scholarly journals MINIMALIST THEORY OF FICTION AND THE ICTHINKING® METHOD AS A BACKGROUND FOR NEW INSIGHTS TO AUTISM

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Crister Nyberg ◽  
Amanda Ptolomey
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Language Use ◽  
Standard Approach ◽  
Integrative Complexity ◽  
Mathematical Concepts ◽  
Educational Methods ◽  
Autistic People ◽  
New Research ◽  
Minimalist Theory

The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /></p>

What is taken for granted in autism research?

2019 ◽  
Vol 42 ◽  
Author(s):  
Michele Ilana Friedner
Keyword(s):  
Research Methodologies ◽  
Communicative Practices ◽  
Autism Research ◽  
Autistic People ◽  
The Social ◽  
New Research

Abstract This commentary focuses on three points: the need to consider semiotic ideologies of both researchers and autistic people, questions of commensurability, and problems with “the social” as an analytical concept. It ends with a call for new research methodologies that are not deficit-based and that consider a broad range of linguistic and non-linguistic communicative practices.

Vietnamese Proverbs From a Cultural Perspective

2019 ◽  
Author(s):  
Thanh Quy Ngo Thi ◽  
◽  
Hong Minh Nguyen Thi ◽  
Keyword(s):  
Cultural Values ◽  
Language Use ◽  
Interdisciplinary Approach ◽  
Research Direction ◽  
Point Of View ◽  
Traditional Values ◽  
Cultural Perspective ◽  
Language And Culture ◽  
Speakers Of Other Languages ◽  
New Research

Proverbs are important data depicting the traditional culture of each nation. Vietnamese proverbs, dated thousands of years ago, are an immense valuable treasure of experience which the Vietnamese people desire to pass to the younger generations. This paper aims to explore the unique and diversified world of intelligence and spirits of the Vietnamese through a condensed and special literary genre, as well as a traditional value of the nation (Nguyen Xuan Kinh 2013, Tran Ngoc Them 1996, Le Chi Que and Ngo Thi Thanh Quy 2014). Through an interdisciplinary approach, from an anthropological point of view, approaching proverbs we will open up a vast treasure of knowledge and culture of all Vietnamese generations. The study has examined over 16,000 Vietnamese proverbs and analysed three groups expressing Vietnamese people’s behaviors toward nature, society and their selves, and compared them with English and Japanese proverbs. The research has attempted to explore the beauty of Vietnamese language, cultural values and the souls and personalities of Vietnam. Approaching Vietnamese proverbs under the interdisciplinary perspective of language, culture and literature is a new research direction in the field of Social Sciences and Humanity in Vietnam. From these viewpoints, it is seen that proverbs have remarkably contributed to the language and culture of Vietnam as well as and constructed to the practice of language use in everyday life which is imaginary, meaningful and effective in communication. Furthermore, the study seeks to inspire the Vietnamese youth’s pride in national identity and to encourage their preservation and promotion for traditional values of the nation in the context of integration and globalisation. In the meantime, it would be favourable to introduce and market the beauty of Vietnamese language, culture and people to the world, encouraging the speakers of other languages to study, explore and understand Vietnam.

scholarly journals Investigating alexithymia in autism: A systematic review and meta-analysis

2019 ◽  
Vol 55 ◽  
pp. 80-89 ◽  
Author(s):  
Emma Kinnaird ◽  
Catherine Stewart ◽  
Kate Tchanturia
Keyword(s):  
Systematic Review ◽  
Emotional Processing ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Autistic People ◽  
Increased Risk ◽  
Popu Lations ◽  
Specific Subgroup ◽  
New Research ◽  
Meta Analyses

