scholarly journals Realising pre-school mathematical education – a development-oriented math programme with special consideration of phonological language processing aspects

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Petra Langhorst
Keyword(s):  
Language Processing ◽  
Mathematical Knowledge ◽  
Evaluation Study ◽  
Developmental Model ◽  
Mathematical Education ◽  
Mathematical Skills ◽  
Language Orientation ◽  
Linguistic Focus ◽  
Development Processes ◽  
Before School

Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme Mina and the Mole on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of the programme, the present study focused on aspects of phonological awareness and of phonological working memory. It was evident that these phonological language processing aspects correlated with mathematic skills. Furthermore, it was found that the dominant linguistic focus of the training did not constitute a disadvantage – even linguistically weak children significantly improved their mathematical skills. Moreover, children with poor or average phonological performance could profit from the supportive programme also regarding their phonological language processing.

scholarly journals Os Saberes Matemáticos na Formação de Professores Efetivos no Paraná da Primeira República

2018 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Iara Da Silva França ◽  
Antonio Flavio Claras
Keyword(s):  
Cultural History ◽  
Primary Education ◽  
Effective Teachers ◽  
Mathematical Knowledge ◽  
History Of Education ◽  
Primary Teachers ◽  
Mathematical Education ◽  
First Republic ◽  
History Of ◽  
Teaching Programs

Os professores primários paranaenses denominados efetivos tinham formação diferente daquela ofertada pela Escola Normal e possuíam, em sua maioria, somente o Curso Primário. Nos estudos aqui apresentados interessou-nos saber que saberes matemáticos o curso primário proporcionava a esses futuros professores efetivos durante a Primeira República. Amparados na história cultural, buscamos respostas nos documentos oficiais pertinentes, em especial, nos Programas de Ensino. O estudo evidencia para os professores efetivos da Primeira República uma formação geral, com os saberes necessários a ensinar, carecendo em grande medida, dos saberes para ensinar matemática. As mudanças ocorridas nos Programas buscavam sustentar a finalidade do ensino primário, sem proporcionar a formação para ensinar, visto não ser essa a sua finalidade.Palavras-chave: História da Educação. Formação de Professores. Saberes Matemáticos.AbstractThe primary teachers of Paraná called effective had different formation from that offered by the Normal School and had, in their majority, only the Primary Course. In the studies presented here, we were interested to know what mathematical knowledge the primary course provided to these future effective teachers during the First Republic. Based on cultural history, we seek answers in the pertinent official documents, especially in the Teaching Programs. The study shows for the effective teachers of the First Republic a general formation, with the necessary knowledge to teach, lacking in great measure, the knowledge to teach mathematics. The changes that occurred in the Programs sought to support the purpose of primary education, without providing the training to teach, since this is not its purpose.Keyword: History of Education. Mathematical Education. Mathematical Knowledge.

Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

2016 ◽  
Vol 35 (4) ◽  
pp. 410-423 ◽  
Author(s):  
Emily C. Furnari ◽  
Jessica Whittaker ◽  
Mable Kinzie ◽  
Jamie DeCoster
Keyword(s):  
No Child Left Behind ◽  
Mathematical Knowledge ◽  
Teacher Ratings ◽  
Teacher Characteristics ◽  
Mathematical Skills ◽  
Policy Makers ◽  
Prekindergarten Teachers ◽  
Left Behind ◽  
Mathematics Skills ◽  
Race Ethnicity

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills.

scholarly journals ESSENTIAL METHODS OF MATH ANXIETY REGULATION

2021 ◽  
pp. 189-198
Author(s):  
Дарья Михайловна Мацепуро ◽  
Елена Александровна Есипенко ◽  
Ольга Владимировна Терехина
Keyword(s):  
Expressive Writing ◽  
Mathematical Knowledge ◽  
Math Anxiety ◽  
Educational Process ◽  
Mathematical Skills ◽  
Academic Anxiety ◽  
Math Ability ◽  
Potential Applications ◽  
Specific Discipline ◽  
High Level

