scholarly journals Teaching the Multiplication Table and Its Properties for Learning How to Learn

2020 ◽  
pp. 133-154
Author(s):  
Raimundo Olfos ◽  
Masami Isoda
Keyword(s):  
Mathematics Education ◽  
Mathematical Thinking ◽  
Cultural Practice ◽  
Multiplication Table ◽  
Second Grade ◽  
Knowledge And Skills ◽  
The Third ◽  
Link Type ◽  
Teaching Content ◽  
Sense Of Wonder

AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

scholarly journals Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?

2020 ◽  
pp. 65-101
Author(s):  
Masami Isoda ◽  
Raimundo Olfos
Keyword(s):  
Mathematics Education ◽  
Lesson Study ◽  
Deep Understanding ◽  
Second Grade ◽  
Mathematical Education ◽  
Previous Knowledge ◽  
Task Sequence ◽  
World Scientific ◽  
Link Type ◽  
Future Learning

AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

Call for Chapters: Annual Perspectives in Mathematics Education 2015 – November 2013

2013 ◽  
Vol 19 (4) ◽  
pp. 253
Keyword(s):  
Mathematics Education ◽  
Book Series ◽  
Link Type

This call for chapters is for the Annual Perspectives in Mathematics Education (APME) book series. For more information, see http://www.nctm.org/APME2015/.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

scholarly journals UNIVERSITIES OF THE THIRD AGE AS A CHANCE FOR SENIORS TO INTEGRATE INTO THE MULTICULTURAL SOCIETY

2019 ◽  
Vol 9 (1) ◽  
pp. 8-11
Author(s):  
ŽANETA BALÁŽOVÁ
Keyword(s):  
European Union ◽  
International Cooperation ◽  
Communication Skills ◽  
English Language ◽  
The European Union ◽  
Multicultural Society ◽  
Third Age ◽  
Knowledge And Skills ◽  
The Third ◽  
The World

International cooperation, visiting new countries, meeting new people from all over the world are typical features of these days. The Universities of the Third Age as institutions focused on senior education and their opportunities to help people of older age familiarize with new cultures, it means to integrate into the multicultural society are presented in the paper. The European Union, especially the Erasmus+ program offers chances to students of all ages as well as seniors to enhance the knowledge and skills abroad, to make friends and to improve communication skills in English language.

scholarly journals PREPARATORY GROUP-POSSIBILITY FOR IMPLEMENTING THE PRINCIPLE OF ADMINISTRATION IN THE EDUCATION PROCESS IN MATHEMATICS BETWEEN GG AND INITIAL STAGE

2019 ◽  
Vol 16 ◽  
Author(s):  
Maria Bozukova
Keyword(s):  
Mathematics Education ◽  
Education System ◽  
Way Of Life ◽  
Developmental Learning ◽  
Knowledge And Skills ◽  
Communication Development ◽  
Initial Stage ◽  
Technology And Communication ◽  
Sound Culture ◽  
Education Process

The new century is very different. On the basis of interdependence, humanity has a unique opportunity for industrial modernization, alongside the dynamics of technology and communication development, information entropy, the volcanic eruption of visual and sound culture. This necessitates modernization in the education system /digital competences, transversal skills and good continuity between different stages of education /, triggered by intense changes in technology and the way of life of modern children. In kindergarten and primary education, the foundations for developmental learning are laid, where knowledge and skills in mathematics education are to be acquired and communicated that are applicable in everyday life.

scholarly journals Transcutaneous electrical acupoint stimulation for postoperative cognitive dysfunction in geriatric patients with gastrointestinal tumor: a randomized controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Lijuan Xi ◽  
Fang Fang ◽  
Haijuan Yuan ◽  
Daorong Wang
Keyword(s):  
General Anesthesia ◽  
Cognitive Dysfunction ◽  
Geriatric Patients ◽  
Postoperative Cognitive Dysfunction ◽  
Radical Resection ◽  
Gastrointestinal Tumors ◽  
Gastrointestinal Tumor ◽  
The Third ◽  
Link Type ◽  
Acupoint Stimulation

Abstract Background This study aimed to evaluate the effect of perioperative transcutaneous electrical acupoint stimulation (TEAS) on postoperative cognitive dysfunction (POCD) in older patients who were diagnosed with gastrointestinal tumor and received radical resection of gastrointestinal tumors under general anesthesia. Methods A total of 68 patients who received radical resection of gastrointestinal tumors under general anesthesia were randomly divided into two groups. TEAS group patients received TEAS treatment. The treatment time was 30 min before the induction of anesthesia until the end of the surgery, 1 day before operation and from the first day to the third day after the operation. Except on the day of surgery, we treated the patients for 30 min once a day. In the sham TEAS group, the electronic stimulation was not applied and the treatment was the same as the TEAS group. The primary outcome was perioperative cognition evaluated by the Mini-Mental State Examination (MMSE) and secondary outcomes were the perioperative level of interleukin-6 (IL-6), S100 calcium-binding protein β (S100β), and C-reactive protein (CRP). Results The postoperative score of MMSE, orientation, memory, and short-term recall in the sham TEAS group was significantly lower than the preoperative and TEAS group (P < 0.05). The incidence of POCD in the TEAS group (21.88%) was lower than those in the sham TEAS group (40.63%). S100β, IL-6, and CRP in the TEAS group were significantly lower than those in the sham TEAS group on the third day after the operation (P< 0.05). Postoperative S100β, IL-6, and CRP in two groups were significantly higher than those before operation except for S100β on the third day after the operation in the TEAS group (P < 0.05). Conclusions Perioperative TEAS treatment reduced the postoperative inflammatory response and increased the postoperative cognitive function score and decrease the incidence of POCD in geriatric patients with gastrointestinal tumor. Trial registration ClinicalTrials.gov NCT04606888. Registered on 27 October 2020. https://register.clinicaltrials.gov.

