scholarly journals ТЕОРИЈE РАЗВОЈA ГЕОМЕТРИЈСКОГ МИШЉЕЊА ПРЕМА ВАН ХИЛУ, ФИШБАЈНУ И УДЕМОН-КУЗНИАКУ

TEME ◽  
2017 ◽  
pp. 623 ◽  
Author(s):  
Оливера Ђокић ◽  
Маријана Зељић
Keyword(s):  
Theoretical Analysis ◽  
Mathematics Curriculum ◽  
Theoretical Framework ◽  
Geometric Object ◽  
Geometric Reasoning ◽  
Theoretical Frameworks ◽  
Teaching Geometry ◽  
Content Domain ◽  
Geometric Objects ◽  
Development Of Students

This research is a pedagogical study of theoretical frameworks of development of students’ geometrical thinking in various forms, particularly students’ geometric reasoning in teaching geometry: 1) model of van Hieles’ levels of understanding of geometry, 2) theory of figural concepts of Fischbein and 3) paradigms of Houdement-Kuzniak development of geometrical thinking. The aim of our research was to analyze the three theoretical framework and explain the reasons for their choice and expose them in terms of finding opportunities to permeate and connect them into one complete theory. The study used a descriptive-analytical and analytical-critical method of theoretical analysis. The results show that from each of the three theoretical frameworks we can clearly notice and distinguish geometric objects, as the students do not see them. They see them blended and structured in a series of procedures, and for that very reason we can say that they are poorly linked. We also opened questions for further research of geometric object as an important element for content domain geometry within mathematics curriculum.

scholarly journals Is There a Place for Theoretical Frameworks in Qualitative Research?

2021 ◽  
Vol 20 ◽  
pp. 160940692098795
Author(s):  
Casey M. Garvey ◽  
Rachel Jones
Keyword(s):  
Qualitative Research ◽  
Conceptual Understanding ◽  
Inductive Reasoning ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Common Sense Model ◽  
Rich Description ◽  
The Common ◽  
The Rich ◽  
Qualitative Analyses

Qualitative research proceeds from the position that there is no one observable reality. Researchers utilizing qualitative methods build findings inductively, from raw data to a conceptual understanding. Theoretical frameworks may be utilized to guide qualitative analyses by suggesting concepts and relationships to explore. The framework may provide a sense of the story emerging from the analyses. And concurrently, the rich description provided by the analyses may allow the framework to be more deeply appreciated. However, there is a risk that using a theoretical framework may stifle inductive reasoning or result in findings incongruent to the data. The following is a discussion of the application of a theoretical framework in a qualitative study. This study, guided by the Common-Sense Model, explores the choice to undergo treatment for Hepatitis C Virus among veterans. Examples from the analyses are provided to facilitate discussion on the utilization of a theoretical framework. Techniques to optimize the use of a theoretical framework, as well as mitigate risks of such use, are presented. When utilized alongside rigorous data analyses and introspection, a theoretical framework may serve as a valuable tool to navigate data in qualitative research.

Psychological, Pedagogical and Drganizational Peculiarities of the Development of Students’ Volitional Qualities as a Factor of Success in Learning

2021 ◽  
Author(s):  
Nadiia Vientseva ◽  
◽  
Oleva Karapetrova
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Empirical Study ◽  
University Students ◽  
Education Institution ◽  
Educational Material ◽  
Academic Achievements ◽  
The Impact ◽  
The Relationship ◽  
Development Of Students

The article reports the results of the empirical study of the impact of volitional qualities development on the level of academic achievements of higher education institution students. The article gives a theoretical analysis of the main types of volitional qualities that affect the assimilation of educational material by students. There was established the level of their development and the relationship with academic achievements. The article also identifies the main psycho-pedagogical and organizational peculiarities that affect the success of mastering the knowledge by university students. The psychological and pedagogical recommendations for forming, developing and supporting the volitional sphere of students are developed.

scholarly journals ANALISIS ISI BUKU MATEMATIKA KURIKULUM 2013 SMP KELAS VIII SEMESTER 1 BERDASARKAN TAKSONOMI TIMSS

2020 ◽  
Vol 31 (2) ◽  
pp. 9-20
Author(s):  
Yuyun Evi Mawarni
Keyword(s):  
Content Analysis ◽  
Mathematics Curriculum ◽  
Cognitive Domain ◽  
Cognitive Dimension ◽  
Analysis Study ◽  
Cognitive Reasoning ◽  
Content Domain ◽  
Class Viii ◽  
Practice Questions ◽  
Cognitive Dimensions

