Educational Implications of Dyscalculia

1979 ◽  
Vol 26 (7) ◽  
pp. 42-46
Author(s):  
Paul F. Flinter
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Experience ◽  
Language Disorders ◽  
First Year ◽  
Reading Problems ◽  
Numerical Classification ◽  
Time Operation ◽  
Educational Implications ◽  
The Individual

One of a child's finest attainments in his learning experience is the concept of number—ideas of quantity, weight, time. operation, numerical classification and problem solving. These principles begin early and develop as the individual grows. According to Gessell and Amatruda (1947) generalizations are made as early as in the first year with manipulations of various objects. Piaget (1953) observed acquisition of number concepts through a series of sequential levels depending upon the individual's readiness. A majority of children will acquire understanding of number and will encounter little difficulty. However, some will fail because of language disorders, faulty teaching methods, reading problems, or disturbances of qualitative thinking (Johnson and Myklebust 1967).

scholarly journals Developing socio-emotional intelligence in first year higher education students through one-to-one learning development tutorials

2017 ◽  
Author(s):  
Camila Devis-Rozental ◽  
Sue Eccles ◽  
Marian Mayer
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Classroom Environment ◽  
Personal Development ◽  
Learning Experience ◽  
First Year ◽  
Self Awareness ◽  
One To One ◽  
Learning Development ◽  
The Individual

The relationship between socio-emotional intelligence and one-to-one Learning Development (LD) support offered to HE students is relatively under-explored. Socio-emotional attributes are often difficult to achieve solely within the classroom environment, although we know that engaging students in becoming more confident, resilient and self-aware can reduce their likelihood of withdrawal from their studies and improve personal achievement and success.This study explored whether the support provided during one-to-one LD tutorials enhances areas of students' socio-emotional intelligence and, in turn, positively impacts on their overall academic and personal development. Through a focus group with students and analysing feedback given by students from one UK university in the south of England, the experiences and benefits of receiving faculty-based LD support were explored. The findings suggest that students accessing this type of support further develop aspects of socio-emotional intelligence. This assists students in their transition into and through Higher Education, can reduce withdrawal rates and significantly enhances the individual student's learning experience. We argue that supporting students in developing areas of socio-emotional intelligence such as motivation, self-awareness and confidence as part of the LD provision, empowers them to successfully complete their learning journey and benefit from the wider student experience.

scholarly journals Perspectives and reflections on teaching linear algebra

2020 ◽  
Vol 39 (4) ◽  
pp. 296-309
Author(s):  
Ragnhild Johanne Rensaa ◽  
Ninni Marie Hogstad ◽  
John Monaghan
Keyword(s):  
Problem Solving ◽  
Linear Algebra ◽  
Teaching Methods ◽  
Delphi Method ◽  
Digital Tools ◽  
First Year ◽  
Mathematics Students ◽  
University Professors ◽  
Expert Opinions ◽  
Guiding Principles

Abstract This paper presents ‘expert opinions’ on what should be taught in a first-year linear algebra course at university; the aim is to gain a generic picture and general guiding principles for such a course. Drawing on a Delphi method, 14 university professors—called ‘experts’ in this study—addressed the following questions: What should be on a first-year linear algebra undergraduate course for engineering and/or mathematics students? How could such courses be taught? What tools (if any) are essential to these two groups of students? The results of the investigation, these experts’ opinions, mainly concern what should be in a linear algebra course (e.g. problem-solving and applications) and what students should be able to do. The experts also emphasized that certain theoretical aspects (e.g. proofs, abstract structures, definitions and relationships) were more important to mathematics students. There was no real consensus among the experts on teaching methods or the use of digital tools, but this lack of consensus is interesting in itself. The results are discussed in relation to extant research.

Stages in the Progress of First-Year Students in the Veterans Administration

1952 ◽  
Vol 33 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Jessie P. Dowling
Keyword(s):  
Learning Experience ◽  
Field Work ◽  
Veterans Administration ◽  
Individual Student ◽  
First Year ◽  
First Year Students ◽  
Stage Of Development ◽  
Work Training ◽  
The Individual ◽  
Two Stages

There are probably two general stages in the field experience in this setting in which the student shows the most genuine desire to learn. The first period is at the beginning of the placement when he is receptive and eager, even though suffering anxiety about beginning. The second period comes when he recognizes his own developing skill and begins to use it. In between there is a long period when the supervisor needs to sustain the student through disappointment, error, and regression. In some situations, the student's desire to retreat may be so strong as to cause the supervisor much concern about whether he will be able to progress further. At these points the supervisor should be especially careful about evaluating the student's ultimate capacity to move ahead. In the field work training of students in this setting, these stages of development are discernible. This does not mean that the development of all the students is uniform, or that they all arrive at the same stage at the same time. One student may spend half of his placement period in the first two stages; another may progress with seemingly little difficulty to the last stage but show little change within it. Nor has it been found that one stage of development is mastered before the student moves into the next; the development of two stages in a student can occur almost simultaneously. Individual differences inevitably come into play, and the stages of learning, as described in this paper, have meaning only when applied to the individual student and his particular learning experience.

