might demonstrate. Video clips of a classroom foster a discussion of strategies for designing lesson problems and managing a congress.

2007-10-30

418

Content Area Reading Pedagogy and Domain Knowledge: A Bourdieusian Analysis  

ERIC Educational Resources Information Center

The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two…

Alvermann, Donna; Friese, Elizabeth; Beckmann, Sybilla; Rezak, Achariya

2011-01-01

419

Isaac Newton on Mathematical Certainty and Method Niccol`o Guicciardini  

E-print Network

. Newton, Isaac, Sir, 1642­1727--Knowledge-Mathematics. 2. Mathematical analy- sis. 3. MathematicsIsaac Newton on Mathematical Certainty and Method Niccol`o Guicciardini The MIT Press Cambridge. Library of Congress Cataloging-in-Publication Data Guicciardini, Niccol`o. Isaac Newton on mathematical

420

Science Mathematics Engineering  

E-print Network

Science Mathematics Engineering . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', Mathematics, . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', Mathematics, and Software Development

Hamlet, Richard

421

International Mathematics Education  

E-print Network

International Mathematics Education Masters Programme www.uni-bremen.de/international-mathematics-education Professional Development for Mathematics Teachers in International Schools International school mathematics in International Mathematics Education. The programme combines foci in mathematics, education and international

Hoffmeister, Thomas S.

422

Mathematics & Degree options  

E-print Network

132 Mathematics & Statistics Degree options MMath (Single Honours Degrees) Mathematics Applied Mathematics Pure Mathematics Statistics BSc or MA (Single Honours Degrees) Mathematics Statistics [If you wish (Joint Honours Degrees) Mathematics and one of: Biology Chemistry Computer Science Economics Geography

Brierley, Andrew

423

Teacher Knowledge/Ability and Pupil Achievement.  

ERIC Educational Resources Information Center

Studies of the relationship between increased spending for education and student achievement have failed to take into account teacher knowledge and ability. The authors' study showed wide variation within schools and concluded that research on the effects of schooling is weakened by concentrating on entire schools and school systems. (Author/WD)

Tanner, Daniel; Celso, Nicholas

1982-01-01

424

The Complexities of Assessing Teacher Knowledge  

ERIC Educational Resources Information Center

The authors of this volume's stimulus papers have taken on the challenge of developing measures of teachers' mathematical knowledge for teaching (MKT). This task involves multiple decisions and considerations, including: (1) How does one specify the body of knowledge being assessed? What warrants are offered for those choices?; (2) How does one…

Schoenfeld, Alan H.

2007-01-01

425

Quantitative methods for knowledge-base design  

Microsoft Academic Search

The development of quantitative methods for knowledge base design are presented. The result of the research consists of methods that draw from three different areas of mathematics: a statistical process for integration, a set of matrix manipulations for verification and heuristic clustering algorithms for knowledge base partitioning. A key feature that cuts across all of the design activities is the

Botten

1989-01-01

426

Characteristics of Knowledge Interconnectedness in Teaching  

ERIC Educational Resources Information Center

The subject of the paper presents establishing basic characteristics, forms and levels of knowledge interconnectedness in teaching, especially in mathematics and biology teaching. The analysis was realized by considering basic theoretical views in this field, as well as by establishing features and levels of knowledge interconnectedness in the…

Antonijevic, Radovan

2006-01-01

427

Lack of Set Theory Relevant Prerequisite Knowledge  

ERIC Educational Resources Information Center

Many students struggle with college mathematics topics due to a lack of mastery of prerequisite knowledge. Set theory language is one such prerequisite for linear algebra courses. Many students' mistakes on linear algebra questions reveal a lack of mastery of set theory knowledge. This paper reports the findings of a qualitative analysis of a…

Dogan-Dunlap, Hamide

2006-01-01

428

Knowledge sharing in knowledge communities  

Microsoft Academic Search

This paper investigates the contribution of ICT to knowledge sharing in communities of practice. A theoretical model is built that identifies the possible influence of ICT on the extent to which knowledge is shared within a community, as well as a number of variables that determine the extent to which this contribution is realized. This theoretical model was tested within

Hooff van den B. J; W. J. L. Elving; Jan Michiel Meeuwsen; C. M. Dumoulin

2003-01-01

429

Intensional reasoning about knowledge  

SciTech Connect

As demands and ambitions increase in Artificial Intelligence, the need for formal systems that facilitate a study and a simulation of a machine cognition has become an inevitability. This paper explores and develops the foundations of a formal system for propositional reasoning about knowledge. The semantics of every meaningful expression in the system is fully determined by its intension, the set of complexes in which the expression is confirmed. The knowledge system is based on three zeroth-order theories of epistemic reasoning for consciousness, knowledge, and entailed knowledge. The results presented determine the soundness and the completeness of the knowledge system. The modes of reasoning and the relations among the various epistemic notions emphasize the expressive power of the intensional paradigm.

