The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies

2021 ◽  
pp. 206-217
Author(s):  
Aljoscha Jegodtka ◽  
Georg Hosoya ◽  
Markus Szczesny ◽  
Lars Jenßen ◽  
Corinna Schmude
Keyword(s):  
Relative Frequency ◽  
Learning Opportunities ◽  
Mathematical Learning ◽  
Mathematical Competencies

scholarly journals Mathematical Modeling Projects Oriented towards Social Impact as Generators of Learning Opportunities: A Case Study

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 2034
Author(s):  
Lluís Albarracín ◽  
Núria Gorgorió
Keyword(s):  
Mathematical Modeling ◽  
Road Safety ◽  
Social Impact ◽  
Sixth Grade ◽  
Learning Opportunities ◽  
Mathematical Learning ◽  
The One ◽  
The Impact

This paper presents a case study carried out at an elementary school that led to a characterization of mathematical modeling projects aimed at generating social impact. It shows their potential as generators of mathematical learning opportunities. In the school project, upper-grade students (sixth grade, 11-year-olds) studied the way in which the rest of the students at the institution traveled from their homes to school. Its purpose was to identify risk points from the standpoint of road safety and to develop a set of recommendations so that all the children could walk safely to school. In our study, we identified, on the one hand, the mathematical learning opportunities that emerged during the development of the project and, on the other, the mathematical models created by the students. We discuss the impact of the project on the different groups in the school community (other students, parents, and teachers). We conclude with a characterization of the mathematical modeling projects oriented towards social impact and affirm that they can be generators of mathematical learning opportunities.

Computer Simulation of Multiple Strategies in Human Binary Prediction

1971 ◽  
Vol 29 (3_suppl) ◽  
pp. 1207-1221
Author(s):  
Jeffrey R. Sampson ◽  
I-Ngo Chen
Keyword(s):  
Computer Simulation ◽  
Learning Theory ◽  
Relative Frequency ◽  
Strategic Behavior ◽  
Probability Learning ◽  
Mathematical Learning ◽  
Multiple Strategies ◽  
New Type ◽  
Further Development ◽  
Mathematical Learning Theory

Most models of human binary-prediction behavior (two-choice probability learning) have been of the mathematical learning theory variety and have given little consideration to S's memory for the event sequence and to the kinds of strategic behavior he may be using. This study considers reasons for dissatisfaction with that approach and proposes a new type of model which is based on a memory structure like that described by Atkinson and Shiffrin. The model is of the computer-simulation type and proposes that S uses each of several prediction strategies in approximate proportion to its relative frequency of success. The theory is developed from a number of general assumptions and specific axioms and is tested on the data from a new binary-prediction experiment. The discussion concludes with comparisons to results from studies in mathematical learning theory and suggestions for further development of the new type of model.

Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks

2007 ◽  
Vol 10 (4-6) ◽  
pp. 261-277 ◽  
Author(s):  
Edward A. Silver ◽  
Lawrence M. Clark ◽  
Hala N. Ghousseini ◽  
Charalambos Y. Charalambous ◽  
Jenny T. Sealy
Keyword(s):  
Professional Learning ◽  
Learning Opportunities ◽  
Mathematical Learning ◽  
Learning Tasks

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Relative Frequency Predicts Presence of Voice Disorders

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 31-31
Keyword(s):  
Relative Frequency ◽  
Voice Disorders

Relative Frequency Predicts Presence of Voice Disorders

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