scholarly journals Enhancing Number System Knowledge to Promote Number Sense and Adaptive Expertise: A Case Study of a Second-Grade Mathematics Student

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Cami Player ◽  
Jessica Shumway
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Number Sense ◽  
Number System ◽  
Second Grade ◽  
Adaptive Expertise ◽  
Instructional Treatment ◽  
Mathematics Problems ◽  
System Knowledge

Instruction for developing students’ number sense is a critical area of research in mathematics education due to the role number sense plays in early mathematics learning. Specifically, number system knowledge—systematic relations among numerals and the use of number relations to solve arithmetic problems—has been identified as a key cognitive mechanism in number sense development. Number system knowledge is a component of number sense, and the researchers of this study hypothesize that it plays a critical role in second-grade students’ understanding of relationships among numbers and adaptive expertise with mathematics problems. The purpose of this exploratory case study was to investigate the variations of an eight-year-old student’s number system knowledge learning as she participated in an instructional treatment over nine weeks. The main research question of this study was: In what ways does a student struggling in mathematics develop number system knowledge during a nine-week period in her second-grade classroom as she engages in a number system knowledge instructional treatment? The case in this study was selected based on her low pretest score combined with her desire for making sense of mathematics. The data sources for this study were a number system knowledge assessment and student interviews. The analysis involved a multiple-cycle coding process that resulted in themes of adaptive expertise and the union of procedural and conceptual knowledge in mathematics instruction. The results suggest that this number system knowledge instructional treatment provided this case-study student to develop more pronounced adaptive expertise in solving mathematics problems. An in-depth analysis of how and why one struggling student develops number system knowledge during a nine-week instructional treatment within the context of her mathematics class provides exploratory evidence to help researchers and teachers develop and implement similar practices in elementary mathematics instruction. KEYWORDS: Number Sense; Number System Knowledge; Mathematics Education; Whole Numbers and Operations; Elementary Education; Teaching and Learning; Case Study Research

Volunteer Adolescents in Adolescent Group Therapy

1976 ◽  
Vol 129 (5) ◽  
pp. 407-413 ◽  
Author(s):  
Stuart Fine ◽  
Graham Knight-Webb ◽  
Karen Breau
Keyword(s):  
Group Therapy ◽  
Group Process ◽  
Group Leaders ◽  
Adolescent Group Therapy ◽  
Adolescent Group ◽  
Knowledge And Skills ◽  
The Third ◽  
Session Attendance ◽  
New Knowledge ◽  
Better Than

SummaryThe effects on patients, volunteers and staff of using volunteer adolescents in adolescent group therapy are examined. From 40 candidates eight volunteers were selected and oriented to the group process. Four volunteers and four patients were placed in each of two groups, and eight patients were placed in the third group. Patients and volunteers were aware of their identities in the first group session. Attendance in the groups with volunteers was better than in the group without. The volunteers themselves gained new knowledge and skills, and their presence was even helpful to the group leaders.

scholarly journals QCD challenges from pp to A–A collisions

2020 ◽  
Vol 56 (11) ◽  
Author(s):  
J. Adolfsson ◽  
A. Andronic ◽  
C. Bierlich ◽  
P. Bozek ◽  
S. Chakraborty ◽  
...  
Keyword(s):  
International Workshop ◽  
The Third ◽  
Link Type ◽  
Open Questions ◽  
To Come

AbstractThis paper is a write-up of the ideas that were presented, developed and discussed at the third International Workshop on QCD Challenges from pp to A–A, which took place in August 2019 in Lund, Sweden (Workshop link: https://indico.lucas.lu.se/event/1214/). The goal of the workshop was to focus on some of the open questions in the field and try to come up with concrete suggestions for how to make progress on both the experimental and theoretical sides. The paper gives a brief introduction to each topic and then summarizes the primary results.

Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts

2020 ◽  
Vol 31 (4) ◽  
pp. 411-435
Author(s):  
Michael S. Matthews ◽  
Heather A. Rhodes
Keyword(s):  
North Carolina ◽  
School Districts ◽  
Gifted Education ◽  
Universal Screening ◽  
Second Grade ◽  
Advanced Learners ◽  
Gifted Learners ◽  
The Third ◽  
North Carolina School ◽  
Identification Practices

Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted or advanced learners in kindergarten, first, and second grades in their policies. We summarize the content and range of these policies, and recommend that effective approaches should include universal screening, early identification (i.e., in kindergarten), and the use of additional pathways to identification and differentiated educational services to meet the needs of young advanced learners. We conclude with recommendations for future study in this underinvestigated area.

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