Popov, O.B.

1987-01-01

430

Chinese Mathematics  

NSDL National Science Digital Library

The School of Mathematics and Statistics at the University of St. Andrews Scotland offers this website on the history of Chinese Mathematics. Key features highlighted in the overview include: a discussion of the Chinese version of Pythagoras's theorem, a famous Chinese mathematics book commonly known as the Nine Chapters on the Mathematical Art, and the work of several Chinese mathematicians. Visitors to the website can also browse a chronological listing of several Chinese mathematicians and read about their careers. Other features of the website include a section summarizing each chapter from the Nine Chapters on the Mathematical Art, a section highlighting ten other mathematical classics, a review of the Chinese numeral system, and a collection of Chinese problems, which are extracted from various articles in their archive.

431

Knowledge value chain  

Microsoft Academic Search

Introduces the knowledge value chain model as a knowledge management (KM) framework. The model consists of knowledge infrastructure (knowledge worker recruitment, knowledge storage capacity, customer\\/supplier relationship and CKO and management), the process of KM (knowledge acquisition, knowledge innovation, knowledge protection, knowledge integration, and knowledge dissemination), and the interaction among those components resulting in knowledge performance. Further to the discussion of

Ching Chyi Lee; Jie Yang

2000-01-01

432

Mathematical Moments  

NSDL National Science Digital Library

Mathematical Moments is a program that encourages "appreciation and understanding of the role mathematics plays in science, nature, technology, and human culture." Created by the American Mathematical Society, it does not have a specific target audience, but rather is intended for anyone wanting to learn about the importance of math in practical applications. The program's Web site contains nearly 30 one-page brochures that demonstrate how math is used in areas such as aircraft design, Internet security, and iris recognition.

433

Mathematical Imagery  

NSDL National Science Digital Library

This web site, presented by the American Mathematical Society, is devoted to the visualization of mathematics--origami, computer-generated landscapes, tesselations, fractals, anamorphic art, and more. It presents changing galleries of work by mathematicians and artists working in all media, as well as links to online galleries, articles, and other resources on the relationship between mathematics and the visual arts. The site enables viewers to send e-postcards of featured work.

434

Mathematics teachers' levels of use of geometer's sketchpad: Where is the pinnacle?  

NASA Astrophysics Data System (ADS)

This study aims to explore mathematics teachers' levels of use of Geometer's Sketchpad (GSP) in teaching mathematics. The Levels of Use (LoU) is one of the dimensions of the Concern-Based Adoption Model (CBAM) which focuses on knowledge and skill of the individual. It is important to know about individual LoU because it helps to formulate strategic planning for the advancement of mathematics' teachers in GSP. 40 mathematics teachers from 40 secondary schools in Kota Setar District who attended a mathematics course were given the adapted questionnaire: Level of Use of Innovation (LoUQ), but only 31 of them completed and returned the questionnaire. The data indicated that 24 (77.4%) mathematics teachers are nonusers of Geometer's Sketchpad where 13 of them are at level 0 (Non-Use), eight are at level I (Orientation) and three at level II (Preparation). The other seven mathematics teachers are user of GSP at levels III (two teachers), level IVA (three) and level V (two). Varieties of reasons were given for not using the software such as no equipment support, lack of confidence in preparing the lessons and lack of GSP exposure. The paper will conclude with some suggestions to increase the levels of use of GSP among mathematics teachers.

Saidin, Kalsom Binti; Sam, Lim Chap

2013-04-01

435

Mathematics anxiety and mathematics achievement  

Microsoft Academic Search

This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal\\u000a study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already\\u000a well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics\\u000a anxiety causes

Brian F. Sherman

2003-01-01

436

Experimental Mathematics and Mathematical Physics  

SciTech Connect

One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.

Bailey, David H.; Borwein, Jonathan M.; Broadhurst, David; Zudilin, Wadim

2009-06-26

437

The knowledge of our knowledge?  

PubMed Central

This classic article was published in the first volume and issue of Philosophical Constructs for the Chiropractic Profession. In this paper, Dr. McAndrews reviews the use of the term “philosophy” in chiropractic and urges the chiropractic profession to consider the use and misuse of this term. Reprinted with permission from McAndrews JF. The Knowledge of Our Knowledge. Philosophical Constructs for the Chiropractic Profession. 1991;1:14-17. PMID:23966887

McAndrews, Jerome F.

2012-01-01

438

Curriculum Integration in Nutrition and Mathematics.  

ERIC Educational Resources Information Center

Integrating nutrition into elementary mathematics curricula can help students develop skills for healthful food choices that will prepare them for healthy adult life. Nutrition science incorporates numerous mathematical concepts and procedures. Curriculum integration provides a framework for children to apply knowledge from several disciplines and…

James, Delores C. S.; Adams, Thomasenia Lott

1998-01-01

439

Assessing Higher Order Thinking in Mathematics.  