scholarly journals Emergence of Different Perspectives of Success in Collaborative Learning

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Sarina Falcione ◽  
Eleanor Campbell ◽  
Brett McCollum ◽  
Julia Chamberlain ◽  
Miguel Macias ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Teaching Methods ◽  
Significant Variation ◽  
Learning Experience ◽  
Prior Experience ◽  
Educational Practice ◽  
Interactive Teaching ◽  
The Individual ◽  
Past Experiences ◽  
Prior Experiences

Collaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant’s descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits, (d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant’s prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual’s role, prior experience with collaborative learning as a student, and advocacy by one’s professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

2020 ◽  
Vol 59 (5) ◽  
pp. 57-69
Author(s):  
Mirim Park ◽  
Kyunghwan Jang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Comprehensive Evaluation ◽  
National Curriculum ◽  
Fitness Testing ◽  
Healthy Life ◽  
Fitness Education ◽  
Education Data ◽  
Educational Implications ◽  
Healthy Life Style

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

scholarly journals Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

2021 ◽  
pp. 030157422097623
Author(s):  
Shweta A. Kolhe ◽  
Shivani S. Khandelwal ◽  
Amol A. Verulkar ◽  
Twinkle D. Bajaj ◽  
Niyati Bhupesh Potode
Keyword(s):  
Positive Attitude ◽  
Learning Experience ◽  
First Year ◽  
Dental Surgery ◽  
Postgraduate Students ◽  
New Learning ◽  
Patient Work ◽  
Clear Information ◽  
Gain Access ◽  
New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

An Experiment in Problem Solving

1951 ◽  
Vol 3 (4) ◽  
pp. 184-197 ◽  
Author(s):  
J. W. Whitfield
Keyword(s):  
Problem Solving ◽  
Experimental Work ◽  
Human Subjects ◽  
Qualitative Difference ◽  
Trial And Error ◽  
Qualitative Nature ◽  
The Individual

Trial-and-error problems are described in terms of “stimulus” difficulty, which is a measure of the number of possible modes of response left to the individual when all the information given is taken into account; and “phenomenal” difficulty, which is a measure derived from the individual's performance. An experiment is described in which three types of problem were presented to human subjects. In all three problems the stimulus difficulty was calculable, stage by stage, in the solution. The problems differed in this stimulus difficulty and also in the qualitative nature of the information provided—from unequivocal to conditional. It is shown that the qualitative difference of the nature of the information bears most relationship to phenomenal difficulty. Some observations are made on the modes of solution adopted, and further experimental work is suggested.

FEATURES OF THE APPLICATION OF GAME TECHNOLOGIES DURING SOCIAL STUDIES LESSONS AT SCHOOL

2021 ◽  
Vol 53 (1) ◽  
pp. 107-114
Author(s):  
A. V. Tolochko ◽  
Keyword(s):  
High School ◽  
Social Studies ◽  
Teaching Methods ◽  
Quality Education ◽  
Theoretical Research ◽  
Theoretical Knowledge ◽  
Play Activity ◽  
Educational Motivation ◽  
Educational Situation ◽  
The Individual

The article focuses on the problems of teaching social studies at high school. The author tries to actualize the use of gaming technologies during lessons. The aim of the study is to determine the effectiveness of the game in teaching social studies to schoolchildren. During social studies lessons, it is necessary to use various teaching methods, one of which is the game. Thanks to the game, the theoretical knowledge gained during the lesson will be much better assimilated by students. Also, thanks to game technologies, it is possible to solve the problem of educational motivation of schoolchildren; it will be interesting for any student to participate in a game. Play activity today is of great importance in the development and education of the individual, as it gives each child an opportunity to feel themselves as a subject of a certain type of activity, to express themselves, to form thier own abilities. During the game, an intellectually passive student can perform such a volume of work that is completely inaccessible to them in a traditional educational situation. In scientific and other pedagogical studies related to play activities, one can find the concept of an "emotional accelerator" of learning. In addition to theoretical research, the article describes a pedagogical experiment, in which 20 students of 10th grades took part. The article says that using various play forms and methods it is possible to alternate between “serious” and “frivolous” work, and thereby ensure sustained attention to the studied material in the classroom, and the study of the course “Social Studies” at high school is a vital necessity. It is important to provide quality education using various active methods and techniques, in particular, using the form of business games.

Sign in / Sign up

Export Citation Format

Share Document