scholarly journals Learner-generated graphic representations for word problems: an intervention and evaluation study in grade 3

2020 ◽  
Vol 105 (1) ◽  
pp. 91-113
Author(s):  
Barbara Ott
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Intervention Group ◽  
Mathematical Structure ◽  
Evaluation Study ◽  
Control Groups ◽  
Constant Solution ◽  
Graphic Representations ◽  
The Difference ◽  
Grade 3

Abstract The use of written or graphic representations is essential in mathematics. Graphic representations are mainly used and researched as instruments for problem solving. There is a gap in research for interventions that use learner-generated graphic representations as documents for reflection processes for promoting the development of children’s graphic representation competences. This is the focus of the study presented here. The study examines to what extent such an intervention has an effect on how the children take into account a mathematical structure in their self-generated graphic representations, how they ensure a mathematical matching with the word problem, and what degree of abstraction they choose. Additionally, the effect on the solution rates is investigated. The results show that children in the intervention group more frequently pay attention to a mathematically appropriate structure, compared with children in the control groups. This result is statistically significant. At the same time, children keep the degree of abstraction relatively constant. Solution rates improve continuously, but the difference is not significant.

scholarly journals The Effect of Vitamin B6 on Reducing the Number and the Size of Breast Cysts and the Amount of Recurrence after Aspiration in Women

2019 ◽  
pp. 1-7
Author(s):  
Setareh Soltany ◽  
Hamid Reza Hemmati ◽  
Jafar Alavy Toussy ◽  
Parisa Alavi Toosi
Keyword(s):  
Vitamin B6 ◽  
Intervention Group ◽  
Control Group ◽  
Control Groups ◽  
Double Blind ◽  
Breast Cyst ◽  
The Difference ◽  
Palpable Breast ◽  
Breast Lumps ◽  
And Control

Introduction: Palpable breast lumps are one of the most prevalent breast problems in women who visit a doctor. Most of these lumps are benign, and many of these benign lumps, have cystic nature. One of the suggested treatments for breast cyst is vitamin B6 intake. So, this study aimed to determine the effect of vitamin B6 on reducing the number and the size of breast cysts and reducing the amount of recurrence after aspiration. Materials and Methods: This study is a double-blind randomized clinical trial. Patients simply divided into two groups randomly, intervention group (receiving 150 mg vitamin B6 twice a day for two months) and control group (placebo). After data collection, the database produced, and information came in by SPSS-22 software. Descriptive results extracted in the form of tables and graphs. In all cases was used α=0.05. Results: At the end of the study, 65 patients (34 people in the intervention group, and 31 people in the control group) studied. At the end of the survey in the non-palpable cysts, was observed a significant decrease in the number and the size of breast cysts in each group receiving vitamin B6 or placebo. Still, the difference was not significant in comparing the two groups. 19 patients (2.29%) had palpable cysts that aspiration performed in all cases. After the study period, no recurrence of cysts observed in any of the intervention and control groups. Conclusion: The study showed that vitamin B6 had no effect on reducing the size and the number of non-palpable breast cysts and prevent recurrence of palpable cysts after aspiration.

Zero – The contradiction between words and numbers

2019 ◽  
pp. 301-308
Author(s):  
Gergely Wintsche
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Word Problem ◽  
Mental Representation ◽  
Mathematics Teaching ◽  
The Difference ◽  
Problem Solvers ◽  
Representation Level

In this article I am dealing with the difference between the meaning and mental representation level of the number zero, when the word problem indicates the existence of a certain thing. This contradiction causes difficulty not only for the 10-year-old problem solvers, but also for university students. I give some statistics about the two different representation levels in the above mentioned two groups. There are huge differences between the two groups because university students were able to handle the problem but only two of them succeeded to do it on an ideal level. In my reasoning, I emphasize that the formulation of the task should not be necessarily short. Classification: C50, D50, F30. Keywords: number zero; word problem; problem solving; mathematics teaching; mental representation.

