scholarly journals Design principles to consider when student teachers are expected to learn mathematical modelling

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Rina Durandt
Keyword(s):  
Mathematical Modelling ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Formal Education ◽  
Real Life ◽  
Design Principles ◽  
Mixed Data ◽  
Cyclic Process ◽  
Positive Attitudes ◽  
Modelling Cycle

This article sets out design principles to consider when student mathematics teachers are expected to learn mathematical modelling during their formal education. Blum and Leiß’s modelling cycle provided the theoretical framework to explain the modelling process. Learning to teach mathematical modelling, and learning to solve modelling tasks, while simultaneously fostering positive attitudes, is not easy to achieve. The inclusion of real-life examples and applications is regarded as an essential component in mathematics curricula worldwide, but it largely depends on mathematics teachers who are well prepared to teach modelling. The cyclic process of design-based research was implemented to identify key elements that ought to be considered when mathematical modelling is incorporated in formal education. Fifty-five third-year student teachers from a public university in South Africa participated in the study. Three phases were implemented, focusing firstly on relevance (guided by a needs analysis), secondly on consistency and practicality via the design and implementation of two iterations, and lastly on effectiveness by means of reflective analysis and evaluation. Mixed data were collected via a selection of qualitative instruments, and the Attitudes Towards Mathematical Modelling Inventory. Through content analyses students’ progress was monitored. Results analysed through SPSS showed significant positive changes in their enjoyment and motivation towards mathematical modelling. Student teachers require sufficient resources and opportunities through their formal education to participate regularly in mathematical modelling activities, to develop competence in solving modelling tasks, and to augment positive attitudes. This study adds value to the global discussion related to teachers’ professional development regarding mathematical modelling.

scholarly journals Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity

2020 ◽  
Vol 10 (2) ◽  
pp. 105-114
Author(s):  
Sakon Tangkawsakul ◽  
Nuttapat Mookda ◽  
Weerawat Thaikam
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Real Life ◽  
Knowledge And Skills ◽  
School Sports ◽  
Learning Mathematics ◽  
The One ◽  
Modelling Task

In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.   

Perceptions of Pre-Service Teachers Regarding the Model Eliciting Activities

2021 ◽  
pp. 180-199
Author(s):  
Yasemin Saglam Kaya
Keyword(s):  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Group Work ◽  
Real Life ◽  
Faculty Members ◽  
Model Eliciting Activities ◽  
Life Context ◽  
Modelling Problem

This study aims to examine the perceptions of pre-service mathematics teachers about mathematical modelling activities. Participants of the study comprised 23 pre-service mathematics teachers who undertook a course on mathematical modelling. A 12-hour mathematical modelling course revealed the perceptions of participants. After it, the participants found/developed a modelling problem and explained why they evaluated it as a model eliciting activity (MEA). MEA found/developed by participants were examined by taking the principles of developing MEA into consideration. Results showed that many participants considered having more than one solution, the principle based on real-life context, and suitability for group work for MEA. The participants did not focus on the model documentation principle. Based on this result, faculty members can help pre-service teachers by using activities that can be considered appropriate for this principle in modelling education.

scholarly journals Trainee Teachers' Perspectives on Microteaching

2020 ◽  
Vol 3 (1-2) ◽  
pp. 108-118
Author(s):  
Yam Nath Adhikari
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Real Life ◽  
Training Programme ◽  
Vital Role ◽  
Teaching Career ◽  
Trainee Teachers ◽  
Self Confidence ◽  
Positive Attitudes ◽  
Practice Teaching

 Microteaching is one of the most recent innovations in teacher training programme. It is used as a professional developmental tool for pre-service or in-service teacher training courses. Microteaching seems a good technique to train trainee teachers, when he/she has to perform his/her teaching either in practice or real life. The objective of this research was to explore perspective of trainee teachers towards microteaching. The sample size of the study consisted of 40 trainee teachers of B.Ed. from Prithvi Narayan campus, Pokhara. The informants were selected purposively. By taking their consent, I visited the school and distributed the questionnaire, where the student-teachers were practising in practice teaching. A set of close-ended questionnaire was used as the data collection tool. The data were presented in percentage and analyzed and interpreted descriptively. The results reveal that microteaching plays a vital role to improve the trainee teachers’ pedagogical skills, competencies, build self-confidence, make positive attitudes towards teaching life by limited sources and within minimum available facilities, provide valuable teaching experiences, and make them aware of the benefits. Further, microteaching deals with the emerging challenges that will happen in the real teaching career of the trainee teachers. All the respondents put their positive perspectives on microteaching although microteaching is not seriously taken by the practitioners. This study implies that microteaching is necessary for trainee teachers to prepare themselves in a better way for upcoming teaching career.

scholarly journals LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK?