Представлен феномен математической тревожности и рассмотрены методы, позволяющие регулировать данный вид тревожности, способы их реализации, а также потенциальное применение с точки зрения их эффективности и надежности. Описанные методы практически не проверялись на российских выборках, в связи с этим требуется их дальнейшее изучение и экспериментальная верификация, а также апробация в условиях образовательного процесса. Новая реальность смешанного и онлайн-обучения может способствовать развитию математической тревожности и привести к увеличению количества школьников, испытывающих дискомфорт при работе с числовой информацией. Это требует переосмысления и усовершенствования методов ее регуляции. Math anxiety (MA) is a feeling of fear, worry and discomfort when working with numerical information. Students with a high level of math anxiety tend to avoid mathematics and further study in areas where mathematical knowledge is required. This leads to a shortage of applicants for technical and natural sciences. The development of MA can be caused by: poor mathematical skills, genetic predisposition, socio-environmental factors. In fact, some of the same genetic and environmental reasons affect both math ability and math anxiety. This paper discusses such methods of MA regulation as: expressive writing, reappraisal, relaxation, meditation, mindfulness, art therapy, bibliography, music therapy, and psychophysiological methods (i.e. transcranial stimulation). The effects obtained by these methods, its implementation, as well as potential applications in terms of their effectiveness and reliability have been covered. The studied methods have practically not been tested on Russian samples. Therefore, their further study and experimental verification are required. Regulation methods also require testing in real conditions of the educational process. The new reality of blended and online learning could trigger math and academic anxiety. It is important that some of the proposed methods can be indirectly applied to other types of “academic anxiety” (anxiety caused and experienced by students for other specific discipline).

scholarly journals Matemática na Comunidade: um contexto educativo para a aprendizagem social e desenvolvimento do pensamento algébricoMathematics in the Community: an educational context to the social learning and development of algebraic thinking

2021 ◽  
Vol 23 (1) ◽  
pp. 561-590
Author(s):  
Neura Maria De Rossi Giusti ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Social Learning ◽  
Mathematical Knowledge ◽  
Basic Education ◽  
Mathematical Reasoning ◽  
Rio Grande ◽  
Algebraic Thinking ◽  
Mathematical Education ◽  
Educational Context ◽  
Rio Grande Do Sul ◽  
The Social

