scholarly journals APPLICATION OF COMPUTER-BASED TOOLS FOR MATHEMATICS TEACHING AT VARIOUS TYPES OF LESSONS IN GYMNASIUMS

10.23856/4216 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 117-125
Author(s):  
Tetiana Tabler
Keyword(s):  
Learning Tools ◽  
Structural Elements ◽  
Computer Tool ◽  
Computer Tools ◽  
Teaching Aids ◽  
Computer Based ◽  
Computer Teaching ◽  
Different Levels ◽  
Active Interaction

The article analyzes the classification of types of lessons in didactics and, in particular, types of lessons in mathematics. Mathematics lessons are divided into five types: a lesson of presenting new knowledge; a lesson of consolidation of the studied material, in particular, a lesson of formation of skills and abilities; a lesson of repetition, systematization, and generalization of the studied; knowledge testing and assessment lesson and combined lesson. You can get a computer tool for each type of the lesson and, accordingly, for its purpose and its structural elements. Despite of the modern information space is sufficiently filled with a variety of computer tools, it is important for teachers to quickly determine which tool is right for a particular type of lesson. We propose to divide computer learning tools into three levels of interactivity: I level of interactivity – reactive interaction; II level of interactivity – active interaction; III level of interactivity – mutual interaction. The experience of teachers is analyzed and it is established at which structural stages of the lesson teachers use different computer tools, we offer a classification of computer teaching aids depending on the level of interactivity and type of lesson. The positive experience of the interactive catalog of computer tools developed and implemented by us in the lessons of mathematics confirmed our assumption that for each type of lesson a corresponding computer tool of different levels of interactivity is selected.

scholarly journals USE OF COMPUTER TOOLS TO DEVELOP MOTIVATION OF STUDENTS TO STUDY MATHEMATICS: CRITERIA OF EFFICIENCY

2021 ◽  
pp. 126-136
Author(s):  
Tetiana Tabler
Keyword(s):  
Mathematical Thinking ◽  
Cognitive Activity ◽  
Teaching Mathematics ◽  
Learning Tools ◽  
Computer Tools ◽  
Teaching Aids ◽  
Interactive Tools ◽  
Mathematical Anxiety ◽  
Learning Development ◽  
The Impact

The article considers the problem of development of cognitive activity of students in mathematics lessons. The peculiarities of the use of the formative system of assessment in the process of teaching mathematics with the use of computer tools in the context of the tasks of personality-oriented learning. The main risk factors for increasing the mathematical anxiety of students are identified. The pedagogical factors of motivation development and increase of interest in learning, development of mathematical thinking and reduction of mathematical anxiety due to the development of methods to increase the clarity of learning and cognitive activity of students related to the use of computer tools are substantiated. The criteria are substantiated and the indicators of assessment of the development of cognitive activity of students of 7‒9 grades of gymnasiums in the process of teaching mathematics with the use of computer tools are distinguished: motives of students learning at school; interest in studying the study of mathematics (algebra and geometry); success in the study of mathematics (algebra and geometry); motivation to study mathematical disciplines; mathematical anxiety. A method of assessing the impact of the use of computer tools to study certain topics and sections of mathematics in grades 7‒9 in general secondary education, which will increase the motivation of students to study the subject and reduce the level of mathematical anxiety of students. The results are presented and the dynamics of the indicators of the experimental influence of the use of computer interactive tools on the motivation of students to study mathematics is analyzed. Keywords: personality-oriented learning; mathematical disciplines; mathematical anxiety; pedagogical conditions; mathematics teaching aids; motivation to study mathematics; interactive computer learning tools; success in the study of mathematics.

Development and Evaluation of a Novel Computer-Based Tool for Assessing Physical Activity Levels in Schoolchildren

2009 ◽  
Vol 21 (4) ◽  
pp. 506-519 ◽  
Author(s):  
Sally A. McLure ◽  
John J. Reilly ◽  
Sean Crooks ◽  
Carolyn D. Summerbell
Keyword(s):  
Physical Activity ◽  
Intraclass Correlation ◽  
Activity Levels ◽  
Group Level ◽  
Limits Of Agreement ◽  
Computer Tool ◽  
Separate Sample ◽  
Computer Tools ◽  
Physical Activity Levels ◽  
Computer Based

A novel computer tool (peas@tees), designed to assess habitual physical activity levels in children aged 9 and 10 years, was evaluated. Study 1 investigated agreement between peas@tees and accelerometry in 157 children. Bland-Altman limits of agreement (LOA) revealed peas@tees underestimated physical activity levels compared with accelerometry (bias −21 min; 95% LOA -146–105). Study 2 investigated stability of peas@tees in a separate sample of 42 children. Intraclass correlation coefficient was 0.75 (95% CI 0.62–0.84). Computer tools are promising as a cheap, feasible, and useful method to monitor children’s habitual levels of physical activity at the group level.