The purpose of this research was to determine the composition of the material and practice questions in the mathematics curriculum guide 2013 junior class VIII Semester 1 in terms of content and cognitive domain taxonomy based on TIMSS. This study was a content analysis study (content analysis). The results showed that the analysis of the presentation of the material in terms of the proportion of each content domain, domain algebra occupied the highest proportion with a percentage of 50%, the domain geometry with 33.33% while the percentage of domain data and opportunities with a percentage of 16.67% and there are no material including in the domain of numbers. Judging from the cognitive dimensions, applying knowing domain is (68.42%) and knowing is (21.05%) while the reasoning domain has the 10.53% (the lowest). For analytical presentation of questions in terms of the proportion of each dimension of the content, the material has a percentage of 60.64% algebra, geometry material has persetase 32.13% while the material data and the opportunity have a percentage of 7.23%. From the cognitive dimension to training issues were gained 36 reached the level of cognitive domain knowing 16.98%, 114 reached the level of cognitive domain applying  with 53.77% and 62 about already reached a level of cognitive reasoning domain with  29.25%

THEORIES OF DEMOCRATIZATION: LOCATING EU CONDITIONALITY IN THE BIGGER THEORETICAL PICTURE

2020 ◽  
Vol 14 (3) ◽  
pp. 114-121
Author(s):  
T. S. Rudnev ◽  
Keyword(s):  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Free Standing ◽  
New Approach ◽  
Norm Diffusion ◽  
Growing Body ◽  
External Incentives

One of the primary goals of the European Union’s membership conditionality is to promote stability and de-mocracy outside its immediate borders. Thus, being subjected to EU conditionality can be a factor affecting democratization processes in candidate countries. The article attempts to locate the study of EU-induced de-mocratization within the bigger theoretical picture of democratization studies. This article starts with a dis-cussion of different theories and approaches to the study of democratization, including the theory of norm diffusion (Risse, 1999) and the theory of linkage/leverage (Levitsky and Way, 2002). After indicating how the study of EU-induced democratization can be and has been approached within those theories, and the arti-cle proceeds with an outline and analysis of a rather new approach utilizing an External Incentives Model (Schimmelfennig, 2003), which stemmed from the growing body of free-standing research dedicated specifi-cally to the problem of Europeanization. Thus, the article demonstrates that the study of Europeanization of candidate countries not only invited the application of pre-existing theoretical frameworks from different subdisciplines but also produced a new theoretical framework dedicated specifically to the study of Europe-anization.

Large-Scale Bundle-Size Pricing: A Theoretical Analysis

2021 ◽  
Author(s):  
Tarek Abdallah ◽  
Arash Asadpour ◽  
Josh Reed
Keyword(s):  
Theoretical Analysis ◽  
Marginal Cost ◽  
Large Scale ◽  
Theoretical Framework ◽  
Multiproduct Firm ◽  
Bundle Size

Can you sell multiple items by providing only prices for different sizes of bundles rather than the different possible combinations of them? In this paper, we provide a framework for understanding “bundle-size pricing” (or simply, BSP) where only a menu of bundle sizes and their corresponding prices are offered. Although BSP is commonly used across several industries, little is known about the optimal BSP policy in terms of sizes and prices, along with the theoretical properties of its profit. In this paper, we provide a simple and tractable theoretical framework to analyze the large-scale BSP problem where a multiproduct firm is selling a large number of products. We characterize the circumstances under which such policies perform well by studying the effect of various factors such as marginal cost or customers’ budget on the performance of BSP and identify possible causes of its inefficiency.

Integrating Theories of Working Memory

2020 ◽  
pp. 389-430
Author(s):  
Robert H. Logie ◽  
Clément Belletier ◽  
Jason M. Doherty
Keyword(s):  
Working Memory ◽  
Empirical Evidence ◽  
Cognitive Functions ◽  
Scientific Progress ◽  
Theoretical Framework ◽  
Theoretical Frameworks ◽  
Levels Of Explanation ◽  
Research Questions ◽  
Multiple Component ◽  
Different Levels

Multiple theories of working memory are described in the chapters of this book and often these theories are viewed as being mutually incompatible, yet each is associated with a supporting body of empirical evidence. This chapter argues that many of these differences reflect different research questions, different levels of explanation, and differences in how participants perform their assigned tasks in different laboratories, rather than fundamental theoretical adversity. It describes a version of a multiple component working memory in which a range of specialized cognitive functions (or mental tools) act in concert, giving the impression, at a different level of explanation, of a unified cognitive system. The chapter argues that more rapid and more substantial scientific progress on the understanding of the concept of working memory would be achieved through identifying the levels of explanation explored within each theoretical framework, and attempting to integrate theoretical frameworks rather than perpetuating debate with no clear resolution in sight.