ResumoO artigo apresenta um recorte de uma pesquisa desenvolvida no município de Vacaria, no estado do Rio Grande do Sul, onde investigou-se a integração e divulgação de conhecimentos matemáticos na comunidade, a partir de um contexto educativo para a socialização de conceitos da educação básica, tendo em vista a aprendizagem social e, especificamente neste trabalho, o desenvolvimento do pensamento algébrico. Para a pesquisa qualitativa de investigação-ação foram utilizadas entrevistas dirigidas a comunidade participante e registros fotográficos com as resoluções das tarefas. As análises se apoiam sobre a Base Nacional Comum Curricular e as demandas cognitivas. As diferentes formas de aprender a aprender matemática, a mobilização, o interesse, os compartilhamentos dos conhecimentos matemáticos foram considerados, assim como as diferentes formas de resoluções e de raciocínio matemático empregado perante as tarefas apresentadas. As evidências apontam que os conhecimentos relacionados ao desenvolvimento do pensamento algébrico ofereceram empecilhos na interpretação e na compreensão da simbologia algébrica, visto que operar com letras e outros símbolos requer conhecimentos da linguagem algébrica para que se possa estabelecer generalizações, análises e resoluções. Também destacamos a importância da escola sobre o desenvolvimento de competências básicas.Palavras-chave: Educação matemática, Aprendizagem social, Aprender a aprender, Pensamento algébrico.AbstractThe article presents a snippet of a research developed in Vacaria in the state of Rio Grande do Sul, where the integration and disclosure of mathematical knowledge in the community was investigated, from an educational context to the socialisation of basic education concepts, in view of the social learning and, specifically in this study, the development of algebraic thinking. With a qualitative approach of investigation-action we verified direct interviews to the participating community and photographic records with the resolutions of the tasks. The analyses are based on the Common National Curriculum Base and the cognitive demands. The different forms of learn to learn mathematics, the mobilisation, the interest, the mathematical knowledge sharing were considered, as the different forms of resolutions and mathematical reasoning employed in front of presented tasks. The evidences indicate that knowledge related to development of algebraic thinking offered obstacles in the interpretation and understanding of algebraic simbology, since operating with letters and others symbols requires knowledge of algebraic language to establish generalisations, analyses, and resolutions. We also emphasise the importance of school for basic skills development.Keywords: Mathematical education, Social learning, Learn to learn, Algebraic thinking.ResumenEl artículo presenta un extracto de una investigación desarrollada en la ciudad de Vacaria, en el estado de Rio Grande do Sul, donde se investigó la integración y divulgación del conocimiento matemático en la comunidad, desde un contexto educativo para la socialización de conceptos de la enseãnza básica, con miras al aprendizaje social y, específicamente en este trabajo, el desarrollo del pensamiento algebraico. Con un enfoque cualitativo de la investigación-acción, se verificaron entrevistas orientadas a la comunidad participante y registros fotográficos con las resoluciones de las tareas. Los análisis se basan en la Base Curricular Nacional Común y las demandas cognitivas. Se consideraron las diferentes maneras de aprender a aprender matemáticas, la movilización, el interés, el intercambio de conocimientos matemáticos, así como las diferentes maneras de resoluciones y razonamientos matemáticos empleados en las tareas presentadas. Las evidencias apuntan que los conocimientos relacionados con el desarrollo del pensamiento algebraico ofrecieron obstáculos en la interpretación y comprensión de la simbología algebraica, ya que operar con letras y otros símbolos requiere conocimientos del lenguaje algebraico para poder establecer generalizaciones, análisis y resoluciones. También destacamos la importancia de la escuela en el desarrollo de habilidades básicas.Palabras clave: Educación matemática, Aprendizaje social, Aprender a aprender, Pensamiento algebraico.

scholarly journals Reorganização da Instrução Pública em Santa Catarina: Saberes Matemáticos no Programa dos Grupos Escolares de 1920

2018 ◽  
Vol 11 (1) ◽  
pp. 80 ◽  
Author(s):  
Yohana Taise Hoffmann ◽  
David Antonio da Costa
Keyword(s):  
Mathematical Knowledge ◽  
Daily Life ◽  
History Of Education ◽  
Mathematical Education ◽  
Santa Catarina ◽  
Normative Documents ◽  
History Of ◽  
The Subject ◽  
Intuitive Method

Este texto tem como objetivo analisar o Programa de Ensino dos Grupos Escolares de 1920 de Santa Catarina, privilegiando conteúdos e métodos prescritos relativos aos saberes matemáticos. A partir dos estudos de Valente (2015, 2016) e Trouvé (2008), são tomadas as categorias elementar e rudimentar caracterizadas por Condorcet e Pestalozzi. Arrolando demais documentos normativos e dialogando com as pesquisas realizadas no âmbito da história da educação e da história da educação matemática traçou-se um cenário educacional catarinense. Evidenciamse as características do método intuitivo, com os exercícios práticos que desenvolvem o raciocínio dos alunos, a matéria “lições de coisas” com a utilização de objetos e o uso de instrumentos associados à vida diária dos alunos. Sendo a natureza do ensino dos saberes matemáticos, rudimentares.Palavras-chave: Saber matemático. Elementar. Rudimentar. Condorcet. Pestalozzi.AbstractThis text aims to analyze the Program of Teaching of School Groups of 1920 of Santa Catarina, privileging contents and prescribed methods related to mathematical knowledge. From the studies of Valente (2015, 2016) and Trouvé (2008), the elementary and rudimentary categories characterized by Condorcet and Pestalozzi are taken. Listing other normative documents and dialoguing with the researches carried in the context of the history of education and the history of mathematical education a Santa Catarina educational scenario was traced. They are evidenced the characteristics of the intuitive method, with the practical exercises that develop students’ reasoning, the subject “lessons of things” with the use of objects and the use of instruments associated with the daily life of students. Being the nature of the teaching of mathematical, rudimentaryKeywords: Know mathematical. Elementary. Rudimentary. Condorcet. Pestalozzi

