scholarly journals Elementary Mathematics Education of Preschool Children in the Ukrainian Highlands

2014 ◽  
Vol 1 (2-3) ◽  
pp. 215-218
Author(s):  
Ruslana Romanyshyn

The paper highlights the challenges of establishment and characteristics of educationalinstitutions functioning in the highlands. It is analyzed the work of preparatory groups that aremeant to replace kindergartens in the remote mountainous areas in terms of preparing children forschool. In the context of logical and mathematical development of senior preschool children weanalyze the Program "Sure Start" and the issue of elementary mathematics education. It isconcluded that the acquisition of this knowledge in preschool institutions and preparatory groupsaffects the quality of further mathematics education. In this regard effective solution to theimplementation of the tasks of the Program "Sure Start" in mountainous regions is seen incooperation on the part of kindergartens, schools and parents

Author(s):  
Paul Woo Dong Yu ◽  
John Golden

Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.


Author(s):  
Paulo Carvalho ◽  
Pedro Palhares ◽  
António Osório ◽  
Alexandra Gomes ◽  
Ema Mamede

In the second part, the authors describe an elementary teachers’ training programme on mathematics education that during four years has every year provided a small time for the exploration of LOGO and promoted its use to teachers in the classroom. They reflect on this program and offer insights on teachers’ resistance to change their practices. The authors conclude the chapter with their own ideas for the implementation of LOGO in a group of schools in the near future.


2019 ◽  
Vol 11 (22) ◽  
pp. 2619 ◽  
Author(s):  
Enping ◽  
Yunlin ◽  
Hui ◽  
Guangxing ◽  
Dengkui

Spectral reflectance distortions caused by terrain and solar illumination seriously reduce the accuracy of mapping forest carbon density, especially in mountainous regions. Many models have been developed for mitigating or eliminating the terrain effects on the quality of remote sensing images in hilly and mountainous areas. However, these models usually use global parameters, which may lead to overcorrections for regions with poor illumination and steep slopes. In this study, we present a local parameter estimation (LPE) method based on a pixel-moving window for topographic correction (TC), which can be considered as a general optimization framework for most semiempirical TC models. We set seven kernel sizes for the presented framework, which are 15 pixels, 25 pixels, 50 pixels, 100 pixels, 250 pixels, 500 pixels, and 1000 pixels, respectively. The proposed method was then applied to four traditional TC models, Minnaert (MIN), C Correction (CC), Sun Canopy Sensor + C (SCSC) and Statistical Empirical Correction (SEC), to form four new TC models. These new models were used to estimate forest carbon density of a mountainous area in Southern China using field plot data and a Landsat 8 image. Four evaluation methods, including correlation analysis, the stability of land covers, comparison of reflectance between sunlit and shaded slopes, and accuracy assessment of forest carbon density, were employed to evaluate the contributions of moving window sizes, and assess the performance of the TC models for forest carbon density estimation. The results show that the four TC models with LPE perform much better than the traditional TC models in reducing the topographic effects and improving the estimation accuracy of forest carbon density for the study area. Among the traditional TC models, SEC performs slightly better than SCSC, CC, and MIN. Therefore, the SEC-based model with LPE, that is, LPE-SEC, gets greater R2 and smaller relative RMSE values in estimating forest carbon density than other models. Moreover, all the means of the predicted forest carbon density values fall in the confidence interval of the validation data at a significant level of 0.05. Overall, this study implies that the proposed method with LPE provides great potential to improve the performance of TC and forest carbon density estimation for the study area. It is expected that the improved TC method can be applied to other mountainous areas to improve the quality of remotely sensed images.


1968 ◽  
Vol 15 (6) ◽  
pp. 531-538
Author(s):  
C. Alan Riedesel ◽  
Marilyn N. Suydam ◽  
Len Pikaart

This is the eleventh of a series of annual listings of research concerned with elementary school mathematics. During the very important period of change in elementary mathematics education from 1957 to 1966 the summaries were compiled by Dr. J. Fred Weaver of the University of Wisconsin.1 We hope that this listing will prove to be as valuable as the previous ones.2


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