Effectiveness of Mobile Phone-Based Support on Exclusive Breastfeeding and Infant Growth in Nigeria: A Randomized Controlled Trial

2020 ◽  
Author(s):  
Daprim S Ogaji ◽  
Adaku O Arthur ◽  
Innocent George
Keyword(s):  
Randomized Controlled Trial ◽  
Mobile Phone ◽  
Usual Care ◽  
Exclusive Breastfeeding ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Groups ◽  
Randomized Controlled ◽  
The Difference ◽  
And Control

Abstract Background This study examined whether mobile phone-based support improve the rates, duration of exclusive breastfeeding (EBF) as well as infant growth patterns in Nigeria. Methods A 6-month prospective randomized controlled trial with 75 participants assigned to receive ‘usual care’ or ‘mobile phone-based support in addition to usual care’ EBF rates and duration as well as anthropometric measurements of infants before and after intervention were compared using proportions and mean differences. Results Attrition rates of 10.7% and 14.7% were observed in the intervention and control groups, respectively. Treatment groups were identical in all baseline characteristics and participants in the intervention group showed a slower rate of decline in the practice of EBF. The mean difference of 0.6 months (95% confidence interval: −0.22, 1.42) in EBF duration between intervention and control groups was not statistically significant (t = 1.45; p = 0.149). Similarly, the difference in the EBF rates at the 6th month for the intervention (55.2%) and control (46.8%) groups was not statistically significant (χ2 = 0.623; p = 0.430). Although the intervention group had significantly higher mean weight (p = 0.030) and length (p = 0.044) at the 6th month, the difference in the gain in weight and length of these infants over the period was only significant for the weight (p = 0.044). Although the incidence of adverse clinical nutritional status was more in the control group, these differences were not statistically significant. Conclusion Mobile phone-based intervention has positive effects on the rate and duration of EBF as well as the growth of young infants. Sustaining this simple and cheap technology will improve infant wellbeing especially in resource-constrained settings.

scholarly journals The Effect of long-term awareness on active and passive tobacco smokers

2021 ◽  
Vol 12 (1) ◽  
pp. 439-446
Author(s):  
Serkan KÖKSOY ◽  
Fatih KARA
Keyword(s):  
Passive Smoking ◽  
Intervention Group ◽  
Public Health Problem ◽  
Major Public Health Problem ◽  
Control Groups ◽  
Tobacco Products ◽  
Significant Difference ◽  
The Difference ◽  
The Impact

Tobacco addiction is a major public health problem. Numerous scientific studies have been conducted on the harms of tobacco products. However, the number of intervention studies investigating the effect of long-term awareness of the harm of tobacco products on the Fagerström Test for Nicotine Dependence (FTND), Carbon Monoxide (CO), Carboxyhemoglobin (COHb) and Respiratory Function Test (RFT) are limited. Our goal is to investigate the impact of long-term scientific awareness on these parameters. The study was designed an intervention study on active and passive smoking participants and their control groups. Control groups were not given any training on the harms of tobacco products. When comparing the first and last weeks in active smoker intervention group (ASIG), the difference between FTND, FEV1, CO, and COHb parameters was observed to be statistically significant (p<0.05). The highest decrease in ASIG was in CO (↓60%) parameter and the highest increase was in the FEV1(↑%10) parameter. There was a significant difference both FEV1, FVC, FEV1/FVC (p<0.05) and CO parameters of passive smokers intervention group (PSIG). The highest decrease in PSIG was in the CO parameter (↓%65.8) and the highest increase was in the FVC (↑%10) parameter. Awareness programs may reduce the severity of addiction in active smokers and may help protect passive smokers. As awareness increases, positive changes in some vital parameters may be possible. Up-to-date programs and policies are needed to make easy and sustainable awareness of both active and passive smoking.

scholarly journals Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature

2021 ◽  
pp. 073194872199484
Author(s):  
Jennifer E. Kong ◽  
Christy Yan ◽  
Allison Serceki ◽  
H. Lee Swanson
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Meta Analysis ◽  
Sixth Grade ◽  
Control Group ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Grade 3 ◽  
Based Instruction

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.

