scholarly journals Diagnostic test for number concept development during early childhood

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Hanrie S. Bezuidenhout
Keyword(s):  
Theoretical Model ◽  
Diagnostic Test ◽  
Hierarchical Structure ◽  
Primary Schools ◽  
Rasch Analysis ◽  
Concept Development ◽  
Number Concept ◽  
The Hierarchical Structure ◽  
The Individual ◽  
Grade One

Background: This article presents the Afrikaans translation of an originally German diagnostic test for early number concept development. The process of ‘importing’ a test to South Africa by considering linguistic-, functional-, cultural and metric equivalence is outlined. A theoretical model describes five levels of young children’s hierarchical number concept development which collectively contribute to early mathematical understanding. The five-level hierarchical structure has previously been confirmed by testing the theoretical model in a one-dimensional Rasch analysis in Germany. Aim: The current study aimed to determine whether the individual items, allocated to test the concepts of each level of the Afrikaans translation of the diagnostic test, confirm the hierarchical structure of the theoretical model. Setting: A Rasch analysis indicated that the model was fit for the Afrikaans translation. A sample of 165 Afrikaans-speaking grade one children was tested in six Afrikaans medium primary schools in Gauteng. Methods: Analysis of fit values, person and item reliability and a person–item map was used as part of a Rasch analysis. Results: The theoretical model of hierarchical number concept development holds for the Afrikaans MARKO-D. Five levels were clearly distinguishable on a Write map and the individual items tested the concepts according to the levels of the theoretical model. Conclusion: The Afrikaans MARKO-D can now successfully be used to describe young Afrikaans children’s number concept development. A five-level theoretical model is a useful tool for teachers using the MARKO-D to assess young children’s numerical competence.

The development of concepts through thousands of years

2019 ◽  
pp. 105-112
Author(s):  
Katalin Fried
Keyword(s):  
Mathematics Education ◽  
Prime Number ◽  
Cognitive Processes ◽  
Visual Representation ◽  
Concept Development ◽  
Scientific Content ◽  
Number Concept ◽  
The Everyday ◽  
Development Goals ◽  
The Individual

There are several difficulties when teaching concepts; we have to consider its content, its abstract meaning, its visual representation, verbal and nonverbal aspects of it, etc. Also, the individual content of a concept changes with the knowledge of someone. However, the content of the concepts through the ages vary but education does not necessarily follow the changes. Not talking of the everyday meaning of a concept, this can get stuck at a certain level, while the scientific content changes. The concepts we teach in schools are not necessarily the actual ones. Thus, it is necessary to revise how we teach some of the concepts. One of the most important concepts of this kind is the prime number. Classification: D30, D39, C30, C39. Keywords: Prime number, concept development, goals of mathematics education, cognitive processes.

scholarly journals A Substruction Approach to Assessing the Theoretical Validity of Measures

2019 ◽  
Vol 27 (1) ◽  
pp. 126-145 ◽  
Author(s):  
Polly Ryan ◽  
Marianne Weiss ◽  
Paula Papanek
Keyword(s):  
Hierarchical Structure ◽  
Management Theory ◽  
Self Management ◽  
Causal Relationships ◽  
Intervention Effects ◽  
Empirical Measures ◽  
The Hierarchical Structure ◽  
The Individual ◽  
High Degree

BackgroundValidity is about the logic, meaningfulness, and evidence used to defend inferences made when interpreting results. Substruction is a heuristic or process that visually represent the hierarchical structure between theory and measures.PurposeTo describe substruction as a method for assessing the toretical validity of research measures.MethodsUsing Fawcett's Conceptual-Theoretical-Empirical Structure. an exemplar is presented of substruction from the Individual and Family Self-Management Theory to the Striving to be strong study concepts and empirical measures.ResultsSubstruction tables display evidence supporting theoretical validity of the instruments used in the study.ConclusionA high degree of congruence between theory and measure is critical to support the validity of the theory and to support attributions made about moderating, mediating, causal relationships, and intervention effects.

Parafia unicka w Rachaniach do 1811 roku/ The Uniate Parish in Rachanie until 1811

2012 ◽  
Vol 67 (2) ◽  
Author(s):  
Janusz Adam Frykowski
Keyword(s):  
Hierarchical Structure ◽  
Geographical Location ◽  
Historical Sources ◽  
Holy Communion ◽  
The Hierarchical Structure ◽  
History Of ◽  
The Church ◽  
Ancillary Equipment

AbstractThe following paper depicts the history of Saint Simeon Stylites Uniate Parish in Rachanie since it became known in historical sources until 1811- that is the time it ceased to be an independent church unit. The introduction of the article contains the geographical location of the parish, its size and the position within the hierarchical structure of the Church. Having analysed post-visit inspection protocols left by Chelm Bishops, the appearance as well as fittings and ancillary equipment of the church in Rachanie in that particular period are reported. Moreover, the list of 4 local clergymen is recreated and their benefice is determined. As far as possible, both the number of worshipers and the number of Holy Communion receivers is determined.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Default Logic Models of Certain Inheritance Systems with Exceptions

1993 ◽  
Vol 18 (2-4) ◽  
pp. 129-149
Author(s):  
Serge Garlatti
Keyword(s):  
Hierarchical Structure ◽  
Formal Semantics ◽  
Sufficient Conditions ◽  
Nonmonotonic Reasoning ◽  
Default Logic ◽  
Representation Systems ◽  
The Hierarchical Structure ◽  
Necessary And Sufficient ◽  
Structure Of Knowledge ◽  
Made In

Representation systems based on inheritance networks are founded on the hierarchical structure of knowledge. Such representation is composed of a set of objects and a set of is-a links between nodes. Objects are generally defined by means of a set of properties. An inheritance mechanism enables us to share properties across the hierarchy, called an inheritance graph. It is often difficult, even impossible to define classes by means of a set of necessary and sufficient conditions. For this reason, exceptions must be allowed and they induce nonmonotonic reasoning. Many researchers have used default logic to give them formal semantics and to define sound inferences. In this paper, we propose a survey of the different models of nonmonotonic inheritance systems by means of default logic. A comparison between default theories and inheritance mechanisms is made. In conclusion, the ability of default logic to take some inheritance mechanisms into account is discussed.

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