ERIC Educational Resources Information Center

This book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics, focusing on the elementary and secondary grades. Current knowledge and research on mathematics learning and testing is synthesized. Examples of innovative test items for classroom use and state assessment programs are…

Kulm, Gerald, Ed.

440

Careers in Applied Mathematics and Computational Sciences.  

ERIC Educational Resources Information Center

This booklet provides some answers to questions on how mathematics is used in the world of work, what kinds of problems it solves, and why it is the key to so many careers, particularly to the jobs of the 21st century. Part of that preparation is mathematical knowledge, tools such as derivatives, probability, and matrices as well as central themes…

Society for Industrial and Applied Mathematics, Philadelphia, PA.

441

The Bicentennial of American Mathematics Journals  

ERIC Educational Resources Information Center

This is the story of the first American mathematics journal. According to its title page, the journal was "adapted to the present state of learning in America" and "designed to inspire youth with the love of mathematical knowledge, by alluring their attentions to the solutions of pleasant and curious questions".

Zitarelli, David E.

2005-01-01

442

The Early Childhood Mathematics Education Revolution  

ERIC Educational Resources Information Center

Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies…

Hachey, Alyse C.

2013-01-01

443

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics C.M.C. Sponsors Chartered Accountants C.M.C. Supporter Time: 60 minutes ©2008 Centre for Education 29 32 35 38 x 13. Filipa plays a game. She starts with a row of 15 squares and a coin on the centre

Le Roy, Robert J.

444

Mathematics Scrapbook  

ERIC Educational Resources Information Center

One section of this "scrapbook" section describes Pythagoras' belief in the connections between music and mathematics -- that everything in the universe was a series of harmonies and regulated by music. Another section explains why Phythagoras felt it important for women to be encouraged to learn mathematics. At least 28 women were involved in his…

Prochazka, Helen

2004-01-01

445

Nonlocal Mathematics  

Microsoft Academic Search

This is a research announcement on what is best termed `nonlocal' methods in mathematics. (This is not to be confused with global analysis.) The nonlocal formulation of physics in \\\\cite{principia} points to a fresh viewpoint in mathematics: Nonlocal viewpoint. It involves analyzing objects of geometry and analysis using nonlocal methods, as opposed to the classical local methods, e.g., Newton's calculus.

Mukul Patel

2000-01-01

446

Mathematics Education.  

ERIC Educational Resources Information Center

The focus of this special issue is mathematics education. All articles were written by graduates of the new masters Degree program in which students earn a Master of Arts degree in Education with a concentration in Mathematics Education at San Francisco State University. Articles include: (1) "Developing Teacher-Leaders in a Masters Degree Program…

Langbort, Carol, Ed.; Curtis, Deborah, Ed.

2000-01-01

447

Tropical Mathematics  

Microsoft Academic Search

These are the notes for the Clay Mathematics Institute Senior Scholar Lecture which was delivered by Bernd Sturmfels in Park City, Utah, on July 22, 2004. The topic of this lecture is the ``tropical approach'' in mathematics, which has gotten a lot of attention recently in combinatorics, algebraic geometry and related fields. It offers an an elementary introduction to this

David Speyer; Bernd Sturmfels

2004-01-01

448

Why Mathematics?  

ERIC Educational Resources Information Center

Why mathematics should be learned is discussed. Its role as an important active force in the development of our civilization, and as the most useful subject taught in our schools, next to English, is noted. The primary objective of all mathematics work is to help man study nature, and some practical achievements of this connection are noted.…

McClellan, Kathryn T.

449

Technical Mathematics.  

ERIC Educational Resources Information Center

This manuscript provides information and problems for teaching mathematics to vocational education students. Problems reflect applications of mathematical concepts to specific technical areas. The materials are organized into six chapters. Chapter 1 covers basic arithmetic, including fractions, decimals, ratio and proportions, percentages, and…

Flannery, Carol A.

450

Vaccination Mathematics  

E-print Network

Vaccination Strategies for Epidemic Models Douglas B. Meade Department of Mathematics University://www.math.sc.edu/~meade/ 27 May 1999 #12; May 1999 IMA Mathematical Biology Seminar 0 Vaccination Strategies for Epidemic and natural death -- no death from infection -- no vaccination Ref: Shulgin, Stone, and Agur, Bull Math Bio

Meade, Douglas B.

451

Writing Mathematics.  

