Seventh graders’ strategies for shading the percentages of geometric shapes

Author(s):  
Emrullah Erdem ◽  
Burçin Gökkurt ◽  
Yasin Soylu
2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.


2019 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Carla Marilia Ayala Valladares ◽  
Juana Maria Cruz Montero ◽  
Angel Saldarriaga Melgar

The main purpose of the research was to determine the effects of the program of ludic activities for the learning of geometry in children of five years in all their dimensions orientation and location, geometric shapes and measurement, through its components: location in space, identify locations and positions of objects, identify and characterize geometric figures and communicate the qualities of these, likewise identify, classify magnitudes and use various measuring instruments. The type of research was applied, with a quasi-experimental design, the population was constituted by 103 children, and a non-probabilistic sample was used for convenience with a sample of 51 children, divided into two control and experimental groups. The geometry instrument was used to collect information. The favorable effect of the program of playful activities in the learning of geometric notions in children of initial - Callao, 2018 was determined.


2016 ◽  
Vol 25 (1) ◽  
pp. 96-109
Author(s):  
Kristen Marangoni

The enigmatic setting of Beckett's novel Watt has been compared to places as diverse as an insane asylum, a boarding school, a womb, and a concentration camp. Watt's experience at Knott's house does seem suggestive of all of these, and yet it may more readily conform to the setting of a monastery. The novel is filled with chants, meditations, choral arrangements, hierarchical classifications, and even silence, all highly evocative of a monastic lifestyle. Some of Watt's dialogue (such as his requests for forgiveness or reflections on the nature of mankind) further echoes various Catholic liturgies. Watt finds little solace in these activities, however. He feels that they are largely rote and purposeless as they are focused on Knott, a figure who in many ways defies linguistic description and physical know-ability. Watt's meditations and rituals become, then, empty catechisms without answers, something that is reflected in the extreme difficulty that Watt has communicating. In the face of linguistic and liturgical instability, the Watt notebooks present a counter reading that can be found in the thousand plus doodles that line its pages. The drawings reinforce as well as subvert their textual counterpart, and they function in many ways as the images in medieval illuminated manuscripts. The doodles in Watt often take the form of decorative letters, elaborate marginal drawings, and depictions of a variety of people and animals, and many of its doodles offer uncanny resemblances in form or theme to those in illuminated manuscripts like The Book of Kells. Doodles of saints, monks, crosses, and scribes even give an occasional pictorial nod to the monastic setting in which illuminated manuscripts were usually produced (and remind us of the monastic conditions in which Beckett found himself writing much of Watt). Beckett's doodles not only channel this medium of illuminated manuscripts, they also modernize its application. Instead of neat geometric shapes extending down the page, his geometric doodle sequences are often abstracted, fragmented, and nonlinear. Beckett also occasionally modernized the content of illuminated manuscripts: instead of the traditional sacramental communion table filled with candles, bread and wine, Beckett doodles a science lab table where Bunsen burners replaces candles and wine glasses function as beakers. It is through these modernized images that Watt attempts to draw contemporary relevance from a classic art form and to restore (at least partial) meaning to rote traditions.


2019 ◽  
Vol 2 (4) ◽  
pp. 501
Author(s):  
Kasini Kasini ◽  
Miftah Pusparaini

The purpose of this research is to find the type of grammatical error in students’ writing descriptive text made by the seventh graders of junior high school in Cimahi.The population consists of five classes, and we took 20 students to be sample. The study found out that the types of grammatical error are: Omission, Addition,Misformation and Misordering. The total of each type of error are: Omission 39.34%, Misordering 28.68%, Addition 18.03%, and Misformation 13.93%. Based on the research, it can be assumed that students usually miss to put a word like to be must appear in a well-formed sentence. And the lowest frequently of error is misformation, it is because in descriptive text there are rarely use plural words.


1989 ◽  
Vol 64 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Israel Rosales ◽  
Edward Zigler

34 seventh graders were assigned to two groups according to developmental level as defined by role-taking ability. High role-takers exhibited greater self-image disparity than low role-takers. The data support the developmental formulation that self-image disparity is positively related to developmental status. These findings indicate a positive rather than an ominous relation between self-image disparity and psychological adjustment.


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