Assessing Students' Understanding of Fraction Multiplication

2016 ◽  
Vol 23 (3) ◽  
pp. 166-173
Author(s):  
Chepina Rumsey ◽  
Jody Guarino ◽  
Jennie Beltramini ◽  
Shelbi Cole ◽  
Alicia Farmer ◽  
...  
Keyword(s):  
Collaborative Project ◽  
Technological Tools ◽  
Fraction Multiplication

Read about how the authors used many technological tools and platforms to engage a team of educators across the country in this collaborative project.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

Direct clear juice: a summary of experiences gained in the production of clear juice in a sugarcane diffuser

2017 ◽  
pp. 527-533
Author(s):  
Paul Jensen ◽  
Steve Davis
Keyword(s):  
Flow Path ◽  
Full Scale ◽  
Laboratory Scale ◽  
Collaborative Project ◽  
Laboratory Results ◽  
Research Institute

The term ‘Direct Clear Juice’ (DCJ) refers to the production of clear juice (CJ) within a modified sugarcane diffuser, thus negating the need for further juice purification in a settling clarifier. The feasibility of producing CJ by filtering treated diffuser juice through a shredded cane bed was demonstrated on a laboratory scale at the Sugar Milling Research Institute NPC (SMRI) and reported at the 2013 ISSCT congress. Factory trials were subsequently conducted at Tongaat Hulett’s Maidstone factory where the promising laboratory results were replicated in a full-scale diffuser. The production of DCJ requires consideration of the juice flow path in the diffuser, the method of lime and flocculant addition, and the screening of the juice after the diffuser. This paper summarises the results and learnings from the DCJ trials between 2011 and 2015. The development of the DCJ technology has been a collaborative project between the SMRI and Tongaat Hulett Sugar.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

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