ERIC Educational Resources Information Center

This teacher's guide was developed to help teachers improve learning by incorporating writing into mathematics instruction. The document is divided into three sections. The issue of why writing should be utilized in the mathematics classroom is addressed in the first section. The topics discussed include why students should utilize writing in…

Cook, Jeanne Wells; Craig, Carolyn

452

INCREASING TREE FAMILIES Michael Drmota  

E-print Network

INCREASING TREE FAMILIES Michael Drmota Inst. of Discrete Mathematics and Geometry Vienna · Recursive Trees · Plane Oriented Trees · General Increasing Trees · Degree Distribution · Conclusion #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12

Drmota, Michael

453

A Phenomenological Exploration of the Influence of Mathematical Experience on the Development of Mathematical Beliefs of Middle School Students with Emotional Disturbance  

ERIC Educational Resources Information Center

In the United States the lack of mathematic knowledge of citizens has remained a significant problem. Both national and international assessments of mathematical knowledge of students have consistently reported poor results. Given the importance of mathematics education in college attendance and career options, finding ways to improve the…

Mirabella Ormsby, Lauren

2013-01-01

454

Procedural knowledge  

NASA Technical Reports Server (NTRS)

Much of commonsense knowledge about the real world is in the form of procedures or sequences of actions for achieving particular goals. In this paper, a formalism is presented for representing such knowledge using the notion of process. A declarative semantics for the representation is given, which allows a user to state facts about the effects of doing things in the problem domain of interest. An operational semantics is also provided, which shows how this knowledge can be used to achieve particular goals or to form intentions regarding their achievement. Given both semantics, the formalism additionally serves as an executable specification language suitable for constructing complex systems. A system based on this formalism is described, and examples involving control of an autonomous robot and fault diagnosis for NASA's Space Shuttle are provided.

Georgeff, Michael P.; Lansky, Amy L.

1986-01-01

455

Didactics of Mathematics: An Epistemological Approach to Mathematics Education  

ERIC Educational Resources Information Center

I present some key ideas and examples of (mainly French) work in the didactics of mathematics with the aim of identifying the didactics approach to education in relation to more general approaches. In particular I discuss three crucial features of didactics: (1) its epistemological character, i.e. the central focus on specific knowledge in…

Winslow, Carl

2007-01-01

456

UNF graduates of the B.A.E program in Mathematics Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experi  

E-print Network

. Critical Thinking Skills · Helps students develop concepts through a variety of methods. · Pose critical knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical include: 1. Assignments and formal assessments to demonstrate knowledge. 2. Completion of critical tasks

Asaithambi, Asai

457

Knowledge repositories for multiple uses  

NASA Technical Reports Server (NTRS)

In the life cycle of a complex physical device or part, for example, the docking bay door of the Space Station, there are many uses for knowledge about the device or part. The same piece of knowledge might serve several uses. Given the quantity and complexity of the knowledge that must be stored, it is critical to maintain the knowledge in one repository, in one form. At the same time, because of quantity and complexity of knowledge that must be used in life cycle applications such as cost estimation, re-design, and diagnosis, it is critical to automate such knowledge uses. For each specific use, a knowledge base must be available and must be in a from that promotes the efficient performance of that knowledge base. However, without a single source knowledge repository, the cost of maintaining consistent knowledge between multiple knowledge bases increases dramatically; as facts and descriptions change, they must be updated in each individual knowledge base. A use-neutral representation of a hydraulic system for the F-111 aircraft was developed. The ability to derive portions of four different knowledge bases is demonstrated from this use-neutral representation: one knowledge base is for re-design of the device using a model-based reasoning problem solver; two knowledge bases, at different levels of abstraction, are for diagnosis using a model-based reasoning solver; and one knowledge base is for diagnosis using an associational reasoning problem solver. It was shown how updates issued against the single source use-neutral knowledge repository can be propagated to the underlying knowledge bases.

Williamson, Keith; Riddle, Patricia

1991-01-01

458

Knowledge River  

ERIC Educational Resources Information Center

One of the most promising of all diversity initiatives in library and information studies (LIS) is Knowledge River (KR) at the School of Information Resources and Library Science (SIRLS) at the University of Arizona, Tucson. Created and directed by Patricia A. Tarin, the program has already recruited some 42 students into the profession, 20 of…

Berry, John N., III

2004-01-01

459

NIST Handbook of Mathematical Functions  

Microsoft Academic Search

Modern developments in theoretical and applied science depend on knowledge of the properties of mathematical functions, from elementary trigonometric functions to the multitude of special functions. These functions appear whenever natural phenomena are studied, engineering problems are formulated, and numerical simulations are per- formed. They also crop up in statistics, financial models, and economic analysis. Using them effectively requires practitioners

Frank W. J. Olver; Daniel W. Lozier; Ronald F. Boisvert

2010-01-01

460

Governing Equality: Mathematics for All?  

ERIC Educational Resources Information Center

With the notion of governmentality, this article considers how the equal sign (=) in the U.S. math curriculum organizes knowledge of equality and inscribes cultural rules for thinking, acting, and seeing in the world. Situating the discussion within contemporary math reforms aimed at teaching mathematics for all, I draw attention to how the…

Diaz, Jennifer D.

2013-01-01

461

International Mathematics Education  

E-print Network

International Mathematics Education Professional Development for Mathematics Teachers Education(November2012-February2013) Problem Solving and Problem Based Teaching in Mathematics Education(March-June2013) #12;International Mathematics Education - Professional Development for Mathematics Teachers

Hoffmeister, Thomas S.