2020 ◽  
Vol 11 (2) ◽  
pp. 181-192
Author(s):  
Adi Nur Cahyono ◽  
Yohanes Leonardus Sukestiyarno ◽  
Mohammad Asikin ◽  
Miftahudin Miftahudin ◽  
Muhammadi Ghozian Kafi Ahsan ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Educational Program ◽  
Mobile App ◽  
Mathematical Concepts ◽  
Activity Data ◽  
Mathematical Experience ◽  
Modelling Cycle ◽  
Participatory Observation

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

Malaria Prevention and Mothers: Sudan

2021 ◽  
Author(s):  
Yousif Elmosaad ◽  
Ahmed Al Rajeh ◽  
Asif khan ◽  
Elfatih Malik ◽  
Ilias Mahmud
Keyword(s):  
Formal Education ◽  
Effective Means ◽  
Malaria Prevention ◽  
Good Knowledge ◽  
Bed Nets ◽  
Cluster Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Positive Attitudes

This study assessed the knowledge, attitudes, and practices (KAP) in malaria prevention using insecticide-treated bed nets (ITNs) among mothers of children under five years of age in White Nile State, Sudan. Multistage cluster sampling was used to select 761 mothers for this cross-sectional survey. There were gaps in the KAP in malaria prevention. Only 46.3% of the mothers stated personal protective measures (PPMs) as the best malaria prevention strategy; 54.9% considered ITNs as an effective means; and only 18.7% reported sleeping under an ITN every day. Older mothers were less likely to have good knowledge (OR=0.96), attitudes (OR=0.98) and practices (OR=0.98). Having a Government employee as the head of the household was positively associated with knowledge (OR=2.16) and attitudes (OR=1.96). The mother having a formal education was also positively associated with good knowledge (OR=1.55) and positive attitudes (OR=1.69). Mothers with a monthly household income of <491 Sudanese Pound were more likely to have good knowledge (OR=1.43). Mothers who had good knowledge (OR=4.99) and positive attitudes towards PPMs (OR=2.60) in malaria prevention were found to be more likely to practice preventive measures. Therefore, we recommend focusing on raising mothers’ awareness of the different preventive activities to protect them and their family from malaria.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Head-to-head comparison of clustering methods for heterogeneous data: a simulation-driven benchmark

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Gregoire Preud’homme ◽  
Kevin Duarte ◽  
Kevin Dalleau ◽  
Claire Lacomblez ◽  
Emmanuel Bresso ◽  
...  
Keyword(s):  
Hierarchical Clustering ◽  
Latent Class ◽  
Latent Class Model ◽  
Real Life ◽  
Heterogeneous Data ◽  
Mixed Data ◽  
Categorical Variables ◽  
Clustering Methods ◽  
Model Based ◽  
Partitioning Around Medoids

AbstractThe choice of the most appropriate unsupervised machine-learning method for “heterogeneous” or “mixed” data, i.e. with both continuous and categorical variables, can be challenging. Our aim was to examine the performance of various clustering strategies for mixed data using both simulated and real-life data. We conducted a benchmark analysis of “ready-to-use” tools in R comparing 4 model-based (Kamila algorithm, Latent Class Analysis, Latent Class Model [LCM] and Clustering by Mixture Modeling) and 5 distance/dissimilarity-based (Gower distance or Unsupervised Extra Trees dissimilarity followed by hierarchical clustering or Partitioning Around Medoids, K-prototypes) clustering methods. Clustering performances were assessed by Adjusted Rand Index (ARI) on 1000 generated virtual populations consisting of mixed variables using 7 scenarios with varying population sizes, number of clusters, number of continuous and categorical variables, proportions of relevant (non-noisy) variables and degree of variable relevance (low, mild, high). Clustering methods were then applied on the EPHESUS randomized clinical trial data (a heart failure trial evaluating the effect of eplerenone) allowing to illustrate the differences between different clustering techniques. The simulations revealed the dominance of K-prototypes, Kamila and LCM models over all other methods. Overall, methods using dissimilarity matrices in classical algorithms such as Partitioning Around Medoids and Hierarchical Clustering had a lower ARI compared to model-based methods in all scenarios. When applying clustering methods to a real-life clinical dataset, LCM showed promising results with regard to differences in (1) clinical profiles across clusters, (2) prognostic performance (highest C-index) and (3) identification of patient subgroups with substantial treatment benefit. The present findings suggest key differences in clustering performance between the tested algorithms (limited to tools readily available in R). In most of the tested scenarios, model-based methods (in particular the Kamila and LCM packages) and K-prototypes typically performed best in the setting of heterogeneous data.

scholarly journals Should my robot know what's best for me? Human–robot interaction between user experience and ethical design

AI & Society ◽  
2021 ◽  
Author(s):  
Nora Fronemann ◽  
Kathrin Pollmann ◽  
Wulf Loh
Keyword(s):  
User Experience ◽  
Interaction Design ◽  
Real Life ◽  
Well Being ◽  
Design Principles ◽  
Human Robot Interaction ◽  
Ethical Challenges ◽  
Original Design ◽  
Robot Interaction ◽  
Ethical Design

AbstractTo integrate social robots in real-life contexts, it is crucial that they are accepted by the users. Acceptance is not only related to the functionality of the robot but also strongly depends on how the user experiences the interaction. Established design principles from usability and user experience research can be applied to the realm of human–robot interaction, to design robot behavior for the comfort and well-being of the user. Focusing the design on these aspects alone, however, comes with certain ethical challenges, especially regarding the user’s privacy and autonomy. Based on an example scenario of human–robot interaction in elder care, this paper discusses how established design principles can be used in social robotic design. It then juxtaposes these with ethical considerations such as privacy and user autonomy. Combining user experience and ethical perspectives, we propose adjustments to the original design principles and canvass our own design recommendations for a positive and ethically acceptable social human–robot interaction design. In doing so, we show that positive user experience and ethical design may be sometimes at odds, but can be reconciled in many cases, if designers are willing to adjust and amend time-tested design principles.

Sign in / Sign up

Export Citation Format

Share Document