Effect of selegiline augmentation with antipsychotic drugs on treatment of the negative symptoms in patients with schizophrenic disorder

2011 ◽  
Vol 26 (S2) ◽  
pp. 1486-1486
Author(s):  
F. Ranjbar ◽  
M. Sabagh Razavi ◽  
M.A. Ghorayshizadeh ◽  
J. Shokri ◽  
M. Asadlo
Keyword(s):  
Negative Symptoms ◽  
Antipsychotic Drugs ◽  
Intervention Group ◽  
Control Group ◽  
Control Groups ◽  
Double Blind ◽  
Significant Difference ◽  
Schizophrenic Patients ◽  
The Difference ◽  
And Control

IntroductionConsidering the shortcomings of antipsychotics in treatment of negative symptoms of schizophrenic patients, the use of augmentation treatment for decreasing the negative symptoms is highly important.AimsThe aim of this research was to study the effect of selegiline augmentation with antipsychotic drugs in decreasing the negative symptoms of schizophrenic patients.MethodsIn this double blind randomized control trial study 70 schizophrenic in- patients who were under treatment with antipsychotics were randomly divided into two intervention and control groups. The patients of both groups were given placebo for two weeks along with antipsychotics. For 12 weeks the intervention group was given selegiline 10 mg/day and control group was given placebo. The patients were evaluated with PANSS scale and Hamilton depression test at the end of first and second weeks and then at the end of every other week for twelve weeks. Then the results were analyzed statistically.ResultsThere was no significant difference between intervention and control groups considering PANSS score on first and second weeks, but the difference on 4-14 weeks was statistically significant. There was also no statistically significant difference in Hamilton depression Test between the two groups in first to 10 Th weeks. But the difference was statistically significant in 12–14 weeks.ConclusionsAugmentation treatment with selegiline can improve the negative symptoms of schizophrenic patients.

scholarly journals Contact with a Nurse Practitioner: A Short-Term Evaluation Study in Parkinson’s Disease and Dystonia

1994 ◽  
Vol 7 (3-4) ◽  
pp. 189-196 ◽  
Author(s):  
M. Jahanshahi ◽  
R. G. Brown ◽  
C. Whitehouse ◽  
N. Quinn ◽  
C. D. Marsden
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Nurse Practitioner ◽  
Psychosocial Functioning ◽  
Intervention Group ◽  
Sampling Bias ◽  
Evaluation Study ◽  
Control Group ◽  
Control Groups ◽  
Intervention Programme

Forty patients with Parkinson's disease and 24 patients with dystonia took part in a study aiming to assess the value of access to and contact with a nurse practitioner over a 6 month period. Patients in each group were randomly allocated to “intervention” or “control” groups, which were matched on important variables. All patients completed a set of questionnaires relating to psychosocial function at two time points separated by 6 months. In the intervening period, those allocated to the “intervention” group received two home visits and five telephone calls from the nurse practitioner. This contact was not provided to the “control” group. The nurse practitioner had a major impact on the provision of information and the facilitation of referral to other health-care agencies. The results of an independent assessment indicated that the patients in the “intervention” programme had found access to and contact with a nurse practitioner of great value. In contrast, the results of the questionnaire assessment did not reveal any statistically significant change in psychosocial functioning from the first to the second assessment for either the “intervention” or “control” groups. The lack of change in the questionnaire measures is discussed in terms of possible sampling bias and the duration of intervention and follow-up. Recommendations are made for future studies, and for the possible provision of clinical services.

scholarly journals Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

2008 ◽  
Vol 74 (2) ◽  
pp. 155-173 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Pamela M. Seethaler ◽  
Sarah R. Powell ◽  
Douglas Fuchs ◽  
Carol L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Word Problem ◽  
Mathematical Problem ◽  
Reading Difficulties ◽  
Mathematical Structure ◽  
Third Grade ◽  
Third Grade Students ◽  
Problem Types ◽  
Wide Range

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students ( n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

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