scholarly journals COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK

2021 ◽  
Vol 58 (4) ◽  
pp. 126-133
Author(s):  
S.V. Saryglar ◽  
Keyword(s):  
Experimental Work ◽  
Computer Animation ◽  
Work Experience ◽  
Mathematical Knowledge ◽  
Research Work ◽  
Educational Activity ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
School Research

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

Natural Language Processing Techniques in Requirements Engineering

2011 ◽  
pp. 21-33 ◽  
Author(s):  
A. Egemen Yilmaz ◽  
I. Berk Yilmaz
Keyword(s):  
Natural Language ◽  
Language Processing ◽  
Knowledge Bases ◽  
Syntactic Analysis ◽  
Requirement Analysis ◽  
Specific Knowledge ◽  
Crucial Step ◽  
Development Processes ◽  
Processing Techniques ◽  
Application Specific

Requirement analysis is the very first and crucial step in the software development processes. Stating the requirements in a clear manner, not only eases the following steps in the process, but also reduces the number of potential errors. In this chapter, techniques for the improvement of the requirements expressed in the natural language are revisited. These techniques try to check the requirement quality attributes via lexical and syntactic analysis methods sometimes with generic, and sometimes domain and application specific knowledge bases.

Mathematics that Functions in War and Peace

1944 ◽  
Vol 37 (2) ◽  
pp. 51-56
Author(s):  
H. C. Christofferson
Keyword(s):  
Mathematics Teacher ◽  
Mathematical Education ◽  
War And Peace ◽  
Educational Values ◽  
Mathematical Skills ◽  
Training Courses ◽  
Mathematics And Science

The Army and Navy in their training courses as shown in recent issues of The Mathematics Teacher, have emphasized greatly the practical and educational values of mathematics. In the V-12 and A-12 programs planned for prospective officers, mathematics and science make up over half of the work. In the training of inductees persisent stress is placed upon knowledge of basic mathematical skills and abilities. It is regrettable that it took a war to make schools realize the large values inherent in mathematical education. Our complex civilization is becoming constantly more and more scientific and mathematical, yet both mathematics and science had been receiving before the war a relatively smaller and smaller place in the curriculum.

scholarly journals An Eight-Layer Model for Mathematical Cognition

2018 ◽  
Vol 13 (10) ◽  
pp. 69
Author(s):  
Marios A. Pappas ◽  
Athanasios S. Drigas ◽  
Fotini Polychroni
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Mathematical Knowledge ◽  
Mathematical Thinking ◽  
Mathematical Cognition ◽  
Metacognitive Skills ◽  
Layer Model ◽  
Mathematical Skills ◽  
Mathematical Performance ◽  
Gradual Development

In recent years, more and more researchers have been investigating mathematical knowledge, as well as the cognitive skills that seem to be related to the improvement of mathematical thinking, numerical skills, mathematical logic and problem solving techniques. In this paper, we present the cognitive processes that are related to mathematical performance, such as working memory, anxiety, attention, spatial cognition, executive function and phonological awareness. In addition, we refer to metacognitive skills and their role in controlling and regulating cognitive processes, in order to improve mathematical performance. Finally, we present a new taxonomy of mathematical skills, the pyramid of mathematical cognition, as well as their gradual development through the appropriate cognitive and metacognitive mechanisms.