LEARNING TASKS IN ARTIFICIAL INTELLIGENCE EDUCATION

2020 ◽  
Vol 11 (1) ◽  
pp. 233-240
Author(s):  
Veneta Tabakova-Komsalova ◽  
◽  
Todorka Glushkova ◽  
Maria Grancharova-Hristova ◽  
Irina Krasteva ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Ministry Of Education ◽  
Teaching Aids ◽  
Learning Tasks ◽  
Innovative Schools ◽  
Effectiveness Of Training ◽  
Intelligence Education ◽  
Logical Rules ◽  
Different Levels

Modern trends in the development of digital technologies are directly related to Artificial Intelligence and its application in all spheres of life. This determines the need to study this discipline not only in universities but also in schools. In the last few years, various schools in Bulgaria have introduced the study of elements of Artificial Intelligence as an innovation in specialized, professional and innovative schools, as well as in clubs of interest. The Ministry of Education and Science has approved a sample curriculum. Textbooks and teaching aids are being created. The report aims to present a classification of learning tasks in artificial intelligence training in different levels and forms of training. Some basic key examples will be considered, through which the basic concepts and rules in classical artificial intelligence are introduced, related to both the basic algorithms for solving problems through search and the presentation of knowledge through logical rules. The authors will share their experience in the study of Artificial Intelligence and will present some opportunities to increase the effectiveness of training.

Development and Evaluation of Fuzzy Criteria for the Diagnosis of Rheumatoid Arthritis

1996 ◽  
Vol 35 (04/05) ◽  
pp. 334-342 ◽  
Author(s):  
K.-P. Adlassnig ◽  
G. Kolarz ◽  
H. Leitich
Keyword(s):  
Rheumatoid Arthritis ◽  
Reference Model ◽  
American Rheumatism Association ◽  
Uniform Definition ◽  
Sensitivity Rate ◽  
Fuzzy Techniques ◽  
Definition Of ◽  
Different Levels ◽  
Specificity Rate

Abstract:In 1987, the American Rheumatism Association issued a set of criteria for the classification of rheumatoid arthritis (RA) to provide a uniform definition of RA patients. Fuzzy set theory and fuzzy logic were used to transform this set of criteria into a diagnostic tool that offers diagnoses at different levels of confidence: a definite level, which was consistent with the original criteria definition, as well as several possible and superdefinite levels. Two fuzzy models and a reference model which provided results at a definite level only were applied to 292 clinical cases from a hospital for rheumatic diseases. At the definite level, all models yielded a sensitivity rate of 72.6% and a specificity rate of 87.0%. Sensitivity and specificity rates at the possible levels ranged from 73.3% to 85.6% and from 83.6% to 87.0%. At the superdefinite levels, sensitivity rates ranged from 39.0% to 63.7% and specificity rates from 90.4% to 95.2%. Fuzzy techniques were helpful to add flexibility to preexisting diagnostic criteria in order to obtain diagnoses at the desired level of confidence.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN INTEGRASI NILAI-NILAI KARAKTER DI SMAN I TUGUMULYO

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Development Stage ◽  
Design Stage ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Is Research ◽  
Efficacy Trials

<p>The research is motivated not yet using CTL approach. In addition, the study provided yet foster the character value of students. This study aimed to the development of learning materials by using CTL approach with the integration of character value are valid, practical, and effective. The type of this research is research and development by using 4-D models. The stages of this research are define, design, and development. The define stage consists of analyzing of curriculum, students, and concept. Then, the learning materials as lesson plan, handout, student’s worksheet, and evaluation, were designed at design stage. The development stage was doing validity, practicality, and effectiveness test. The data of this research was collected by using validation instruments, questionnaire of students and teacher, observation and test instruments. The result of research with validity of the test results showed that the syllabus, lesson plans, teaching materials, worksheets and assessment sheets (cognitive, affective and psychomotor) developed very valid. The test results showed that the learning practicalities developed very practical. Based on the results of efficacy trials, it was stated that the developed learning very effectively used as learning tools are developed to improve the activity and competence of students in the cognitive, affective and psychomotor and behavioral character. And Those, learning materials by using CTL approach with the integration of character values are classification of very valid, very practical, and effective.</p>