462

MATHEMATICS: RETHINKING THE TRANSITION  

E-print Network

SENIOR SECONDARY MATHEMATICS: RETHINKING THE TRANSITION BILL BARTON THE UNIVERSITY OF AUCKLAND, NZ #12;THE ENVISIONING PROJECT · Mathematics education project of NZIMA (New Zealand Institute of Mathematics & Its Applications--the mathematics research funding body). · Brought together mathematics

Peters, Achim

463

Mathematics Department Millersville University  

E-print Network

1 Mathematics Department Millersville University Master of Education in Mathematics (M.Ed.) #12;2 MASTER OF EDUCATION DEGREE IN MATHEMATICS Contents 1. Introduction ......................................................................................................2 a. Millersville University b. The Mathematics Department c. The Field of Mathematics Education Two

Hardy, Christopher R.

464

Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.  

ERIC Educational Resources Information Center

In this document, detailed objectives for the following courses are listed: Algebra I, Algebra II, Geometry, Trigonometry, Analytic Geometry, Advanced Mathematics, Personal Business Mathematics, and Business Mathematics. Each objective is keyed to an expected level of achievement: awareness, knowledge, application, mastery, reinforcement, and…

Lehigh County Community Coll., Schnecksville, PA.

465

Marina's Fish Shop: A Mathematically- and Technologically-Rich Lesson  

ERIC Educational Resources Information Center

In early 2008 researchers from the University of Melbourne's "New Technologies for Teaching Mathematics" project created a lesson for the Year 10 students at their Victorian research schools. Two important goals of secondary school mathematics education are to build students' conceptual knowledge and to teach students to think mathematically.…

Wander, Roger; Pierce, Robyn

2009-01-01

466

How Far up Am I? The Mathematics of Stadium Seating  

ERIC Educational Resources Information Center

The mathematics students are given a task to understand the fundamentals of liner functions by analyzing the height of the football stadium bleachers, as studying mathematical relationships in real-world contexts can enhance a student's knowledge of mathematics. The study of the stadium seating problem helps students to understand quadratic,…

McGraw, Rebecca; Romero, David; Krueger, Robert

2006-01-01

467

Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication  

ERIC Educational Resources Information Center

This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students' mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities…

Tillman, Daniel A.; An, Song A.; Cohen, Jonathan D.; Kjellstrom, William; Boren, Rachel L.

2014-01-01

468

Leadership Implications for Professional Development to Address Mathematics Education  

ERIC Educational Resources Information Center

There are several factors that have prompted the call for reform in mathematics education (National Council of Teachers of Mathematics [NCTM], 2007). National and international assessments have produced evidence that, on average, students in the United States lack mathematical knowledge and skills (U.S. Department of Education, 2008, n.d.). In…

Morgan, Heloise Ursula Hayden

2010-01-01

469

Prospective Teachers' Experiences in Developing Lessons with Dynamic Mathematics Software  

ERIC Educational Resources Information Center

This study sought to examine the development of prospective secondary mathematics teachers' Technological Pedagogical Content Knowledge as they worked individually and in small groups to develop and present lessons with dynamic mathematics software. In a three-semester long study, data were collected from 68 prospective secondary mathematics

Haciomeroglu, Erhan Selcuk; Bu, Lingguo; Schoen, Robert C.; Hohenwarter, Markus

2011-01-01

470

Multimedia Mathematics Tutor: Matching Instruction to Student's Learning Styles  

Microsoft Academic Search

Mathematics is an important subject for science and technological careers but many children still have difficulties and failures in mathematics learning. Therefore, educational design for effective learning and teaching environment is important in the prevention and remediation of mathematical learning difficulties. Since individuals differ in cognitive ability (intelligence), prior knowledge and the way they perceive and process information or learning

Nor Azan Zin; Halimah Badioze Zaman; Shahrul Azman Mohd. Noah

2002-01-01

471

The Transformation of Mathematics in On-Line Courses  

ERIC Educational Resources Information Center

This paper presents some research findings regarding the changes in the mathematics produced by mathematics teachers in on-line distance courses. Predicated on the belief that knowledge is generated by collectives of humans-with-media, and that different technologies modify the nature of the knowledge generated, we have sought to understand how…

Borba, Marcelo C.

2005-01-01

472

Designing Vocabulary Instruction in Mathematics  

ERIC Educational Resources Information Center

Language skills are becoming an increasingly important feature of performance in mathematics classrooms. This new focus on language highlights the need to identify math vocabulary words and to apply research-based principles for vocabulary instruction in mathematics lessons. This article offers one way to analyze state high-stakes math tests to…

Pierce, Margaret E.; Fontaine, L. Melena

2009-01-01

473

Teaching Mathematics: Issues and Solutions  

ERIC Educational Resources Information Center

The ability to compute, problem solve, and apply concepts and skills in mathematics influences multiple decisions in our lives. The National Research Council (1989) reported that mathematics is especially evident in our technology-rich society, where number sense and problem solving skills have increased the importance and demands of advanced…

Little, Mary E.

