Predicting Scientific Understanding of Prospective Elementary Teachers: Role of Gender, Education Level, Courses in Science, and Attitudes Toward Science and Mathematics

2005 ◽  
Vol 14 (4) ◽  
pp. 387-391 ◽  
Author(s):  
David D. Kumar ◽  
John D. Morris
Keyword(s):  
Elementary Teachers ◽  
Attitudes Toward Science ◽  
Education Level ◽  
Scientific Understanding ◽  
Prospective Elementary Teachers ◽  
Gender Education ◽  
And Mathematics

scholarly journals DETERMINANT OF MICROCREDIT REPAYMENT

2016 ◽  
Vol 19 (1) ◽  
pp. 57-80
Author(s):  
Farida Farida ◽  
Hermanto Siregar ◽  
Nunung Nuryartono ◽  
Eka Intan KP
Keyword(s):  
Logistic Regression ◽  
Moral Hazard ◽  
Food Consumption ◽  
Education Level ◽  
Screening Process ◽  
Loan Repayment ◽  
Central Java ◽  
Credit Default ◽  
Gender Education

This paper investigate the determinants of microcredit repayment by employing the logistic regression on micro-business households in Pati, Central Java. The result of this study reveals that loan repayment affected significantly by the business lines, food consumption spending, side job, other loan sources, collateral, and credit constrained. Interestingly, the result concludes that the loan repayment are no longer influenced by moral hazard, since the characteristics such as gender, education level, age, experience do not significantly encourage borrowers to repay. This paper also conform the important role of peer-screening process on hindering the credit default.

Prospective Elementary Teachers' Intensity and Ambivalence of Beliefs about Mathematics and Mathematics Instruction

1972 ◽  
Vol 3 (3) ◽  
pp. 155-163 ◽  
Author(s):  
C. Patrick Collier
Keyword(s):  
Elementary Teachers ◽  
Mathematics Instruction ◽  
Low Achievers ◽  
High Achievers ◽  
Prospective Elementary Teachers ◽  
Beliefs About Mathematics ◽  
And Mathematics

A formal and an informal dimension of belief about mathematics and mathematics instruction were defined. Scales designed to measure these beliefs were administered to 264 prospective elementary teachers. Ambivalence was defined and ambivalence quotients reported. Students in later stages of their preparation had more informal views of mathematics and mathematics instruction, and their beliefs were less ambivalent than students beginning their programs. High achievers viewed mathematics as being less formal than did low achievers. Low achievers had a more ambivalent view of mathematics instruction than did high achievers. The results suggest that it is important to consider both intensity and ambivalence in investigating attitudes.

scholarly journals The role of uncertainty in mathematical tasks for prospective elementary teachers

2020 ◽  
Vol 17 (2-3) ◽  
pp. 641-672
Author(s):  
Ziv Feldman ◽  
Megan Wickstrom ◽  
Sayonita Ghosh Hajra ◽  
Dittika Gupta
Keyword(s):  
Elementary Teachers ◽  
Mathematical Tasks ◽  
Prospective Elementary Teachers

Evaluating prospective elementary teachers' understanding of science and mathematics in a model preservice program

1995 ◽  
Vol 32 (7) ◽  
pp. 749-775 ◽  
Author(s):  
Teresa M. McDevitt ◽  
Rod Troyer ◽  
Anthony L. Ambrosio ◽  
Henry W. Heikkinen ◽  
Erica Warren
Keyword(s):  
Elementary Teachers ◽  
Prospective Elementary Teachers ◽  
Understanding Of Science ◽  
And Mathematics ◽  
Preservice Program

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

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