AbstractBackground:New research suggests that, rather than representing a core feature of autism spectrum disorder (ASD), emotional processing difficulties reflect co-occurring alexithymia. Autistic individuals with alexithymia could therefore represent a specific subgroup of autism who may benefit from tailored interventions. The aim of this systematic review and meta-analysis was to explore the nature and prevalence of alexithymia in autism using the Toronto Alexithymia Scale (TAS).Methods:Online scientific databases were searched systematically for studies on ASD popu lations using the TAS. Meta-analyses were performed to evaluate differences in scores between the ASD and neurotypical groups, and to determine the prevalence of alexithymia in these populations.Results:15 articles comparing autistic and neurotypical (NT) groups were identified. Autistic people scored significantly higher on all scores compared to the NT group. There was also a higher prevalence of alexithymia in the ASD group (49.93% compared to 4.89%), with a significantly increased risk of alexithymia in autistic participants.Conclusions:This review highlights that alexithymia is common, rather than universal, in ASD, supporting a growing body of evidence that co-occurring autism and alexithymia represents a specific subgroup in the ASD population that may have specific clinical needs. More research is needed to understand the nature and implications of co-occurring ASD and alexithymia.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

Summary and conclusion

2016 ◽  
Author(s):  
Joseph Gafaranga
Keyword(s):  
Case Studies ◽  
Language Use ◽  
Research Direction ◽  
Code Switching ◽  
Negative Attitudes ◽  
New Approach ◽  
Advanced Level ◽  
Concurrent Use ◽  
Interactional Functions ◽  
New Research

Research in code-switching, undertaken against the backdrop of very negative attitudes towards the concurrent use of two or more languages within the same conversation, has traditionally been geared towards rehabilitating this form of language use. From being seen as a random phenomenon reflecting the user’s lack of competence, code-switching is currently seen as sign of an advanced level of competence in the languages involved and as serving different interactional functions. However, as a result of its success, the research tradition now faces an entirely new challenge: Where to from here? How can research in code-switching continue to be relevant and interesting now it has largely achieved its original purpose? This book has argued that, in order to overcome this challenge, the notion of bilingualism itself must be redefined. Bilingualism must be seen as consisting of diverse interactional practices and be investigated as such. This book has made the case for this new approach, outlined a methodology for investigating bilingualism as interactional practices and illustrated it by means of three case studies. This concluding chapter wraps up the argument and invites other researchers to contribute to this new research direction.

Mediated learning experience and its role in teaching fractions to pupils with learning difficulties

2018 ◽  
Vol 10 (2) ◽  
pp. 158-165
Author(s):  
Skordialos Emmanouil ◽  
Baralis Georgios
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Learning Difficulties ◽  
Mediated Learning ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
Teaching Fractions

AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

scholarly journals Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 100-119
Author(s):  
Mustangin Mustangin ◽  
◽  
Yayan Eryk Setiawan ◽  
Keyword(s):  
Mathematics Education ◽  
Conceptual Understanding ◽  
Descriptive Study ◽  
Mathematical Concepts ◽  
Study Program ◽  
First Semester ◽  
Material Analysis ◽  
Education Study ◽  
Qualitative Descriptive ◽  
The Right

Trigonometry, a discipline in mathematics, is often misunderstood by mathematics learners. To understand Trigonometry, students should start learning from understanding Mathematical concepts. Therefore, this study aims to analyze students' understanding of concepts in the Trigonometry course. This research is a qualitative descriptive study of the first semester students' conceptual understanding of the mathematics education study program at a university in Malang City. The data collected in this study consisted of the subject's work and transcripts of interviews. The instrument used in this study consisted of 6 questions about understanding the concept of trigonometric material. Analysis of the subject's work results is carried out to find out the right or wrong answers. Meanwhile, the interview transcripts were analyzed by coding to determine the factors that support conceptual understanding. The results showed that students with good conceptual understanding could solve trigonometric problems, while students with less understanding of concepts had difficulty solving trigonometric problems. The results of this study also found aspects that influence (encourage and inhibit) students in understanding the concept of trigonometry. Furthermore, this research is expected to contribute to trigonometry subjects' learning based on indicators of conceptual understanding in the Trigonometry course.

scholarly journals PENERAPAN MODEL CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MTs

