STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED

A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.

Pristupi pojmovnoj metafori

This paper presents a set of possible contemporary approaches to the study of metaphor. Although undoubtedly most propulsive, Lakoff and Johnson’s conceptual (or cognitive) metaphor theory is only one of several metaphor models. Conceptual metaphor theory postulates that metaphor is a phenomenon of thought which is manifest in language. According to this approach, metaphor is understanding abstract conceptual domains (where domain is any coherent organization of human experience) in terms of more concrete source domains. In Fauconnier and Turner’s blending theory meaning is constructed through building of a number of mental spaces and establishment of mappings between them. Contrary to these two approaches, in Glucksberg’s class-inclusion model of metaphor, properties of the source category are attributed to the target category not by means of mappings but through class inclusion. Bowdle and Gentner’s ‘career of metaphor’ theory highlights the importance of metaphor conventionality. In Cameron’s ‘discourse dynamics’ approach metaphor is explored through analysis of discourse. It is perceived and used as a tool which helps uncover attitudes and values. Relevance theorists, on the other end of the spectrum, see metaphor as ‘loose talk’ understood via pragmatic inferential processes. Critical metaphor analysis explores how metaphors shape not only human thought and language, but also our beliefs, values and actions. The range of available approaches to metaphor suggests that no single approach can exhaustively capture this multifaceted phenomenon.

On plurality

Certain pronouns exhibit inherent plurality and a corollary of this property is that multiple subjects require agreement (or concord): the expression of plurality on the predicate. Hence it takes a personal marker agreeing in person and number with that subject. Similar phenomena play a role in postponed suffixation, that is, when the suffixes for person and number in a clause occur solely in the final clause of a sentence. A special problem is posed by the question of what exactly determines the position where the personal marker for the third person plural should be placed. It is shown that notions such as property attribution, class inclusion, and identification are the mechanisms which are the crucial factors in the placement of the plural marker.

Interference Can Affect Response Times to False Items in Category Verification

Previous research has found faster response times in category verification tasks to false stimuli pairing highly similar coordinate concepts (“pea—bean”) than to false stimuli pairing less similar coordinate concepts (“pea—onion”). Such a finding indicates that knowledge of which concepts are coordinate to one another is represented within a semantic network. However, the finding has not been entirely consistent. One reason for that inconsistency may be that the faster retrieval of a coordinate association between highly related words is offset by hesitancy on the part of participants to make a “false” response to strongly related stimuli. To test this hypothesis, termed the relation-strength interference hypothesis, participants served in two conditions. In the Similarity condition, they judged whether pairs of words were semantically similar. In the Classification condition, they judged whether pairs of words exhibited a class-inclusion relation “pea—vegetable”) or a coordinate relation. Both conditions included both coordinate items and class-inclusion items. Latencies were longer in the Classification condition than in the Similarity condition. The increase in latency in the Classification condition relative to the Similarity condition, however, was the same for coordinate items as for class-inclusion items, a finding consistent with the relation-strength interference hypothesis.

artikel 9 admistrasi layanan khusus

Special services provided by schools to students are generally the same, but different on the process of the management and utilization. Some form of special services in school is the service: councelling, libraries, laboratories, extracurricular, infirmary, cafeteria, cooperatives, OSIS, transport, boarding, acceleration, class inclusion, and apprentice. As a special service management functions include: (1) planning, such as needs analysis and programming of special services; (2) the organization, such as the division of tasks to carry out special service program; (3) in motion, in the form of the settings in the implementation of special services, and (4) control, in the form of program monitoring and performance assessment special services program in school. So that special services should be managed with effective management processes in order to strengthen the management process of education, particularly at the school level.

“Neglected, Ignored, and Abandoned”? The Working Class in Popular U.S. Culture

This paper develops new text-mining methods to measure the recognition of American workers in the U.S. press and in American movies. The text-mining program searches 167,193 newspaper articles and 18,056 movie plots for over 35,000 job titles and codes them into standard U.S. Census occupational categories. These occupations are then recoded into common definitions of the working class and tracked over time. For The New York Times since 1980, recognition of working-class jobs has not declined, but it was always low. For regional American papers like the St. Louis Post Gazette, the Detroit News, or the Tampa Bay Times, working-class occupations had once enjoyed higher levels of recognition, but the rates have declined recently to levels similar to the New York Times. U.S. produced movies show a similar decline since 1930 in working-class inclusion.