2009-01-01

474

A Study Of Mathematics Anxiety in Pre-Service Teachers  

Microsoft Academic Search

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of\\u000a a mathematics method courses for early childhood\\/elementary education pre-service teachers. The changes were a function of\\u000a using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other\\u000a activities to make mathematics concepts more concrete and meaningful. Data were

Gina Gresham

2007-01-01

475

Computational Mathematics  

E-print Network

Johannes Kepler University Linz Institute of Analysis and Computational Mathematics A principle for constructing parallel AMG and its realization Gundolf Haase, Michael Kuhn Johannes Kepler University Linz. Wolfgang, Upper Austria #12; Johannes Kepler University Linz Institute of Analysis and Computational

476

Colorful Mathematics  

NSDL National Science Digital Library

Funded by Industry Canada's SchoolNet initiative with the cooperation of the Canadian Mathematical Society, Colorful Mathematics takes a game-oriented approach to teaching K-12 mathematics. The project has developed five coloring games that teach children about problem solving, and pattern identification, which "are all at the very heart of mathematics." The coloring approach makes difficult graph concepts "that are still the subject of active research by mathematicians, computer scientists and industry researchers" more accessible to children. The software program, which is available for free from this website, is set up to check for mistakes and challenge students to improve on their results. A Teacher's Corner section gives an overview of the games, "some sample questions for discussion with the curious student," and an overview of terminology used in the software program. The website is also available in French.

477

Mathematics Learners and Mathematics Textbooks: A Question of Identity? Whose Curriculum? Whose Mathematics?  

ERIC Educational Resources Information Center

One of the challenges for policy-makers and educationalists today is to increase participation levels and success rates within the study of mathematics. Patterns of inclusion and exclusion in mathematics education are difficult to tie down but it is widely recognised that there are issues about "maths" that affect participation. For learners,…

Macintyre, Tom; Hamilton, Sheila

2010-01-01

478

INSEAD Knowledge  

NSDL National Science Digital Library

Touted as "your portal to today's most prominent business," INSEAD Knowledge is a publication of INSEAD business school, which is based in France with campuses in Europe and Asia. INSEAD Knowledge prides itself on its easy-to-use format including simple, intuitive navigation, quick-reading abstracts of working papers and case studies, professors' insights into a variety of business-related issues, and in-depth examinations of business research. Along the left side of the Website, users will find eighteen themes including globalization, Asia focus, corporate development, and marketing. Each theme links to a variety of articles and related research sites. Users must complete the short free registration in order to view the full text of articles.

479

Uncommon Knowledge  

NSDL National Science Digital Library

Hosted by Peter M. Robinson of the Hoover Institution, Uncommon Knowledge has been taking a critical look at public policy issues since 1996. With support from the John M. Olin Foundation, Uncommon Knowledge is distributed by American Public Television and can also be heard on NPR. In keeping with the traditions of the Hoover Institution, the programs feature lively debate on any number of topics, ranging from gun control to international foreign diplomacy. Visitors to the website can browse through a list of recent shows, or look through their archives which date from 1997. Visitors may also wish to view the entire television program on their computer, listen to the audio presentation, or read a transcript.

Robinson, Peter.

2005-01-01

480

A Comparison of Preservice Teachers' Mathematics Anxiety before and after a Methods Class Emphasizing Manipulatives.  

ERIC Educational Resources Information Center

This study investigated changes in mathematics anxiety levels among future teachers in two different mathematics materials and methods classes. The changes were a function of using (1) Bruner's framework of developing conceptual knowledge before procedural knowledge, and (2) manipulatives to make mathematics concepts more concrete. The study…

Vinson, Beth McCulloch; Haynes, Jonita; Brasher, Joe; Sloan, Tina; Gresham, Regina

481

Mathematical Student Motivation  

ERIC Educational Resources Information Center

The research project will be conducted with a target focus group of six students who have been identified as struggling students in 3rd grade mathematics. The research project will study the effect of using different teaching strategies and methods to increase motivation and focus among these students. The research project will be conducted at…

Bacon, Alison

2012-01-01

482

Mathematical Modeling in the Secondary School Curriculum.  

ERIC Educational Resources Information Center

Over the past 10 years, national conferences and committees investigating the state of American mathematics education have advocated an increased emphasis on problem solving and mathematical modeling situations in the secondary school curriculum. However, little effort has been made to prepare secondary school teachers to use mathematical modeling…

Swetz, Frank, Ed.; Hartzler, J. S., Ed.