2020 ◽  
Vol 4 (1) ◽  
pp. 50
Author(s):  
Safitri Safitri
Keyword(s):  
Conceptual Understanding ◽  
Mathematical Concept ◽  
Mathematical Concepts ◽  
Ability Test ◽  
Concept Understanding ◽  
Flat Side ◽  
Quasi Experimental ◽  
Class Viii ◽  
Three Stages ◽  
Better Than

The purpose of this research was to find out the increase in the ability to understand mathematical concepts of students who were taught with better Conceptual Understanding Procedures (CUPs) models than students who were taught with convensional model on the material of flat side space in MTsS Dama Puteh. The CUPs models has three stages including: individual, triplets, and class discussions. The author uses an experimental research design with a quasi-experimental design. Sampling was done using population random sampling. In this study all students of class VIII MTsS Dama Puteh. In this study consisted of two classes, namely class VIIIB as an experimental class and class VIIIA as a control class. Data collection using the ability test mathematical concept understanding of the results showed that based one the t-test obtained tcount = 1,8 and ttable = 1,68. Because tcount > ttable so that it can be concluded that the increased ability of understanding mathematical concepts of students taught with more CUPs models better than students who were taught with convensional models on the material to build flat side spaces in MTsS Dama Puteh.

scholarly journals Practical Learning Media in Subject Maintenance of Chassis and Power (MCP) Based Online: Simple Learning Using Videos on YouTube

2021 ◽  
Vol 15 (03) ◽  
pp. 130
Author(s):  
Rabiman Rabiman ◽  
Putu Sudira ◽  
Herminarto Sofyan ◽  
Muhammad Nurtanto
Keyword(s):  
Mobile Devices ◽  
Conceptual Understanding ◽  
Language Use ◽  
Online Media ◽  
User Needs ◽  
The Media

<p class="0abstract">Online media-assisted learning is becoming a necessity at this time, where users have a level of interest in using mobile devices. YouTube has been used by several universities as a learning medium that complements conceptual understanding. This study develops learning media in the curriculum of maintenance of chassis and power (MCP) and measures the perspective of students after online-based MCP media is applied. Researchers involved material experts, media experts, and expert practitioners in improving the quality of MCP media and involved 163 respondents as users to assess the feasibility of MCP media, thus determining the media to use YouTube is acceptable. The results confirm that all aspects of material understanding, language use, benefits and graphics on MCP media are recommended according to YouTube usage. Researchers summarize that the online media "YouTube" is effective as a learning methodology and relevant to user needs. The involvement of experts is important in the acceptance and suitability of quality media. It is recommended that practical or abstract competencies can be mastered easily using online media, YouTube.</p>

scholarly journals Making multiplication meaningful: Teaching for conceptual understanding

2019 ◽  
Vol 19 (1) ◽  
pp. 17-25
Author(s):  
Judith Mills
Keyword(s):  
Conceptual Understanding ◽  
Word Problems ◽  
Research Study ◽  
Professional Knowledge ◽  
Related Word ◽  
Mathematical Concepts ◽  
Children’S Learning ◽  
Mathematics Knowledge ◽  
Teaching Of Mathematics ◽  
The Impact

  The term numeracy is used widely in schools today and brings with it the expectation that students will be taught both how to do the mathematics, alongside an understanding of the concepts associated with the procedural application. One issue, which has arisen with the terminology ‘numeracy classroom’, is how to best support teachers to enhance their teaching of mathematics to allow this understanding to occur. This article stems from a larger research study that analysed the professional knowledge of teachers when teaching numeracy, and the impact their mathematics knowledge and procedural application had on children’s learning. This article presents observations of three teachers teaching a multiplication lesson (the first in a series of lessons over a six-week period) as they developed their students’ understanding of the mathematical concepts associated with the interpretation of the multiplication symbol. An analysis of the findings shows when the teachers used manipulatives, related word problems to the children’s lives, and promoted discussion in groups, a greater understanding of multiplication was apparent.    

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