Mathematics Exercise Generator

2020 ◽  
pp. 264-282
Author(s):  
Maria Paula Oliveira ◽  
Paula Carvalho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Support Students ◽  
Source Of Information ◽  
Series Of Functions ◽  
Selection Of

Nowadays, the process of teaching and learning is changing from a traditional model in which teachers were the source of information to a model in which teachers appear as advisors who carefully observe students, assist in the selection of information by identifying their learning needs, and support students in their autonomous study. In this chapter, the authors describe an approach used in curricular units of first year in science and engineer degrees, which results from a connection of three projects born in University of Aveiro—MEGUA, SIACUA, and PmatE—and the interconnections of their informatics platforms. Although any scientific area besides mathematics can use this tool, the authors focus in a case study using an example on a specific topic of calculus courses for first year students on Engineering: Sequences and Series of Functions. The methodology described allows teachers to achieve further goals on learning strategies and students to have enough material to practice.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

The Need for Remedial Pedagogy in Undergraduate Violin Instruction: A Case Study of Postsecondary Instructors’ Perceptions

2019 ◽  
Vol 37 (3) ◽  
pp. 36-45
Author(s):  
Vanessa Andrea Mio
Keyword(s):  
Music Education ◽  
Attribution Theory ◽  
Parental Support ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
External Data

Postsecondary violin instructors often implement remedial pedagogy with first-year performance/music education students to holistically nurture individual artistic goals and overall well-being. Using a qualitative multiple case study research design, 10 postsecondary violin instructors from across North America were interviewed to investigate their perceptions of why remedial pedagogy is often required for incoming first-year students. The interview data and external data sources were analyzed through the lens of empiricism, attribution theory, and teacher attribution scaffolding theory. The results indicated that some secondary instructors may require further knowledge in terms of effective communication and pedagogical approach with individual students. Other factors may be equally critical throughout the learning process, including student motivation, resistance, and parental support. The pedagogical expertise presented in this research can inform violin instructors about the factors/challenges that may affect teaching and learning as students prepare for higher education.

scholarly journals Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning

2015 ◽  
Vol 6 (10) ◽  
Author(s):  
Jane Challinor
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Research ◽  
First Year ◽  
Learning Space ◽  
First Year Students ◽  
Health And Social Care ◽  
The Us ◽  
First Time

An innovative classroom design pioneered in the US, which aims to facilitate greater student engagement, has been piloted in a UK University for the first time.  This case study reflects on some of the advantages and the challenges of this technology rich learning space and considers its impact on curriculum design in a module which aims to develop academic, research and digital skills in first year students on an undergraduate Health and Social Care course.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

scholarly journals Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 81-97
Author(s):  
Thana Hmidani
Keyword(s):  
Linguistic Competence ◽  
First Year ◽  
Language Awareness ◽  
Intensive English ◽  
First Year Students ◽  
Medical College ◽  
Temporal System ◽  
Post Test ◽  
And Control ◽  
Selection Of

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals Inquiry-Based Learning on the Cloud

2016 ◽  
pp. 291-310 ◽  
Author(s):  
Alexander Mikroyannidis ◽  
Alexandra Okada ◽  
Andre Correa ◽  
Peter Scott
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Information Sources ◽  
Working Environment ◽  
Learning Needs ◽  
Inquiry Based Learning ◽  
Approach To Learning ◽  
Novel Approach ◽  
Education Community

Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.

scholarly journals Building Connections in the First-year Undergraduate Experience

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
June Countryman ◽  
Andrew Zinck
Keyword(s):  
First Year ◽  
First Year Students ◽  
The Past ◽  
Core Courses ◽  
Big Ideas ◽  
Undergraduate Experience ◽  
New Students ◽  
Research Findings ◽  
Transition From High School ◽  
Support Students

Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by 1) developing their sense of belonging to a community of learners and by 2) articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program. Préoccupés par les taux de rétention des étudiants de première année, les auteurs ont conçu et mis en oeuvre un ensemble d’expériences obligatoires dont le but est d’aider les étudiants à effectuer la transition entre l’école secondaire et l’université. Ils ont établi deux objectifs : (a) développer chez les étudiants le sens d’appartenance à une communauté d’apprenants et (b) démontrer les corrélations qui existent entre les cours de base de première année que les étudiants suivent. Diverses stratégies ont été entreprises et plus tard améliorées, à partir des rétroactions fournies par les étudiants au cours de l’étude de deux ans. Cet article présente une explication des actions pédagogiques de cette initiative et explore les questions essentielles académiques et personnelles auxquelles sont confrontés les étudiants de première année dans tous les programmes. Les résultats de cette étude sont résumés et les idées générales qui peuvent s’appliquer à n’importe quelle discipline ou à des programmes multidisciplinaires sont présentées en détail.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

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