483

Commonality analysis as a knowledge acquisition problem  

NASA Technical Reports Server (NTRS)

Commonality analysis is a systematic attempt to reduce costs in a large scale engineering project by discontinuing development of certain components during the design phase. Each discontinued component is replaced by another component that has sufficient functionality to be considered an appropriate substitute. The replacement strategy is driven by economic considerations. The System Commonality Analysis Tool (SCAT) is based on an oversimplified model of the problem and incorporates no knowledge acquisition component. In fact, the process of arriving at a compromise between functionality and economy is quite complex, with many opportunities for the application of expert knowledge. Such knowledge is of two types: general knowledge expressible as heuristics or mathematical laws potentially applicable to any set of components, and specific knowledge about the way in which elements of a given set of components interrelate. Examples of both types of knowledge are presented, and a framework is proposed for integrating the knowledge into a more general and useable tool.

Yeager, Dorian P.

1987-01-01

484

Mathematical wit and mathematical cognition.  

PubMed

The published works of scientists often conceal the cognitive processes that led to their results. Scholars of mathematical practice must therefore seek out less obvious sources. This article analyzes a widely circulated mathematical joke, comprising a list of spurious proof types. An account is proposed in terms of argumentation schemes: stereotypical patterns of reasoning, which may be accompanied by critical questions itemizing possible lines of defeat. It is argued that humor is associated with risky forms of inference, which are essential to creative mathematics. The components of the joke are explicated by argumentation schemes devised for application to topic-neutral reasoning. These in turn are classified under seven headings: retroduction, citation, intuition, meta-argument, closure, generalization, and definition. Finally, the wider significance of this account for the cognitive science of mathematics is discussed. PMID:23512504

Aberdein, Andrew

2013-04-01

485

African American Mathematic Student Perceptions of Peers, Education, and Mathematical Experiences.  

ERIC Educational Resources Information Center

This paper studies successful African American students' perception of their mathematics education, mathematics knowledge, and their interaction with peers. Two female and four male participants attending the same southern four-year university completed courses in calculus 1, 2, and 3. Data was gathered using interviews, surveys, exemplary teacher…

Powell-Mikle, Angiline

486

Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education  

ERIC Educational Resources Information Center

No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge

Siller, Hans-Stefan; MaaB, Jurgen

2012-01-01

487

The modern mathematics reform movement in Brazil and its consequences for Brazilian mathematics education  

Microsoft Academic Search

This paper reports on the conclusions drawn from an investigation of the modern mathematics reform movement in Brazil. The focus of the study was an analysis of the mechanisms of transfer of knowledge from developed to developing countries, through a case study of Brazil and its adoption of the modern mathematics curriculum.

Beatriz Silva D'ambrosio

1991-01-01

488

The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation  

ERIC Educational Resources Information Center

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…

Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

2010-01-01

489

Mathematical Perspectives  

SciTech Connect

Progress for the past decade or so has been extraordinary. The solution of Fermat's Last Theorem [11] and of the Poincare Conjecture [1] have resolved two of the most outstanding challenges to mathematics. For both cases, deep and advanced theories and whole subfields of mathematics came into play and were developed further as part of the solutions. And still the future is wide open. Six of the original seven problems from the Clay Foundation challenge remain open, the 23 DARPA challenge problems are open. Entire new branches of mathematics have been developed, including financial mathematics and the connection between geometry and string theory, proposed to solve the problems of quantized gravity. New solutions of the Einstein equations, inspired by shock wave theory, suggest a cosmology model which fits accelerating expansion of the universe possibly eliminating assumptions of 'dark matter'. Intellectual challenges and opportunities for mathematics are greater than ever. The role of mathematics in society continues to grow; with this growth comes new opportunities and some growing pains; each will be analyzed here. We see a broadening of the intellectual and professional opportunities and responsibilities for mathematicians. These trends are also occuring across all of science. The response can be at the level of the professional societies, which can work to deepen their interactions, not only within the mathematical sciences, but also with other scientific societies. At a deeper level, the choices to be made will come from individual mathematicians. Here, of course, the individual choices will be varied, and we argue for respect and support for this diversity of responses. In such a manner, we hope to preserve the best of the present while welcoming the best of the new.

Glimm, J.

2009-10-14

490

Assessing Strengths and Weaknesses of Teacher Knowledge in Asia, Eastern Europe, and Western Countries: Differential Item Functioning in TEDS-M  

ERIC Educational Resources Information Center

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Blömeke, Sigrid; Suhl, Ute; Döhrmann, Martina

2013-01-01

491

Knowledge at the Crossroads.  

ERIC Educational Resources Information Center

Reviews the book by Michel Serres, "Hermes: Literature, Science, Philosophy." Discusses Serres' ideas about the history of science and mathematics, mathematical discourse, the double writing of geometry, and the applications of mathematics in the human response to the world. (MDH)

Wheeler, David

1993-01-01

492

IC Knowledge  

NSDL National Science Digital Library

IC Knowledge is a company that serves the semiconductor industry. Besides providing information about its products, the company's Web site has a few very interesting features. Of particular interest is the technology trends section, which covers microprocessors, die size, DRAM, microlithography, and MOS logic complexity. In History of the IC, the integrated circuit is examined to show how it evolved on a decade-by-decade basis. An extensive glossary of terms defines many of the technical words and acronyms that are often tossed around by professionals. Articles dealing with the economics of the semiconductor industry are also available on the site, as well as a handy table of physical constants.