Formation of ICT-competence of Philology students with the innovative teaching aids in the distance education

2020 ◽  
pp. 120-134
Author(s):  
Lyudmyla PIDKAMINNA
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Educational Practice ◽  
Educational Process ◽  
Learning Tools ◽  
Remote Work ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Ict Competence ◽  
Innovative Learning

The article is devoted to the study of the processes of formation of ICT competence of students of philology with the help of innovative teaching aids in the conditions of distance education. The peculiarities of innovative teaching aids in the process of remote work are clarified, their influence on the formation of ICT competence of students-philologists is studied, the interrelation between the processes of using innovative teaching aids in educational practice and formation of ICT competence of future teachers is analyzed. The study conducted a survey among students on the effectiveness of distance learning, the features of the introduction of information and communication technologies in the educational process and the use of related innovative learning tools, as well as on improving skills and abilities to work with Internet resources, learning platforms. The use of innovative tools for the training of teachers of philology significantly deepens the effectiveness of teaching, creates a ground for the disclosure of their creative potential, teaches to create original educational content, to interact effectively with others.

Which way records management research?

2020 ◽  
Vol 39 (1) ◽  
pp. 29-45
Author(s):  
Omwoyo Bosire Onyancha
Keyword(s):  
Information Management ◽  
Health Sector ◽  
Records Management ◽  
Medical Computing ◽  
Research Areas ◽  
The Social ◽  
Computer Based ◽  
Scopus Database ◽  
Broad Subject

This paper evaluates the keywords and subject areas in records management (RM) publications, as indexed in the Scopus database, with a view to mapping RM research from 1971 to 2018 so as to determine the direction of research in the field. A total of 4 762 documents were obtained from the Scopus database using the term records management and searching within the title, abstract and keywords fields. The data was analysed using VOSviewer software. The findings reveal that interest in RM research has grown as the volume of publications has continued to increase. Whereas there was no dominant area of research in the 1980s, as far as RM research is concerned, the main focus in the 2010s was the management of electronic health records, thereby signalling a shift in RM research from being just an information management exercise to being used for the management of records in the medical and health sector. Other popular research areas in the 2010s were health care, electronic medical record/s, information management, medical computing, information systems, and electronic document exchange. A classification of the RM publications according to Scopus’s broad subject fields revealed that RM research is mainly conducted in computer science, engineering, medicine, and the social sciences. The study predicts a slow growth in the number of RM publications in the next ten years (2019-2028), greater focus on RM in the health sector, and continued dominance of computer-based systems and electronic records as topics of RM research.

A chemical–mineralogical classification of common plutonic rocks and associations

1983 ◽  
Vol 73 (3) ◽  
pp. 135-149 ◽  
Author(s):  
F. Debon ◽  
P. Le Fort
Keyword(s):  
Analytical Data ◽  
Quartz Content ◽  
New Approach ◽  
Mineralogical Characteristics ◽  
Simple Chemical ◽  
Plutonic Rocks ◽  
The Individual ◽  
New Criteria ◽  
Different Levels

ABSTRACTA classification is proposed, based mainly on major element analytical data plotted in a coherent set of three simple chemical-mineralogical diagrams. The procedure follows two complementary steps at two different levels. The first is concerned with the individual sample: the sample is given a name (e.g. granite, adamellite, granodiorite) and its chemical and mineralogical characteristics are determined. The second one is more important: it aims at defining the type of magmatic association (or series) to which the studied sample or group of samples belongs. Three main types of association are distinguished: cafemic (from source-material mainly or completely mantle-derived), aluminous (mainly or completely derived by anatexis of continental crust), and alumino-cafemic (intermediate between the other two types). Subtypes are then distinguished among the cafemic and alumino-cafemic associations: calc-alkaline (or granodioritic), subalkaline (or monzonitic), alkaline (and peralkaline), tholeiitic (or gabbroic-trondhjemitic), etc. In the same way, numerous subtypes and variants are also distinguished among the aluminous associations using a set of complementary criteria such as quartz content, colour index, alkali ratio, quartz–alkalies relationships and alumina index.Although involving a new approach using partly new criteria, this classification is consistent with most of the divisions used in previous typologies. The method may also be used in the classification of the volcanic equivalents of common plutonic rocks.

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