The Probabilistic Innovation Field of Scientific Enquiry

2017 ◽  
Vol 9 (2) ◽  
pp. 56-72 ◽  
Author(s):  
Chris William Callaghan
Keyword(s):  
Real Time ◽  
Citizen Science ◽  
Theoretical Framework ◽  
Innovation Theory ◽  
Theoretical Frameworks ◽  
Academic Fields

This paper outlines a developing stream of literature related to a theoretical framework, namely probabilistic innovation, relating it to certain literature critiquing developing academic fields and offering criteria against which a developing field can be held to be scientific or not. With ontological and epistemological roots in citizen science, participant-research and other emerging academic movements, probabilistic innovation theory is underpinned by a shift toward the democratisation of knowledge, increasing inclusivity and transparency in its processes, and a novel methodology drawing from methods such as expert crowdsourcing, crowdfunding, swarm solving and maximisation of efficiencies related to collaborations in research. With the enablement of real time research capability, or ability to solve serious scientific problems in hours and days instead of years and decades as its primary raison d'être, probabilistic innovation seeks to maximise probability of scientific breakthroughs. However, for this stream of literature to develop, it is important to proactively identify academic or scientific pitfalls facing developing areas of enquiry, and this paper attempts to offer this, deriving propositions potentially useful for developing fields in general. It is hoped real time research capability will one day become a reality, and to increase the likelihood of this, theoretical frameworks seeking this end need to face useful critique to ensure their robust development, and this paper proposed four core tensions such fields need to manage in order to successfully evolve.

Teaching Geometry with Tangrams

1982 ◽  
Vol 30 (2) ◽  
pp. 34-38
Author(s):  
Dorothy S. Russell ◽  
Elaine M. Bologna
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Formal Structure ◽  
Elementary School Mathematics ◽  
Teaching Geometry ◽  
Geometric Concepts ◽  
School Mathematics Curriculum

What is the most neglected area of the elementary school mathematics curriculum? The answer, probably, is geometry. Too many people think of geometry as a formal structure, like the course they had in high school. As a result. they do not see its relevance to the elementary school mathematics curriculum. Activities that introduce children to geometric concepts provide experiences that help children develop and reinforce spatial perceptions.

Lines as “Foci” for Conic Sections

2019 ◽  
Vol 112 (4) ◽  
pp. 312-316
Author(s):  
Wayne Nirode
Keyword(s):  
Spherical Geometry ◽  
Geometric Object ◽  
Plane Geometry ◽  
Conic Sections ◽  
Geometric Objects ◽  
Definition Of ◽  
Taxicab Geometry

One of my goals, as a geometry teacher, is for my students to develop a deep and flexible understanding of the written definition of a geometric object and the corresponding prototypical diagram. Providing students with opportunities to explore analogous problems is an ideal way to help foster this understanding. Two ways to do this is either to change the surface from a plane to a sphere or change the metric from Pythagorean distance to taxicab distance (where distance is defined as the sum of the horizontal and vertical components between two points). Using a different surface or metric can have dramatic effects on the appearance of geometric objects. For example, in spherical geometry, triangles that are impossible in plane geometry (such as triangles with three right or three obtuse angles) are now possible. In taxicab geometry, a circle now looks like a Euclidean square that has been rotated 45 degrees.

scholarly journals Another step towards understanding recovery?

2008 ◽  
Vol 14 (5) ◽  
pp. 366-368
Author(s):  
Pat Abbott
Keyword(s):  
Social Competence ◽  
Self Determination Theory ◽  
Theoretical Framework ◽  
Self Determination ◽  
Social Dimensions ◽  
Theoretical Frameworks ◽  
Environmental Support ◽  
Levels Of Service ◽  
Service Need

Self-determination theory has been offered as a potential theoretical framework for recovery. It has been argued that a concept as wide-ranging as recovery seems likely to require a number of theoretical frameworks, including self-determination theory, which appears to be particularly applicable to the clinical and social dimensions of this concept. With its emphasis on social competence and environmental support, self-determination theory may be particularly useful as a framework for considering recovery in client groups with higher levels of service need associated with disability or risk.

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