scholarly journals THE DEVELOPMENT OF MATHEMATICAL CULTURE OF STUDENTS AS A COMPONENT OF PROFESSIONAL COMPETENCE

2020 ◽  
pp. 131-136
Author(s):  
Olena KHODAKOVSKA ◽  
◽  
Svitlana USTYCHENKO ◽  
Keyword(s):  
Mathematical Knowledge ◽  
Intellectual Development ◽  
Educational Activity ◽  
Mathematical Education ◽  
Mathematical Activity ◽  
Mathematical Language ◽  
Mathematical Culture ◽  
Holistic View ◽  
Study Results ◽  
Development Of Students

Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving inequalities or equations requires understanding but not mechanical memorization. All these semantic subtleties make up the concept of mathematical culture based on clear logic reasoning and conclusion. Logical thinking is required in most activities, from business to programming. The relevance of the research is caused by the neces-sity to create a new educational environment free from such negative facts that some students have a low level of mathematical knowledge, skills and abilities; they are enable to independently acquire new mathematical knowledge and skills; their experience in mathematical, communicative and cognitive activity, necessary for a successful future career, is insufficient. International and Ukrainian scientists in the field of pedagogy and psychology diversely studied the problems of intellectual development and mathematical culture of students. (Jean Piaget , Jerome Seymour BrunerLev Vygotsky, Yuriy Hilbukh, Leonid Zankov, Vasilii Davydov, Daniil Elkonin, G.S. Kostiuk, Z.I. Kalmykova, N.O. Menchynska, S. L.Rubinstein, V.F. Palamarchuk, N.F.Talysina etc).The purpose of the articleis to generalize the pedagog-ical essence of mathematical culture, determine the place and role of mathematical education in the formation of students' mathematical culture, study pedagogical pre-requisites and specific technologies of its formation while teaching mathematics and determine conditions for crea-tion of the culture of mathematical language. The methods of analysis, comparison, explication, ab-straction are used in the study. Results. The development of mathematical culture of students involves a number of stages: formation of the student as a subject of educational mathematical activity; awareness of the mathematical education value; creating a holistic view of mathematical activity of the student; understanding mathematical learning materials; reflection of the general structure of mathematical activity in the educational activity; mathematical language acquisition, ability to correctly express and explain operations, ability to use mathematical signs and symbols; gaining under-standing of mathematical modeling as a mathematical method of reality cognition; mastering the system of mathematical concepts, general methods of operations; intellectual and spiritual development of students, includ-ing the development of mathematical thinking, meeting the requirements of modern information society, the develop-ment of children's motivation, creativity, research skills. The culture of mathematical language can only devel-op if the student has a sufficiently strong scientific base that allows him not to concentrate on thinking about the scientific accuracy of a story but to focus on how to speak. Originality. The Internet provides lots of opportunities to develop mathematical culture and present information of different nature: 1) mathematical information for com-pulsory learning i.e. comprehensible knowledge, filled with personal meaning should become a student's acqui-sition; 2) mathematical information for expanding ideas about the subject i.e. elements of logic, combinatorics, probability theory; 3) background information plays an important role in acquiring information, realizing its value, and creating the interest and need to study mathematics.Conclusions. The level of mathematical culture of stu-dents significantly increases under condition of taking nto account the leading ideas of modern international and Ukrainian psychological and pedagogical science about intellectual development of the personality; theoreti-cal substantiation of the content of students' mathemati-cal culture; working out a science-based approach to the technology of development of mathematical qualities of the personality when studying mathematics. In order to improve the culture of mathematical lan-guage, it is necessary to increase the classroom time for the development of oral language skills; allocate 10-15 minutes for oral questioning at every lesson; organize home test papers with an oral performance report in the form of an interview; conduct credit tests orally. Such forms of work contribute to the development of students' mathematical language

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