493

A Study of Mathematics Infusion in Middle School Technology Education Classes  

ERIC Educational Resources Information Center

The present study examined the impact of introducing a mathematics infused engineering/technology education (ETE) curriculum on students' mathematics content knowledge and attitudes toward mathematics. The purpose of the present study was to: (a) compare the effects of a mathematics infused ETE curriculum and a control curriculum on student…

Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael

2010-01-01

494

A new MSc curriculum in computer science and mathematics at the university of Zagreb  

Microsoft Academic Search

A new graduate curriculum in computer science and mathematics is presented. The curriculum is offered by the Department of Mathematics, University of Zagreb, and it provides students with competence in mathematics, computer science and software engineering. The emphasis is on mathematical theory relevant for computing and software, on long-term knowledge and on abstract approaches to problem solving. The teaching and

Robert Manger; Goranka Nogo; Mladen Vukovic; Dean Rosenzweig

2006-01-01

495

An Algebra Content Upgrading Course for In-Service Mathematics Teacher: A Singapore Experience  

ERIC Educational Resources Information Center

This paper describes a content upgrading course on Secondary School Algebra which was planned and conducted for in-service mathematics teachers who are trained to teach mathematics at lower secondary level (ages 13 to 14). In order to be an effective mathematics teacher, one needs to know a great deal of mathematical knowledge on top of good…

Toh, Tin-Lam

2007-01-01

496

School of Mathematics `Studying Mathematics, the  

E-print Network

School of Mathematics `Studying Mathematics, the beautiful and intriguing language of the universe, opens doors' Dr Chris Good What difference will you make? #12;Contents Why study mathematics at Birmingham? 3 University mathematics: a breakdown 4­5 Programmes in the School of Mathematics 6 Years 1 and 2

Birmingham, University of

497

MATHEMATICS Mathematics, one of the oldest and  

E-print Network

MATHEMATICS Mathematics, one of the oldest and most basic disciplines, continues to address, and the use of satellites for communication. There are two broad categories of mathematics: (1) pure, or theoretical, mathematics and (2) applied, or practical, mathematics. Pure mathematicians usually obtain the Ph

498

Teachers Constructing Concepts of Mathematics for Teaching and Learning: ``It's like the roots beneath the surface, not a bigger garden''  

Microsoft Academic Search

Conceptually rich classroom learning environments can only be supported by teachers with appropriate mathematical knowledge. A lack of clarity exists as to whether or how such teacher knowledge might go beyond knowledge of the relevant curriculum. This study contributes to the field by investigating further examples of what appropriate teacher mathematical knowledge might be, as rooted and contextualized in teachers’

Ann Kajander

2010-01-01

499

Mathematical Fiction  

NSDL National Science Digital Library

Alex Kasman, Associate Professor in the College of Charleston Department of Mathematics, has compiled this list of Mathematical Fiction. The books and stories listed here may be of interest to teachers or anyone wanting to read about mathematics from a literary perspective. The collection is organized so that visitors can browse by medium (which includes 22 entries that are categorized as "Available Free Online"), genre, motif, or topic. Some motifs include Evil Mathematicians, Female Mathematicians, Insanity, Math as Beautiful/Exciting/Useful, and Math as Cold/Dry/Useless. Some examples of topics listed include Algebra/Arithmetic/Number Theory, Mathematical Physics, and Probability/Statistics. The category with by far the most entries is Science Fiction with Not Science-Fiction, Fantasy or Horror coming in at a close second. Visitors can also search the entire database, view entries by Title or Author or Year, or check out the 30 most recently added or modified entries. Each entry is followed by a sentence or two describing the article or book and some include a website link to the article or to Amazon.com for ordering information. Proceeds from sales made through the website go to the College of Charleston Department of Mathematics. This site is also reviewed in the December 3, 2004_NSDL MET Report_.

500

Mathematical Constants  

NSDL National Science Digital Library

This website features supplementary materials for a book called Mathematical Constants by Stephen Finch, a Clay Mathematics Institute Book Fellow. The book is a collection of stories about 136 mathematical constants that, according to one reviewer, "will startle us, intrigue us and nurture our quest of mysterious patterns amongst numbers and structures." On this website, the author has errata and addenda to the book as well as some sample essays on integer compositions, optimal stopping and Reuleaux triangles. Supplementary materials are organized by topic, which include Number Theory and Combinatorics, Geometry and Topology, Probability and Stochastic Processes, Real and Complex Analysis, and Inequalities and Approximation. The website also includes links to the book publisher and companies selling the book as well as some of the author's favorite websites.